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Preparing 8 TH and 10 th Grade students for the FCAT Writing Assessment

Preparing 8 TH and 10 th Grade students for the FCAT Writing Assessment . Department of Secondary Curriculum . State Overview: AYP Information. All students who are enrolled in October FTE (Survey 2) and February FTE (Survey 3) and day of test are part of the writing denominator.

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Preparing 8 TH and 10 th Grade students for the FCAT Writing Assessment

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  1. Preparing 8TH and 10th Grade students for the FCAT Writing Assessment Department of Secondary Curriculum

  2. State Overview: AYP Information • All students who are enrolled in October FTE (Survey 2) and February FTE (Survey 3) and day of test are part of the writing denominator. • The AYP passing score is a 3. • AYP calculation includes the percent of eligible students scoring 3 or above. • The AYP writing criteria is 90% proficient or at least a 1% increase from the prior year. • Total and each subgroup needs to meet AYP to qualify for Safe Harbor and Growth Model.

  3. State Overview: School Grade Information • Standard Curriculum students who are enrolled in October FTE (Survey 2) and February FTE (Survey 3) and the day of the test are part of the denominator. • Standard Curriculum Students - includes ESE students identified as speech impaired, gifted, and/or hospital/homebound. • Standard Curriculum Students - includes ELL students enrolled for more than two years in an ELL program. • The School Grade Accountability number is the percentage of students scoring a 4 or higher.

  4. FY11 Scoring Information • There will be only one prompt at all grade levels (4, 8, and 10). • The writing mode of the prompt will beeither persuasive or expository at grades 8 and 10. • Each writing response will have one reader scoring. • The DOE plans to use the percentage of students scoring a 4 and above for the purposes of school grading.

  5. FY09 Palm Beach Writes to FY09 FCAT Writing Dr. Marc Baron Chief of Performance Accountability

  6. Palm Beach Writes Summary- EDW Report RTSCW0147

  7. Palm Beach Writes – EDW Report RTSCW0146

  8. FY11FCAT Writing Test Materials • This year, the prompt will NOT be located in the FCAT Writing booklet. • Each student will receive 3 papers: planning sheet, prompt sheet, and a writing booklet.

  9. Avoid Template Writing Template writing is an instructional method that imposes a rehearsed or prescribed format for responding to any prompt, regardless of the topic, mode, or intended purpose. In this case, students are taught to memorize and habitually insert the same words, phrases, sentences, settings, organizational structures, creative writing devices, problems, and/or conclusions into the response.

  10. Administrative Practices • Check EDW to ensure accuracy of data • Palm Beach Writes Summary-RTSCW0147 • Palm Beach Writes – RTSCW0146 • Read a sampling of essays to monitor student progress • Identify students that need additional support • Structure and align pull-outs and tutorials that support classroom instruction • Ensure communication occurs between teachers, coaches, and outside support • Visit classrooms to monitor writing instructional practices

  11. High School Consideration • Retained 9th graders that rolled to 10th at completion of semester 1 • In most cases, these students have been in English II and are prepared. • Retained 10th graders that did NOT roll to 11th at completion of semester 1 • In most cases, these students have been in English III and have not received any FCAT Writes instruction/practice.

  12. Focus Expository and Persuasive • Brainstorm for big ideas from a prompt • Organize your thoughts • Develop a thesis statement (make sure it’s broad enough) • Develop points to support the thesis (these are the body paragraphs) • Plan the essay • Develop topic sentences for each paragraph • Include relevant information • Support with facts, anecdotes, quotes, sensory details, etc. • Incorporate a meaningful introduction/lead and ending • Answer the W,W,W,W,W,H questions

  13. Organization Students may utilize the 5 paragraph essay structure. Experiment with different introductions, conclusions, transitions Utilize transitions within paragraphs in addition to the start of paragraphs

  14. Support Expository and Persuasive • Anecdotes/incidents • Sensory details • Explanations • Facts • Examples • Evidence • Outside sources • Quotations

  15. GOAL OF SUPPORT Development Use of extension and elaboration to provide clear and sufficient support of the central idea

  16. Expository - Before I like to go to school because it’s fun. I have a great time at school. At school we do a lot of very awesome and fun things. The teacher always teaches us good things. I also have a fun time at recess. School is a very fun place to be. Little Support

  17. Layers of Support-Expository reason Bare Extended I like to go to school because it is fun, especially when the teacher lets us play games at recess. We play kickball, tag, and hula hoops. We run and jump and talk with our friends and get to know them. We usually go out for recess after lunch, but sometimes in the morning after math. (anecdote) Yesterday, we played Mrs. Jones class in kickball and I scored the run that would give us a 6-4 victory. (Fact) It’s a known fact that students need exercise to stay focused in school. explanation evidence Support Strategies Layered

  18. Persuasive- Before Students should have access to the internet in school libraries because they need it. They don’t have it at home. They have to have it to do work. We should have internet in school libraries because we need it for schoolwork. Legislators should not take it away from school libraries because students need the internet to do schoolwork. Repetitive, Weak Support

  19. Layers of Support-Persuasive Ms. Smith, my English II teacher, said, “Research ten facts about the Globe Theater.” How am I going to do this since I don’t have internet access at home,I thought?A look of worry spread across my face as I contemplated my options. I sighed in relief as I realized that I could use the Internet in the school’s library. As I was pulling up my information, I looked around to see many of my fellow students also using the Internet for schoolwork. In fact, Mr. Jones, the librarian, told me, “We not only offer internet access for students that don’t have it at home, but I can assist them in finding the information they need.” In my school, 75% of the students qualify for free and reduced lunch.Their parents often work many jobs just to afford the basics. Internet access is not a basic. Legislators, please consider the fate of many economically disadvantaged students when deciding whether or not to remove Internet access from school libraries.

  20. Conventions • Reread • Check for flow • Check for meaning and clarity • Check for spelling of on grade level words • Prioritize focus, organization, and support

  21. Tracking Time 10 min. Colored Clock Online Clock -http://www.online-stopwatch.com/countdown-timer/

  22. Instructional Practices • Students write EVERY DAY (Weekly timed and daily untimed) • Teachers read students’ writing EVERY DAY • Determine areas of individual needs • Look for trends or patterns across the class • Teach strategic minilessons based on needs • Utilize anchor papers (scoring/examples and non-examples) • Pull children together for small group with one teaching point • Confer with individual students • Provide prescriptive feedback, document, and monitor progress

  23. Class - Identify Trends and Patterns • Regularly read student writing to document and monitor progress. • Use the notes for future planning and instruction. • The trends should provide the basis for whole group, small group, and pullout instruction.

  24. Individual - Conference Notes • Document the feedback: • Teaching point • Compliment • Next steps • Use the notes for future planning and instruction • Provide students with a written reminder of the compliment and teaching point

  25. Prescriptive Feedback: Characteristics • Provides SPECIFIC feedback about students’ writing, focusing on: • Areas of strength • Areas which need improvement • Allows students to know exactly what needs to be improved and how they can improve it • Is an essential part of the writing process

  26. RESOURCES

  27. WRITING CURRICULUM Access via the ELA landing page on Learning Village.

  28. RESOURCE GUIDE • RESOURCES FOR: • Writing Process • Writing Prompts • Scoring • Minilessons • Teacher and Student Tools Available on the Secondary ELA Learning Village Page

  29. Contact Information Diana Yohe Secondary ELA Program Planner yohe@palmbeach.k12.fl.us Office: 357-5989 (PX: 25989) Cell: 951-8326

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