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Ace Strategy
This document provides information about the ACE strategy for developing short answer responses. It contains three sections that each describe the purpose and expected outcomes of understanding and implementing the ACE strategy. The strategy involves answering the question, citing evidence from the text, and expanding on the answer. An example is provided of a student using ACE to answer a question about the character Goldilocks. The document concludes by defining the ACE components for Spanish responses.
Ace Strategy
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- 2. 2 Purpose: Gain an understandingof the ACE (Answer-Cite-Expand) method of developing and evaluating short answer, extended written responses Expected Outcomes: • Understand the role of the ACE Strategy in helping students ‘show they know or can do’ the learning standards and how that might effect performance on the NMSBA • Strategies for engaging students in using the ACE Strategy in a variety of subjects to demonstrate learning in a short answer, extended written response. • Ability to use the rubric use as a learning process measure • Strategies for assisting students in identifying the ACE Strategy as a personal action step for improving personal learning processes. • Leave with a clear, step-by-step plan for implementation in the classroom.
- 3. 3 Purpose: Understanding and implementinguse of the ACE rubric method of scoring open-ended questions in a classroom using a continuous improvement system. Expected Outcomes: • Rationale for using the ACE rubric to organize and score open- ended questions. • Understand the rubric’s role in facilitating and measuring learning of the standards • Understand how ACE is used differently in math than in other subjects. • Ability to align the rubric’s use as a measure for a strategic learning goal. • Ability to help students demonstrate application of their learning by consructing effective answers to open-ended questions. • Ability to develop personal action plans for using the rubric with on-going cycles of PDSA.
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- 5. 5 ACE Strategy A…Answer the question! C…Citeevidence from the text! E…Expand your answer!
- 6. 6 ACE Strategy A…Anotar larespuesta C…Contar evidencia del texto E…Extender tu respuesta
- 7. 7 What kind ofgirl was Goldilocks? A…Goldilocks was a very naughty little girl. C…I know she was naughty because she broke in the Bear’s house, ate their food and broke their chairs and stuff. That’s illegal and you could go to jail if you got caught. E…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. ANCHOR PAPER
- 8. 8 What kind ofperson was Amir from The Kite Runner? mir was a chicken, but he was also a good person. He was not y loyal friend, but he did have a conscience that bothered him e was a chicken because he was too afraid to stick up for his nd Hassan because he Was only thinking of himself and how id he was of the bullies that were hurting Hassan. Then he med Hassan for stealing his money so that he could get him t way. He wanted him to go away because his conscience bother every time he saw him. He felt so guilty for what he did to san that he thought about it for the rest of his life. But in the escued Hassan’s son from the orphanage to make up for his p akes. don’t think I could ever do that to my friend. I know I would my friends, no matter what risk it would cause for me. I d rather be hurt than have no loyalty. Answer-Red Cite-Blue Expand-Green ANCHOR PAPER
Editor's Notes
- #2 THERE HAVE BEEN SOME SCHOOLS IN NM WHO HAVE GIVEN A GREAT DEAL OF CREDIT TO ACE IN HELPING THEM MAKE AYP. I THINK ITS IMPORTANT THAT OUR SCHOOLS GET THIS TRAINING AS EARLY AS POSSIBLE IN THE YEAR. OTHER SCHOOL IN THE COUNTRY ALSO STRUGGLE WITH OPEN-ENDED QUESTIONS AND HOW TO SCORE THEM SO THIS TRAINING WILL BE USEFUL AND CAN BE ADJUSTED FOR ANY STATE.
- #3 Animated Slide THANKS TO JIM, MARILYN AND BRENDA FOR HELPING WITH THIS. Facilitator Notes: The workshop purpose and outcomes are stated as “Standard” and “Essential Knowledge and Skills” to parallel what teachers deal with in their classrooms. The facilitator will have the opportunity to model PDSA through the workshop process. Facilitators can use the essential knowledge and skills list as an opportunity to relate these workshop non-negotiables to non-negotiable state standards. Remind workshop participants that many times state standards and objectives need to be translated into learner-friendly terms. Ask table teams to “translate” this list into the key terms that are user-friendly to them. One table at a recent field test for GSWCI reported out that they did not need to translate - they understood the standard and essential knowledge and skills as written.
- #4 Animated Slide Facilitator Notes: The workshop purpose and outcomes are stated as “Standard” and “Essential Knowledge and Skills” to parallel what teachers deal with in their classrooms. The facilitator will have the opportunity to model PDSA through the workshop process. Facilitators can use the essential knowledge and skills list as an opportunity to relate these workshop non-negotiables to non-negotiable state standards. Remind workshop participants that many times state standards and objectives need to be translated into learner-friendly terms. Ask table teams to “translate” this list into the key terms that are user-friendly to them. One table at a recent field test for GSWCI reported out that they did not need to translate - they understood the standard and essential knowledge and skills as written.
- #5 The next 12 slides are dedicated to helping students construct effective written responses in reading. The same rubric works for science, social studies, history etc.
- #6 I came across this rubric when working with a group of teachers in Ohio. Their state test is very much like New Mexico’s and they were using this rubric from Pre-K to 12th grade and were very enthusiastic about the results they were getting with their kids. It is the simplicity that they like so much. They said their students learned it very quickly. The gimmick also embraced by teachers and students is to “ACE” your answers. The example I use here was from my class. I didn’t get the rubric until March of the last year that I taught. When I came back from Ohio, I thought I would try using it with my first graders. We were doing a unit on Fairy Tales and so after we had read “The Three Bears”, I asked my kids if they thought Goldilocks was a good little girl or a naughty little girl. Most thought she was naughty. When I asked the class how they KNEW she was naughty some of the responses I got were………”Because I’m smart” or “The story tells you” or “It’s in my head” or “My mom told me” or “I just know it”. I was surprised that so many of my kids didn’t think to go back to the story and “reference” the things that she did that they thought were naughty. I’m usually told by mid and high school teachers that their students still do the same thing. Their answers are often… “just cuz”.
- #7 Some teachers appreciate getting this in Spanish also.
- #8 Some teachers have asked for examples of what a good paper might look like so this is a primary one. I have had middle and high school teachers who said they have used this exact example to get their student started on what ACE looks like and found it very helpful even for their older kids. I also emphasize here that they will have their own class examples of effective papers after they start using this with their students.
- #9 A High school anchor paper that some have embraced. This is from an AP English class. Same process as first grade example.