Winston-Salem / Forsyth County Schools

Writing in Response to Text

Required TRC retraining2015-2016

Disposal Procedures for Written Response to Text Materials Disposal Procedures for prior versions of

TRC written response materials was distributed in May of last year.

These procedures explicitly detailed the steps for disposing of written response test materials.

Verification of completion forms are housed with each principal and available for review.

Update and Review of Administration and Scoring

Written Response to Text Assessment Manual Written Response to Text a

Rationale Based on Research (page 2)

Responding to high quality text-dependent questions and/or petitions with evidence-based written responses accelerates the thought process and deepens comprehension and critical thinking. (Duke & Pearson, 2002; Lesaux, 2012; Mendelman, 2008; McKeown, Beck & Blake, 2009)

Written Response to Text Administration Guidelines for Teachers (page 3)

Written Response to Text Administration Guidelines for Students (page 4)

TRC Written Response to Text Scoring Procedures and Reminders (page 4)

Both prompts must be answered. The final score is the lowest of the two scores

and is entered into the device. Conventions of writing do not apply when

scoring. Prior reading of the text by the assessor is

vital and required.

TRC Written Response to Text Scoring Procedures and Reminders (page 4)

Rubrics and exemplars are used to facilitate scoring.

Student responses do not have to match the exemplars word for word but do need to meet the rigor of the expectations of the standard.

Scoring Rubric- Complex Understanding

Score Point Scoring Guidelines

3Complex Understanding

The response demonstrates an understanding of the complexities of the text:•Addresses the demands of the question•Effectively uses text-relevant information to clarify or extend understanding

2General Understanding

1Minimal Understanding

0No Understanding

Scoring Rubric- General Understanding

Score Point Scoring Guidelines

3Complex Understanding

2General Understanding

The response demonstrates a general understanding of the text:•Addresses the demands of the question•Uses text-relevant information to show understanding.

1Minimal Understanding

0No Understanding

Scoring Rubric- Minimal or No Understanding

Score Point Scoring Guidelines

3Complex Understanding

2General Understanding

1Minimal Understanding

The response demonstrates a minimal understanding of the text:•Minimally addresses the demands of the question.•Uses minimal information to show understanding of the text in relation to the question.

0No Understanding

The response demonstrates no understanding of the text:•The response is completely incorrect, irrelevant to the question, or missing.

Written Response Scoring Practice

Read Anchor Standard & each grade level standard

Highlight the academic vocabulary that is different in each grade Start at kindergarten

Explain to your partner the similarities and differences you found

Share at your table

RL. K.3 With prompting and support, identify characters, settings, and major events in a story.

RL. 1.3 Describe characters, settings, and major events in a story, using key details.

RL. 2.3 Describe how characters in a story respond to major events and challenges.

RL. 3.3 Describe characters in a story (e.g. their traits, motivations, r feelings) and explain how their actions contribute to the sequence of events.

RL. 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character’s thoughts, words, or actions)

Anchor Standard 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text

RL. 5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g. how characters interact)

Clever Little Dinosaur- Level F

Question: What made Big Dinosaur wake up? Use parts of the story in your answer.

Standard: RL 1.3: Describe characters, settings, and major events in a story using key details.

RL. K.3 With prompting and support, identify characters, settings, and major events in a story.

RL. 1.3 Describe characters, settings, and major events in a story, using key details.

RL. 2.3 Describe how characters in a story respond to major events and challenges.

RL. 3.3 Describe characters in a story (e.g. their traits, motivations, r feelings) and explain how their actions contribute to the sequence of events.

RL. 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character’s thoughts, words, or actions)

Anchor Standard 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text

RL. 5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g. how characters interact)

RL. K.3 With prompting and support, identify characters, settings, and major events in a story.

RL. 1.3 Describe characters, settings, and major events in a story, using key details.

RL. 2.3 Describe how characters in a story respond to major events and challenges.

RL. 3.3 Describe characters in a story (e.g. their traits, motivations, r feelings) and explain how their actions contribute to the sequence of events.

RL. 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character’s thoughts, words, or actions)

Anchor Standard 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text

RL. 5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g. how characters interact)

RL. K.3 With prompting and support, identify characters, settings, and major events in a story.

RL. 1.3 Describe characters, settings, and major events in a story, using key details.

RL. 2.3 Describe how characters in a story respond to major events and challenges.

RL. 3.3 Describe characters in a story (e.g. their traits, motivations, r feelings) and explain how their actions contribute to the sequence of events.

RL. 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character’s thoughts, words, or actions)

Anchor Standard 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text

RL. 5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g. how characters interact)

Clever Little Dinosaur- Level F

Question: How did Little Dinosaur get away from Big Dinosaur? Use parts of the story in your answer.

Standard: RL 1.3: Describe characters, settings, and major events in a story using key details.

RL. K.5 Recognize common types of texts (e.g., storybooks, poems).

RL. 1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types..

RL. 2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

RL. 3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

RL. 4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

RL. 5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Anchor Standard 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

Tricks With a Kite- Level M

Question: What does the boy write about in the beginning, the middle, and the end of the letter? Use details from the story in your answer.

Standard: RL 2.5: Describe the overall structure of a story including describing how the beginning introduces the story and the ending concludes the action.

RL. K.5 Recognize common types of texts (e.g., storybooks, poems).

RL. 1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types..

RL. 2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

RL. 3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

RL. 4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

RL. 5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Anchor Standard 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

RL. K.3 With prompting and support, identify characters, settings, and major events in a story.

RL. 1.3 Describe characters, settings, and major events in a story, using key details.

RL. 2.3 Describe how characters in a story respond to major events and challenges.

RL. 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

RL. 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions.).

RL. 5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Anchor Standard 3. Analyze how and why• individuals, events, and ideas develop and interact over the course of a text.

Tricks With a Kite- Level M

Question: At first, how does the boy feel about flying the kite by himself? How does he feel about it later? Use details from the story in your answer.

Standard: RL 2.3: Describe how characters in a story respond to major events and challenges.

RL. K.3 With prompting and support, identify characters, settings, and major events in a story.

RL. 1.3 Describe characters, settings, and major events in a story, using key details.

RL. 2.3 Describe how characters in a story respond to major events and challenges.

RL. 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

RL. 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions.).

RL. 5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Anchor Standard 3. Analyze how and why• individuals, events, and ideas develop and interact over the course of a text.

North Carolina Reading 3D Frequently Asked Questions

“If students are to make knowledge their own, they must struggle with the details, wrestle with the facts, and rework raw information and dimly understood concepts into language they can communicate to someone else. In short, if students are to learn, they must write.”

Steve Graham and Michael HebertVanderbilt University