Transcript Text-Based Writing - English Language Arts

Office of Academics and Transformation,
Department of Elementary English Language Arts
OAT ICAD Meeting-September, 2014
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
(Webb’s DOK)
ACADEMIC WRITING
CONTENT
INSTRUCTIONAL TOOLS
OBJECTIVES
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.
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
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 student’s 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.
Stimulus Attributes
Text-Based Writing Component:
Assessed Standards
•Note:
W.1.1 addresses the characteristics of opinion writing
•• W.1.2:
addresses
the characteristics
of informative
writing
Language
Standards
will be taught
as students
dissect their weekly
• W.2.4
addresses
the
organization
that
is
appropriate
to
task and purpose and
selections during the 90 minute Reading/LA block.
audience (W.1.1 and W.1.2 clarifies this for each mode of writing).
• Students will be able to apply what they have learned on the day of the
• W.2.5 addresses planning, revising and editing (Language standards
assessment asof
they
read and
analyze
the and
stimulus
in order
to
L.1.1(conventions
standard
English
grammar
usage passages
when writing
or
demonstrate
comprehension.
speaking)
and L.1.2
(conventions of standard English capitalization, punctuation,
• and
If students
are writing)
able to understand
meaning
spelling when
are embeddedthe
with
W.2.5) of words and the
author’s
use of
certain
forms of figurative
language
in the
stimulus
• W.2.6
addresses
the
use of technology
to produce
and publish
writing
(using
keyboarding
skills)
passage sets,
they will be able to respond to the task presented by the
• W.3.8
addresses
gathering
relevant
information from print and digital sources …
prompt
with much
more
success.
•• W.3.9
addresses
from literary
informational
to support
Students
will drawing
be able evidence
to use academic
andor
domain
specifictext
words
from
analysis,
reflection,
and
research
the sources correctly and effectively in their essays if they have
• L.3.4 addresses the use and understanding of multiple meaning words and context
understood the definitions and purpose of those words within the
clues etc.
stimulus
passage
sets.language
• L.3.5
addresses
figurative
• L.3.6 addresses the understanding and use of conversational, general academic
and domain specific words and phrases.
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.
Informative/Explanatory Writing Stimulus and
Prompt Example
Topic:
The passages were about exploring the
oceans
through
technology.
Write
an
This is
an example
of a one
part
informative
prompt.
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.
Informative/Explanatory Writing Stimulus and
Prompt Example
The sources that you read were about
different
Write
informative
This ismaterials.
an example
of an
a two
part
informative
prompt.
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.
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.
Opinion Writing Stimulus and Prompt Example
The passages you read were about bike
This isWrite
an example
of in
a one
part
sharing.
an essay
which
you
opinion prompt.
give your opinion about whether or not
a bike sharing program would work in
your community. Use information
from the passages in your essay.
Opinion Writing Stimulus and Prompt Example
The passages are about bottled water. Write
an essay in which you give your opinion
about
which
would
better
for
This
is ansystem
example
of be
a two
part
opinion
your
school:prompt.
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.
Let’s Take a Closer Look
Writing Standards
Rubrics
Grade-Specific Standards for
Writing Standard 2
Learning Progressions
Grade-Specific Standards for
Writing Standard 1
Learning Progressions
Informative/Explanatory Rubric
Domain 1
Domain 2
Domain 3
Informative/Explanatory Rubric
Domain 1
Domain 2
Domain 3
Informative/Explanatory Rubric
Domain 1
Domain 2
Text evidence is
what is important;
elaboration is why it
is important.
Domain 3
Score Point
4
3
2
1
Informative/
Explanatory Rubric
consistent, fully, clearly,
skillfully, strongly maintained,
logical , sustained, satisfactory,
strongly, no forced evidences,
relevant evidence and
elaboration, interwoven ideas,
interconnectedness
Adequate, sufficient,
maintained, synthesized
information from more than one
source, integrated ideas
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
minimal, ambiguous, absent,
irrelevant, missing, confusing,
vague, brief
Opinion Rubric
Opinion Rubric
Domain 1
Domain 2
Domain 3
Opinion Rubric
Domain 1
Domain 2
Domain 3
Score Point
4
3
2
1
Informative/
Explanatory Rubric
consistent, fully, clearly,
skillfully, strongly maintained,
logical , sustained, satisfactory,
strongly, no forced evidences,
relevant evidence and
elaboration, interwoven ideas,
interconnectedness
Adequate, sufficient,
maintained, synthesized
information from more than one
source, integrated ideas
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
minimal, ambiguous, absent,
irrelevant, missing, confusing,
vague, brief
Opinion Rubric
Comparing Modes of Writing Worksheet:
Informative/Explanatory and Opinion Writing
Informative/Explanatory Writing
Rubric Domains/Fields
Opinion Writing
Prompt
• Using all the informationPurpose
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 Focus
as it pertains to the specific mode
of writing.
• You will have 10 minutes or so to complete your assigned
Organization
section.
• Once completed each group will present their information.
Evidence
Elaboration
Comparing Modes of Writing Worksheet:
Informative/Explanatory and Opinion Writing
Informative/Explanatory Writing
Rubric Domains/Fields
Prompt
Purpose
Focus
Organization
Evidence
Elaboration
Opinion Writing
Frequently Asked Questions
1.
2.
3.
4.
5.
6.
7.
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?
POSSIBILITIES!!
 Let’s take a look at the type of test item the
students MAY encounter on the Text-Based
Writing Component of the ELA Assessment.
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.
Instructional Implications
Understanding the Prompt
Gathering Evidence
Organizing Evidence
Paraphrasing
Understanding the Prompt
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.
Gathering Evidence
Selective Underlining/Highlighting
1.
2.
3.
4.
5.
6.
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).
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
Organizing the Evidence
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 is your Conclusion?
What evidence from the
sources support your
opinion/controlling
idea?
Why is this evidence
important to your
opinion/controlling
idea?
Organizing the Evidence
Support: What? and Why?
Discussion Web
Reasons:
What?
What?
Why?
What?
Why?
Support: What? and Why?
Why?
Student
addresses
the 2nd
part of the
prompt.
Prompt:
Student
addresses
the 1st part
of the
prompt.
What?
Why?
What?
What?
Why?
Why?
Conclusion:
Transitional Signal Words
Paraphrasing
In My Own Words
Paraphrasing is an excellent way to check one’s 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
Mini-lessons Targeting Students’ Needs
Characteristics
Characteristics of
of Score
Score Points
Points 1
1 &
& 2
2
Responses
(Below
(Below Proficient)
Proficient)
Targeted Mini-Lessons (taking a
Response
Response Characteristic’s
Characteristic’s Chart
Chart
Characteristics of
of Score
Score Points
Points 3
3 &
& 4
4
Response Characteristic
Characteristic Characteristics
Response
Responses
(Proficient)
(Proficient)
Targeted
Mini-Lessons (taking a
below proficient response to a
below proficient
response to a
proficient
response)
proficient response)
Inappropriate/casual tone/
unawareness of audience
Mini-Lessons:
Minimal/Absent/Misused
Mini-Lessons:
Circular/’Spin Cycle’/Illogical/
Irrelevant
Just grouped together/Choppy/ Poor
use of transitional devices throughout
the response
Mini-Lessons:
Sense of Audience


Formal/Objective Tone
Awareness of Audience
Academic Vocabulary

Evident throughout the Response

Logical/Accurate/Purposefully
grouped together
Smoothly Integrated
Transitional devices well utilized
throughout the response
Progression of Ideas


Characteristics
Characteristics of
of Score
Score Points
Points 1
1&
&2
2
Responses
Responses
Response
Response Characteristic’s
Characteristic’s Chart
Chart
Characteristics of Score Points 3 & 4
Response
Characteristic
Response Characteristic Characteristics of Score Points 3 & 4
Responses
Responses
(Below Proficient)
(Below Proficient)
Targeted Mini-Lessons (taking a
Targeted Mini-Lessons (taking a
(Proficient)
(Proficient)
below proficient response to a
below proficient response to a
proficient response)
proficient response)
Absent/Erroneous
Mini-Lessons:
Support irrelevant or erroneous/
Faulty Logic/Misguided or overuse of
elaboration techniques
Mini-Lessons:
Insufficient ( Absence might yield an
unscorable)
Original Work/Thought
Integrated/Interwoven with Textbased information ( tightly related to
effective/relevant support)
Mini-Lessons:

More formal and consistent use of
citation techniques (includes
quotes, referenced text)

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.
Citation
Relevance of Support


Original Work/Thought
Integrated/Interwoven with TextBased information (tightly related
to effective/relevant support)
Characteristics of
of Score
Score Points
Points 1
1&
&2
2
Characteristics
Responses
Responses
Response Characteristic’s Chart
Characteristics of
of Score
Score Points
Points 3
3&
&4
4
Response
Response Characteristic
Characteristic Characteristics
Responses
Responses
(Below
(Below Proficient)
Proficient)
Targeted
Mini-Lessons
Targeted Mini-Lessons (taking
(taking a
a
(Proficient)
(Proficient)
below proficient response to a
below proficient response to a
proficient response)
proficient response)
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 response’s stated
controlling idea or opinion. Well
balanced in order to answer the
task
Controlling Idea

Evident and supported throughout
the
response
Unclearly stated/Absent/Poorly
implied
Does not address the task
Mini-Lessons:
Characteristics of Score Points 1 & 2
Responses
Response Characteristic’s Chart
Response Characteristic Characteristics of Score Points 3 & 4
Responses
(Below Proficient)
Targeted Mini-Lessons (taking a
(Proficient)
below proficient response to a
proficient response)
Unclearly stated/Absent/Poorly
implied
Waffling or Ambiguity
Mini-Lessons:
Providing little to no information that
is Text-based
Mini-Lessons:
Opinion
Text-Based
 Explicitly stated and maintained
 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.