TEMPLATES Introducing the ACE Strategy for Reading Answer

TEMPLATES

Introducing the ACE Strategy for Reading… Answer the question… 1 pt Cite evidence from the text… 1 pt Expand your answer… 1 pt

ACE Strategy A…Anotar la respuesta C…Contar evidencia del texto E…Extender tu respuesta

RUBRIC USED TO SCORE THE NMSBA 4 *Effectively addresses the prompt *Has superior organization *Contains specific information including facts, details, and examples from the passage 3 *Adequately answers the prompt *Some information may not be well integrated into the writing *Response is more general than specific or concrete 2 *Attempts to answer the prompt *Information may be random, generalized and without detail. *May be limited to lists without elaboration *Less information is presented and fewer points are developed. 1 *Does not address prompt *Less developed than a 2 response.

Advanced 4 Cite Answer the question correctly evidence from the text Expand your answer Proficient 3 Answer the question correctly Cite evidence from the text Nearly Proficient 2 Emerging 1 Answer the question correctly Wrong answer Tried or not

Advanced 3 Cite Answer the question correctly evidence from the text Expand your answer Proficient 2 Answer the question correctly Cite evidence from the text Nearly Proficient 1 Emerging 0 Answer the question correctly Wrong answer Tried or not

Short Answer Responses When answering short answer responses, use the ACE strategy: *A – answer the question *C – cite evidence from the text *E – extend your answer **You may receive a total of three points for each response. You need to keep track of your progress by recording your score on the grid. Put an x on your score for each assignment. Story Date A C E *Check means the student could perform the expectation. Points

ACE ASSIGNMENT …for reading Passage to read…. Question to answer… A____________________________ C____________________________ E_______________

ACE ASSIGNMENT…for reading A ____________________ C ____________________ E

How am I doing in ACEing my reading quizzes 3…I explained my answer…I added more. 2…I could cite evidence to support my answer. 1…I answered the question and got it right. 0…I didn’t get the correct answer. Quiz 1 2 3 4 5 6 7 8 9 10

SHORT ANSWER RESPONSES *You may receive a total of 3 points per answer Assignment *Use the ACE strategy…. A-Answer the question C-Cite evidence from the text E-Expand your answer Date A C E My Score Peer Evaluator Score Teacher Score

Workbook page 7 HS Literature Example Learner level ACE-ing Open-ended responses Assignment QUIZ Date A C E My Score Peer Evaluat or Score Teache r Score

STUDENT SELF-EVALUATION OR PEER SCORING GUIDE ____________________ ACE Score-___ I answered the question…………. ___yes ___no I supported my answer from the text…. . ___yes___no I expanded my answer………………. ___yes___no Name____________________ ACE Score-___ I answered the question………………___yes___no I supported my answer from the text…. . ___yes___no I expanded my answer………………. ___yes___no Name____________________

Workbook page 9 ACE Anchor Paper What kind of girl was Goldilocks? A Answer The Goldilocks was a very naughty little girl. Question C Cite Evidence From the Story E Expand Your Answer Primary I know she was naughty because she broke into the Bears’ house, ate their food and broke their chairs. That’s illegal and you could go to jail if you get caught. I bet Goldilocks' mom is going to be mad at her when she gets home. She might get sent to time out. I have been naughty a few times. Sometimes I get caught and sometimes I get away with it.

NM Standards-based rubric for Grades 4 -9 Writing Prompt 4 points 3 points Conventions 2 points 1 point 0 points Language skills successfully support meaning; few if any errors in subject/verb agreement, modifiers, punctuation, capitals, or spelling Language skills support the meaning; several errors in some or all of: subject/ verb agreement, modifiers, punctuation, capitals, spelling Mistakes in grammar, mechanics & usage render writing incomprehensible Ideas Organization Addresses prompt Stays fully on topic Includes relevant information Provides main ideas & specific, elaborated details that move beyond the obvious Includes inviting intro, logical arrangement of ideas, & satisfying conclusions Maintains a clear order with transitions between ideas. Mostly address prompt Stays mostly focused Includes mostly relevant info Has main idea, but details are general, obvious or brief Includes intro, arrangement of ideas & conclusion; ideas may wander or be predictable Provides some connection between ideas with few transitions Addresses some of the prompt Addresses a broad topic or focuses on a trivial point Provides sketchy information that may be listlike Begins or ends abruptly; arrangement of ideas is stilted or occasionally random Rarely uses transitions Addresses few parts of prompt Severely digresses from topic Includes much irrelevant information No main ideas or does not support them; details may be repetitious Begins abruptly with no intro or conclusion; there is little or no attempt to establish order Does not connect ideas Shows no evidence of purposeful organization Is incoherent Voice Word Choice Vocabulary Sentence Structure Conventions Presentation Engaging Accurate, precise vocabulary that is appropriate for audience & purpose Contains active/precise verbs May use imagery, figurative or striking language Fluent, easy to read Effective sentence variety Readable, neat, nearly error free Occasionally engaging Accurate but general word choice appropriate for audience/purpose Use of precise and general words Familiar vocabulary w/ some striking language Generally fluent with occasional choppiness Some variety of sentence beginnings, structures and length Mostly readable & neat Somewhat bland General words that may include occasional errors in usage Few active verbs, but most are imprecise or colorless (is, did, go) Familiar vocabulary & phrases Variety of sentence beginnings, structure, or length but rambling or choppy Readable, but somewhat sloppy Bland Inaccurate or repetitive words choice that is occasionally inappropriate for audience and purpose Passive, colorless, or imprecise verbs Vague language or frequent cliches Incomplete or rambling Simple, repetitive sentence beginning, structures and lengths or many sentences combined needlessly Some unreadable parts Isolated words, phrases or random sentences **Evidence of planning (list, web, outline) … 1 point awarded No evidence of planning … 0 points awarded

Introducing the ACE Strategy for Math… Answer the problem! Compute your work! Explain how you got your answer!

ACE Strategy A…Anotar la respuesta For Math C…Computar su trabajo E…Explicar como resolvio el problema

NMSBA RUBRIC FOR OPEN-ENDED ITEMS IN MATH Answer Compute Explain 0 points *Gives an incorrect response with no work shown. *Offers no mathematical understanding of the problem. *Does not address the problem. EMERGING 1 point *Offers a correct solution to the problem with no supporting evidence, detail or explanation. *Contains numerous errors in computation and reasoning that detract from the overall quality of the response. *Provides vague interpretation to the solution/explanation, indicating little or no mathematical understanding of the task or concept. NEARING PROFICIENT 2 points *Offers a partially correct answer that may contain flaws, indicating an incomplete understanding of the task or concept. *May show faulty reasoning leading to weak answers or conclusions. *May demonstrate a poor understanding of relevant mathematical procedure or concepts. *May demonstrate unclear communication in writing or diagrams. PROFICIENT 3 points *Offers a generally correct solution, but contains minor flaws in reasoning or computation. *Gives evidence that an appropriate problem-solving strategy was selected and implemented but may contain minor errors that detract from the overall quality of the response. *Is clearly focused and wellorganized but neglects some aspect of the complete solution. *Lacks significant detail to convey thorough understanding of the task. ADVANCED 4 points *Offers a correct solution that is well supported by well-developed, accurate explanations. *Gives evidence that an appropriate problem-solving strategy was implemented, but may contain minor errors that DO NOT detract from the overall quality of the response *Is clearly organized and focused and shows a mathematical understanding of the task or concept. *Contains sufficient explanation to convey thorough understanding of the problem.

NMSBA RUBRIC FOR OPEN-ENDED ITEMS IN MATH Answer Compute Explain KID LANGUAGE 0 points *My answer was wrong. *I didn’t show my work. *I didn’t understand how to do the problem. *I didn’t write anything. EMERGING 1 point *I may have gotten the right answer, but didn’t show my work or explain anything. *I made some mistakes and my reasoning wasn’t very clear and didn’t make much sense. *I didn’t really understand the problem completely and couldn’t explain how I got my answer very well. NEARING PROFICIENT 2 points *My answer may have been partly correct showing that I only understand part of the problem and how to get the answer. *My reasoning isn’t exactly clear and my answer is weak. *I didn’t understand how to get the answer to this problem very well. *I could only explain a little bit about the problem. *My writing doesn’t communicate how I got my answer very well. PROFICIENT 3 points *My answer is correct and my computation shows I mostly understood how to get the answer. *My strategy for getting the answer was logical. *I may have made mistakes, but they were minor and didn’t detract from the quality of my work. *My work is clear and focused but I may have left out a part of the explanation of my work. *I could have included more detail in my answer. ADVANCED 4 points *My answer is correct and clearly supported by detailed explanations. *I used a great strategy. *I used high-level reasoning. *I used math rules to get my answer and explained them. *My work and explanation is clearly organized, focused and shows a mathematical understanding of the task or concept. *I explained ALL the steps for how I got my answer.

Learner-Friendly 4 -Point Math Rubric Your • ADVANCED • answer • • Workbook page 11 Has enough details to show you understood the problem. Is organized and complete. Completely explains your ideas and math thinking. Has a correct answer. • Your • PROFICIENT • answer • Has some details to show you understood the problem Is mostly organized Explains your ideas and math thinking Has a correct answer • Your NEARING • PROFICIENT • answer • Doesn’t have enough details to show you understood the problem. Is unorganized and unclear. Doesn’t clearly explain your ideas or math thinking. Has an answer that’s almost right. • Your EMERGING • answer • • • I only wrote the right answer with no computation or explanation…. or… I made lots of mistakes. I just didn’t understand the problem. Shows no details. Doesn’t make sense. Has no explanation of ideas or math thinking. Has a wrong answer.

RUBRIC USED TO SCORE THE NMSBA…Short Answer Math 2 • offers a correct solution and is well-supported by well-developed and accurate explanations. • gives evidence that an appropriate problem-solving strategy was selected and implemented, but may contain minor errors that do not detract from the overall quality of the student response. • is clearly organized and focused, and shows a mathematical understanding of the task or concept. • contains sufficient work to convey thorough understanding of the problem. 1 • offers a correct solution with no supporting evidence or explanation. • offers a partially correct answer to the problem. • may contain flaws indicating an incomplete understanding of the task or concept. • may show faulty reasoning leading to weak answers or conclusions. • may demonstrate unclear communication in writing or diagrams. • may demonstrate a poor understanding or relevant mathematical procedure or concepts. 0 • gives an incorrect response with no work shown. • offers no mathematical understanding of the problem. • does not address the problem .

RUBRIC USED TO SCORE THE NMSBA…Short Answer Math 2 1 0 • My answer is correct and supported by well-developed EXPLANATIONS in writing!! • I showed that I used an appropriate problem-solving strategy. • My answer is organized an focused. • I have shown enough work to make it clear that I understand how to work this problem. • I got the correct answer, but showed no work or explanation…. OR…. my answer was only partially correct. • My work shows that I may not know “exactly” how to work this problem. • My reasons for choosing this strategy to solve the problem didn’t quite make sense. • My diagrams and/or written explanations are incomplete or not clear. • My answer is wrong. • I didn’t show any work. • I had no idea how to work this problem KID LANGUAGE

PRIMARY MATH EXAMPLE Rubric Score 4 -Advanced How many legs do two cows and 3 chickens have? A…. 14 C… 4 + 2 + 2 = 14 E… I droo the cow. S and chix and then I cownted all the lags. And then I mad the ekwshun. Thas how I got my ansur.

ACE…. . your math questions NMSBA Rubric Score ____ Standard: ____________Benchmark: ___________ Question: ___________________________________________________________ Answer: Computation: Explanation: _________________________________________

“MATH” PROBLEM SOLVING GRAPH Advanced 4 GOAL Proficient 3 Nearing Proficient 2 Emerging 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10

ACE IMPROVEMENT PLAN FOR READING PLAN ACT ___My plan worked ___I need a new plan DO STUDY

ACE Improvement Plan Name_______ Subject______ Date______ PLAN: _____________________ DO: ______________________________________________ STUDY: ______________________________________________ ___My plan worked! ___I need another improvement plan!

ACE-ing Open-ended Math responses Assignment 0 1 2 3 4 SECONDARY Example Learner level My Score Peer Evaluat or Score Teache r Score

Strategies we’ve learned to help us EFFECTIVELY expand our extendedresponse questions in reading *Describe a personal connection that you can make to the passage. *State an opinion about the passage *Make a prediction about what you think might happen next *Make a comparison about two characters in the passage *Make an inference a bout something you read in the passage *Point out a cause/effect situation in the passage. *Make a conclusion about the passage

Strategies we’ve learned to help us EFFECTIVELY answer our constructedresponse questions in math *Draw a diagram that shows exactly HOW we figured out the problem. *Make sure we WRITE out an explanation of what we were thinking by our illustration. *If we used manipulatives, make a PICTURE of what we did to figure out the answer. *Write “something” on the lines for E. *Compute our work carefully in order to lessen mistakes *Use the ACE template so that the answer is organized. *Show and explain “every” step in solving the problem.