fcat writes scoring

FCAT Writes ScoringMs. Corder Goes to Godby High School.

No, I really did go to Godby High School. Back then, I was Miss Miller.

Getting Ready for Today

Use the plain white paper. Make a tri-fold. Using a marker, write your name in large, readable letters.

Place in front of you. We’ll use that for the next four days.

Go for the “6”!Monday, February 4, 2013

6

6 6

The Way of Work for Today I will introduce an idea to you and ask you

to do something on your own. After that you will work together as a

group to answer questions or to complete tasks I give you.

You will select a speaker each time to share. Try to have a different speaker each time.

Tomorrow you will have a quiz on what we learned today. You will do well if you follow directions.

Please stay on task, work as a team, and talk one at a time when we are working as a whole class.

In Your Group (5 Minutes)

Discuss and identify the thesis statement. Write a “T” in front of the thesis statement on your paper.

Locate all the main points or ideas that support it. Write a “M” in front of the main ideas/points.

As a group, decide what the prompt is. Write it at the top of the paper.

Share with Whole Group.

The PromptSome state legislators believe that school libraries should not provide Internet access for students.

Think about whether school libraries should provide Internet access for students.

Now write to persuade state legislators whether school libraries should provide Internet access for students.

The Thesis Statement

Where is the writer’s first major point?

Where is the writer’s 2nd major point?

What does the writer do well in the conclusion?

FCAT 2.0 Writing Rubric.

• FOCUS – Describe a paper that has focus. What does it mean to say a paper is focused?

• ORGANIZATION – What does it mean to say a paper is organized? What qualities does the paper have?

• SUPPORT – What does good support look like in a paper?

• MECHANICS – When you proofread your paper, what kinds of corrections do you need to make?

When your paper is scored, the scorers look at four areas. Your group has been assigned a question to answer. On the chart paper, write a 2-3 sentence response. Post in a corner. Pick a person to share with everyone else.

Let’s take a look at the FCAT 2.0 Writing Rubric.

• FOCUS• ORGANIZATION• SUPPORT• MECHANICS

I will give you a handout that lists qualities for all the areas of the rubric. Some key terms are missing. As we discuss each of the four areas, fill in the blanks on your paper.

FOCUS

• The writer is insightful and intelligent in his/her response. The writer’s purpose is clear and he/she stays on topic throughout the whole paper. There are no statements that are unrelated to the topic.

• This paper made a 6. Let’s look for these qualities in this paper.

Fill in the blanks on your rubric.

Score: 6

FOCUS

Questions for Discussion:

How can you tell this writer understands the prompt and is clear on his position? How does he show intelligence in his answer? Cite examples from the paper.

Can you find any places in this paper where the writer gets off track from the prompt?

Score: 6

Let’s recap: FOCUS

Let’s go back to the question we asked the FOCUS group earlier. Do we need to change the answer to the question?

Describe a paper that has focus. What does it mean to say a paper is focused?

Score: 6

ORGANIZATION

• The paper is well-organized with an introduction, body paragraphs, and a conclusion. The paper has a sense of completeness. The writer uses transitional devices within paragraphs as well as between paragraphs to show connections between ideas.

Score: 6Fill in the blanks on your rubric.

ORGANIZATION


Let’s take a look at the layout of this paper. How is the paper organized?

How is the introduction different from the conclusion?

How does the writer create a sense of completeness?

Circle all of the transitional devices in the paper. Where does the writer use them?

Score: 6

Let’s take a closer look at the introduction and the conclusion.

What is the purpose of the writer’s introduction? Explain.

What is the purpose of the writer’s conclusion? Explain.

Introduction: Facebook, internet checkers, my space, post secret, and clothing stores are just a forth of the websites that students in my school visit in the library while on the computer. Students usually are never researching something educational on the internet like they’re suppose to. So why give students the opportunity to have the internet when they’re just taking advantage of it? We shouldn’t. I feel that state legislators should stop providing internet access in libraries because students don’t use it for the right reasons and because the library has plenty of books to do research with.

Conclusion: In conclusion, I strongly feel that students should not longer get away with not using the internet correctly in libraries. I care so much because I am one of the students who actually do their work and I’m distracted by the one’s who are _____ their internet privileges. _____ legislators, you need to remove internet access from the libraries. You may not realize it but I do. I see it every day, kids using the internet for uneducational purposes. Please, state legislators remove the internet because the library has plenty of books students can use if really needed. I promise, you if you take my advice and information and remove the internet, you won’t be sorry.

Let’s recap: ORGANIZATION

• Let’s go back to the question we asked the ORGANIZATION group earlier. Do we need to change the answer to the question?

• What does it mean to say a paper is organized? What qualities does the paper have?

Score: 6

SUPPORT

There is ample support with explained examples and specific details to help the reader construct mental images. The writer uses mature language and vocabulary.


SUPPORT Score: 6Body Paragraph 1: Questions for Discussion

What examples does the author use to support his position?

Where does the writer “explain” or elaborate on his examples?

Where does the writer create mental images?

Circle vocabulary that is sophisticated and rich.

Let’s recap: SUPPORT

• Let’s go back to the question we asked the SUPPORT group earlier. Do we need to change the answer to the question?

• What does good support look like in a paper?

Score: 6

MECHANICS

The writer uses varied sentence structure with compound and complex sentences joined by colons, semi colons, commas, and/or dashes. There not many errors in capitalization, punctuation, grammar, and spelling.


MECHANICS Score: 6


Circle any compound or complex sentences in this paper. How does it help the overall quality of the paper?

Do you see very many errors in this paper?

Let’s recap: MECHANICS

• Let’s go back to the question we asked the MECHANICS group earlier. Do we need to change the answer to the question?

• When you proofread your paper, what kinds of corrections do you need to make?

.

Score: 6


In Conclusion…..What does a quality paper (6) look like in the four major areas? Let’s list key words.


TomorrowWe will have a quiz on the four areas. Review what we did together today.

Welcome Back!Practice with Scoring

Tuesday, February 5, 2013


Locate the name plate you made yesterday.

Remember the way of work we reviewed yesterday.

Our Way of Work I will introduce an idea to you and ask you

to do something on your own. After that you will work together as a

group to answer questions or to complete tasks I give you.

You will select a speaker each time to share. Try to have a different speaker each time.

Tomorrow you will have a quiz on what we learned today. You will do well if you follow directions.

Please stay on task, work as a team, and talk one at a time when we are working as a whole class.

Group Quiz – Everyone must contribute!

• FOCUS • ORGANIZATION • SUPPORT• MECHANICS

When your paper is scored, the scorers look at four areas. Your group has been assigned a question to answer. On the chart paper, write a 2-3 sentence response. What must be present in your assigned area to make a “6” on a paper?

Revision of Responses

• FOCUS • ORGANIZATION • SUPPORT• MECHANICS

Keeping your colored marker, move around the room to the other group’s work. If anything is missing or wrong, use your marker to make corrections to the response.

Once you have circulated the entire room, review your final response and be prepared to share.

Is this paper a “6”?

I will read the paper out loud while you follow along. Pay attention to the thesis statement, main points, supporting details, and conclusion.

Evaluating the Paper

We are going to annotate or make notes on the paper to show the writer’s strengths and weaknesses in the areas we worked on yesterday.

We will practice together with FOCUS.

Here is the first paragraph. Is there any description in FOCUS, ORGANIZATION, SUPPORT, OR MECHANICS THAT APPLY HERE?

The writer’s purpose is clearly stated in the last sentence of the first paragraph.

How to Annotate Using FCAT Writing Rubric

Here is the 2nd paragraph. Is there any description in FOCUS, ORGANIZATION, SUPPORT, OR MECHANICS THAT APPLY HERE?

The first sentence supports the writer’s thesis statement.


Here is the 2nd paragraph. Is there any description in FOCUS, ORGANIZATION, SUPPORT, OR MECHANICS THAT APPLY HERE?


The writer moves smoothly into the second paragraph which is a continuation of what was presented in the introduction.

The writer uses a transitional device at the beginning of the 2nd paragraph. The word “so” transitions within a sentence.

Here is the 2nd paragraph. Is there any description in FOCUS, ORGANIZATION, SUPPORT, OR MECHANICS THAT APPLY HERE?The 2nd sentence provides evidence of what the internet provides. The 3rd sentence explains why it is important. The 4th sentence extends the idea by saying books can’t do that.


The 2nd paragraph uses some language that is advanced: “constantly”, “could ever obtain,” etc.

Here is the 2nd paragraph. Is there any description in FOCUS, ORGANIZATION, SUPPORT, OR MECHANICS THAT APPLY HERE?There are hardly any errors in this paragraph.


The 2nd sentence is a complex sentence that contains two sentences in one. The third sentence is a compound sentence. The sentence structure is varied.

For each paragraph, create boxes in the margin with comments about the four areas of the rubric:

◦ FOCUS◦ ORGANIZATION◦ SUPPORT◦ MECHANICS

Finish annotating the paper in your groups.

If not, what elements are missing in today’s paper that were in yesterday’s paper?

Come to consensus in your group. Be prepared to defend with evidence.

Identify a speaker. Be sure you have included everyone as speakers so far.

Decision Time: Is this paper a “6”?

What have we learned in the past two days?

What questions do you still have?

Conclusion

Have a good day. I will see you tomorrow.

GO GODBY COUGARS!

Tomorrow

Welcome Back!Practice with Scoring

Wednesday, February 6, 2013


Locate the name plate you made yesterday.

Pick up the FCAT Writing Scoring Rubric and the student paper.

Remember the way of work we reviewed yesterday.

Working with the FCAT Rubric

Review the scoring guidelines for a “6.”

Look at the scoring guidelines for a “4.” Highlight key words that show the differences between a “4” and a “6.”

I will do the first one with you.

The writer is insightful and intelligent in his response. The writer’s purpose is clear and he/she stays on topic. There are no statements that are unrelated to the topic.

.

The writing is focused on the topic and includes few, if any, loosely related ideas.

6

4

Look at the indicators for FOCUS. How is the focus in a 6 paper different from focus in a 4 paper?

What is missing in a 4 paper that is in a 6 paper?

Now you try in your groups.

Review the scoring guidelines for a “6” and a “4” in ORGANIZATION, SUPPORT, AND MECHANICS.

Highlight key words that show the differences between a “4” and a “6.”

Be prepared to discuss with the class.

Select a presenter.

The writer is insightful and intelligent in his response. The writer’s purpose is clear and he/she stays on topic. There are no statements that are unrelated to the topic.

The paper is well-organized with an introduction, body paragraphs, and a conclusion. The writer uses transitional devices within paragraphs as well as between paragraphs to show connections between ideas. There is ample support with explained examples and specific details to help the reader construct mental images. The writer uses mature language and vocabulary.

The writer uses varied sentence structure with compound and complex sentences joined by colons, semi colons, commas, and/or dashes. There not many errors in capitalization, punctuation, grammar, and spelling.


The paper is organized into paragraphs with a sequence that is mostly logical, with an introduction, middle, and conclusion. The writer uses transitional devices.

The writer provides support throughout most of the paper, but it may not be specific as it could be, lacking elaboration or visual images in places. The Word choice is not as mature or sophisticated as what you would see in a “5” or “6” paper.

For the most part, the writer uses capitalization, punctuation, grammar, and spelling correctly.

6 4


The paper is organized into paragraphs with a sequence that is mostly logical, with an introduction, middle, and conclusion. The writer uses transitional devices.

The writer provides support throughout most of the paper, but it may not be specific as it could be, lacking elaboration or visual images in places. The Word choice is not as mature or sophisticated as what you would see in a “5” or “6” paper.


4 3The writing is focused on topic but may have some places that are loosely related to the topic.

There is an organization pattern (paragraphs with each new topic) but at times, the sequence may not seem logical or make sense.

The support is uneven. At times the writer may provide some elaboration with details, but some of the support may be a list of reasons instead of an fully explained examples. Word choice and vocabulary words are basic and don’t show the richness of “4,” “5,” or “6” papers.


3The writing is focused on topic but may have some places that are loosely related to the topic.

There is an organizational pattern (paragraphs with each new topic) but at times, the sequence may not seem logical or make sense.

The support is uneven. At times the writer may provide some elaboration with details, but some of the support may be a list of reasons instead of an fully explained examples. Word choice and vocabulary words are basic and don’t show the richness of “4,” “5,” or “6” papers.


2The writing may address the topic but some details don’t relate.

The paper usually includes a beginning, middle, and end, but the information is brief. There are some transitional devices but they are basic.

The support may be non-specific or repeated in places. Word choice and vocabulary is basic. At times, the support reads like a list of facts with no explanation.

Sentence structure is basic. There are few, if any, compound sentences.Errors may occur in capitalization, punctuation, grammar, and spelling.

You are going to be given a student paper. The paper will be either a 6, 5, 4, 3, or 2.

I will read the paper out loud as you follow along. Make note of the topic sentence and the main ideas/points as I read out loud.

In your groups, discuss and score this paper using the procedure outlined on the next slide.

Put your knowledge to work!!!!!

Read the first paragraph together. Look at the scoring guidelines for a 6, 5, 4,

3, and 2 for FOCUS. Annotate the text with your ideas.

After you complete the annotation for FOCUS, look at ORGANIZATION, SUPPORT, AND MECHANICS. Complete the same process.

Repeat this procedure for every paragraph. Let’s do FOCUS together.

Practice on paragraph One!

Go through each paragraph and review guidelines for FOCUS, ORGANIZATION, SUPPORT AND MECHANICS.

Annotate the text with notes to help you score.

Make sure you have at least 8 annotations on that represent all four categories.

Select a group member to present your group’s findings.

Finish Annotations and Make a Decision about the Score.

Sharing Time

Final Exam Tomorrow

Tomorrow you and your group will be given the task of scoring a packet of essays based on what you have learned about the FCAT Writing Scoring Rubric.

In addition, you will be asked to reflect on your own writing and what you can do to improve your FCAT Writing performance.

See you tomorrow!!!!

Go through the same process with the 4 and 3 descriptions.

fcat writes scoring

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