Transcript Breaking Down the Writing Rubrics

Breaking Down the
Writing Rubrics for
Common Core-Based
Standardized Testing
Using Florida Standards Assessments
Writing Rubrics (Drafts)
Grades 6-11: Informative/ Explanatory
Grades 6-11: Argumentation
The state of Florida has provided drafts for the Writing Rubrics for the Florida
State Assessments.
This slide show will break down the “pieces” of the rubrics and the information
provided by the state in order to allow the teacher to see what will be expected
and to begin developing a plan for teaching students to write.
This information can be found at the following links:
http://www.fsassessments.org/wp-content/uploads/2014/07/ELA-WritingRubrics-6-11_Informative.pdf
http://www.fsassessments.org/wp-content/uploads/2014/07/ELA-WritingRubrics-6-11_Argumentation.pdf
There is a rubric for the Informative/
Explanatory Prompt and a separate
one for the Argumentative. Both,
however, are very similar.
Students will be scored on:
-Purpose, Focus, and
Organization (4 pt)
-Evidence and Elaboration (4 pt)
-Conventions of Standard English
(2 pt)
The previous slide and the following slides will
provide a copy of each page of the rubrics for
Informative/ Explanatory Writing and
Argumentative Writing.
The state also provided additional
information to consider about the
requirements of the writing rubrics and the
writing tasks that students will be required to
accomplish. The following slides will break
down each of the paragraphs and the
concepts covered in that information.
The information provided in the peach box is the verbiage provided by the
state. The information in the grey box is a summary of that information
provided by Teengagement®.
Writing Prompt Specifications
Overall Task Description
Students will read a stimulus about a single topic. A stimulus consists of several
texts written on 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.
-The student will read several texts that follow one topic
-The texts could be informational, literary fiction or nonfiction
-Student will be provided a writing prompt in which they have
to: a) provide information about a topic or b) take a stance to
support an opinion or argument.
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 infographics, 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. During the
text review process, Florida educators use professional judgment and experience to
determine whether the reading level of each selection is suitable for the grade
level.
-The complexity of the texts will be grade-appropriate
(qualitatively and quantitatively)
-Graphics can be used, also (such as infographics, photographs,
tables, and diagrams) to add to 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.
Requirements of the Texts:
Informative/Explanatory Prompts:
-must be clearly connected
-can include diversity in concepts and ideas
Opinion/Argumentative Prompts:
-must have opposing points of views
-each point of view must be equally represented
-The text has to give lots of support for a student to write a controlling idea or argument
Texts used as stimuli should be interesting and appealing to students at the grades for
which the selections are intended. They should be conceptually appropriate and
relevant and should reflect real world settings and events that are interesting to
students and are not limited to classroom or school related situations. Texts with
controversial or offensive content should not be included. Confusing or emotionally
charged subjects should also be avoided. References to trademarks, commercial
products, and brand names should be checked by the contractor’s legal department for
permission to use. If there is any question about the accuracy of content, the Florida
Department of Education may require at least two additional sources to verify the
information in the text.
Additional Information About the Texts:
Must be:
-interesting and appealing
-conceptually appropriate
-must be relevant
-reflect real world settings
-must reflect events that are interesting to students
-not limited to classroom or school-related situations
-checked for accuracy
Should not:
-be controversial or offensive
-be confusing or emotionally charged
-reference trademarks, commercial products or brand names without permission to
use
The stimulus will consist of two to four texts. The approximate combined word count of
the text sets is listed in the table below.
Grade Level
6
7
8
9
10
11
Minimum
Word Count
1000
1000
1000
1100
1100
1100
Maximum
Word Count
1600
1700
1800
1900
2000
2000
The stimulus will be presented along with a writing prompt that asks students to write an
essay about the topic. The students will be required to synthesize information from the
text sets and must cite specific evidence from the texts to support their ideas.
Students must read between two to four texts for the prompt.
Combined word counts of the texts are listed in the table for each grade.
Student will be provided a prompt.
Student must synthesize information from the text.
Student must come up with his/her own ideas about the text and cite any
support they use from the text.
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.
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).
Informative/ Explanatory Writing Prompts:
-Students must develop a controlling idea and support it by synthesizing and analyzing
ideas from the texts provided.
Opinion/ Argumentative Writing Prompts:
-Students must develop an opinion (gr. 4-5), an argument or a claim (gr. 6-11) and
support it by synthesizing and analyzing ideas and evidence from the texts provided.
Assessed Standards
The Florida Standards Writing Assessment will assess the following standards
from the appropriate
grades:
LAFS.W.1.1 Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
or LAFS.W.1.2 Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
LAFS.W.2.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
LAFS.W.2.5 Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
LAFS.W.2.6 Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
LAFS.W.3.8 Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
LAFS.W.3.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
(Continued on the next slide.)
(Continued from previous slide.)
LAFS.L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
LAFS.L.1.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
LAFS.L.2.3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
LAFS.L.3.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as
appropriate.
LAFS.L.3.5 Demonstrate understanding of word relationships and nuances in
word meanings.
LAFS.L.3.6 Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when encountering an
unknown term important to comprehension or expression.
Directions Template
Grades 6–11
Write an explanatory essay about. . . . Your essay must be based on ideas and
information that can be found in the “. . . ” passage set.
-OR
Write an argumentative essay in which you . . . . Use the information from the
texts in your essay.
Manage your time carefully so that you can
• read the passages;
• plan your response;
• write your response; and
• revise and edit your response.
(If argumentation)
Be sure to
• include a claim;
• address counterclaims;
• use evidence from multiple sources; and
• avoid overly relying on one source.
Type your response in the space provided.
You have ____ minutes to read, plan, write, revise, and edit your response.
-Follow these templates when writing practice prompts for the classroom
Acceptable Text Types
Informational Text Literary Text
Primary Sources/Nonfiction
Historical documents (e.g., Bill of
Rights)
Essays (e.g., informational,
persuasive,
analytical, historical, scientific)
Letters, journals, diaries
Secondary Sources/Nonfiction
Magazine articles
Newspaper articles
Editorials
Encyclopedia articles
Functional Materials
Consumer documents (e.g.,
warranties,
manuals, contracts, applications)
Embedded in text (e.g., tables,
charts,
maps, graphs, illustrations,
photographs,
captions, text boxes)
How-to articles
Brochures, fliers
Schedules
Website pages
Informational Text Literary Text
Literary Nonfiction
Biographical and autobiographical
sketches
Diaries, memoirs, journals, letters
Essays (e.g., personal and classical
narratives)
Critiques
Literary Fiction
Short stories
Poetry
Historical fiction
Fables
Folk tales, tall tales
Legends
Myths
Drama
Fantasy
Excerpts from longer works
-Choose from this bank of acceptable text types when creating writing prompts for
classroom practice.
Possible Topics
Essential Skills
Social Studies
Literacy
U.S. History
Communication
Civics and Government
Teamwork
Geography
Leadership
Economics
Science, Technology, Engineering, and
World Languages
Cultural Perspectives
Mathematics
Earth/Space Science
Cultural Comparisons
Life Science
Cultural Communities
Physical Science
Arts
Concepts of Technology
Dance
Computer Technology
Music
Information Technology
Theater
Technology Processes
Visual Arts
Concepts of Engineering
Interests
Engineering Tools
Adventure
Engineering Design and Testing
Animals
Mathematics
Careers
Entertainment
Health and Physical Education
Movement Competency
Family
Cognitive Abilities
Friendship
Lifetime Fitness
Hobbies/Crafts
Personal Health
Humor
Health Care
Mystery
School
Business Management and
Sports/Games
Administration
Finance
Trips/Journey
Financial Literacy
Business Plans
-Choose from this bank of acceptable topics
Marketing
Entrepreneurship
writing prompts for classroom practice.
Transportation of Goods
Manufacturing
Agriculture
Hospitality Industry
Tourism Industry
when creating
Grades 6–11
Argumentation Text-based Writing Rubric
(Score points within each domain include most of the characteristics below.)
Score Purpose, Focus, and
Checklist
Organization (4-point Rubric)
4
The response is fully sustained and
consistently focused within the
purpose, audience, and task; and
it has a clear and effective
organizational structure creating
coherence and completeness. The
response includes most of the
following:
Clearly stated and strongly
maintained claim with little or no
loosely related material
Clearly addressed alternate or
opposing claims*
Skillful use of a variety of
transitional strategies to clarify
the
relationships between and among
ideas
Logical progression of ideas from
beginning to end with a
satisfying introduction and
conclusion
Established and maintained
appropriate style and objective
tone
The response is:
___ about the topic
___ strong
___ complete
The response focuses on:
___ its purpose
___ the audience
___ its specific task
The response is:
___ organized (with a structure)
___ coherent (is it clear and easy to understand)
___ complete (does it address everything)
The response includes:
___ a clear and strong claim
___ material that is ONLY related to the claim
___ alternate or opposing claims
___ transitional strategies that make relationships between
points and ideas
___ a progression of ideas (clearly move from one idea or
point to the next)
___ a good introduction
___ a good conclusion
___ appropriate style (the way you write will appeal to the
audience- you must consider your audience)
___ objective tone (don’t go crazy with anger, excitement, etc.
when making your claim)
Grades 6–11
Argumentation Text-based Writing Rubric
(Score points within each domain include most of the characteristics below.)
4
Evidence and Elaboration
(4-point Rubric)
The response provides thorough, convincing,
and credible support/evidence for the writer’s
claim that includes the effective use of
sources, facts, and details.
The response includes most of the following:
Smoothly integrated, thorough, and relevant
evidence, including precise references to
sources
Effective use of a variety of elaborative
techniques to support the claim,
demonstrating an understanding of the topic
and text
Clear and effective expression of ideas, using
precise language
Academic and domain-specific vocabulary
clearly appropriate for the audience and
purpose
Various sentence structures creating
language facility
Checklist
The response:
___ provides convincing support and evidence
___ provides credible (believable) support and
evidence
___ includes effective use of sources, facts and
details
The response includes:
___ smoothly integrated evidence
___ thorough evidence
___ relevant evidence
___ precise reference of the sources
___ elaborative techniques to support the claim
___ an demonstration of an understanding of the
topic and text
___ clear and effective expression of ideas
___ precise language
___ academic/ domain-specific vocabulary
(appropriate to the audience and purpose)
___ various sentence structures
Grades 6–11
Argumentation Text-based Writing Rubric
(Score points within each domain include most of the characteristics
below.)
Conventions of Standard
Checklist
English
(2-point Rubric)
2
The response demonstrates an
The response:
adequate command of basic
___ demonstrates an adequate
conventions. The response may
command of conventions
include the following:
The response may include:
Some minor errors in usage but
___ minor errors in usage but no
no patterns of errors
patterns of errors
Adequate use of punctuation,
The response may include
capitalization, sentence formation, adequate use of:
and spelling
___ punctuation
___ capitalization
___ sentence formation
___ spelling
Rubric for Argumentation Text-based Writing in CHECKLIST FORM
Grades 6–11
Argumentation Text-based Writing Rubric
(Score points within each domain include most of the characteristics below.)
Score Purpose, Focus, and
Organization (4-point Rubric)
Evidence and Elaboration
(4-point Rubric)
Conventions of Standard English
(2-point Rubric)
The response is:
___ about the topic
___ strong
___ complete
The response focuses on:
___ its purpose
___ the audience
___ its specific task
The response is:
___ organized (with a structure)
___ coherent (is it clear and easy to
understand)
___ complete (does it address everything)
The response includes:
___ a clear and strong claim
___ material that is ONLY related to the
claim
___ alternate or opposing claims
___ transitional strategies that make
relationships between points and ideas
___ a progression of ideas (clearly move
from one idea or point to the next)
___ a good introduction
___ a good conclusion
___ appropriate style (the way you write
will appeal to the audience- you must
consider your audience)
___ objective tone (don’t go crazy with
anger, excitement, etc. when making your
claim)
The response:
___ provides convincing support and
evidence
___ provides credible (believable) support
and evidence
___ includes effective use of sources, facts
and details
The response includes:
___ smoothly integrated evidence
___ thorough evidence
___ relevant evidence
___ precise reference of the sources
___ elaborative techniques to support the
claim
___ an demonstration of an understanding
of the topic and text
___ clear and effective expression of ideas
___ precise language
___ academic/ domain-specific vocabulary
(appropriate to the audience and purpose)
___ various sentence structures
The response:
___ demonstrates an adequate command of
conventions
The response may include:
___ minor errors in usage but no patterns
of errors
The response may include adequate use
of:
___ punctuation
___ capitalization
___ sentence formation
___ spelling
4
Grades 6-11
Informative/Explanatory Text-based Writing Rubric
(Score points within each domain include most of the characteristics below.)
Score Purpose, Focus, and
Checklist
Organization (4-point Rubric)
The response is fully sustained and
The response is:
consistently focused within the
___ about the topic
purpose, audience, and task; and
___ strong
it has a clear and effective
___ complete
organizational structure
The response focuses on:
creating coherence and
___ its purpose
completeness. The response
___ the audience
includes most of the following:
___ its specific task
Clearly stated and strongly
The response is:
maintained controlling idea with
___ organized (with a structure)
little or no loosely related
___ coherent (is it clear and easy to understand)
material
___ complete (does it address everything)
Skillful use of a variety of
The response includes:
transitional strategies to clarify the
___ a clear and strong controlling idea
relationships between and among
___ material that is ONLY related to the claim
ideas
___ transitional strategies that make relationships between points
Logical progression of ideas from
and ideas
beginning to end with a satisfying
___ a progression of ideas (clearly move from one idea or point to
introduction and conclusion
the next)
Established and maintained
___ a good introduction
appropriate style and objective tone ___ a good conclusion
___ appropriate style (the way you write will appeal to the
audience- you must consider your audience)
___ objective tone (don’t go crazy with anger, excitement, etc.
when making your claim)
4
Grades 6-11
Informative/Explanatory Text-based Writing Rubric
(Score points within each domain include most of the characteristics below.)
Evidence and Elaboration
Checklist
(4-point Rubric)
The response provides thorough and
The response:
convincing
___ provides convincing support and
support/evidence for the controlling idea
evidence
or main idea that includes the effective use ___ provides credible (believable) support and
of sources, facts, and details. The response evidence
includes most of the following:
___ includes effective use of sources, facts
Smoothly integrated, thorough, and
and details
relevant evidence, including precise
The response includes:
references to sources
___ smoothly integrated evidence
Effective use of a variety of elaborative
___ thorough evidence
techniques, (including but not limited to
___ relevant evidence
definitions, quotations, and examples)
___ precise reference of the sources
Clear and effective expression of ideas,
___ elaborative techniques to support the
using precise language
claim (like definitions, quotations, examples,
Academic and domain-specific vocabulary etc.)
clearly appropriate for the audience and
___ an demonstration of an understanding of
purpose
the topic and text
Various sentence structures creating
___ clear and effective expression of ideas
language facility
___ precise language
___ academic/ domain-specific vocabulary
(appropriate to the audience and purpose)
___ various sentence structures
Grades 6-11
Informative/Explanatory Text-based Writing Rubric
(Score points within each domain include most of the characteristics
below.)
Conventions of Standard
Checklist
English
(2-point Rubric)
The response demonstrates an
2
The response:
adequate command of basic
___ demonstrates an adequate
conventions. The response may
command of conventions
include the following:
The response may include:
Some minor errors in usage but no
___ minor errors in usage but no
patterns of errors
patterns of errors
Adequate use of punctuation,
The response may include adequate
capitalization, sentence formation,
use of:
and spelling
___ punctuation
___ capitalization
___ sentence formation
___ spelling
Rubric for Informative/Explanatory Text-based Writing in CHECKLIST FORM
Grades 6-11
Informative/Explanatory Text-based Writing Rubric
(Score points within each domain include most of the characteristics below.)
Score Purpose, Focus, and
Evidence and Elaboration
Conventions of Standard English
Organization (4-point Rubric)
(4-point Rubric)
(2-point Rubric)
The response is:
The response:
The response:
___ about the topic
___ provides convincing support and
___ demonstrates an adequate command
___ strong
evidence
of conventions
___ complete
___ provides credible (believable)
The response may include:
The response focuses on:
support and evidence
___ minor errors in usage but no
___ its purpose
___ includes effective use of sources,
patterns of errors
___ the audience
facts and details
The response may include adequate
___ its specific task
The response includes:
use of:
The response is:
___ smoothly integrated evidence
___ punctuation
___ organized (with a structure)
___ thorough evidence
___ capitalization
___ coherent (is it clear and easy to
___ relevant evidence
___ sentence formation
understand)
___ precise reference of the sources
___ spelling
___ complete (does it address
___ elaborative techniques to support the
everything)
claim (like definitions, quotations,
The response includes:
examples, etc.)
___ a clear and strong controlling idea
___ an demonstration of an
___ material that is ONLY related to the understanding of the topic and text
claim
___ clear and effective expression of
___ transitional strategies that make
ideas
relationships between points and ideas
___ precise language
___ a progression of ideas (clearly move ___ academic/ domain-specific
from one idea or point to the next)
vocabulary (appropriate to the audience
___ a good introduction
and purpose)
___ a good conclusion
___ various sentence structures
___ appropriate style (the way you write
will appeal to the audience- you must
consider your audience)
___ objective tone (don’t go crazy with
anger, excitement, etc. when making
your claim)
The following slides are for teachers
to use as rubrics (for themselves)
while creating/ finding text for the
practice writing prompts and while
creating practice writing prompts.
Checklist for Creating/ Finding Sample Texts for Practice Prompts
(for the teacher)
Informational/ Explanatory
Opinion/Argumentative:
Texts should be:
Texts should be:
___interesting and appealing
___interesting and appealing
___conceptually appropriate
___conceptually appropriate
___must be relevant
___must be relevant
___reflect real world settings
___reflect real world settings
___must reflect events that are interesting to students
___must reflect events that are interesting to students
___not limited to classroom or school-related situations
___not limited to classroom or school-related situations
___checked for accuracy
___checked for accuracy
___ clearly connected
___ clearly connected
___diverse in concepts and ideas
___diverse in concepts and ideas
___ be grade-appropriate (qualitatively and quantitatively) ___ be grade-appropriate (qualitatively and quantitatively)
___ (can be inclusive of) graphics (such as infographics,
___ (can be inclusive of) graphics (such as infographics,
photographs, tables, and diagrams) to add to the student’s photographs, tables, and diagrams) to add to the student’s
understanding of the topic
understanding of the topic
___ (the texts could be) informational, literary fiction or
___ (the texts could be) informational, literary fiction or
nonfiction
nonfiction
___ between 1000-2000 total combine words (depending
___ between 1000-2000 total combine words (depending
upon grade level- see chart)
upon grade level- see chart)
___ (include) between 2 to 4 total texts
___ (include) between 2 to 4 total texts
___ come from the list of acceptable text types and topics ___ come from the list of acceptable text types and topics
Texts should not:
Texts should not:
___be controversial or offensive
___be controversial or offensive
___be confusing or emotionally charged
___be confusing or emotionally charged
___reference trademarks, commercial products or brand
___reference trademarks, commercial products or brand
names without permission to use
names without permission to use
Checklist for Writing a Practice Prompt (for the teacher)
Informational/ Explanatory
Opinion/Argumentative:
General idea of the prompt:
___ Students must develop a controlling idea and ___ Students must develop an opinion (gr. 4-5),
support it by synthesizing and analyzing ideas
an argument or a claim (gr. 6-11) and support it
from the texts provided.
by synthesizing and analyzing ideas and
evidence from the texts provided.
Question Stems:
Write an explanatory essay about. . . . Your essay Write an argumentative essay in which you . . . .
must be based on ideas and information that can Use the information from the texts in your essay.
be found in the “. . . ” passage set.
Remind students to:
___ manage your time carefully so that you can ___ manage your time carefully so that you can
___ read the passages;
read the passages;
___ plan your response;
___ plan your response;
___ write your response; and
___ write your response; and
___ revise and edit your response.
___ revise and edit your response.
Be sure to:
___ include a claim;
___ address counterclaims;
___ use evidence from multiple sources; and
___ avoid overly relying on one source.
Type your response in the space provided.
Type your response in the space provided.
You have ____ minutes to read, plan, write,
You have ____ minutes to read, plan, write,
revise, and edit your response.
revise, and edit your response.
Possible Timeline For Teaching the Whole Process (Informative/ Explanatory)
Time Frame*
Skill
Skill
Conventions practice Reading one text
during warm-up/
Writing one paragraph (create a controlling
bell-ringer time
idea and add/ cite support)
Reading two texts
Writing one paragraph (synthesize)
Reading two texts
Writing two paragraphs (synthesize)
Reading three-four texts
Writing two paragraphs (synthesize)
Reading three-four texts
Writing an introduction and two supporting
paragraphs
Reading three-four texts
Writing an introduction, a conclusion and
two supporting paragraphs
*The teacher must determine the time frame based on the amount of time spent with the
students weekly and the level of the students.
Possible Timeline For Teaching the Whole Process (Argumentative)
Time Frame*
Skill
Skill
Conventions practice Reading one text
during warm-up/
Writing one paragraph (create an argument
bell-ringer time
and add/ cite support)
Reading two texts
Writing one paragraph (synthesize)
Reading two texts
Writing two paragraphs (synthesize)
Reading three-four texts
Writing two paragraphs (synthesize)
Reading three-four texts
Writing an introduction and two supporting
paragraphs
Reading three-four texts
Writing an introduction, a conclusion and
two supporting paragraphs
*The teacher must determine the time frame based on the amount of time spent with the
students weekly and the level of the students.