preparing 4 th grade students for the fcat writing assessment division of curriculum
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PREPARING 4TH GRADE STUDENTS FOR THE FCAT WRITING ASSESSMENT
Division of 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 narrative or expository at grade 4.
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.
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.
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
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.
FocusExpository
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
FocusNarrative
Brainstorm for people, places, and things
Narrow the big topic into a small moment in time
Organize your thoughts Plan the essay Start close to the heart of the story Rehearse before writing (play a movie
in your mind) Create a problem and solution Answer the W,W,W,W,W,H questions
Organization
Beginning- Middle- End Experiment with different leads and
endings Transition words to make
connections between ideas or move the piece through time
Backwards plan
Support
Narrative Show don’t tell Stretch out an important part Problem and solution Specific actions Create tiny scenes with a
balance between actions, dialogue, and internal thinking or feeling
External dialogue Internal thinking Sensory details W,W,W,W,W,H questions
Expository 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
Narrative- Before
I was in gym class and we had to climb the rope. I didn’t want to do it because I was scared. It was my turn. The coach said I had to do it. I walked up to the
rope and started climbing. When I reached the top I was happy that I made
it. I slid down.
Summary of Events
Layers of Support-NarrativeThe coach said, “It’s your turn, Suzie.” I don’t want to do this, I thought. I slowly walked across the gym floor. My heart was beating like a drum in my chest, and a look of worry spread across my face as my eyes looked up at the top of the rope on the ceiling. I dipped my hands in chalk and blew off the extra. I placed one hand on the rope and then the other. I just stood there. I felt like everyone was watching. “Hook your legs around the rope,” coach said. I pulled on the rope and swung my legs around. I let go with one hand and grabbed higher as I gripped the rope with my knees.
Over and over I pulled my body up and gripped the rope with my arms as I slid my legs up, swinging wildly. I moved higher and higher. ”I’m doing it!” I thought. Step by step, inch by inch. “Suzie, touch the ceiling!” my friend Jane yelled. I looked up. Sure enough there was the ceiling right above my head. I reached out my hand and touched the ceiling. When I looked down all my classmates looked like little ants. A grin spread out on my face and I pumped a fist in the air in celebration. “Yes, I did it!” I screamed.
Dialogue
Show Don’t Tell
Tiny Action
s
Internal
Thoughts
Similes
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.
Limited 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
Conventions
Reread Check for flow Check for meaning and clarity Check for spelling of high frequency words
and phonetic spelling of higher level vocabulary
Prioritize focus, organization, and support
What if it’s an unfamiliar topic
or they can’t manage their
time?
Unfamiliar Topics
Borrow another person’s experience Use an experience seen on TV or in a
movie Use an experience from a book
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
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
TUTORIAL SUPPORT
LINKS FOR:• Focus• Organiz
ation• Support • Convent
ions• Prompts• Motivati
on• Website
s
RESOURCE GUIDE
Nikki J ones & Stephanie Coletto Department of Curriculum Development and School I mprovement
2009 - 2010
Minilessons and Resources to Support
the FCAT Writing Assessment
RESOURCES FOR:• Writing Process • Writing Prompts • Scoring • Minilessons• Teacher and Student
Tools
Available on the Division of Curriculum Elementary Literacy
Webpage
TEST-TAKING UNIT
STRUCTURE OF LESSONS:
• Warm-Up• Lesson
• Connection• Teach• Active Engagement• Link• Mid-Workshop Share• After-the-Workshop
Share• Homework• Additional
Resources
TEST-TAKING UNIT - NARRATIVE
Planning and Drafting
Drafting Leads and Introductions
Drafting the Events/Scenes in the Story
Slow Down and Stretch Out the Action
Characters Come to Life
Endings
Vivid Word Choice
Adding Sensory Details and Figurative Language
Show, Don’t Tell
TEST-TAKING UNIT - EXPOSITORY
Planning and DraftingLeads and IntroductionsDeveloping SupportEndingsAdding Sensory DetailsFacts and AnecdotesSpecific Word Choice
