NYSTCE 074 Constructed Response Guide — How To Write a Passing CR

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One information literacy skill that Mr. Osei should teach to the students in this class is taking notes by recording facts in their own words. Students will gather information from at least two sources and write an informational paragraph. They will need to extract and record key details without copying text directly from a book or website.

To teach this skill, Mr. Osei could introduce a two-column note sheet. The left column would be labeled "What the Source Says" and the right column "My Notes in My Own Words." He could begin by projecting a short nonfiction passage from one of the library's bookmarked websites and explain that good researchers record information in their own words rather than copying sentences directly. He could then model the process by reading a sentence aloud, thinking aloud about what it means, and writing a paraphrase in the right column while the original text appears on the left. After modeling two or three examples, Mr. Osei could distribute a short passage and a blank note sheet to each pair of students. Partners would read the passage together, select one fact, and practice writing it in their own words. The class could then share their notes while Mr. Osei reinforces what a strong paraphrase looks like compared to copying.

This instructional strategy would be effective because it makes the note-taking process visible and concrete. Placing the original text next to the student's restatement shows students exactly what transformation is expected of them. Practicing with a partner first allows students to talk through the meaning before writing independently, which deepens comprehension and builds the habit of processing information rather than transcribing it. This habit directly supports the informational paragraph students will write at the end of the unit.

A modification to this instructional strategy that would address the needs of emergent readers in the class would be to replace the written notes column with a drawing box and a sentence-starter frame that reads "One fact I learned is ___." Emergent readers could sketch a labeled picture of the fact they found and complete the frame with a word or short phrase. Mr. Osei could also pair each emergent reader with a proficient reader who reads the passage aloud while the emergent reader listens, selects a fact, and responds using the drawing and frame.

This modification would be effective because it removes the writing demand as a barrier to participation without removing the thinking demand. Emergent readers who sketch and complete a sentence frame are still identifying a key fact and representing its meaning, which is the core work of note-taking. They can contribute fully to the class discussion alongside their peers.

To assess all students' understanding of this skill, Mr. Osei could collect the completed note sheets at the end of the lesson and review whether students recorded facts that reflect the meaning of the original passage rather than copied phrases. For emergent readers, he could assess whether the drawing and sentence frame accurately represent a real fact from the source. This review would allow Mr. Osei to identify which students are ready to apply note-taking independently and which need additional modeling before the research project begins.