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Okaloosa Writes

Okaloosa Writes. Learning Objectives. Participants will close read the Argumentative Writing prompt, sources, and rubric Participants will text mark student anchor papers . Success Criteria ELA and Social Studies teachers will collaboratively score Okaloosa Writes essays .

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Okaloosa Writes

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  1. Okaloosa Writes

  2. Learning Objectives • Participants will close read the Argumentative Writing prompt, sources, and rubric • Participants will text mark student anchor papers • Success Criteria • ELA and Social Studies teachers will collaboratively score Okaloosa Writes essays

  3. Review the Middle School Prompt Should bottled water be banned? Cite evidence from both the article, “Is Bottled Water Really Better?” and the graphs to support your claim.

  4. A Closer Look at the Prompt Should bottled water be banned? Cite evidence from both the article, “Is Bottled Water Really Better?” and graphs to support your claim. What is the prompt asking? TURN AND TALK What is the prompt asking of students?

  5. A Closer Look at the Sources ACTIVITY Close Read Both Sources and Fill Out the Graphic Organizer, Handout #3A

  6. Possible Answers This column shows support FOR banning bottled water This column shows support AGAINST banning bottled water

  7. The Rubric Introduction and Claim Developing an Argument with Support Organization Vocabulary Tone and Conventions Conclusion

  8. A Closer Look at the Rubric Close Read the Rubric and Complete Handout #2A to Determine How the Expectations Progress

  9. A Closer Look at the Rubric Look at Each Category of the Rubric and Determine Skills Needed for Scores

  10. A Closer Look at the Rubric Does BOTH: Writes an Intro AND Makes a Claim Does NOT Provide an Intro Naming Topic Does ONE: Writes Intro OR Makes Claim Does BOTHPLUS Answers “So What? Why?”

  11. A Closer Look at the Rubric GOOD START Developing Support; ADEQUATE Explanations NO Relevant Facts Mentions, Does Not Develop Claim; LIMITED Explanations Develops Claim THROUGH Support; MEANINGFUL Explanations

  12. A Closer Look at the Rubric Logical Pattern of Organization; NEED Transitions WITHIN Paragraphs SIMPLE Sentences; FEW Transitions; NO Paragraphing Logical Pattern of Organization; FEW Transitions Clear AND Effective Organization Complex Sentences AND Internal Transitions

  13. A Closer Look at the Rubric NO Tier II/Tier III Vocabulary Tier II and Tier III Vocabulary are EVIDENT SOME Tier II/Tier III Vocabulary Sufficient, Appropriate Tier II and Tier III Vocabulary THROUGHOUT

  14. A Closer Look at the Rubric GOOD START Towards Strong Conclusion that Explains how Evidence Supports the Claim; ADEQUATELY Explains Why It Matters NO Conclusion or Restates Claim Conclusion Restates the Claim ANDATTEMPTS to Explain Why it Matters STRONG Conclusion that Explains how Evidence Supports the Claim; EFFECTIVELY Explains Why It Matters

  15. A Closer Look at the Rubric

  16. Text Marking • Grading argumentative writing can be a challenge. Consider text marking: • Introductory Statement= I • Opposing Claim=O • Claim=C • Support (evidence)=S • Explanation (commentary)= E

  17. Score Anchor Papers Score Point 2.5 What Makes this Essay a 2.5?

  18. How Did You Get That? • Add the Points from Each Category • Divide by Six • If the Score is a Decimal, Confer With Scoring Partner and Decide to Round Up or Down

  19. Score Anchor Papers Score Point 4 Score Essay 2

  20. Score Anchor Papers Score Point 1 Score Essay 3

  21. Score Anchor Papers Score Point 2 Score Essay 4

  22. Score Anchor Papers Score Point 2.5 Score Essay 5

  23. Score Your Papers

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