Elementary Education Test Subtest 1 (150) Essay Workshop
Constructed-Response Assignment
Overview
This section of the test includes one constructed-response assignment. Your task is to craft a written response of approximately 300–600 words on the given topic. Allocate time wisely to plan, write, review, and edit your response.
Instructions
Read Carefully: Understand the assignment before writing.
Organize Thoughts: Plan your response structure.
Demonstrate Knowledge: Show depth in your understanding and application of the content area.
Evaluation Criteria
PURPOSE: Achieve the assignment's purpose.
SUBJECT MATTER KNOWLEDGE: Apply subject knowledge accurately and appropriately.
SUPPORT: Provide high-quality, relevant supporting details.
RATIONALE: Present sound arguments and demonstrate understanding.
Additional Notes
Your response should be clear and conform to edited American English conventions, written in your own words without reference materials.
Performance Characteristics
Scoring Scale
Sample Constructed-Response Assignment
Subarea I: Reading
Use the information below to complete the exercise that follows.
Jamie is a student in a fourth-grade class. The teacher is assessing Jamie's reading comprehension by having him read a short story independently and then answer questions about the story. Shown below is an excerpt from the story.
"Once upon a time, in a quiet village, there was a young girl named Emma who loved to explore the forest near her home. One day, she found a hidden path that led to a beautiful garden filled with colorful flowers and singing birds. Emma decided to visit the garden every day. She made friends with the animals and enjoyed the peacefulness of the place. But one day, she noticed the flowers were wilting, and the birds were silent. Emma was determined to find out why and help restore the garden to its former glory."
After reading the story, the teacher asks Jamie some questions. Shown below is a transcript of their conversation.
Teacher: What happens at the beginning of the story?
Jamie: Emma likes to explore.
Teacher: Where does Emma find the hidden path?
Jamie: In the forest.
Teacher: What does Emma do in the garden?
Jamie: She plays with animals.
Teacher: What problem does Emma notice in the garden?
Jamie: The flowers are sad.
Teacher: What does Emma decide to do about the problem?
Jamie: She wants to make the garden happy again.
Using your knowledge of reading comprehension, write a response in which you:
Identify one reading comprehension need demonstrated by this student.
Provide evidence of this need by citing two specific examples of the need from the student's response to the text.
Describe two different instructional strategies or activities to help address the need you identified.
Explain why each of the strategies or activities you described would be effective for this purpose.
Weak response:
Jamie doesn’t understand the story, as seen in his incorrect responses. He said that Emma plays with animals, and that the flowers are sad, which shows he missed the broader context.
My first instructional activity would be to have Jamie re-read the story multiple times. Repetition might help him understand better.
My second strategy would be to pair Jamie with a stronger reader. They could read the story together and discuss it. This might help Jamie understand the details he missed.
Strong response:
One reading comprehension need Jamie demonstrates is difficulty understanding the nuances and specific details of the story. This causes Jamie to misinterpret or simplify the events and the characters’ actions. For example, Jamie understood that Emma found a hidden path in the forest but did not elaborate on the significance of the garden. Another example is Jamie’s response to what Emma does in the garden; he said she “plays with animals,” missing the broader context of her making friends and enjoying the peacefulness.
My first instructional strategy would be to teach Jamie how to identify and summarize key details and events in a story. I would start by breaking down the story into smaller sections and asking Jamie to summarize each part in his own words. I would model this by reading a section aloud and then summarizing it, highlighting the important details and events. Afterward, Jamie would practice this strategy with different parts of the story, gradually working towards summarizing the entire story. This strategy would help Jamie focus on the key elements of the text and improve his ability to recall and articulate specific details.
By summarizing key details and events, Jamie will learn to distinguish between main ideas and minor details, helping him to develop a deeper understanding of the story. Summarizing in smaller sections allows Jamie to process the information incrementally, making it easier to comprehend and retain.
My second instructional activity would be to use graphic organizers to help Jamie visually map out the story’s key events, characters, and settings. I would introduce Jamie to different types of graphic organizers, such as story maps, character charts, and sequence diagrams. Together, we would fill out a story map for the excerpt, identifying the main characters, setting, problem, and solution. For example, we would place Emma in the “main character” section and the wilting garden in the “problem” section. As we fill out the graphic organizer, I would ask Jamie probing questions to guide his understanding and ensure he captures the key elements accurately.
Using graphic organizers will help Jamie visually organize and structure the information from the story. This visual representation can aid in comprehension by breaking down the story into manageable parts and highlighting the relationships between different elements. Graphic organizers also provide a clear framework for Jamie to refer to when recalling and discussing the story, reinforcing his understanding and retention of the text.
