writing wkshp hs day1_instructor

Day 1October 13, 2011

WRITING STANDARDS WORKSHOP FOR HIGH

SCHOOL

1. Review Research on School-based Writing

2. Understand the State’s expectations for FCAT 2.0 Writing

Why are changes being made to the scoring of FCAT Writing in 2012?

How will the scoring of the spring 2012 FCAT Writing assessment change ?

Will the rubrics be changed for 2012 scoring?

What are the expectations for high scores on the writing assessment?

3.Utilize the rubric and exemplar papers to assist in writing

instruction

4. Examine the Writing Process

DAY 1 OBJECTIVES - EXAMINE CHANGES TO FCAT WRITING 2012 AND BEYOND

ACTIVITY: WHAT DO YOU CURRENTLY KNOW ABOUT WRITING INSTRUCTION?

Effective Writing

Instruction

ACTIVITY: ANTICIPATION GUIDESCHOOL-BASED WRITING

NCTE RESEARCH POLICY BRIEF - MARCH 2008

CHANGES TO FCAT 2.0 WRITING

6

STATE’S EXPECTATIONS FOR FCAT 2.0 WRITING

We must begin to increase the expectations of our current writing assessment to prepare for the increased rigor our students will encounter.

WHY ARE CHANGES BEING MADE TO THE SCORING OF FCAT WRITING IN 2012?

Scoring will include increased attention to the correct use of standard English conventions. The scoring of this element in the past has been applied with leniency.

Responses will continue to be scored holistically as draft writing, but scoring will be more stringent.

HOW WILL THE SCORING OF THE SPRING 2012 FCAT WRITING ASSESSMENT

CHANGE?

Scoring will include increased attention to quality of details, requiring use of relevant, logical, and plausible support, rather than contrived statistical claims or unsubstantiated generalities.

The quality of the support depends on word choice, specificity, depth, relevance, and thoroughness.

MORE CHANGES IN THE SCORING OF THE SPRING 2012 FCAT WRITING ASSESSMENT

The rubrics will not be changed for 2012 FCAT Writing scoring.

The scorer training will change; scorers will be trained to judge the total piece of writing in terms of predefined criteria of focus, organization, support and conventions with an increased expectation of overall control of the quality of support and the correct use of conventions.

WILL THE RUBRICS BE CHANGED FOR 2012 SCORING?

Although spelling will continue to be considered in scoring, it is the preponderance of commonly used words (mony for money or luch for lunch) being misspelled that could impact the score.

WILL MISSPELLED WORDS NEGATIVELY AFFECT THE SCORE?

Although responses receiving high scores are not perfect, the writing demonstrates overall control of the following 4 elements:

elaboration should include concrete details and pertinent information, helping the reader to construct mental images;

WHAT ARE THE EXPECTATIONS FOR HIGH SCORES ON THE WRITING ASSESSMENT?

clear precise word choice and consistent tone, rather than sudden bursts of elevated, contrived use of vocabulary or discordant use of creative writing strategies;

variation in sentence structures and styles that add rhythm and depth to quality of the response;

overall control of the basic conventions of English.

Timed - 45 minutes

Single prompt per grade levelExpositoryPersuasive

Holistically Scored by 2 readers

Scores can again be half points. For example, if reader 1 gives the response a 4, and reader 2 give it a 5, the final score is 4.5.

School grading formula will continue to calculate the percentage of students scoring 4 and above.

PERFORMANCE BASED WRITING

VERTICAL ALIGNMENT TO SHOW APPLICATIONS

OF THE HOLISTIC RUBRIC FOR FCAT

WRITING FOR 2012

LOOKING AT EXEMPLAR

AND CALIBRATION

SETS

Persuasive Prompt

We all know that school activities can be expensive.

Think about a time when you were asked to help raise money for your school.

Now write to convince the school board whether or not schools should ask students to raise money for school activities.

1. Score the Exemplar Responses using the Holistic Rubric for FCAT Writing 2.0.

2. Write annotations by culling words/phrases from the response.

FOCUS ORGANIZATION SUPPORT CONVENTIONS

ACTIVITY: EXEMPLAR RESPONSE

Determine the Score Point using the Vertical Alignment Holistic FCAT 2.0 Rubric

2012 EXEMPLAR PAPER

EXEMPLAR PAPER SCORE POINT ANNOTATION

ACTIVITY: SCORE THE 3 EXEMPLAR PAPERS

1. Distribute a Pattern Puzzle envelope to each pair of participants.

2. The 12 slips are the actual, verbatim annotations from the State for the 3 papers in your packet.

3.The task is to “match” the State’s annotation on Focus – Organization – Support – Conventions (FOSC) for EACH paper.

4.After you have “matched” a FOSC slip to EACH paper, find the chart on page 23 of the packet.

5.Return to each paper and find words/phrases/sentences to further support your analysis for the Score Point.

6. Finally assign a Score Point for each paper.

ACTIVITY: PATTERN PUZZLE

23

Focus refers to how clearly the paper presents and maintains a main idea, theme, or unifying point.

Organization refers to the structure or plan of development (sequence, cause and effect, compare and contrast, etc.) and the relationship of one point to another.

Support refers to the quality of details used to explain, clarify, or define. The quality of the support depends on word choice, specificity, depth, relevance, and thoroughness.

Conventions refer to punctuation, capitalization, spelling, usage, and sentence structure.

F O S C

24

PAPER 1Score Paper 1 using the Holistic Rubric

for FCAT Writing 2.0

PAPER 2

Score Paper 2 using the Holistic Rubric for FCAT Writing 2.0 FOCUS ORGANIZATION SUPPORT CONVENTIONS

PAPER 3

Score Paper 3 using the Holistic Rubric for FCAT Writing 2.0. FOCUS ORGANIZATION SUPPORT CONVENTIONS

CALIBRATION PAPER 1 – SCORE POINT 4

CALIBRATION PAPER 2– SCORE POINT 6

CALIBRATION PAPER 3– SCORE POINT 3

“It is terribly important for kids to read and write

for the reasons that people the world

over read and write, which is to

communicate, to be delighted, to

laugh.”-Lucy Caulkins

WRITING PROCESS WORKSHOP

Is an instructional model that views writing as an ongoing process in which students plan, draft, revise, edit, and publish their writing.

Allows students to be at various stages of the writing process at one time.

Is based on collaboration with peers and teachers.

Focuses primarily on what children want to communicate.

Allows for student choice.

WRITING PROCESS WORKSHOP…

FORMAT OF WRITING PROCESS

1. Create an inviting classroom.2. Establish Writing Workshop routines that meet

everyday.3. Teach Writer’s Craft Techniques using the Writing

Process and students’ developmental writing needs.

4. Provide opportunities for authentic writing.5. Provide diverse reading materials modeling the

importance of craft and ideas (mentor or stimulus text).

BEST PRACTICES FOR TEACHING WRITING

7. Make teacher and peer response an integral part of writing instruction, intermittently throughout the writing process.

8. Use many techniques for responding including student /teacher conferences, peer conferences and author’s chair.

9. Students should revise after responses/conferring with peer readers.

10. Create a safe environment for students to share their work.

BEST PRACTICES FOR TEACHING WRITING

Use this sample mini-lesson from Anna Jordan to model revising draft writing.

Apply this idea to other pieces by following the steps.

REVISING MINI-LESSON

36

Clearly number the sentences in your essay.

Highlight the first four words in each sentence.

Complete the chart with the required information.

What patterns appear in your writing?

ACTIVITY - REVISING

Find Paper 3 from the Exemplar Calibration Set.

Follow the 4 steps as outlined.

ACTIVITY: REVISING MINI-LESSON

38

Explain Express-Lane Edits from Jeff Anderson’s book Mechanically Inclined.

Practice this idea using the first-draft writing.

ACTIVITY: EXPRESS-LANE EDIT MINI-LESSON

39

SAMPLE EXPRESS-LANE EDIT RECEIPT

40

Complete the chart at your table. Discuss how/why you assigned the sub-categories

How do you currently use your students as peer reviewers?

How might this resource be adapted for the grade level you currently teach?

SUGGESTIONS FOR ENGAGING STUDENTS

Each Friday a group of students will be assessed on their speaking, writing, listening, and presentation skills.

The class will be divided into two rotating groups (A and B). Basically, students will be speaking to the class every other Friday.

Assignments cannot be repeated. Students select the assignment, but the genre (end product) must vary weekly.

Weekly the class will vote on the “Best” presentation. The “Best” presenter for the week receives a free home learning pass.

FEATURE PRESENTATION FRIDAYS

FINDING RESOURCES

43

WEEK 14 – GRADE 10 PACING GUIDE

OBJECTIVES

Students will review figurative language and cite examples from the piece

compare and contrast how Angelou describes herself and how she describes Mrs. Flowers

write an essay that compares the descriptions

CAROL BOOTH OLSON LESSONS

Activity 1 - Analyzing Errors

Activity 2 – Abstraction

BOB MARZANO’S POWER THINKING ACTIVITIES

Reflection on NCTE Policy Brief Due October 18

Provide a short reflection on ways you will incorporate and implement what you have learned about effective writing practices.

Things that make you go Ummmm!??!

How will this policy brief impact your writing instruction?

FOLLOW-UP ASSIGNMENT

DIVISION OF LANGUAGE ARTS/READING

Dr. Sharon Scruggs-Williams Instructional Supervisor

North & North Central Region

Dr. Erin Cuartas Instructional Supervisor South Central & North Central Region

Laurie Kaplan Instructional Supervisor South Region

305-995-3122