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Short Answer Response (SAR)

Cross-content training for SAR Strategy
by

Stephanie Barton

on 15 October 2014

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Transcript of Short Answer Response (SAR)

SAR: Ace It!
Answer Perceptively
Explain and Close
Connect w/ Evidence
Where we are
EOC 2014
Now you try...
Exit Ticket.
1. Highlight/underline the 3 parts (A.C.E.) of the given SAR response as you read it.
2. Use the SAR rubric (English II Connecting Selections) to score the SAR and indicate your score next to the response.
3. Be prepared to justify your answer.
Let's Make it Personal...
Your Homework.
1. Based on your next unit of instruction, work with your team to construct 2 short answer questions that will measure reading comprehension.
2. Email your questions to stephanieboyce@lancasterisd.org by next week.
Score 'N Post
1. Use the rubric at the table to reach a consensus on which SAR is a 0,1,2, or 3.
2. Write your explanation for the score in the middle of the post it hand.
3. Fold the post it hand to indicate the appropriate score, then post your scores on the corresponding SAR.
What we're doing
Objective: By the end of the session, teachers will:
Evaluate and score student SARs and ensure inter-rater reliability by interpreting state rubrics
Understand the components of effective SARs
Our Norms
1. Be on time
2. Be actively involved
3. Monitor technology use
4. Positive vibes please
Score Point 0 — Insufficient Response to the Question

Insufficient responses indicate a very limited reading performance.
These responses have one of the following problems.
‰ The idea is not an answer to the question asked.
‰ The idea is incorrect because it is not based on the text.
‰ The idea is too general, vague, or unclear to determine whether it is reasonable.
‰ No idea is present. Sometimes the response contains only text evidence. At other times there appears to be an idea; however, this idea cannot be considered an answer to the question because it merely repeats verbatim, or “echoes,” the text evidence.

Paired Selection
Rating # %
0 129 35
1 157 42
2 86 23
3 0 0
Total 372 100
Rating # %
0 57 29
1 231 36
2 126 33
3 14 3
Total 428 100
English I
Single Selection
English II
Paired Selection
Single Selection
Rating # %
0 122 29
1 153 36
2 140 33
3 13 3
Total 428 100
Rating # %
0 120 32
1 172 46
2 79 21
3 1 0
Total 372 100
Where we're going
By June 2015 student achievement will increase on the following:

STAAR English I and II students meeting satisfactory level from 56% to 70% (English I) and 51% to 70% (English II).
Student performance on benchmarks will show a rating average increase of 1 point or greater and a 100% decrease in zeroes, as measured by the initial diagnostic.


Co- Presenters:
Kathleen Minter and Stephanie Boyce

What did the state have to say?
Score Point 1 — Partially Sufficient Response to the Question

Partially sufficient responses indicate a basic reading performance.
These responses have one of the following characteristics.
‰ The idea is reasonable, but the response contains no text evidence.
‰ The idea is reasonable, but the text evidence is flawed and does not
adequately support the idea. Text evidence is considered inadequate when it
is
o only a general reference to the text,
o too partial to support the idea,
o weakly linked to the idea, or
o used inappropriately because it wrongly manipulates the meaning of the
text.
‰ The idea needs more explanation or specificity even though it is supported with text evidence.
‰ The idea represents only a literal reading of the text, with or without text
evidence.

Score Point 2 — Sufficient Response to the Question

Sufficient responses indicate a satisfactory reading performance.
These responses have the following characteristics.
‰ The idea is reasonable and goes beyond a literal reading of the text. It is
explained specifically enough to show that the student can make appropriate
connections across the text and draw valid conclusions.
‰ The text evidence used to support the idea is accurate and relevant.
‰ The idea and text evidence used to support it are clearly linked.
‰ The combination of the idea and the text evidence demonstrates a good
understanding of the text.

Score Point 3 — Exemplary Response to the Question
Exemplary responses indicate an accomplished reading performance.
These responses have the following characteristics.
‰ The idea is perceptive and reflects an awareness of the complexities of the
text. The student is able to develop a coherent explanation of the idea by
making discerning connections across the text.
‰ The text evidence used to support the idea is specific and well chosen.
Overall, the evidence strongly supports the validity of the idea.
‰ The combination of the idea and the text evidence demonstrates a deep
understanding of the text.

ACE IT!
Team Work!
Orange Dot
"The student presents an idea that is incorrect because it is not based on the selection."
Yellow Dot
"The student offers the reasonable ea that Paul is lonely because there is no one in his life with whom he is truly close. Although the student attempts to provide textual evidence, it is flawed because it is only a general reference to the text."
Blue Dot
"The student offers the reasonable idea that Paul is curious. Direct quotations are provided to support the idea, making this a sufficient response."
Green Dot
"The student offers a perceptive idea and develops a coherent explanation of how Paul has become accustomed to a lonely life. Overall, the text evidence strongly supports the validity of the idea, and the student shows a deep understanding of the text in this accomplished reading performance."
Prompt: How is the loss of language important in “Tehuelche” and “Linguist on Mission to Save Inuit ‘Fossil Language’ Disappearing with the Ice”? Support your answer with evidence from both selections.
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