on countless hours of field-testing and overwhelming amounts of feedback,
teachers and students want clear and attainable teaching strategies focusing on
how to get maximum learning outcomes while completing a CCQ Novel Study
As a result, we published a CCQ Teaching Strategies and Scoring Guide to provide teachers and all students with everything that they will
need to develop the essential, foundational reading and writing skills. When students learn how to successfully
complete CCQ Novel Study Assessment Workbooks, they will be developing the
critical reading and evidence-based writing skills needed to write
college-level literary analysis essays and research papers.
CLICK HERE to purchase the CCQ Teaching Strategies and Scoring Guide: How to Get Maximum Student Results
To get you started, here are a few suggested planning options that we have successfully administered when using our CCQ Novel Study Assessment Workbooks:
- Administer each selected-response (SR) section after a student finishes reading the required chapter(s). These SR questions need to be modeled and scaffolded at first, but eventually they should only take 15 to 20 minutes for students to complete. This planning option primarily focuses on critical reading by placing accountability on each student and by developing his/her core reading skills. This planning option also provides educators with accurate and weekly student data to guide future instruction.
two or more planning sections into a larger more
comprehensive assessment. This type of implementation more closely
represents a traditional literary assessment. The difference
between this type of comprehensive assessment and a traditional literary
assessment is the design of the questions. These questions are field-tested, proven, and meticulously aligned to the CCSS and
ensure that each student practices an array of grade-level standards.
one question from each SR planning section to model at the beginning of a lesson, which is also known as a "Do-Now." This will allow a student and an educator to
more closely review each question as well as determine areas of strengths and weaknesses. In addition, modeling different approaches and strategies to answer our questions will focus on the essential skills of analysis, synthesis, and evaluation. These three higher-order thinking skills are invaluable to critical
readers and effective writers.
Evidence-Based Constructed-Response Questions:
the SR questions orally during guiding reading groups to train students to read critically and develop their higher order thinking skills. Utilizing properly aligned SR questions ensures that students are practicing an array of grade-level CCSS on a weekly basis. During our research and development, SR questions develop a student's ability to analyze, synthesize, and evaluate. Analysis, synthesis, and evaluation are higher-order thinking skills that are essential to achieving the ultimate goal of literary analysis & research essay writing as a student's academic journey progresses.
a Balanced Literacy program, teachers can implement the evidence-based constructed-response (EBCR) questions
when assigning a reading response. EBCR questions can be assigned during class or for homework.
- Combine and administer one or two of the EBCR questions with the SR questions for each planning section. This closely resembles the
typical format of a standardized test which will also serves to mimic
testing procedure, lower testing anxiety, and improve student test scores as well as develop all of the Reading:Literature CCSS.
- Share student their evidence-based constructed responses with your classroom to model effective writing skills. These EBCR questions are specifically designed to develop reading and writing skills. EBCR questions require students to
formulate clear opinions, support their opinions with
logical reasoning / textual evidence, and organize/structure their entire responses effectively. This type of writing develops the foundational skills needed to write literary analysis & research essays as their academic
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