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PREPARING 8TH AND 10TH GRADE STUDENTS FOR THE FCAT WRITING
ASSESSMENT
Department of Secondary Curriculum
State Overview: AYP Information
All students who are enrolled in October FTE (Survey 2) and February FTE (Survey 3) and day of test are part of the writing denominator.
The AYP passing score is a 3. AYP calculation includes the percent of eligible
students scoring 3 or above. The AYP writing criteria is 90% proficient or at
least a 1% increase from the prior year. Total and each subgroup needs to meet AYP to
qualify for Safe Harbor and Growth Model.
State Overview: School Grade Information
Standard Curriculum students who are enrolled in October FTE (Survey 2) and February FTE (Survey 3) and the day of the test are part of the denominator.
Standard Curriculum Students - includes ESE students identified as speech impaired, gifted, and/or hospital/homebound.
Standard Curriculum Students - includes ELL students enrolled for more than two years in an ELL program.
The School Grade Accountability number is the percentage of students scoring a 4 or higher.
FY11 Scoring Information
There will be only one prompt at all grade levels (4, 8, and 10).
The writing mode of the prompt will be either persuasive or expository at grades 8 and 10.
Each writing response will have one reader scoring.
The DOE plans to use the percentage of students scoring a 4 and above for the purposes of school grading.
FY09 Palm Beach Writes to FY09 FCAT Writing
24 25 25
53 5233
23 2342
0%10%20%30%40%50%60%70%80%90%
100%
Grade 4 Grade 8 Grade 10
Exact match with FCAT Writing One or more higher on FCAT Writing
One or more lower on FCAT Writing
Dr. Marc Baron Chief of Performance Accountability
Palm Beach Writes Summary- EDW Report RTSCW0147
Palm Beach Writes – EDW Report RTSCW0146
FY11FCAT Writing Test Materials This year, the prompt will NOT be
located in the FCAT Writing booklet. Each student will receive 3 papers:
planning sheet, prompt sheet, and a writing booklet.
Avoid Template Writing
Template writing is an instructional method that imposes a rehearsed or prescribed format for responding to any prompt, regardless of the topic, mode, or intended purpose.
In this case, students are taught to memorize and habitually insert the same words, phrases, sentences, settings, organizational structures, creative writing devices, problems, and/or conclusions into the response.
Administrative Practices
Check EDW to ensure accuracy of data Palm Beach Writes Summary-RTSCW0147 Palm Beach Writes – RTSCW0146
Read a sampling of essays to monitor student progress
Identify students that need additional support Structure and align pull-outs and tutorials that
support classroom instruction Ensure communication occurs between teachers,
coaches, and outside support Visit classrooms to monitor writing instructional
practices
High School Consideration
Retained 9th graders that rolled to 10th at completion of semester 1 In most cases, these students have been in
English II and are prepared. Retained 10th graders that did NOT roll to
11th at completion of semester 1 In most cases, these students have been in
English III and have not received any FCAT Writes instruction/practice.
FocusExpository and Persuasive
Brainstorm for big ideas from a prompt Organize your thoughts Develop a thesis statement (make sure it’s broad
enough) Develop points to support the thesis (these are
the body paragraphs) Plan the essay Develop topic sentences for each paragraph Include relevant information Support with facts, anecdotes, quotes, sensory
details, etc. Incorporate a meaningful introduction/lead and
ending Answer the W,W,W,W,W,H questions
Organization
Students may utilize the 5 paragraph essay structure.
Experiment with different introductions, conclusions, transitions
Utilize transitions within paragraphs in addition to the start of paragraphs
Support
Expository and Persuasive Anecdotes/incidents Sensory details Explanations Facts Examples Evidence Outside sources Quotations
GOAL OF SUPPORTGOAL OF SUPPORT
Development
Use of extension and elaboration to provide clear and sufficient support of
the central idea
Expository - Before
I like to go to school because it’s fun. I have a great time at school. At school we do a lot of very awesome and fun things.
The teacher always teaches us good things. I also have a fun time at recess.
School is a very fun place to be.
Little Support
Layers of Support-Expository
Bare
Extended
I like to go to school because it is fun, especially when the teacher lets us play games at recess. We play kickball, tag, and hula hoops. We run and jump and talk with our friends and get to know them. We usually go out for recess after lunch, but sometimes in the morning after math.
(anecdote) Yesterday, we played Mrs. Jones class in kickball and I scored the run that would give us a 6-4 victory.(Fact) It’s a known fact that students need exercise to stay focused in school.
reason
explanation
evidence
Layered
Support Strateg
ies
Reason
Explanation
Evidence
Anecdotes
Facts
Lists
Statistics/ Data
Outside Sources
Quotes
Persuasive- Before
Students should have access to the internet in school libraries because they
need it. They don’t have it at home. They have to have it to do work. We
should have internet in school libraries because we need it for schoolwork.
Legislators should not take it away from school libraries because students need
the internet to do schoolwork. Repetitive, Weak Support
Layers of Support-PersuasiveMs. Smith, my English II teacher,
said, “Research ten facts about the Globe Theater.” How am I going to do this since I don’t have internet access at home, I thought? A look of worry spread across my face as I contemplated my options. I sighed in relief as I realized that I could use the Internet in the school’s library. As I was pulling up my information, I looked around to see many of my fellow students also using the Internet for schoolwork. In fact, Mr. Jones, the librarian, told me, “We not only offer internet access for students that don’t have it at home,
but I can assist them in finding the information they need.” In my school, 75% of the students qualify for free and reduced lunch. Their parents often work many jobs just to afford the basics. Internet access is not a basic. Legislators, please consider the fate of many economically disadvantaged students when deciding whether or not to remove Internet access from school libraries.
Persuasion
Quotations
Show Don’t Tell
Statistics
Internal Though
ts
Explanation
Conventions
Reread Check for flow Check for meaning and clarity Check for spelling of on grade level words
Prioritize focus, organization, and support
Tracking Time
10 min.
Colored ClockOnline Clock -http://www.online-stopwatch.com/countdown-timer/
Instructional Practices
Students write EVERY DAY (Weekly timed and daily untimed)
Teachers read students’ writing EVERY DAY Determine areas of individual needs Look for trends or patterns across the class
Teach strategic minilessons based on needs Utilize anchor papers (scoring/examples and
non-examples) Pull children together for small group with one
teaching point Confer with individual students Provide prescriptive feedback, document, and
monitor progress
Class - Identify Trends and Patterns
Regularly read student writing to document and monitor progress.
Use the notes for future planning and instruction.
The trends should provide the basis for whole group, small group, and pullout instruction.
Individual - Conference Notes
Document the feedback:
Teaching point Compliment Next steps
Use the notes for future planning and instruction
Provide students with a written reminder of the compliment and teaching point
Prescriptive Feedback: Characteristics
Provides SPECIFIC feedback about students’ writing, focusing on: Areas of strength Areas which need improvement
Allows students to know exactly what needs
to be improved and how they can improve it
Is an essential part of the writing process
RESOURCES
WRITING CURRICULUM
Access via the ELA landing page on Learning Village.
RESOURCE GUIDE
RESOURCES FOR:• Writing Process • Writing Prompts • Scoring • Minilessons• Teacher and Student
Tools
Available on the Secondary ELA Learning Village Page
Contact Information
Diana YoheSecondary ELA Program
Planneryohe@palmbeach.k12.fl.us
Office: 357-5989 (PX: 25989)
Cell: 951-8326
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