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Office of Academics and Transformation, Department of Elementary English Language Arts OAT ICAD Meeting-September, 2014

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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 CONTENT INSTRUCTIONAL TOOLSOBJECTIVES

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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.

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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

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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.

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Stimulus Attributes

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Text-Based Writing Component: Assessed Standards

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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.

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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.

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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.

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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.

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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.

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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.

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Opinion Writing Stimulus and Prompt Example 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.

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Lets Take a Closer Look Writing Standards Rubrics

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Grade-Specific Standards for Writing Standard 2 Learning Progressions

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Grade-Specific Standards for Writing Standard 1 Learning Progressions

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Informative/Explanatory Rubric Domain 1 Domain 2Domain 3

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Informative/Explanatory Rubric Domain 1Domain 2Domain 3

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Informative/Explanatory Rubric Domain 1 Domain 2Domain 3 Text evidence is what is important; elaboration is why it is important.

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Score Point Informative/ Explanatory Rubric Opinion Rubric 4 consistent, fully, clearly, skillfully, strongly maintained, logical, sustained, satisfactory, strongly, no forced evidences, relevant evidence and elaboration, interwoven ideas, interconnectedness 3 Adequate, sufficient, maintained, synthesized information from more than one source, integrated ideas 2 partial, 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, irrelevant 1 minimal, ambiguous, absent, irrelevant, missing, confusing, vague, brief

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Opinion Rubric Domain 1 Domain 2Domain 3

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Opinion Rubric Domain 1 Domain 2Domain 3

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Score Point Informative/ Explanatory Rubric Opinion Rubric 4 consistent, fully, clearly, skillfully, strongly maintained, logical, sustained, satisfactory, strongly, no forced evidences, relevant evidence and elaboration, interwoven ideas, interconnectedness 3 Adequate, sufficient, maintained, synthesized information from more than one source, integrated ideas 2 partial, 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, irrelevant 1 minimal, ambiguous, absent, irrelevant, missing, confusing, vague, brief

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Comparing Modes of Writing Worksheet: Informative/Explanatory and Opinion Writing Informative/Explanatory WritingRubric Domains/FieldsOpinion Writing Prompt Purpose Focus Organization Evidence Elaboration 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.

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Comparing Modes of Writing Worksheet: Informative/Explanatory and Opinion Writing Informative/Explanatory WritingRubric Domains/FieldsOpinion Writing Prompt Purpose Focus Organization Evidence Elaboration

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Frequently Asked Questions 1. How much time will students have to complete the assessment? 2. How long does the essay have to be? 3. Do the students have to use evidence from all the sources in their essay? 4. Is the essay considered a final draft ? 5. Can the students underline, take notes on the computer? 6. Can students cut and paste text from the sources onto their essay? 7. Will paragraphs be numbered?

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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.

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Opinion Writing Stimulus and Prompt Example 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.

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Instructional Implications Understanding the Prompt Gathering Evidence Organizing Evidence Paraphrasing

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Understanding the Prompt

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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.

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Selective Underlining/Highlighting 1. Read the Prompt: Students must have purpose for reading before beginning to read the selections and before underlining/highlighting. 2. Read the selections. 3. Reread one paragraph or sections at a time and begin underlining always keeping the purpose for reading. 4. Choose key words or phrases to highlight/underline, never entire sentences or paragraphs. 5. Generate topics or categories for ideas and write them in the margins. 6. Discuss and justify underlined information with a partner (only during class instruction not during assessment). Gathering Evidence

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Organizing the Evidence Power Thinking/Notes Power 1: Stated Opinion/Identified Controlling Idea Power 2: Support or detail of Power 1 Power 3: Support or detail of Power 2 using Evidence from the Texts Power 4: Elaboration of Power 3 which explains the Why Power 2: Support or detail of Power 1 Power 3: Support or detail of Power 2 using Evidence from the Texts Power 4: Elaboration of Power 3 which explains the Why

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Conclusion-Support Notes Organizing the Evidence

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Discussion Web Organizing the Evidence What? Why? What? Why? What? Why? What? Why? What? Why? What? Why? Reasons: Prompt: Conclusion: Support: What? and Why? Student addresses the 1 st part of the prompt. Student addresses the 2nd part of the prompt.

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Transitional Signal Words

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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 Text In My Own Words

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Mini-lessons Targeting Students Needs

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