Hitting the Target: Aiming for 4 and Above

1. Hitting the Target: Aiming for 4 and Above Teaching and Learning Department Kati Pearson, Director Tammy Demps, Program Specialist Rehana Insanally, Program Specialist Zhakima Spratley, Program Specialist

2. Common Board Configuration Date: January 31, 2012 Bellringer: Brainstorm the elements of the existing writing plan in place at your school. Essential Question: How will the changes to FCAT Writes impact instruction? Objective: We will identify the changes made to FCAT Writes by examining state exemplars. • Vocabulary: Compositional Risk, Conventions,, Support Gradual Release: I Do: Identify the changes made to FCAT Writes We Do: Examine exemplar sample papers. You Do: Utilize new learning to extend and support your current plan. Summarizing Activity: 3-2-1 • 3 Connections you have made to how writing changes will impact your instruction. • 2 Things that you will do to ensure students score a level 4 or beyond on FCAT Writes. • 1 Personal commitment you will make to ensure your students aim for a 4 or beyond on FCAT Writes. Homework: Continue the dialogue at your school and implement your school-wide writing plan to prepare for FCAT Writes.

3. FCAT Writes: The 4 Areas of Writing • The four areas of writing are: • Focus • How clearly the paper presents and maintains a central idea, theme, or unifying point. • Organization • The structure or plan of development (beginning, middle, and end) and the relationship of one point to another; the use of transitional devices to signal both the relationship of the supporting ideas to the main idea, theme, or unifying point; and the connections between and among sentences. • *Conventions • The punctuation, capitalization, spelling, usage, and sentence structure. • *Support • The quality of details used to explain, clarify, or define; it depends on word choice, specificity, depth, relevance, and thoroughness. *Even though the rubric for these areas remains the same, there will be more stringent scoring of Conventions and Support. These changes will occur in two ways.

4. Change One: Conventions FLDOE Changes to FCAT Writes FAQ Students can expect more stringent scoring of the use of Standard English conventions. Conventions refer to punctuation, capitalization, spelling, usage, and sentencestructure.

5. Conventions- Spelling Spelling will be considered, however, it is commonly used words being misspelled that could impact the score. If students take a Compositional Risk by including words that are not commonly used at his/her level, and such words are misspelled, the scoring will not be negatively affected. SO Students should take time to proof-read and correct inadvertent misspellings and punctuation BUT still be encouraged to use mature and precise word choice.

6. Looking at spelling: What is a Compositional Risk? Example: 4th Grade • I cherised that magical moment. • But when they left it was traject. • All of it turned out real phenomanal! Non-example: 4th Grade • I said to my friend Mike dose he know how to cook. • Wilewe were cooking during lunch everyone tried our food. Explanation: Notice in the example, the student takes a risk by attempting to utilize words that fit correctly within the context of their writing, although the words are misspelled. However, the non-example shows frequent errors in the spelling of commonly used words (dose and Wile).

7. Conventions Grade 4 Example: So I said to Mike, “I’ll uhh, be right back. I have to tell mom something.” (Did I mention Mike was only four?) I crept behind Mike quietly, made a snowball and …”Ouch, the sky is falling!” (Level 6) Non-example: • The real weather I like is the hot weather You can go swimming at the beach whithyour friends and family just a real good time or you can just go fishing. • (Level 3) Explanation: The example shows correct use of quotations, parenthesis, capitalization, exclamation points, and periods. In the non- example, the writer has less control over punctuation, which at times results in confusion for the reader.

8. Conventions Grade 8 Example: • It is one thing to look at the monument in pictures, but you need to see the towering Washington Monument, the stern statue of the Lincoln Memorial, and the giant, regal White House to fully experience the true feeling of Washington D.C. (Level 5) Non-example: • Also, allowing snacks allow teachers to promote helthy eating choices. Our nation suffers of child hood obsity and this gives teachers the opertunity to talk about helthy snack choices like apples & carmel instead of cookies or carrots in place of chips. • (Level 3) Explanation: The example uses correct use of commas and capitalization. The non-example illustrates errors in basic conventions of punctuation, capitalization, and spelling. These errors are evident throughout.

9. Conventions Grade 10 Example: • In conclusion, being famous could affect someone’s life (like Lindsey Lohan or Hillary Duff) in many different ways, such as: friends and relationships, rumors, and fans. • (Level 5) Non-example: • You think ihave the money so people must do as I say. Most of the time your wrong. • (Level 3) Explanation: Although a few errors occur, the example generally follows the conventions of mechanics, usage, punctuation, and spelling. The non-example illustrates errors in basic conventions of spelling and capitalization.

10. Conventions Grade 4 Example: • Usually we either squirt each other with the hose or we swim in the pool. One time I had to water the grass so I got my bathing suit on and headed for the hose. Sometimes if I’m lucky we’ll go to the waterpark if it’s sunny. • (Level 5) Non-example: • Another, reason why I like sunny days is because you can watch the clouds move slowly. You can play a game and say what they are. You can see how they glace by. Sometimes you can admire them. • (Level 3) Explanation: In the example, various sentence structures are utilized. The excerpt from the non-example has some varied sentence structure; however, most are simple constructions, resulting in a less than fluent essay.

11. Conventions Grade 8 Example: (Level 6) Non-example: (Level 3) Explanation: The sentence structure in the example varies throughout. The non-example illustrates little variation in sentence structure, and is often awkward.

12. Conventions Grade 10 Example:(Level 5) Non-example: (Level 3) Explanation: The sentence structure in the example varies throughout. The non-example illustrates little variation in sentence structure, and is simple in construction.

13. Important Implications! Explanation: The example demonstrates some minor editing by the writer to improve this draft (Level 5-4th Grade). Students should be working with a timeline in mind and know how much time should be allotted for planning, writing, as well as proof-reading and editing this year. Proof-reading and editing should include going back and looking at punctuation and commonly used words that may be misspelled. Students should also be sure that their sentence structure varies.

14. Change Two: Support Scoring will now include increased attention to the quality of details, requiring use of relevant, logical, and plausible support, rather than contrived statistical claims or unsubstantiated generalities. Responses earning high scores must include specific and relevant supporting details that clarify the meaning. Rote memorization or overuse of compositional techniques, such as rhetorical questions, implausible statistics or pretentious language is not the expectation for quality writing at any grade level.

15. Support Grade 4 Example: • I like it because you can visit the beach. I personally like the beach. For example I like it because you can build sandcastles, swim in the wonderful blue water, and you can have a good time with your friends. One time I was at the beach there was a small island. When I arrived at the island there was so many beautiful shells and birds. The shells were all different shapes and sizes. The birds were very tall and had glossy white feathers. Me and my father found the softest sand in whole world. It was so smooth and it didn’t have any lumps in it. I told my dad, “This is the best day ever.” (Level 5) Non-example: • First, I like sunny days because you can play many activities. Like you can play hopscotch with your friends. Practice with your jump rope to show your friends. Or have a hooly hoop contest against other people down the street. And also fly your kite in the nice warm wind. • (Level 3) Explanation: The example has support that is adequately developed for the idea of visiting a beach. Word choice is adequate and sometimes precise (glossy white feathers). The non-example contains three reasons; however, it is more of a list. Listing of events will not suffice as quality support.

16. Support Grade 8 Example: • The museums in Washington are some of the greatest in the world. Almost any gleaming gem, massive dinosaur bone, or mystical artifact can be found here. One museum I went in had the largest diamond in the world, the Hope Diamond. It glittered in the light of its showcase and was a deep violet color that could make any woman in the world green with envy. (Level 5) Non-example: • When I lived in NY I would go everywhere. I would go to Baisly Blvd., Linden Blvd., Cambria Heights, St. Albans, Long Island, and other places I mostly hung out around Linden Blvd. with my friends when I lived in NY. Ever since I moved NY has been nothing without me. Everytime I visit NY it comes back to like. I visit NY all the time. At least when I get the change to. Everyone likes NY or should. I can’t imagine not going back to NY. (Level 3) Explanation: The example has support that is amply developed throughout each paragraph, including some visual imagery. The writing demonstrates a mature command of language, including some precision in word choice. The non-example is simply a list with development of ideas that are repetitive and limited in word choice.

17. Support Grade 10 Example: (Level 6) Non-example: (Level 3) Explanation: The example’s support is substantial, specific, and relevant. The writing demonstrates a mature command of language that allows the reader to construct clear, mental images. However, the non-example lacks specificity and contains repetitive language that hinders the progression of ideas.

18. What’s going to bump it up! Example: • As the fans begin to file out I take a deep gulp of air into my lungs. I can smell and even taste the victory. I look around and try to grasp the intensity that has settled over. The love for the game is fading and there will be no more “record breakers” ….. at least not until next Sunday. • (Level 5) Non-example: • “Crunch! Crunch! Crack! Is all I hear since it’s snack time.” • (Level 3) Grade 8

19. What’s going to bump it up! Example: • In conclusion, I would have to disagree with state legislators who don’t think internet access should be allowed in school libraries because it’s quick and easy, and also because it provides fair and equal resources to all students. • (Level 4) Non-example: • Well there you go these are my reason why we should have internet access in the school libraries, Have a nice day. • (Level 2) Grade 10

20. Important Implications!Papers receiving high scores generally provide: Fully developed ideas with quality support and elaborated examples. A clear relationship between supporting ideas and the topic. Sufficient, specific, and relevant details to help the reader construct visual images. Precise word choices to provide a natural, reasonable, and consistent tone.

21. Connections you have made to how writing changes will impact your instruction. 2 Things that you will do to ensure students score a level 4 or beyond on FCAT Writes. Personal commitment you will make to ensure your students aim for a 4 or beyond on FCAT Writes. Homework: Continue the dialogue at your school and implement your school-wide writing plan to prepare for FCAT Writes. For more information, visit the FLDOE 2012 FCAT Writing Calibration Scoring Guide examples used in this presentation. Summarizing Activity

22. Hitting the Target: Aiming for 4 and Above Teaching and Learning Department Kati Pearson, Director Tammy Demps, Program Specialist Rehana Insanally, Program Specialist Zhakima Spratley, Program Specialist