Transcript Florida Standards Assessement : Text

FLORIDA STANDARDS
ASSESSEMENT :
TEXT-BASED WRITING
NEFEC
August 14 th
9:00-4:00
DESIRED OUTCOMES:
 Participants will demonstrate understanding of the similarities
and differences between the FCAT 2.0 and the Florida Standards
Assessments as they relate to writing.
 Participants will understand and explain content limits,
demands, attributes, and template format of the new text -based
writing assessment tasks.
 Participants will demonstrate understanding of the
opinion/argumentative and informative/explanatory rubrics.
 Participants will create and deliver a plan for facilitating this
work at their schools.
GROUP NORMS
Be Present
Be Productive
Be Positive
SOMETHING TO THINK ABOUT
 “None but a reader ever became a writer.” – Richard Peck
 “Our kids can hit any target if we just make it stand still long
enough!” – Grant Wiggins
 “Don’t just plan to write – write. It is only by writing, not
dreaming about it, that we develop our own style.” – PD James
 “ The difference between the right word and the almost right
word is the difference between lightning and a lightning bug.”
– Mark Twain
CURRENT REALITY
Directions:
With your group, create a 4-column chart labeled:
Skills
Leave Blank for Now
Strengths
Areas of Concern
Read the prompt. What skills did they need to thoroughly answer the prompt.
Write 1 skill per sticky and place it on your chart.
Skim the student work samples. What were some of the strengths? Record
each strength, one per sticky note.
After skimming the samples, what are the areas of concern? Record each
strength, one per sticky note.
BEGIN WITH THE END IN MIND…
http://www.fsassessments.org
ACCESSING THE PRACTICE TESTS
Click
Then click
Next, click “Sign-in”
Finally, choose your grade and “Yes”
SHARE YOUR THOUGHTS
With a partner:
What are your AHA’s and Oh no’s?
http://padlet.comtara7272/5chs55c0rope
WHO WRITES?
WHEN DO THEY TEST?
BUT I TEACH 3 RD GRADE…
WRITING PROMPT
GUIDELINES AND 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.
EXIT TICKET:
WRITING TO REFLECT ON LEARNING
In two minutes, write about 2 things you learned this
morning.
I’m finished! What now?
If you are finished before 2 minutes, add additional things.
On a sticky
note,
answer the
following
question:
WELCOME BACK!
AS YOU COME BACK IN…
Think about
the
specifics of
the exit
ticket
before
break.
Answer,
“Why?”
Someone
else have
the same
answer…
Challenge
yourself to
think of
additional
purposes!
“NONE BUT A READER
WILL EVER BECOME A WRITER.”
“But now Hairwoman is
on a roll. “How I Would
Change High School,”
“Lower the Driving Age
to 14,” “The Perfect
Job.” Her topics are fun,
but she keeps cranking
them out.”
Prompt:
After reading the
passage, think about
the instructional
activities that Melinda
talked about in this
passage. What might
Hairwoman need to
consider if she was
preparing her students
for the FSA?
Turn and talk.
STIMULUS ATTRIBUTES
Directions:
On your own, read the two sections, “Stimulus Attributes” and “Text-based
Writing Stimulus and Prompt Guidelines.”
Highlight important words or phrases.
WHAT STANDARDS?
Writing
Language
LAFS.W.1.1 or LAFS.W.1.2
LAFS.W.2.4
LAFS.W.2.5
LAFS.W.2.6
LAFS.W.3.8
LAFS.W.3.9
LAFS.L.1.1
LAFS.L.1.2
LAFS.L.2.3
LAFS.L.3.4
LAFS.L.3.5
LAFS.L.3.6
http://www.fldoe.org/pdf/lafs.pdf
Look at
your
agenda.
WELCOME BACK!
TAKE A MOMENT TO…
Which
desired
outcomes
have we
addressed?
Put a check
mark by
the ones
we have
addressed.
NEW REALITY
Directions:
With your group, fill in the last heading of your 4-column chart:
Skills
FSA Skills
Strengths
Areas of Concern
Read the prompts and the work samples.
What skills might they need to thoroughly answer the prompt.
Write 1 skill per sticky and place it on your chart.
Discuss: Where might our gaps be?
EXPLORING THE RUBRICS
WRITING TO EVALUATE
Direction:
At the top, right corner of your paper, list the 3 focus correction areas.
Focus Correction Areas:
3 Correct rubric areas identified
Correct spelling of words found in the rubric
Correct punctuation is used at the end of each sentence
Skip lines as you write.
Prompt:
Write a letter to a peer briefly explaining the three areas of the FSA Writing
Rubrics to a peer. Underline each of the three identified areas. You will write for
7 minutes.
PEER FEEDBACK
Trade papers with a partner.
Peer feedback and notes should be written in the blank
spaces between their writing.
Feedback should be limited to the Focus Correction
Areas.
PLAN OF ACTION
What next?
Who will your next conversation be with?
What information needs to be shared?
How will you share this information?
Who, What, When, Where?
THANK YOU!
Please
complete
the
evaluation
and leave it
on the
registration
table 