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    • Blog List >
      • Teaching Reading to Special Education Students
      • The Best FREE Progress Monitoring Assessments in Reading for Students with Learning Disabilities in Reading
      • Teaching Fluency to Students with Dyslexia
      • 5 Minute Fluency Focus Sequence with Social Emotional Learning Skills
    • About Me
  • Special Education
    • Accommodations vs. Modifications
    • Empowering Teachers: Strategies for Supporting Students with Processing Speed (RAN) Challenges
    • Enhancing Verbal Comprehension Skills for Students with Learning Disabilities: Strategies and Support
  • Reading
    • 3 Steps for Effective Reading Instruction for Students with Learning Disabilities
    • Mastering Reading with a 5-Step Lesson Plan: A Structured Literacy Approach
    • Dyslexia Blogs
    • Reading Scope and Sequence
    • The Importance of Working Memory in Reading: Classroom Accommodations
    • 6 Science of Reading Strategies for Teaching Sight Words
    • Syllable Division and Syllable Types
    • Phonics
    • Vocabulary Instruction for Students with Learning Disabilities
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2/16/2023 0 Comments

How to Teach Students to Write Constructed Responses to Text-Based Questions

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Miss Rae's Room How to Teach Students to Write Constructed Responses to Text-Based Questions

So how do you teach students to write constructed response answers
to text-based questions?

Have you heard this term - 'constructed-response'?  The term is a relatively new buzzword for what we used to call open response answers or short answer essays.  And it means the same thing that they did!  A constructed-response essentially means a well-written multi-sentence answer to a question.  And typically in the world of education, those questions are based upon a knowledge students are expected to have gained from a text.

So how do you teach students to write constructed response answers to text-based questions?

Teach this 5-part response strategy that trains student brains to think about the most important steps in answering a question!
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By using the mnemonic device with RACES, you are helping to increase students' ability to recall and retain information.  This memory technique will give students a graphic organizer to organize their thoughts in response to a question, a structured writing template to organize their written response to the question, and a strategy to check that that they fully answered a question!  And even better - RACES can be your rubric for grading!

Get my rubric HERE for free or grab the full resource HERE!

Happy & Healthy Teaching!
PEACE,
Miss Rae

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4/14/2019 3 Comments

Using Text-Evidence with Special Education Students

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Using Text-Evidence with Special Education Students l Miss Rae's Room Teaching Blog
The overarching goal of 21st century education is to equip today’s students with the ability to analyze, evaluate, and create; all of which are the highest levels of Bloom’s Taxonomy.

Our states’ standardized testing assesses our students’ capabilities on Bloom’s high-ranking skills of analysis, evaluation, and creation through text-based constructed responses to open ended questions.  For example, a student may be asked to explain the relationship between two characters in a text. Directions to this response will include citing evidence from the text to support the student’s answer. 

First, a student needs to read and comprehend the text.  These are the lower levels of Bloom’s Taxonomy. Next, the student must analyze the text in relationship to the question and make an evaluation to answer the question.  Finally, the student must create a written response that supports his/her claim.
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Using Text-Evidence with Special Education Students l Miss Rae's Room Teaching Blog
In order to begin building our learners toward mastery of high level educational learning objectives, we must support our students with appropriate and supportive instruction and environments.  Think scaffolded supports!

Learners do not just enter our schoolroom doors, equipped with these learning superpowers.  Instead, we must teach our students to mastery.
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One strategy I keep in my toolkit is teaching students how to explain their reasoning, and here is one way I do that!

First, I prep!  I put quotes from our texts on chart paper.  

To incorporate some movement for my kinesthetic learners, I hang the quotes around the classroom.

Students are partnered or grouped.  They are then given 7 minutes at each quote.  They must use this time to...

-read the quote
-discuss its meaning
-narrow the meaning down to one sentence
-write the meaning down, and finally…
-support your answer with textual evidence.
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Using Text-Evidence with Special Education Students l Miss Rae's Room Teaching Blog
This activity allows my students to master the learning process with the support of their fellow learners, wrestle and engage with the curriculum, learn to work in a cooperative learning group, and own and guide their own learning, AND I get to use my doorbell for transition times! 

Grab my RACES Constructed Response Strategy HERE to help students organize their thinking when writing a text dependent, open response answer.

R-Restate question
A- Answer question
C- Cite evidence
E- Explain answer and how evidence supports your answer
S- Summarize your answer

This 50+ page BUNDLE includes:
~RACE Strategy Lesson with...
~Presentation Slides
~Modeled Constructed Response
~TTQA Strategy Lesson (Turn the Question Around)
~RACE Graphic Organizers - 2 options for differentiation
~Symbol posters for Text Annotations
~Text Evidence Note Taking Sheets - 2 options for differentiation
~Evidence Citation Posters
~Set of RACE posters for the classroom
~RACE Rubric with...
~Rubric Criteria
~Rubric Explanations
~RACE Strategy Reflection Sheet
~AND various rubric options!
~PLUS+ + + a second RACES option Strategy Lesson​​

Happy Teaching!

​~By Miss Rae

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Miss Rae's Room l RACES Constructed Response Strategy

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