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Okaloosa Writes

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

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Okaloosa Writes

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  1. Okaloosa Writes

  2. Learning Objectives • Participants will close read the Argumentative prompt 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 High School Prompt Should homework be part of a high school student’s final grade? Cite evidence from both the article “The Great Homework Debate: Too Much, Too Little or Busy Work?” and the graph to support your claim.

  4. A Closer Look at the Prompt Should homework be part of a student’s final grade? Cite evidence from both the article “The Great Homework Debate: Too Much, Too Little or Busy Work?” and the graph to support your answer. 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 #2A

  6. Possible Answers This column shows support FOR counting homework This column shows support AGAINST counting homework

  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 #3B to Determine How the Expectations Progress

  9. A Closer Look at the Rubric Progression of Skills

  10. A Closer Look at the Rubric Does NOT Provide an Intro Naming Topic Does BOTH: Writes an Intro AND Make a Claim 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 ANDEffective 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. 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

  16. Score Anchor Papers Score Point 3 What Makes this Essay a 3?

  17. 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

  18. Score Anchor Papers Score Point 1.5 Score Essay 2

  19. Score Anchor Papers Score Point 2 Score Essay 3

  20. Score Anchor Papers Score Essay 4 Score Point 3.5

  21. Score Anchor Papers Score Point 2.5 or Weak 3 Score Essay 5

  22. Score Your Papers

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