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ACES Strategy for answering questions

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					                                                   ACES STRATEGY

       What does that mean? ACES is a strategy for students to
demonstrate learning in a brief, constructed response. Students’ responses
need to be a balance between textual evidence and a student’s meaning
making explanation. ACES gives students a mnemonic device or a
framework for responding to questions.
       The “A” represents an answer to the question. ACES helps students
make sure they completely answer the question. Often students will use an
answer stem or key words derived from the question. This gives their
paragraph response a direction.
       The “C” represents citation for the answer. The student is required
to make a connection to the text or self. They learn to use facts and ideas
to support an answer to a question. Citations may come from the readings,
class discussion, activities, graphs, or illustrations. In the case of math,
computations made to arrive at an answer serve as evidence of the learning.
Students learn to use information to provide evidence for how they got their
answers.
       The “E” represents extension beyond the text or an explanation of
how the cited information supports the answer. Students should go beyond
what they learned from a text or from class activities. Students can then
use their knowledge to apply what they have learned to another situation.
Students should explain their thinking beyond what was simply stated in the
text.
       The ACES strategy works very well in the classroom because of the
consistent guidelines for answering response questions.. Students know the
criteria for answering ACE questions and learn to apply this idea into their
writing. It may change the way questions are answered in class discussions.
Students can be asked to “Prove it” with some support from the text.
Students start thinking about their own thinking. Why do I think that way?
What made me think about it in that way? What does this question make me
think of or how does the answer compare to another situation?
       Incorporating text evidence to justify positions or to explain
mathematical steps improves the credibility of student writing. ACES
reminds students to support their ideas with evidence through a simple, easy
to remember acronym.
Response components follow:
A       Answers prompt question
C       Uses paraphrased or quoted evidence from the text (can be more than one citation)
E    Explains how the quote supports the answer AND the personal
    thinking about it


         Connection: “This remind me of…”
          (MUST link personal connection to the text! Connection can be text to text, text
           to world, or text to self)
         Explanation: “I think …because…” “To me this means…”
                                  “This shows that…”
         Evaluation: “This is so cool… exciting…confusing, etc.” WHY!
         Comparison: “Just like X says/does…, Y says/does…”

S     So What? Ends with an insight about the text
Now I understand that…
Now I realize…
The character has taught me…
From the text, I learned that…
                          3                          2                        1              0
Answer         Answer makes sense &       Answer makes sense         Attempt was made,        No
               is a complete sentence     but is not a complete      but answer does not   attempt
                                          sentence                   make sense
Cite           Relevant, adequate         Relevant but inadequate    Irrelevant evidence      No
EVIDENCE       evidence cited to          evidence cited to          cited to support      attempt
               support answer             support answer             answer
Explain/       Explanation is clear and   Explanation was            Explanation and/or       No
Expand         there is an obvious        attempted but reasoning    reasoning are         attempt
               connection to the          or connection is unclear   incomprehensible
               answer/ citation

    ACES          -                                 Answer Model
 A reading response shows the meaning making process that a reader goes
through when comprehending text. The response answer is a balance
between textual evidenced and student’s meaning making explanation.

Response components follow:

 A        Answers prompt question


 C         Uses paraphrased or quoted evidence from the text


 E            Explains how the quote supports the answer AND the personal
               thinking about it

       o Connection: “This remind me of…”
            (MUST link personal connection to the text!)
       o Explanation: “I think …because…” “To me this means…”
                         “This shows that…”
       o Evaluation: “This is so cool… exciting…confusing, etc.” WHY!
       o Comparison: “Just like X says/does…, Y says/does…”



   S          So What? Ends with an insight about the text
               Now I understand that…
               Now I realize…
               The character has taught me…
               From the text, I learned that…
ACES
Answer (using part of the question in the topic sentence)



Citation for the text- (According to the text, in the        Explanation
book, the author states)                                     Connection: “This remind me of…”
                                                             Explanation: “I think …because…” “To me this
                                                             means…”“This shows that…”
                                                             Evaluation: “This is so cool… exciting…confusing,
                                                             etc.” WHY!
                                                             Comparison: “Just like X says/does…, Y says/does…”




SO WHAT -What I have learned or realized or understand better after writing this paper.
Now I understand that… Now I realize… The character has taught me…From the text, I learned that…
            Response Rubric
        4
            • Reader demonstrates an accurate understanding of important information in the text by
            focusing on the key ideas presented explicitly and implicitly.
            • Reader uses information from the text to interpret significant concepts or make connections
            to other situations or contexts logically through analysis, evaluation, inference, or
            comparison/contrast.
        A   • Reader uses relevant and accurate references; most are specific and fully supported.
            • Reader integrates interpretation of the text with text-based support (balanced).




        3
            Reader demonstrates an accurate understanding of information in the text by focusing on
            some key ideas presented explicitly and implicitly.
            • Reader uses information from the text to interpret significant concepts or make connections
            to other situations or contexts logically (with some gaps) through analysis, evaluation,
            inference, or comparison/contrast.
Meets   B   • Reader uses relevant and accurate references; some are specific; some may be general and
            not fully supported.
            • Reader partially integrates interpretation of the text with text-based support.


        2
Does
            • Reader demonstrates an accurate but limited understanding of the text.
Not         • Reader uses information from the text to make simplistic interpretations of the text without
Meet        using significant concepts or by making only limited connections to other situations or
            contexts.
            • Reader uses irrelevant or limited references.
            • Reader generalizes without illustrating key ideas; may have gaps.

        C


        1
            • Reader demonstrates little or no understanding of the text; may be inaccurate.
            • Reader makes little or no interpretation of the text.
            • Reader uses no references or the references are inaccurate.
            • Reader’s response is insufficient to show that criteria are met.

        D


        0
            • Reader’s response is absent or does not address the task. Does not answer the question.
            • Reader’s response is insufficient to show that criteria are met.



        F

				
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