Running head: WRITING A WRITTEN RESPONSE STRATEGY 1

Instruction in Using the R.A.D. Strategy to Write a Written Response

Sandra Bledsoe

North Carolina State University

sdbleds2@ncsu.edu

Abstract
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This action research study was conducted with two second grade classes at an Elementary
School in Johnston County. The purpose of the study was to determine the effects of using the
R.A.D. (Restate the question and Answer with Details) strategy. The strategy was introduced to
the students as a whole group, and then they practiced using the strategy with peers and in small
groups. Students were given bookmarks and examples to refer to as a reference. Students
practiced using the strategy with reading passages, short books, and online fiction text with
Reading A-Z. After two and a half weeks of practicing using the strategy, students were given a
post-test of the same story that was given on the pre-test to analyze if students gave a different
response. Of the 34 students that took the pre-test and post-test, for question 1, 26 students
showed improvement by answering the question with details to prove their answer, 6 of these
students gave extra details. For question 2, 31 students showed improvement by answering the
question with details to prove their answer, 10 of these students gave extra details. The results
showed 86% of the students improved their written response after practicing the R.A.D. strategy.
After conducting this research, the second-grade teachers plan to use this strategy for the
remaining of the school year and to implement it at the beginning of the next school year.

Introduction
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This is my fourth-year teaching second graders and each year I have reflected on my students

written response to reading comprehension. Many students are strong in reading fluently,

accurately, and answering questions orally about the text. The one area which students seem to

struggle, is giving a written response to the text. Across my second-grade team other teachers

have noticed their students having difficulty in the same area. I work closely with one colleague

and we have discussed using strategies to improve students’ performance in their written

response. Many students will answer questions with a minimal response that does not include

details. We know when students are involved in what they learn and how they learn, they are apt

to learn more. We began to look for a strategy that could guide students to evaluate their own

response. The R.A.D strategy is an acronym for Restate the question and answer the question

with details. The students will use a rubric to evaluate their own work and a partner’s work.

Involving the students in peer evaluations and self-evaluations will empower them to read and

evaluate the question and their answer.

Purpose of the Action Research Study

The purpose of this action research is to introduce a strategy to the students to see if it will

help students answer written response questions with details. The question for this action

research study is to answer the following:

What are the effects of using the R.A.D (Restate, Answer, Details) strategy on 2nd grade

students’ written response to a story?

Review of Literature
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According to Reeder, (2008) rubrics are great for students because it helps them know

what is expected of them in age-appropriate vocabulary. Rubrics also give students the

opportunity to do self-assessments and peer-assessments.

McCarthy (2015) and Skillings (2000) both say it takes time and preparation to

implement the concepts for using rubrics. It takes time to review the expectations to assure

students really understand what is expected of them. The time is well spent and helps to develop

more metacognitive skills. “Letting students take charge of how they learn leads to high

engagement, in-depth inquiry, and quality work.” (McCarthy) When students use rubrics in can

be a good tool for self-management. According to Miller, (2016) since rubrics are good tools to

help students with self-management, it is good for teachers to keep rubrics and checklist

available for students. Teachers should plan intentional time for the students to use the rubrics to

assess their peers and themselves.

Stewart (2013) discusses when students are faced with response questions, they need to

have strategies to feel confident to answer the questions. One strategy she discusses is using the

acronym R.A.C.E. The “R” represents restate the question. The “A” is for answer the question.

The “C” is cite the evidence, and the “E” is explain your answer. She also states for the students

to have a rubric to self-check their response. Stewart also provides links to previous blogs where

she discusses helping students answer questions that are grounded in the text. She also gives

several links to rubric creators online. I like this blog in giving students a structured strategy

they can use when writing a written response. Giving students acronyms to help guide them in

remembering a strategy can be beneficial. This study and others like it show that when a rubric

is used it helps guide students to know what is expected of them.

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My School and Students

D. R. Elementary School is located in a rural area that is experiencing growth each year.

The school now has five second-grade classes with approximately 600 students. The population

is predominately Caucasian with a growing Hispanic population. The students involved in the

action research were 18 from Ms. H’s and 16 from Ms. B’s class. Many of the students struggle

with written response comprehension questions.

The Study

The study began by giving the students a pre-test. The students were given an

assignment to read the story, “Brad Needs A Budget.” The students had access to the book

online from Raz Kids. The students could use their chrome book to access the story or they could

have a printed copy of the book if they preferred. Most students chose to read the book online.

After reading the story, students were given two questions to answer. Students could refer to the

story while answering the questions. The students could work at their own pace and no other

teacher instruction was given for the pre-test.

After the pre-test, instruction was given on using the R.A.D. strategy for writing a written

response. Instruction began in whole group by using a power point presentation. Students

practiced using the strategy in whole group and small groups. After three weeks of instruction

and practice using the RAD strategy, students were given the post-test.

Data Collection and Analysis

Pre-Test Data
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Data was collected from both Ms. H’s students and my students. The pre-test consisted of two

questions with one question on the front and one on the back. It was given to all students in both

classes. The post-test was the same two questions given three weeks later, after instruction and

practice using the R.A.D. strategy. No feedback was given to students on the post-test.

Survey Data

Students were asked to complete a survey using google forms that was linked to their google

classroom. The survey was to discover the student’s response to using the R.A.D. strategy.

Results

After students were given the pre-test, 82% of the students scored a 1 on the rubric. After

three weeks of instruction the post-test was given and 91% of the students showed improvement

on the rubric. Students showed more growth on question 2. On question 1 - 74% improved, and

26% remained the same. On question 2 - 91% improved and 9% remained the same.

Students were given a survey about the use of the R.A.D. strategy to complete on google

forms. The following four questions were asked: 1) Do you like using the R.A.D. strategy? 2)

Do you think the R.A.D. strategy help you write about your thoughts? 3) How do you think using

R.A.D. has helped your writing? 4) Do you understand how to use the R.A.D. strategy? The

results for the survey were completed for each class. Ms. H’s class - question 1) 33% all the

time, 61% sometimes, 6% never. Question 2) 59% yes, all the time, 29% yes, sometimes, 12%

no, never. Question 3) 72% improved a lot, 17% improved a small amount, 11% not at all.

Question 4) 89% yes, 11% no. Mrs. B’s class - question 1) 31% all the time, 69% sometimes, 0

never. Question 2) 69% yes, all the time, 31% yes, sometimes, 0 never. Question 3) 63%
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improved a lot, 25% improved a small amount, 12% not at all. Question 4) 94% yes, 6% no.

(See Appendix)

Conclusions

Our action research shows that the use of using a strategy such as R.A.D. provides

students with a guideline that can aid when writing a written response. We found this to be true

for most of our students. Using the R.A.D. strategy helped students organize their sentences and

helped them add details to support their answers. The students gained skills and knowledge they

needed to complete the assignments more effectively.

In the future, my collaborating partner and I have discussed using this strategy at the

beginning of the year and sharing it with other teachers.

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References

Becker, A. (2016, July). Student-Generated rubrics: Examining their formative value for
improving ESL students’ writing performance. Assessing Writing, 29, Retrieved from
https://doi-org.prox.lib.ncsu.edu/10.1016/j.asw.2016.05.002

McCarthy, J. (2015, September 23). Giving Students Charge of How They Learn. Edutopia.
Retrieved from:
https://www.edutopia.org/blog/giving-students-charge-how-they-learn-john-mccarthy

Miller, A (2016, September 13). Tools for Student Self-Management. Edutopia. Retrieved from:
https://www.edutopia.org/blog/tools-for-student-self-management-andrew-miller

Reeder, Eeva. (2008, July 15). How do rubrics help? Retrieved from:

https://www.edutopia.org/assessment-guide-rubrics

Skillings, M., & Ferrell, R. (2000). Student-Generated Rubrics: Bringing Students into the
Assessment Process. The Reading Teacher, 53(6), 452-455. Retrieved from
http://www.jstor.org.prox.lib.ncsu.edu/stable/20204821

Stewart, E. (2013, January 24) The Common Core Classroom: Grounded in evidence, Part 3:
Constructed response-based evidence. Retrieved from
http://www.readingrockets.org/blogs/common-core-classroom/55747

Sundeen, T., Faneselow, S., & O’Neil, K. (2017). Interpreting Visual Texts: Use of an Analytic
Rubric to Evaluate Student Responses to Writing Prompts. Journal of Research in
Childhood Education,31,(1). https://doi-
org.prox.lib.ncsu.edu/10.1080/02568543.2016.1243174

Appendix 1
Google Forms Survey:
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R.A.D. Restate - Answer - Detail - Detail

What do you think about using the R.A.D. strategy?

Name *

1. Do you like using the R.A.D. strategy *

Mark only one oval.
____sometimes
____all the time
____never

2. Do you think the R.A.D. strategy helps you write about your thoughts? *
Mark only one oval.
____Yes, sometimes
____No, never
____Yes, all the time

3. How do you think using R.A.D. has helped your writing? *

Mark only one oval.
____My writing has not improved.
____My writing has improved a small amount.
____My writing has improved a lot.

4. Do you understand how to use the R.A.D. strategy?

Mark only one oval.
____Yes
____No

Survey Data - Mrs. H’s class

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Survey Data - Mrs. B’s class

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Taking the RAD Survey

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Peer Assessment
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Other Links:

R.A.D. Strategy Google Slides

R.A.D. Acronym Poster

R.A.D Response Example

R.A.D. Rubric
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