120-taks oer second edition sample
TRANSCRIPT
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8/3/2019 120-Taks Oer Second Edition Sample
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Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Text Rubr
Specific Synopsis
Liter
Exemplary
Idea
Sufficient
Scoring
ssessment TAKS Change
Crossover
Theme
Prediction
Literary Technique
Analysis
Interpretation
Conflict
onclusion
Character Trait Figurative Expression
Characteristics of text
0 1 2 3 Creating QuestionsTest Format
Partially Sufficient Direct Quote Close Readingvidence Expository
Paraphr
Insufficient Rubr
Specific Synopsis
Liter
Exemplary
Idea
Sufficient
Scoring
ssessment TAKS Change
Crossover
Theme
Prediction
Literary Technique
Analysis
Interpretation
Conflict
onclusion
Character Trait Figurative Expression
Characteristics of text
0 1 2 3 Creating QuestionsTest Format
Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Insufficient RubrSpecific Synopsis
Liter
Exemplary
Idea
Sufficient
Scoring
ssessment TAKS Change
Crossover
Theme
Prediction
Literary Technique
Analysis
Interpretation
Conflict
onclusion
Character Trait Figurative Expression
Characteristics of text
0 1 2 3 Creating QuestionsTest Format
Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Insufficient Rubr
Specific Synopsis
Liter
Exemplary
Idea
Sufficient
Scoring
ssessment TAKS Change
Crossover
Theme
Prediction
Literary Technique
Analysis
Interpretation
Conflict
onclusion
Character Trait Figurative Expression
Characteristics of text
0 1 2 3 Creating QuestionsTest Format
Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Insufficient Rubr
Specific Synopsis
Liter
Exemplary
IdeaSufficient
Scoringssessment TAKS Change
CrossoverTheme
Prediction
Literary Technique
Analysis
Interpretation
Conflict
onclusion
Character Trait Figurative Expression
Characteristics of text
0 1 2 3 Creating QuestionsTest Format
Partially Sufficient Direct Quote Close Reading
vidence Expository Insufficient Rubr
Specific Synopsis Idea
Sufficientssessment TAKS Change
Crossover
Prediction
Literary Technique
Analysis
Character Trait Figurative Expression
Nowwi
moreexpo
sit
lessons,n
ewstud
samples,an
dmiddlesc
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alignmen
tsugges
tions
TAKS
Response Guide
Grades 911 Exit
Open-Ended
Second Edition
SAMPLE
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IntroductIon.1
understandIngtherubrIcs.5TAKS Reading Rubrics for Open-Ended Responses Grades 911 ...................................8
Lesson: Introducing the Rubrics: Chocolate Rubric Summary .........................................10
Lesson: Understanding the Rubrics: AIM for Open-Ended Response Success ............19
Lesson: Using the Rubrics: You Be the Judge .....................................................................24
PreParIng students. 31
Lesson: Types of Evidence: Echoes of Evidence ..........................................................37
Lesson: Connecting Textual Evidence: Building a Case ....................................................80
Lesson: Connecting Themes: Keepin It Real .................................................................86
Lesson: Literary Conict: Conict Breeds Conict ...........................................................90Lesson: The Crossover Item: Star-CROSSed Lovers .........................................................97
Lesson: Characterization: Shadows of the Past ............................................................... 102
Lesson: The Change Question: The Winds of Change .................................................. 107
Lesson: Evaluating Point of View: Reliving the Past ...................................................... 111
Lesson: Diction: One Word, One Daughter ..................................................................... 115
Lesson: Expository Characterization: Gifts of Love ...................................................... 119
teacher toolkIt. 125
Incorporating the Open-Ended Item Into the Classroom ............................................. 127
Pairing Works ......................................................................................................................... 127
Creating Questions for Practice .......................................................................................... 129Test Format ............................................................................................................................ 132
Middle School Alignment Suggestions .............................................................................. 134
aPPendIces. 137
Appendix A: Additional Passages and Student Samples ................................................. 139
Appendix B: Close Reading Checklist ................................................................................ 174
Appendix C: Open-Ended Response Checklists .............................................................. 175
Appendix D: Types of Evidence ........................................................................................ 178Appendix E: Style Guide ...................................................................................................... 179
Appendix F: Literary Techniques Glossary ....................................................................... 180
references. 189
Table of Contents
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Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Insufficient Rubr
Specific Synopsis
Liter
Exemplary
Idea
Sufficient
Scoring
ssessment TAKS Change
Crossover
Theme
Prediction
Literary Technique
Analysis
Interpretation
Conflict
onclusion
Character Trait Figurative Expression
Characteristics of text
0 1 2 3 Creating QuestionsTest Format
Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Insufficient RubrSpecific Synopsis
Liter
Exemplary
Idea
Sufficient
Scoring
ssessment TAKS Change
Crossover
Theme
Prediction
Literary Technique
Analysis
Interpretation
Conflict
onclusion
Character Trait Figurative Expression
Characteristics of text
0 1 2 3 Creating QuestionsTest Format
Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Insufficient Rubr
Specific Synopsis
Liter
Exemplary
Idea
Sufficient
Scoring
ssessment TAKS Change
Crossover
Theme
Prediction
Literary Technique
Analysis
Interpretation
Conflict
onclusion
Character Trait Figurative Expression
Characteristics of text
0 1 2 3 Creating QuestionsTest Format
Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Insufficient Rubr
Specific Synopsis
Liter
Exemplary
IdeaSufficient
Scoringssessment TAKS Change
CrossoverTheme
Prediction
Literary Technique
Analysis
Interpretation
Conflict
onclusion
Character Trait Figurative Expression
Characteristics of text
0 1 2 3 Creating QuestionsTest Format
Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Insufficient Rubr
Specific Synopsis Idea
Sufficient
Scoring
ssessment TAKS Change
Crossover
Theme
Prediction
Literary Technique
Analysis
Conflict
Character Trait Figurative Expression
Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Insufficient Rubr
Specific Synopsis
Liter
Exemplary
Idea
Sufficient
Scoring
ssessment TAKS Change
Crossover
Theme
Prediction
Literary Technique
Analysis
Interpretation
Conflict
onclusion
Character Trait Figurative Expression
Characteristics of text
0 1 2 3 Creating QuestionsTest Format
Introduction
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Region 4 Education Service Center. All rights reserved.
SAMPL
E
WHAT ARE THE OPEN-ENDED READING ITEMS FOUND ON THE TEXAS
ASSESSMENT OF KNOWLEDGE AND SKILLS (TAKS) READING TEST FOR
GRADE 9 AND THE ENGLISH LANGUAGE ARTS TESTS FOR GRADES 10
AND 11 EXIT LEVEL?
The TAKS open-ended items (also called short-answer items) are three questions that
require the student to write a brief response (called the open-ended response). These items
are based upon the thematically-linked literary and expository reading selections of theTAKS assessment. The open-ended items do not address the viewing and representing piece
of the TAKS assessment, although this third component of the triplet is linked thematically
to the literary and expository selections.
The rst open-ended item addresses the literary selectiona published literary
work or an excerpt from a published work.
The second open-ended item addresses the expository selectiona published
informational or expository work or an excerpt from a published work.
Since the literary and expository pieces are thematically linked, the third open-
ended item, or crossover item, addresses both the literary and expository
selections.
WHAT SKILLS ARE ASSESSED THROUGH THE OPEN-ENDED READING
ITEMS?
The literary open-ended item assesses TAKS Objective 2, which states, The student will
demonstrate an understanding of effects of literary elements and techniques in culturally
diverse written texts (TEA, 2004, p. 5). The expository and crossover open-ended items
both assess TAKS Objective 3, which states, The student will demonstrate the ability to
analyze and critically evaluate culturally diverse written texts and visual representations
(TEA, 2004, p. 5). All three open-ended items address the Texas Essential Knowledgeand Skills (TEKS) statement and student expectation numbered 10B: Reading/literary
response. The student expresses and supports responses to various types of texts. The
student is expected to use elements of text to defend, clarify, and negotiate responses and
interpretations (TEA, 2004, pp. 14 and 16). Although the open-ended item is linked to
TEKS 10B, allof the reading TEKS must be taught. Many describe the foundational skills
that are essential for student success on the TAKS-tested TEKS.
In the lessons included in this manual, the TEKS statements and student expectations that
are listed are taken from English III. While the language in these objectives sometimes
differs slightly in the English I and English II TEKS, an easy correlation can be made.
WHAT ARE STUDENTS EXPECTED TO DO WHEN RESPONDING TO THE
OPEN-ENDED ITEMS?
Open-ended items require students to generate clear, reasonable ideas about various
aspects of a text and to support these ideas with relevant evidence from the text (TEA,
2004, p. 7). There is no right way to write an open-ended response, though elements of
the high-scoring responses share similar characteristics. The TAKS Reading Rubrics for the
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Introduction
SAMPL
E
Open-Ended Responses show that successful responses provide a reasonable idea or an
analysis that is supported with relevant and accurate evidence that validates that idea. When
responding to the Objective 2 literary selection open-ended item, students must write a
short response analyzing how literary elements, literary techniques, or figurative language
function in a story (TEA, 2004, p. 14). In the open-ended items assessing Objective 3,
students must write a short response analyzing or evaluating some aspect of the expository
selection or some aspect of text common to or based upon both selections (TEA, 2004,p. 16).
Writing a TAKS open-ended response requires close reading and careful planning. Students
are given only a limited amount of space to write their answers, so every word must be
essential and relevant in these brief responses (TEA, 2004, p. 7). Five lines are provided to
respond to each item that addresses only one of the selections, and eight lines are provided
to respond to items that range across the two selections.
Teaching the students to write full paragraphs, complete with introductory or topic
sentences, elaboration, and concluding sentences, often causes the students to generalizetoo much. Students need to know that the validity of their answers, together with the
applicability of their chosen support, must be their focus when responding to an open-
ended item. Any prescribed formula or pattern of sentences just obscures the true intent of
these open-ended items. This type of reading and planning is the skill students must learn
in order to move beyond the literal meaning of a text, develop the deeper understanding
necessary to think critically about what they read, connect what they know to new
information, and become independent thinkers (TEA, 2004, p. 16).
HOW ARE TAKS OPEN-ENDED RESPONSES ASSESSED?Reading rubrics are used to assess the TAKS open-ended (short-answer) items. There is a
separate reading rubric for each open-ended item. The students response to each item is
scored based on content; writing conventions are not taken into consideration unless the
frequency and/or severity of errors causes clarity problems (TEA, 2004, p. 7). Possible
responses must come from insidethe text. If a students response is one that indicates an
incorrect reading of the story (e.g., lack of plot understanding), then it is impossible to find
evidence that can be used as support. The distinction between conceptand contextis crucial.
The conceptof the student response is judged. A teacher should ask, Has the student
correctly responded to the question with a reasonable idea and connected textual evidence
that validates that idea? The contextualarrangement of the response is not part of therubric. There is no magic number or arrangement of sentences described in the rubric, nor
are specific writing skills included.
Possible scores for each open-ended response are 0 (insufficient response), 1 (partially
sufficient response), 2 (sufficient response), and 3 (exemplary response). The maximum
points available for each response is equivalent to three multiple-choice items, providing a
possible total of nine points for all three open-ended items.
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Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Insufficient Rubr
Specific Synopsis
Liter
Exemplary
Idea
Sufficient
Scoring
ssessment TAKS Change
Crossover
Theme
Prediction
Literary Technique
Analysis
Interpretation
Conflict
onclusion
Character Trait Figurative Expression
Characteristics of text
0 1 2 3 Creating QuestionsTest Format
Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Insufficient RubrSpecific Synopsis
Liter
Exemplary
Idea
Sufficient
Scoring
ssessment TAKS Change
Crossover
Theme
Prediction
Literary Technique
Analysis
Interpretation
Conflict
onclusion
Character Trait Figurative Expression
Characteristics of text
0 1 2 3 Creating QuestionsTest Format
Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Insufficient Rubr
Specific Synopsis
Liter
Exemplary
Idea
Sufficient
Scoring
ssessment TAKS Change
Crossover
Theme
Prediction
Literary Technique
Analysis
Interpretation
Conflict
onclusion
Character Trait Figurative Expression
Characteristics of text
0 1 2 3 Creating QuestionsTest Format
Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Insufficient Rubr
Specific Synopsis
Liter
Exemplary
IdeaSufficient
Scoringssessment TAKS Change
CrossoverTheme
Prediction
Literary Technique
Analysis
Interpretation
Conflict
onclusion
Character Trait Figurative Expression
Characteristics of text
0 1 2 3 Creating QuestionsTest Format
Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Insufficient Rubr
Specific Synopsis Idea
Sufficient
Scoring
ssessment TAKS Change
Crossover
Theme
Prediction
Literary Technique
Analysis
Conflict
Character Trait Figurative Expression
Partially Sufficient Direct Quote Close Reading
vidence Expository
Paraphr
Insufficient Rubr
Specific Synopsis
Liter
Exemplary
Idea
Sufficient
Scoring
ssessment TAKS Change
Crossover
Theme
Prediction
Literary Technique
Analysis
Interpretation
Conflict
onclusion
Character Trait Figurative Expression
Characteristics of text
0 1 2 3 Creating QuestionsTest Format
Understanding
the Rubrics
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Region 4 Education Service Center. All rights reserved
Understanding
TheRubri cs
SAMPL
E
WHAT ARE THE TAKS READING RUBRICS?
The TAKS Reading Rubrics are powerful instructional tools that clarify expectations
through explicitly worded descriptions for each score point. Studying the rubrics that are
used to score the open-ended responses will help teachers and students understand the
qualities necessary for a successful response. The TAKS Reading Rubrics used to score each
of the three open-ended items can be found on the next two pages of this manual. The
three rubrics have been compressed into a two-page chart with major differences betweenscore points in bold print. The purpose of this rubric format is to promote increased
understanding for both teachers and students of the criteria by which the responses to the
open-ended items are scored. In Appendix C, checklists derived from the language of the
rubrics are included for student use, either individually or in peer-editing situations.
Three rubrics, one for each type of item, are provided by Texas Education Agency (2004).
The rubric for the literary response requires that a students answer must either offer a
theme, character trait, conflict, or change or must analyze a literary technique or
figurative expression. The response must be supported with accurate and relevant
textual evidence. The rubric for the expository response requires that a students answermust either offer a conclusion, interpretation, or prediction or must offer an analysis
or evaluation of a characteristic of the text. The response must be supported with
accurate and relevant textual evidence. The rubric for the literary/expository crossover
response requires that a students answer must offer a conclusion, interpretation,or predictionfrombothselections or must offer an analysis or evaluation of a
characteristic ofbothselections. The response must be supported with accurate and
relevant textual evidence from bothselections. Textual evidence for the three open-
ended responses may consist of a direct quotation, a paraphrase, or a specific synopsis.
In her book, Creating Writers Through 6-Trait Writing Assessment and Instruction, Vicki Spandel
(2001) gives the rationale for teaching students the language of rubrics: Students who
are taught to use criteria know when they are doing well, without waiting for outside
confirmation, and when things go wrong, they know what to do about it (p. 5). Teachers
are constantly answering the questions, Hey, Miss, does this sound right? and Would you
read this and tell me if its good? Teachers are providing that outside confirmation that
Spandel refers to in this quotation.
After students have learned the basic structure of the TAKS Reading Rubrics, teachers
should provide practice in using the rubrics. This practice will help students internalize therubrics language and expectations. Giving the students the power to score and evaluate
responses will encourage their confidence as self-assessors.
The TAKS Reading Rubrics, found on the next two pages, are followed by three possible
lessons to familiarize students with the qualities expected in their responses to the TAKS
open-ended items. These lessons will enable students to focus on what is expected in the
responses, allowing them to produce effective responses to open-ended items.
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Region 4 Education Service Center. All rights reserved.
SAMPL
E
Evidence may consist of a direct quotation, a paraphrase, or a specic synopsis. Words or phrases in boldface identify
major differences between score points.TAKS Reading Rubrics, Texas Education Agency, 2004
Score Point 3
In exemplary responses, the student
Score Point 2
In sufcient responses, the student
must offer aparticularly thoughtful or insightful theme, character
trait, conict, or change and strongly support it with accurate/relevant textual evidencemust offer aparticularly thoughtful or insightful analysis of aliterary technique or gurative expression and strongly support itwithaccurate/relevant textual evidence
In addition, exemplary responses must demonstrate the studentsdepth of understanding and ability to effectively connect textual
evidence to the idea or analysis.
must offer a reasonable theme, character trait, conict, or change andsupport it with accurate/relevant textual evidencemust offer a reasonable analysis of a literary technique or gurativeexpression and support it with accurate/relevant textual evidence
In addition, sufficient responses must be clear and specific.
must offer aparticularly thoughtful or insightful conclusion,interpretation, or prediction and strongly support it with accurate/relevant textual evidencemust offer aparticularly thoughtful or insightful analysis or
evaluation of a characteristic of the text and strongly support it withaccurate/relevant textual evidence
In addition, exemplary responses showstrong evidence of the studentsdepth of understanding and ability to effectively connect textual
evidence to the idea, analysis, or evaluation.
must draw a reasonable conclusion, offer a reasonable interpretation,or make a reasonable prediction and must support it with accurate/relevant textual evidencemust offer a reasonable analysis or evaluation of a characteristic of
the selection and must support it with accurate/relevant textualevidence
In addition, sufficient responses must be clear and specific.
must offer aparticularly thoughtful or insightful conclusion,interpretation, or prediction based on both selections and stronglysupport it with accurate/relevant textual evidence from both
selectionsmust offer aparticularly thoughtful or insightful analysis orevaluation of a characteristic of text based on both selections andstrongly support it with accurate/relevant textual evidence fromboth selections
In addition, exemplary responses indicate that the student is able tomake meaningful connections across selections. These responsesshowstrong evidence of the students depth of understanding andability to effectively connect textual evidence to the idea, analysis, or
evaluation.
must draw a reasonable conclusion, offer a reasonable interpretation,or make a reasonable prediction based on both selections and mustsupport it with accurate/relevant textual evidence from both
selectionsmust offer a reasonable analysis or evaluation of a characteristic oftext based on both selections and must support it with accurate/relevant textual evidence from both selections
In addition, sufficient responses indicate that the student is able to makeclear and specific connections across selection.
ReadingRubricLiteraryS
election
Objective2
ReadingRubricExpositoryS
election
Objective3
ReadingRub
ricLiterary/ExpositoryCrossover
Objective3
TAKS Reading Rubrics for
Open-Ended Responses Grades 911
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Region 4 Education Service Center. All rights reserved
SAMPL
E
Score Point 1
Inpartially sufcient responses, the student
Score Point 0
In insufcient responses, the student
may offer a reasonable theme, character trait, conict, or change butprovide onlygeneral, incomplete, or partially accurate/relevanttextual evidence or provide no textual evidence at allmay offer a reasonable analysis of a literary technique or gurativeexpression butprovide onlygeneral, incomplete, or partiallyaccurate/relevant textual evidence orprovide no textual evidenceat allmay offer a reasonable idea or analysis and mayprovide textualevidence, but this evidence is onlyweakly connected to the idea oranalysismay offer accurate/relevant textual evidencewithout providing anidea or analysis
In addition, partially sufficient responses may be somewhat unclear orvague.
may offer an incorrect theme, character trait, conict, or changemay offer a theme, character, conict, or change that is too general or
vague to determine whether it is reasonablemay incorrectly analyze a literary technique or gurative expressionmay offer an analysis that is too general or vague to determine
whether it is reasonablemay present only aplot summarymay not address the question in any way or may answer a differentquestion than the one askedmay offer onlyincomplete or irrelevant textual evidence
In addition, insufficient responses may lack clarity.
may draw a reasonable conclusion, offer a reasonable interpretation,or make a reasonable prediction that is supported only bygeneral,incomplete, or partially accurate/relevant textual evidence or
provide no textual evidence at all
may offer a reasonable analysis or evaluation of a characteristic ofthe text that is supported only bygeneral, incomplete, or partiallyaccurate/relevant textual evidence orprovide no textual evidenceat allmay offer a reasonable idea, analysis, or evaluation and mayprovidetextual evidence, but this evidence is onlyweakly connected to theidea, analysis, or evaluationmay offer accurate/relevant textual evidencewithout drawinga conclusion, offering an interpretation, making a prediction, orproviding an analysis or evaluation
In addition, partially sufficient responses may be somewhat unclear orvague.
may draw a conclusion, offer an interpretation, or make a predictionthat is not based on the textmay draw a conclusion, offer an interpretation, or make a predictionthat does not address the question
may draw a conclusion, offer an interpretation, or make a predictionthat is not reasonablemay draw a conclusion, offer an interpretation, or make a predictionthat is too general or vague to determine whether it is reasonablemay incorrectly analyze or evaluate a characteristic of the textmay not address the question in any way or may answer a differentquestion than the one askedmay offer onlyincomplete or irrelevant textual evidence
In addition, insufficient responses may lack clarity.
may draw a reasonable conclusion, offer a reasonable interpretation,or make a reasonable prediction based on both selections butsupported only bygeneral, incomplete, or partially accurate/
relevant textual evidence from one or both selectionsmay draw a reasonable conclusion, offer a reasonable interpretation,or make a reasonable prediction based on both selections but mayoffer textual support from only one selection or may offer notextual support at allmay offer a reasonable analysis or evaluation of a characteristic oftext based on both selections that is supported only bygeneral,incomplete, or partially accurate/relevant textual evidence fromone or both selectionsmay offer a reasonable analysis or evaluation of a characteristic oftext based on both selections but may offer textual support fromonlyone selection or may offer no textual support at allmay offer a reasonable idea, analysis, or evaluation based on bothselections and mayprovide textual evidence from both selections,but this evidence is onlyweakly connected to the idea, analysis, orevaluationmay offer accurate/relevant textual evidence from both selectionsbut may draw a conclusion, offer an interpretation, make a prediction,orprovide an analysis or evaluation based on onlyone selectionmay offer accurate/relevant textual evidence from both selections
without drawing a conclusion, offering an interpretation, making aprediction, or providing an analysis or evaluation
In addition, partially sufficient responses may be somewhat unclearor vague or may indicate that the student has difficulty makingconnections across selections.
may draw a conclusion, offer an interpretation, or make a predictionthat is not based on the selectionsmay draw a conclusion, offer an interpretation, or make a prediction
that does not address the questionmay draw a conclusion, offer an interpretation, or make a predictionthat is not reasonablemay draw a conclusion, offer an interpretation, or make a predictionthat is too general or vague to determine whether it is reasonablemay incorrectly analyze or evaluate a characteristic of text based onboth selectionsmay not address the question in any way or may answer a differentquestion than the one askedmay offer onlyincomplete or irrelevant textual evidence from oneor both selections
In addition, insufficient responses may lack clarity.
ReadingRubricLiteraryS
election
Objective2
ReadingRubricExpositoryS
election
Objective3
ReadingRub
ricLiterary/ExpositoryCrossover
Objective3
Evidence may consist of a direct quotation, a paraphrase, or a specic synopsis. Words or phrases in boldface identify
major differences between score points.TAKS Reading Rubrics, Texas Education Agency, 2004
TAKS Reading Rubrics for
Open-Ended Responses Grades 911
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Region 4 Education Service Center. All rights reserved.
U n d e r s t a n d i n g
SAMPL
E
TEKS OBJECTIVES:
proofread writing for appropriateness of organization, content, style, and
conventions
evaluate writing for both mechanics and content
RATIONALE:
Rubrics provide a powerful instructional tool and can crystallize an assignment
for the teacher and for the student. The act of creating and then teaching a rubricencourages clear and well-dened expectations. With the use of a rubric, teaching
is targeted; student performance is focused. This lesson encapsulates the major
elements of the TAKS Reading Rubrics.
MATERIALS:
1 almond
1 Hersheys Kiss
1 Hersheys Chocolate Bar with Almonds
1 Toblerone Bar
Hersheys Nuggets with Almonds (one per student)
Bag or backpack (for hiding all candy until appropriate moments)
Transparency of TAKS Reading Rubrics for Open-Ended Responses
Grades 911 (pp. 89 in this manual, also one printed copy per student)
Open-Ended Response Rubric Summary (one per student)
Transparencies of individual score points
To produce the following materials for this lesson, a grade-level appropriate
TAKS Scoring Guide is needed. This guide can be found at http:\\www.tea.state.
tx.us/student.assessment/resources/release/taks/index.htmlTransparencies of the open-ended items
Transparencies of the student samples
PRESENTATION GUIDELINES:
Explain the scoring of the TAKS open-ended responses to students. Tell themthat a response must include a reasonable idea with connected textual evidence.
Inform students that the open-ended items assess their reading abilities.
Discuss that the student responses are scored solely based on content, unless
the frequency or severity of convention errors causes clarity problems. Explain
that the literary, expository, and literary/expository crossover items are each
equivalent to three of the TAKS Reading multiple-choice items.
Introducing the Rubrics:
CHOCOLATE RUBRIC SUMMARY
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Understanding
TheRubri cs
SAMPL
E
Briey show students the TAKS Reading Rubrics for Open-Ended Responses
Grades 911 transparency. While students will probably not be able to thoroughly
read the rubric on the overhead due to the small font size, the goal is for students
to notice the thorough detail of the rubrics. Give students copies of the TAKS
Reading Rubrics for Open-Ended Responses Grades 911 and the Open-Ended
Response Rubric Summary. Tell the students that while the complete TAKS
Reading Rubrics for Open-Ended Responses Grades 911 will be used for dailyclassroom instruction, the Open-Ended Response Rubric Summary will be used
for student self-assessment. Explain that by using this summary, students will be
able to truly evaluate the content of their answers.
Show the individual score point 0 transparency on the overhead. Tell students to
imagine that it is 3:00 in the afternoon. Ask them if they are hungry. Ask them if
they still have three hours of band, athletics, or homework to do before dinner.
Ask, What if I told you that you would not be allowed to have a snack? Say,
This would be an Insufcientsituation, wouldnt it? Then explain that an open-
ended reading response can receive a score point 0 for three basic reasons: theresponse is incorrect, is too general or vague, or is a mere plot summary (for
the literary response). Put the transparency of the TAKS Reading Rubrics for
Open-Ended Responses Grades 911 on the overhead and review the types of
responses that qualify for a score point 0. Have students follow the review using
their own copies.
Display the individual score point 1 transparency on the overhead. Remind
students that two connected basic elements must be present in their open-ended
responses: analysis, a thoughtful answer to the question, and evidence, the
proof from the text that supports their analysis. Hold up the Hersheys Kiss andthe almond. Ask students, What if I offered you these for an afternoon snack?
Wouldnt they trick your taste buds for just a little while? Explain that this is
equivalent to a Partially Sufcientsnack. Tell them, Im holding two separate bites.
The almond would be dry and crunchy; the chocolate would melt in your mouthbut would make you want more. Explain that an open-ended reading response
can receive a score point 1 for three basic reasons: the response is an analysis
only, the response is evidence only, or there is an unclear connection between
the analysis and the evidence. A score point 1 answer is missing one of the two
connected basic elements that must be present in an open-ended response. Put
the transparency of the TAKS Reading Rubrics for Open-Ended Responses
Grades 911 on the overhead and review the types of responses that qualify for a
score point 1. Have the students follow the review using their own copies.
Display the individual score point 2 transparency on the overhead. Ask the
students to repeat the two basic elements of an open-ended reading response
analysis (chocolate) and evidence (almond). Hold up the Hersheys Chocolate Bar
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U n d e r s t a n d i n g
SAMPL
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with Almonds. Discuss if this might be a Sufcientsnack at 3:00 in the afternoon.
Have a student read aloud the yellow letters from the candy bar wrapper, Milk
Chocolate with Almonds. Ask students if both basic elements (chocolate and
almond) are present. If you were to take a decent, 3:00-in-the-afternoon-got-
a-while-before-dinner bite, would you get both chocolate and almonds? Are
these ingredients connected? Can your tongue still tell the difference between
the two? Discuss that the chocolate simply melts, but the almonds still need alittle chewing. Explain that an open-ended response will receive a score point 2
if both elements, analysis and evidence, are present, and the connection between
those elements is clear. Put the transparency of the TAKS Reading Rubrics for
Open-Ended Responses Grades 911 on the overhead and review the types of
responses that qualify for a score point 2. Have students follow the review using
their own copies.
Display the individual score point 3 transparency on the overhead. Ask the
students to repeat in unison the two basic elements of an open-ended reading
response. A good open-ended response has analysis and evidence that areconnected. Ask, If this is only a sufcient response, what else do you need
for an exemplary response? Hold up the Toblerone Bar. Have a student read
the gold letters from the box, Swiss Milk Chocolate with Honey and Almond
Nougat. Ask if both elements (chocolate and almond) are present. Explain to
the students that the difference between the Toblerone Bar and the Hersheys
Chocolate Bar with Almonds is insight and depth. Swiss milk chocolate is ahigher grade of chocolatean Exemplaryform of chocolate. Almond nougat is
a wonderful whipped-up form of almonds that is yummily connected with the
chocolate. Point out that when they eat a Toblerone Bar, they cannot tell where
the chocolate ends and the almonds begin. Explain that an open-ended responsecan receive a score point 3 when it takes the analysis and/or the evidence and/
or connection to a different, higher plane of thought. Discuss that a score
point 3 response is fun to read, and it ows like honey. Put the transparency of
the TAKS Reading Rubrics for Open-Ended Responses Grades 911 on the
overhead and review the types of responses that qualify for a score point 3. Have
the students follow the review using their own copies.
Tell students that there is an important nugget of knowledge you want them
to remember about open-ended responses. Pass out a Hersheys Nugget with
Almonds to each student. Reiterate the two elements that are needed for
an open-ended response are analysis (chocolate) and evidence (almond). Tell
students that they need to include these two elements in their answers for both
the literary and the expository items. Ask students, If the literary and expository
items each need two parts to their answers, how many parts would the crossover
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Understanding
TheRubri cs
SAMPL
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item need? Remind them that the crossover item covers both the literary and the
expository pieces. Explain to them that there must be four parts included in the
crossover response: analysis and evidence from each selection. Tell students that
they must check back and review their crossover response carefully. Explain that
an open-ended response for the crossover item will receive a score point 1 if it is
missing one of the four parts.
(Note to teacher: After the students understand the parts needed for the literary,
expository, and crossover items, introduce them to the change question. Sometimes,
the literary or expository item might ask how a character changes in the course of the
selection. This response requires three parts to be successful: a reasonable idea or
analysis identifying the change that occurs plus two pieces of evidence that prove the
before and the after of the characters transformation.)
To practice scoring open-ended responses, display transparencies of sample
student responses from the TAKS Scoring Guide or from the students work.
Score responses as a group. Justify each score given with language from theOpen-Ended Response Rubric Summary.
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SAMPL
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Open-ended.RespOnse.RubRic.summaRy
0
InsufcientToo general or vagueto determine whether
it is reasonable
~OR~
Incorrect
interpretation notbased on text
~OR~
Mere plot summary
1
Partially Sufcient
Analysis only
~OR~
Evidence only
~OR~
Analysis-evidence
connection unclearor vague
2Sufcient
Analysis andrelevant evidencepresent
Analysis-evidenceconnection clearand specific
3Exemplary
Particularlythoughtful orinsightful analysisand/or evidence
Analysis-evidenceconnectionshows depth ofunderstanding
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Region 4 Education Service Center. All rights reserved1
SAMPL
E0
Insufcient
Too general or vague to
determine whether it isreasonable
~OR~
Incorrect interpretationnot based on text
~OR~
Mere plot summary
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Region 4 Education Service Center. All rights reserved.
SAMPL
E1
Partially Sufcient
Analysis only
~OR~
Evidence only~OR~
Analysis-evidenceconnection unclearor vague
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Master
Region 4 Education Service Center. All rights reserved1
SAMPL
E2
Sufcient
Analysis and relevant
evidence present
Analysis-evidence
connection clearand specific
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SAMPL
E3
Exemplary
Particularly thoughtful
or insightful analysisand/or evidence
Analysis-evidence
connection shows depthof understanding