1. Literacy Lesson 3: Reading Response Questions
November 17, Period 2
Short written responses based on something you have read.

2. Reading Response questions have the form:
1) BLAH, BLAH, BLAH Use specific details from the selection to explain your answer.
2) BLAH, BLAH, BLAH Use details from the selection and your own ideas to explain your answer.
3) Summarize this selection. Include a main idea and one detail that supports it.
from Lesson 2

3. Today, we will focus on the first two types of reading response questions:
1) ….Use specific details from the selection to explain your answer.
2) ….Use details from the selection and your own ideas to explain your answer.

4. By the end of this lesson you will:
know the criteria EQAO uses to score reading response questions
know how to plan a reading response using the criteria and a graphic organizer
plan reading responses using a graphic organizer
write and evaluate reading responses using the EQAO rubric

5. 1. What is the criteria for an exemplary reading response?

6. You have 2 minutes to read
Re-read the reading selection, “An Animator from Scarborough” that you received in lesson 2. If you did not attend lesson 2, your teacher should have your handouts to give to you.
You have 2 minutes to read

7. Why is Lizarda a good choice for this internship
Why is Lizarda a good choice for this internship? Use specific details from the selection to explain your answer.
Teachers:
Distribute the reading response question for this selection.
Students:
Read the question.
Determine which type of question you are asked.
Highlight/underline key words in the question.

8. Which type of reading response question is it?
1) ….Use specific details from the selection to explain your answer.
2) ….Use details from the selection and your own ideas to explain your answer.
Teachers: Click on the screen to reveal the answer.

9. What do the key words tell you about the criteria that will be used to evaluate your work?
Why is Lizarda a good choice for this internship? Use specific details from the selection to explain your answer.
Teachers: Go to the next slide to show what we think students will say.

10. The key words tell me that I have to:
State my answer.
Explain my answer using more than one piece of evidence from the reading.
The evidence I choose must be a good match for my answer.

11. Code 10, Code 20, and Code 30 are the scores assigned to reading response written answers.
Is this statement true or false? I have to get a code 30 in order to pass a reading response written answer. 10 20 30
YES
Click on the screen to reveal the answer.

12. What does the rubric tell you about the criteria that will be used to evaluate your work?
Skim and scan the rubric on the reverse side of the reading response question Begin with the criteria for code Highlight/underline key words
Share what you highlighted with the whole class

13. A Code 30 reading response provides:
Correct
Accurate,
Focussed on the topic
specific and relevant ideas and information
Go back to the text and use it!
from the reading selection.

14. …and there is more:
…and a clear explanation of how the details are connected to my answer.

15. Can you recognize a Code 30?

16. Which One is Better?
Read Response A and Response B on the next couple of slides and discuss with the person near you which one you think is better and WHY you think it is better.

17. Response A
Why is Lizarda a good choice for this internship? Use specific details from the selection to explain your answer.

18. Response B
Why is Lizarda a good choice for this internship? Use specific details from the selection to explain your answer.

19. A or B? Explain Why
If you want to see the responses again so you can be sure of your answer to “Explain Why”, ask your teacher to go back through the slides.

20. Did you notice? Turn the question into a statement.
Summarize at the end.

21. Stays within the 6 lines Specific detail from the reading

22. Students that get a code 30 make and follow a plan when they write.

23. Sentence 1: I turn the question into a statement
Sentence 1: I turn the question into a statement. Sentence 2: Specific Detail #1 I prove my answer is correct with a fact or detail from the text. Sentence 3: Specific Detail #2 I prove my answer is correct AGAIN with another fact or detail. I can refer to a paragraph number, terms or phrases that I take right out of the reading. Sentence 4: Specific Detail #3 If there is room. (Notice that I squeezed it in). Sentence 5: Concluding Sentence I write a concluding/summary statement that makes an explicit connection between my point and the details.

24. We think this plan will work for you too!

25. Reading Response Graphic Organizer for Rough Notes
focussed on the criteria
organizes your ideas
Teachers: Handout the Reading Response Graphic Organizer for Rough Notes.

26. Reading Response Graphic Organizer for Rough Notes Scavenger Hunt
On which line do you write the question as a statement?
When should you use the word ‘because” in your reading response?
When will I fill in the “My Own Ideas” box?
Where will I find hints that will help me connect what I have read to my own ideas?
When do I write sentences?

27. Reading Response Graphic Organizer for Rough Notes Scavenger Hunt Answers:
On which line do you write the question as a statement? Line 2
When should you use the word ‘because” in your reading response? Never
When will I fill in the “My Own Ideas” box? When the question asks me to: Use details from the selection and your own ideas to explain your answer.
Where will I find hints that will help me connect what I have read to my own ideas? The hints are in the box to the right of the ‘My Own Idea’ box.
When do I write sentences? Use sentences for the topic sentence and concluding sentence only.

28. There are four copies of the graphic organizer on the handout.
Use these graphic organizers to plan your written response questions in today’s lesson and in future lessons.
You might create your own version of the graphic organizer as you become more familiar with it. On the test day, you will need to draw your own in the rough notes area.
The rough notes area is not scored by the OSSLT markers. The graphic organizer will help you keep your response focussed on the criteria for a Code 30. So, ultimately, what the markers read and score will be your best work!

29. What connections can you make between the rough notes graphic organizer and Response B?
The bulleted information in the graphic organizer was used to plan Response B.
Students: Look for matches between the graphic organizer and the response. Draw lines where you see a connection.
Teachers: Distribute this page to your students.
You have 2 minutes

30. Possible Answers

31. Remember Burd’s Recycling Recipe?

32. Practice what you have learned:
1. Teen’s Recycling Recipe Bags Award (Lesson 1)
Who Ate Pasta First?(New)
3. Animator from Scarborough (Lesson 2 and Lesson 3)

33. 1. “Teen’s Recycling Recipe Bags Award” Reading response question:
Explain how Burd’s Project demonstrates the work of a scientist. Use specific details and your own ideas to support your answer.
Teachers: Distribute the reading response question for the reading task: Teen’s Recycling Recipe Bags Award.
Students: Bring out the reading selection “Teen’s Recycling Recipe Bags Award” that you received in lesson 1.

34. Read the question and highlight/underline key words in the question.
“Explain how Burd’s Project demonstrates the work of a scientist. Use specific details and your own ideas to support your answer”.
Students:
Read the question and highlight/underline key words in the question.
Decide which type of question you are answering.
Complete the graphic organizer. Re-read the text to be sure you have specific and relevant details. Don’t work from memory.
Write your response.
You have 15 minutes to re-read, complete the graphic organizer and write your response.

35. Exchange responses with a partner
1. Evaluate your partner’s work using the rubric on the reverse side.
2. Share exemplary responses and your rationale with the whole class.

36. 2. “Who Ate Pasta First?” Reading response question:
Explain whether this archeological find settles the historical question about who invented pasta. Use specific details from the selection and your own ideas to support your answer.
Teachers: Distribute the reading response question for the reading task: Who Ate Pasta First?

37. Read the question and highlight/underline key words in the question.
“Explain whether this archeological find settles the historical question about who invented pasts. Use specific details from the selection and your own ideas to support your answer.”
Students:
Read the question and highlight/underline key words in the question.
Decide which type of question you are answering.
Complete the graphic organizer. Re-read the text to be sure you have specific and relevant details. Don’t work from memory.
Write your response.
You have 20 minutes to read and write your response.

38. Evaluate your work using the checklist on the following slide
Assign a or a to each sentence you wrote.

39. You have 1 minute. Start NOW.
Criteria ?
Sentence 1
I turned the question into a statement.
Sentence 2
I prove my answer is correct with a fact or detail from the text.
Sentence 3
I prove my answer is correct AGAIN with another fact or detail. I refer to a paragraph number, terms or phrases that I take right out of the reading.
Sentence 4
I connected what I know, learned or experienced to this topic because the question asked me to use my own ideas to support my answer.
Sentence 5
I wrote a concluding/summary statement that makes an explicit connection between my point and the details.
You have 1 minute. Start NOW.

40. Evaluate your own work using the EQAO rubric

41. Finished and want more practice?
Complete the reading response for “An Animator from Scarborough” that you received at the start of the lesson.

42. Put your work in your folder and bring your folder to class tomorrow November 18, period 1