[PPT]PowerPoint Presentation - Miami-Dade County Public …languageartsreading.dadeschools.net/pdf/RCmeetings/Sep... · Web viewWriting Pacing Guide Updates for Grades 3-5: 2 week

PowerPoint Presentation

Text-Based Writing Component of the ELA Assessment

Office of Academics and Transformation,

Department of Elementary English Language Arts

OAT ICAD Meeting-September, 2014

Welcome participants.

CLICK and you will see a slide on the Writing Pacing Guide Updates in order to clarify and guide participants in the way we are changing our instructions.

1

Writing Pacing Guide Updates for Grades 3-5:

2 week alignment to the Reading Pacing Guides

Change in language: The DDCR is now an Open Response or the Writing Prompt

Focus is on the Writing Prompt that was introduced in Reading based on the sources read

Sometimes the evidence needed to answer the prompt was addressed & gathered during Reading AND elaborated on in Writing

Bring the Writing Prompt through the Writing Process using appropriate mini-lessons

Four columns on the Pacing Guides:

LANGUAGE ARTS FLORIDA STANDARDS LAFS(Webbs DOK)ACADEMIC WRITING CONTENTINSTRUCTIONAL TOOLSOBJECTIVES

Review each bullet and explain the columns using the information below.

Column #1 Contains the LAFS Standards for each writing standard taught during the two week period with the Focus Instructional Standard being Opinion or Informative Writing

Column #2 Academic Writing Content will contain the content to focus on which will include some of the traits lessons in McGraw Hill

Column #3 Instructional Tools will provide a list of links and/or detailed information to assist with instruction and mini-lessons

Column #4 Contains the Objectives which will guide you step by step on how these columns work together when instructing the students

Say: Now that you know how we are rewriting our pacing guides for writing you are ready for the rest of the day.

CLICk and review objectives.

2

Objectives

Develop a basic understanding of the Text-Based Writing Component of the ELA assessment.

Conduct a close read of the writing standards and writing rubrics.

Develop mini-lessons aligned to the standards and student needs.

Explain the objectives or the intended takeaways for the day.

3

Text-Based Writing Component of the ELA Assessment

Overall Task Description: Students will read a stimulus about a single topic. The stimulus should consist of informational or literary fiction or nonfiction texts and can cover a wide array of topics. After reading the stimulus, the students will respond to a writing prompt in which they will provide information on a topic or take a stance to support an opinion or argument.

Note: Argument is assessed in grades 6-11 only

Participants should have their item specs out.

Have participants locate the Overall Task Description in the item specs. Read and highlight key words making sure participants understand what is expected of students. Once you CLICK all key words will be underlined in red.

CLICK and a yellow text box will appear reinforcing that Argument is assessed in grades 6-11

CLICK and the stimulus attributes will appear.

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Stimulus Attributes

The complexity of the texts used as stimuli should be accessible for the applicable grade. While this is primarily a writing test, a grade-appropriate level of literacy is required.

In choosing the text(s), qualitative and quantitative dimensions of text complexity must be balanced by the task considerations required of the reader.

Graphics such as info graphics, photographs, tables, and diagrams, can be included with the stimuli. The graphics used, however, must be purposeful to the task and should supplement the students understanding of the topic.

The stimuli for the informative/explanatory prompts should maintain a clear topical connection but may address diverse concepts and ideas.

Stimuli for the opinion/argumentative prompts should present opposing points of view. Each point of view should be equally represented so that a student can take either side of a position.

Thorough and convincing support for the controlling ideas must be evident in all stimuli.

Review each bullet. As you review each bullet, CLICK and key words for that bullet will be underlined in red.

CLICK and continue with stimulus attributes.

5

Stimulus Attributes

Review what is underlined or circled in red.

CLICK and the tested standards for the Writing assessment will appear.

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Text-Based Writing Component: Assessed Standards

Participants will look at the Assessed Standards Document (Handout).

CLICK and you will see the first part of the document.

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W.1.1 addresses the characteristics of opinion writing

W.1.2: addresses the characteristics of informative writing

W.2.4 addresses the organization that is appropriate to task and purpose and audience (W.1.1 and W.1.2 clarifies this for each mode of writing).

W.2.5 addresses planning, revising and editing (Language standards L.1.1(conventions of standard English grammar and usage when writing or speaking) and L.1.2 (conventions of standard English capitalization, punctuation, and spelling when writing) are embedded with W.2.5)

W.2.6 addresses the use of technology to produce and publish writing (using keyboarding skills)

W.3.8 addresses gathering relevant information from print and digital sources

W.3.9 addresses drawing evidence from literary or informational text to support analysis, reflection, and research

L.3.4 addresses the use and understanding of multiple meaning words and context clues etc.

L.3.5 addresses figurative language

L.3.6 addresses the understanding and use of conversational, general academic and domain specific words and phrases.

Note:

Language Standards will be taught as students dissect their weekly selections during the 90 minute Reading/LA block.

Students will be able to apply what they have learned on the day of the assessment as they read and analyze the stimulus passages in order to demonstrate comprehension.

If students are able to understand the meaning of words and the authors use of certain forms of figurative language in the stimulus passage sets, they will be able to respond to the task presented by the prompt with much more success.

Students will be able to use academic and domain specific words from the sources correctly and effectively in their essays if they have understood the definitions and purpose of those words within the stimulus passage sets.

Ask participants to locate the document. Explain that these are the standards assessed in the writing component of the ELA test.

CLICK and the information below will fly in within a text box. CLICK again and another text box will appear explaining how the Language standards should be taught. (TRY to REVIEW these BULLETS Quickly)

CLICK and the Informative prompt guidelines will appear.

Explain the following:

W.1.1 deals with opinion writing and W.1.2 with informative writing (we will look at these a little later)

Briefly discuss the others:

W.2.4 addresses the organization that is appropriate to task and purpose and audience (W.1.1 and

W.1.2 clarifies this for each mode of writing).

W.2.5 addresses planning, revising and editing (Language standards L.1.1(conventions of standard English grammar and usage when writing or speaking) and L.1.2 (conventions of standard English capitalization, punctuation, and spelling when writing) are embedded with W.2.5)

W.2.6 addresses the use of technology to produce and publish writing (using keyboarding skills)

W.3.8 addresses gathering relevant information from print and digital sources

W.3.9 addresses drawing evidence from literary or informational text to support analysis, reflection, and research

L.3.4 deals with understanding multiple meaning words and using context clues etc.

L.3.5 addresses figurative language

L.3.6 addresses the understanding and use of conversational, general academic and domain specific words and phrases.

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Informative/Explanatory Prompt Guidelines

For the Informative/Explanatory writing prompts, students will be required to synthesize and analyze ideas from the stimuli to develop and support a controlling idea.

Students will be presented with either a one part or a two part Informative/Explanatory Prompt.

Review each bullet (As you review each bullet , CLICK and all key words/phrases for that bullet will be underlined in red)

CLICK and you will review examples of Informative Stimulus passage sets and prompt from our pre-tests.

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Informative/Explanatory Writing Stimulus and Prompt Example

Topic:

The passages were about exploring the oceans through technology. Write an informative essay in which you explain how technology has helped explorers overcome challenges related to deep-sea exploration. Use evidence from the passages in your essay.

This is an example of a one part informative prompt.

When the slide comes in, you will see source 1 of this stimulus set ask participants:

What do you see on the top of this text ? (answer: Ocean Exploration)

CLICK and the Ocean Exploration will be circled in red with the word TOPIC next to it. Explain that all Stimulus sets will have a topic written on top of the first source (this topic is what connects all sources and students must be aware of this and they must read it on the day of the day of the test in order to make connections)

CLICK and the second source will appear,

CLICK and the third source will appear

CLICK and the prompt with all the verbiage that the students will see on the day of the assessment will appear. (note: students will be held accountable for everything that is mentioned in that prompt including revise and edit your responses. The expectation is that the students will submit a somewhat revised and edited draft)

CLICK and the prompt will be seen larger, read and ask how many tasks are given to the student within this prompt? As you reread it, click and the task(s) will be underlined in red, CLICK and the answer will appear.

CLICK and an example of a two part informative prompt will appear.

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Informative/Explanatory Writing Stimulus and Prompt Example

The sources that you read were about different materials. Write an informative essay in which you contrast two interesting materials that you read about and how the materials are used. Use information from the sources in your essay.

This is an example of a two part informative prompt.

Repeat the same procedure from the slide before.

CLICK and the Opinion prompt guidelines will appear.

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Opinion Prompt Guidelines

For the opinion/argumentative writing prompts, students will be required to synthesize and analyze ideas and evidence from stimuli. They will use these ideas to present and support an opinion (grades 4-5) or to argue and support a claim (grades 6-11).

Students will be presented with either a one part or a two part Opinion Prompt.

Review each bullet (As you review each bullet , CLICK and all key words/phrases for that bullet will be underlined in red)

CLICK and you will review examples of an opinion Stimulus passage set and prompt from our pre-tests.

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Opinion Writing Stimulus and Prompt Example

The passages you read were about bike sharing. Write an essay in which you give your opinion about whether or not a bike sharing program would work in your community. Use information from the passages in your essay.

This is an example of a one part opinion prompt.


What do you see on the top of this text ? (answer: they should identify the topic)

Explain that all Stimulus sets will have a topic written on top of the first source (this topic is what connects all sources and students must be aware of this and they must read it on the day of the day of the test in order to make connections)





CLICK and an example of a two part opinion prompt will appear.

13


The passages are about bottled water. Write an essay in which you give your opinion about which system would be better for your school: selling bottled water or buying a water purification system and why the other idea would not be a good choice for your school. Support your opinion with evidence from the sources.

This is an example of a two part opinion prompt.


What do you see on the top of this text ? (answer: they should identify the topic)

Explain that all Stimulus sets will have a topic written on top of the first source (this topic is what connects all sources and students must be aware of this and they must read it on the day of the day of the test in order to make connections)





CLICK and a slide will appear guiding you to the next section which is taking a closer look at the standards and rubric.

14

Lets Take a Closer Look

Writing Standards

Rubrics

Have participants locate the Writing learning progression charts.

Option 1 Go through each progression chart individually, with participants working in pairs and sharing. After you complete the informative, you move on to the opinion and repeat.

Option 2: depending on time, you can have each group work on both progression charts at the same time (example: if 6 people are sitting together, three work on the informative progression chart, and three on the opinion progression chart and then they share their findings with each other )

Once you see that the participants have highlighted both sheets and shared their findings, CLICK quickly talk about the importance of each grade level understanding the what is expected of them in order to get the students ready for the next year.

CLICK and you will see the Informative learning progression.

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Grade-Specific Standards for Writing Standard 2 Learning Progressions

Have participants pull out the learning progression sheet for W2..

Participants will share their AHAs.

CLICK and you will see the 4th and 5th grade side by side of W.2.

CLICK and you will see the Opinion progression chart.

16

Grade-Specific Standards for Writing Standard 1 Learning Progressions

Have participants pull out the learning progression sheet for W1..

Participants will share their AHAs.

CLICK and you will see the 4th and 5th grade side by side of W.1.

CLICK and you will see the Informative rubric.

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Informative/Explanatory Rubric

Domain 1

Domain 2

Domain 3

Participants will find their rubrics and use highlighters to outline, label and highlight as you review each rubric.

Explain to the participants how the rubric is used. Each column is a domain CLICK and Domain 1 will appear above PFO and that column will be outlined in red (Participants will label and outline their rubrics using a highlighter).

Stress that each domain is to be scored separate from the others. CLICK and Domain 2 will appear above EE and that column will be outlined in red(Participants will label and outline their rubrics using a highlighter).

The same will happen for Domain 3(Participants will label and outline their rubrics using a highlighter).

CLICK so that participants can see each domain highlighted as it pertains to score points 2 and 1 and so that the can see Domain 3

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Domain 1

Domain 2

Domain 3

After you have reviewed this slide making sure participants have highlighted each domain and focusing on Domain 3 (Conventions) and making sure participants understand that the maximum amount of points students can get in domain 3 is 2, CLICK and you will see score points 4 and 3 part of the rubric again so that you can begin going over each score point.

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Domain 1

Domain 2

Domain 3

Text evidence is what is important; elaboration is why it is important.

After you explain the Domains, read each score point (from 4 to 1) for each domain, highlighting key words for each score point. Let participants know that each score point has a holistic feel to it.

After reviewing Evidence and Elaboration CLICK and a text box will appear explaining that Evidence is what is important and Elaboration is why it is important.

Explain all score point possibilities:

4 4 2=10 3 4 2=9 Note: Once the PFS goes to a 2 , it is very difficult to get the EE above a 2

4 4 1=9 3 4 1 =8 but it could happen if the students has adequate support/evidence

4 3 2=9 3 3 2 =8 to take him/her to a 3 in EE. The same holds true if the PFO is a 1.

4 3 1=8 3 3 1 =7 The student might have some evidence which could take the EE to a

4 2 2= 8 3 2 2 =7 2 (For both scenarios; students can still get a 2 for conventions.

4 2 1 =7 3 2 1 =6

4 1 2 = 7 3 1 2 =6

4 1 1= 6 etc. 3 1 1= 5

4 1 0= 5 3 1 0=4

CLICK and you will see a three column note where you will have participants generate key words/phrases for each score point.

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Score PointInformative/ Explanatory RubricOpinion Rubric4consistent, fully, clearly, skillfully, strongly maintained, logical , sustained, satisfactory, strongly, no forced evidences, relevant evidence and elaboration, interwoven ideas, interconnectedness3Adequate, sufficient, maintained, synthesized information from more than one source, integrated ideas2partial, repetitive, inconsistent, uneven, imprecise, inappropriate for the audience or task, erratic, grouped ideas without interconnectedness, plopped information, lapses of logic, faulty logic, just not enough, circular fillers, treadmill paragraphs, irrelevant1minimal, ambiguous, absent, irrelevant, missing, confusing, vague, brief

Allow Participants to share out key words/phrases that are descriptive of that score point. After some sharing, CLICK and the dark blue box next to score point four will fade away and you will share our key terms. Repeat the same steps for each score point.

CLICK and you will follow the same procedure for the Opinion Rubric as you did with the Informative Rubric but participants will do it on their own.

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Opinion Rubric

Domain 1

Domain 2

Domain 3

Allow participants to work in pairs or groups to dig deep into the Opinion Rubric.

They will have to read and highlight key words/phrases for each score point under each domain and create a list of words/phrases to complete the Opinion section of the Score Point chart.

They will discuss scoring possibilities.

Participants will share.

CLICK and the three column chart addressing key terms/phrases for each score point will appear with the informative section already filled.

22

Opinion Rubric

Domain 1

Domain 2

Domain 3

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Score PointInformative/Explanatory RubricOpinion Rubric4consistent, fully, clearly, skillfully, strongly maintained, logical , sustained, satisfactory, strongly, no forced evidences, relevant evidence and elaboration, interwoven ideas, interconnectedness3Adequate, sufficient, maintained, synthesized information from more than one source, integrated ideas2partial, repetitive, inconsistent, uneven, imprecise, inappropriate for the audience or task, erratic, grouped ideas without interconnectedness, plopped information, lapses of logic, faulty logic, just not enough, circular fillers, treadmill paragraphs, irrelevant1minimal, ambiguous, absent, irrelevant, missing, confusing, vague, brief

As participants share for each score point, it should be evident that both rubrics are parallel.

)

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Comparing Modes of Writing Worksheet: Informative/Explanatory and Opinion Writing

Informative/Explanatory WritingRubric Domains/FieldsOpinion WritingPromptPurposeFocusOrganizationEvidenceElaboration

Using all the information from the sources provided: the stimulus sets, the prompts, the standards and the rubric, you will provide evidence from those sources to explain each rubric domain/field as it pertains to the specific mode of writing.

You will have 10 minutes or so to complete your assigned section.

Once completed each group will present their information.

Have participants locate the Comparing modes of Writing Worksheet.

Divide participants into 6 groups and assign each group a rubric domain/field.

(You may have chart paper that you have cut into 6 sections and give each group one section that they will divide into three columns as in the slide . They will complete the activity there and once they share, you can have them tape each section together on a wall and at the end of the activity the chart above will be created)

CLICK and directions will appear within a text box.

Using all the information about the stimulus sets, the prompts, the standards and the rubric they will provide evidence from those sources to explain each rubric domain/field as it pertains to the specific mode of writing. Allow 10 minutes or so for each group to complete their assigned section.

Once completed each group will present their information

CLICK and on the next slide, you will be able to click and have each section appear after each group presents.

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Comparing Modes of Writing Worksheet: Informative/Explanatory and Opinion Writing

Informative/Explanatory WritingRubric Domains/FieldsOpinion WritingPromptPurposeFocusOrganizationEvidenceElaboration

After each group presents, CLICK and that section will appear with our information, share.

Once all groups have shared and they have taped each of their sections together to create the chart, you are ready to go on to the next slide.

CLICK and the FAQ questions appear. Review these questions before moving on to Instructional Implications since they deal with test day questions.

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Frequently Asked Questions

How much time will students have to complete the assessment?

How long does the essay have to be?

Do the students have to use evidence from all the sources in their essay?

Is the essay considered a final draft ?

Can the students underline, take notes on the computer?

Can students cut and paste text from the sources onto their essay?

Will paragraphs be numbered?

1- More than 60 min. Talk about the different expectations from FCAT writes to this assessment.

2- As long as the student needs it to be to answer the address all tasks presented in the prompt.

3- Yes

4. It is considered a revised and edited draft.

5. Yes, students can underline and take notes.

6. No, students cannot cut and paste text directly from text to their essay, they must learn how to cite using quotation marks and paraphrase.

Yes, paragraphs will be numbered beginning with the first source and continuously through the last source.

CLICK and Instructional Implications will begin

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POSSIBILITIES!!

Lets take a look at the type of test item the students MAY encounter on the Text-Based Writing Component of the ELA Assessment.

Give 15 minutes for participants to quickly read the prompt and sources from our baseline assessment.

CLICK and the sources and prompt will appear.

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The passages are about bottled water. Write an essay in which you give your opinion about which system would be better for your school: selling bottled water or buying a water purification system and why the other idea would no be a good choice for your school. Support your opinion with evidence from the sources.

Based on these sources and prompt ask participants : How should students approach this and any other task presented within the prompts ? Allow participants to share then CLICK and you will see a slide explaining.

29

Instructional Implications

Understanding the Prompt

Gathering Evidence

Organizing Evidence

Paraphrasing

Review each of these lessons. As you CLICK you will see possible graphic organizers and strategies for each of bullets.

CLICK and you will see a graphic organizer that will help students understand the prompt.

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Understanding the Prompt

Review the graphic organizer.

Using the bottle water prompt, have participants complete the Graphic Organizer.

Share results thoughts etc.

STRESS to Participants that students need to read and understand the PROMPT FIRST before they begin reading the sources.

WHY? THE PROMPT GIVES STUDENTS THE PURPOSE FOR READING THE SOURCES.

CLICK and you will see the Text Coding Strategy for Gathering Evidence.

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Gathering Evidence

Text Coding

Text coding helps students to become active readers that are aware of their thinking as they read. Text coding can be useful in identifying evidence that will support their opinion/controlling idea.

As students read the sources, they mark each paragraph using appropriate codes:

After students have finished reading the sources, they can go back and gather the evidence that supports their opinion/controlling idea. Students can group the evidence into categories which will help them begin their essays.

Review the slide. These are just some generic codes that can be used for both modes of writing.

CLICK and you will see the Selective Underling/Highlighting strategy for gathering evidence.

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Selective Underlining/Highlighting

Read the Prompt: Students must have purpose for reading before beginning to read the selections and before underlining/highlighting.

Read the selections.

Reread one paragraph or sections at a time and begin underlining always keeping the purpose for reading.

Choose key words or phrases to highlight/underline, never entire sentences or paragraphs.

Generate topics or categories for ideas and write them in the margins.

Discuss and justify underlined information with a partner (only during class instruction not during assessment).

Gathering Evidence

Review the slide. Explain that students can select which type of gathering evidence is best for them after the teacher has explained and modeled each strategy and students have had the opportunity to apply.

After students gather the evidence, they need to use a graphic organizer or outline in order to organize their evidence.

CLICK and you will see the Power Thinking/Notes outline.

33

Organizing the Evidence

Power Thinking/Notes

Power 1: Stated Opinion/Identified Controlling Idea

Power 2: Support or detail of Power 1


using Evidence from the Texts

Power 4: Elaboration of Power 3

which explains the Why



using Evidence from the Texts

Power 4: Elaboration of Power 3

which explains the Why

Review the outline explaining each Power and how they relate to each other.

CLICK and you will see a graphic organizer for gathering evidence.

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Conclusion-Support Notes


What is the issue/topic?What is your Opinion/Controlling Idea about the topic?What are your reasons for this opinion/controlling idea?What evidence from the sources support your opinion/controlling idea?Why is this evidence important to your opinion/controlling idea?What is your Conclusion?

Review the Graphic Organizer.

CLICK and you will see a graphic organizer that could be used for a two part prompt.

35

Discussion Web


What?

Why?

What?Why?What?

Why?

What?Why?What?Why?What?Why?

Reasons:

Prompt:

Conclusion:

Support: What? and Why?

Support: What? and Why?

Student

addresses the 1st part of the prompt.

Student

addresses the 2nd part of the prompt.

Review the Organizer. This is a graphic organizer that can be used with a two part prompt

Explain that students can select which type of outline/graphic organizer is best for them after the teacher has explained and modeled each organizer and students have had the opportunity to apply.

CLICK and a Transitional Signal Words/Phrases Chart will appear (CRISS manual).

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Transitional Signal Words

Review Chart. Stress that will need to stay away from cookie cutter formats and this might help.

CLICK and a paraphrasing two column not chart will appear.

37

Paraphrasing

In My Own Words

Paraphrasing is an excellent way to check ones understanding. If you can convert a written or oral message into your own words, you know you understand it.

Paragraph or Section from TextIn My Own Words

Review this activity . We must teach students to paraphrase. This two column note chart might be helpful. Teachers must explain and model and students must apply .

SAY: So we have dissected the prompt to set the purpose for reading, we have gathered , organized and paraphrased our evidence from the sources in order to support our prompt. Whats next? Allow participants to share.

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Mini-lessons Targeting Students Needs

Using the rubric and students responses, participants will brainstorm mini-lesson that would help students better their responses.

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40

41

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Response Characteristics Chart

Characteristics of Score Points 1 & 2

Responses

(Below Proficient)

Targeted Mini -Lessons (taking a

below proficient response to a

proficient response)

Response Characteristic


Responses

(Proficient)



Responses

(Below Proficient)






Responses

(Proficient)

Inappropriate/casual tone/

unawareness of audience

Mini-Lessons:

Sense of Audience

Formal/Objective Tone

Awareness of Audience

Minimal/Absent/Misused

Mini-Lessons:

Academic Vocabulary

Evident throughout the Response

Circular/Spin Cycle/Illogical/

Irrelevant

Just grouped together/Choppy/ Poor

use of transitional devices throughout

the response

Mini-Lessons:

Progression of Ideas

Logical/Accurate/Purposefully

grouped together

Smoothly Integrated

Transitional devices well utilized

throughout the response



Responses

(Below Proficient)






Responses

(Proficient)

Absent/Erroneous

Mini-Lessons:

Citation

More formal and consistent use of

citation techniques (includes

quotes, referenced text)

Support irrelevant or erroneous/

Faulty Logic/Misguided or overuse of

elaboration techniques

Mini-Lessons:

Relevance of Support

Support of Evidence (What is

important for the reader to know)

Elaboration MUST tell the reader

why it is important to know.

Elaboration (why is this important)

techniques applied thoughtfully and

sparingly.

Insufficient ( Absence might yield an

unscorable)

Original Work/Thought

Integrated/Interwoven with Text -

based information ( tightly related to

effective/relevant support)

Mini-Lessons:

Original Work/Thought

Integrated/Interwoven with Text-

Based information (tightly related

to effective/relevant support)



Responses

(Below Proficient)






Responses

(Proficient)

Copying verbatim without crediting

the source

Mini-Lessons:

Paraphrasing

Effective way to refer back to

evidence from text

When summary is all that is on the

page without establishing a

controlling idea or opinion to address

the task

Mini-Lessons:

Summarizing

Provides evidence from text in a

way

to support the responses stated

controlling idea or opinion. Well

balanced in order to answer the

task

Unclearly stated/Absent/Poorly

implied

Does not address the task

Mini-Lessons:

Controlling Idea

Evident and supported throughout

the

response


implied

Waffling or Ambiguity

Mini-Lessons:

Opinion

Explicitly stated and maintained

Providing little to no information that

is Text-based

Mini-Lessons:

Text-Based

Ample and accurate information

from the texts provided. A reader

should be able to know what the

task asked the writer to do, and

what the passages the writer read

were about without exerting great

effort.


implied

Waffling or Ambiguity

Mini-Lessons:

Opinion

Explicitly stated and maintained

Providing little to no information that

is Text-based

Mini-Lessons:

Text-Based

Ample and accurate information from the texts provided. A reader should be able to know what the task asked the writer to do, and what the passages the writer read were about without exerting great effort.

Documents

[PPT]PowerPoint Presentation - Miami-Dade County Public …languageartsreading.dadeschools.net/pdf/RCmeetings/Sep... · Web viewWriting Pacing Guide Updates for Grades 3-5: 2 week