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WELCOME Camp Composition

WELCOME Camp Composition. S ign in and select a t-shirt size Pick up parking pass Sign up for conferences Complete paperwork (releases and contract) Be seated for overview and introductions. Christine Weber, Ph.D ., Director COEHS

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WELCOME Camp Composition

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  1. WELCOMECamp Composition • Sign in and select a t-shirt size • Pick up parking pass • Sign up for conferences • Complete paperwork (releases and contract) • Be seated for overview and introductions Christine Weber, Ph.D., Director COEHS Department of Childhood Education, Literacy and TESOL

  2. PURPOSE Thepurpose of Camp Composition is to bring Northeast Florida students and parents together with local area lead teachers and UNF undergraduate and graduate students and faculty, in an effort to help our local area school students earn higher FCAT Florida Writes scores, and also acquire stronger lifelong writing skills.

  3. Components • 4ththrough 10th grade participants received weekly writing skills instruction and individualized feedback on their writing for 6 Saturdays. • Parents are offered a Saturday, concurrent session focused on how they too can help their student become stronger FCAT and lifelong writers. • Individual conferences with teachers, students, and parents are provided. • Stress reduction and relaxation strategies are taught to students by an expert.

  4. Meet the Teachers and Assistants/Volunteers • Erin Bozeman, Mandarin Oaks Elementary School Rm. 1250 • Brianna Vasgar Lake Shore Middle School Rm. 1280 • Linda Hof, Landrum Middle School/Columbia H.S. Rm. 1270 • Kacey Hurley and Char-lee Hastings, Stress Reduction/Relaxation Strategies Rm. 1100A & 1100B • Dr. Christine Weber, Director • Amanda Laukitis, Academic Advisor, Graduate of Elem. Ed/Literacy Master’s Program • Erika Florez, Elementary Ed Teacher • Ciara Viner, Secondary Ed Major • Cassandra Santiago, Secondary Ed Major • http://www.unf.edu/coehs/celt/camp_composition_people.aspx

  5. Funded Scholarships Special thank you to

  6. FCAT 2.0 Information for Parents

  7. OBJECTIVES • •What is the FCAT 2.0? • •What can I do to help prepare my child?

  8. What is the FCAT 2.0? • Test given in grades 3 -10 • Based on Next Generation Sunshine State Standards in reading, math, science and writing • Similar to FCAT 1.0 except based on new standards (NGSSS) • Results are used to increase achievement

  9. What will students be asked to do? • Use prior knowledge/experience • Understand age/subject appropriate vocabulary • Make inferences • Compare similarities and differences

  10. SCORING In addition to the elements of focus, organization, support, and conventionsdescribed in the rubrics, which will continue to be used through spring 2014, scoring decisions now include increased attention to the correct use of standard English conventions and to the quality of details, requiring use of relevant, logical, and plausible support. Students will have 60 minutes to respond to the writing prompt. Two reviewers--average of scores.

  11. SCORING FCAT 2.0 Writing does not include an actual passing score, as such. (Students who do not earn a specific score do not retake the test for promotion or graduation purposes.) The State Board of Education did approve the score of 3.5 as the performance level standard for the three tested grades (4, 8, and 10) for school grading purposes, however. This calculation will be used for 2013 and 2014 spring administrations. RennEdenfield FCAT 2.0 English Language Arts Coordinator Test Development Center Florida Department of Education

  12. The holistic scoring method used to the FCAT 2.0 Writing requires trained readers to evaluate the overall quality of each student's draft. Rather than focusing on any one aspect of writing, readers consider the integration of four writing elements: Focus refers to how clearly the paper presents and maintains a main idea, theme, or unifying point. Organization refers to the structure or plan of development (beginning, middle, and end) and the relationship of one point to another. Organization refers to the use of transitional devices (terms, phrases, and variations in sentence structure) to signal both the relationship of the supporting ideas to the main idea, theme, or unifying point and the connections between and among sentences. Support refers to the quality of details used to explain, clarify, or define. The quality of the support depends on word choice, specificity, depth, credibility, and thoroughness. Conventions refer to the punctuation, capitalization, spelling, and sentence structure. These conventions are basic writing skills included in Florida's Sunshine State Standards and Next Generation Sunshine State Standards.

  13. Frequently Asked Questions http://fcat.fldoe.org/fcat2/pdf/13fcat2writing.pdf

  14. The following link to the FLDOE FCAT 2.0 writing portion of the test will offer you rubrics, frequently asked questions and sample writing prompts and other resources for helping students in grades 4, 8, and 10 be better FCAT and lifelong writers. http://fcat.fldoe.org/13writing.asp

  15. Anticipated Schedule: Week 1: Week 1 will introduce 4th through 10th grade students to writing prompts that promote stronger FCAT and lifelong skills. Further, students will be asked to write a diagnostic essay, which will help local lead area teachers better place students into individualized writing teams. Week 2: Students will begin week 2 by receiving feedback on their first diagnostic writing prompt. As a result of their diagnostic writing, students will then be placed into writing teams led by local lead area teachers. With their assigned local lead area teacher and new team members, this second week will focus on prewriting strategies. At the end of this session, students will complete another writing prompt. Week 3: Students will start week 3 by rejoining their writing teams and local lead area teachers. Lead area teachers will begin this week once again by offering students feedback on their writing prompts from the previous week. Once this feedback has been discussed, teams will use week 3 to focus specifically on lifelong drafting strategies. Students will again end their day by writing another FCAT and/or lifelong writing prompt.

  16. Week 4: After they receive feedback from last week’s writing prompt, students will again meet in their writing teams with their local lead area teacher. This week’s FCAT and lifelong writing focus will be on revising strategies. Students will end week 4 by writing to another FCAT and/or lifelong writing prompt. Week 5: Students will begin week 5 with feedback from week 4’s writing prompt. Following this feedbacks’ discussion, students and local lead area teachers will then focus on editing strategies. Week 5 will end by asking students to write another FCAT and/or lifelong writing prompt. Week 6: The final week of Camp Composition will end with a Writing Celebration where students will not only receive feedback on last week’s writing prompt, but also celebrate their new understandings about being strong FCAT 2.0 and stronger lifelong writers.

  17. Students’ thoughts….. • One student wrote in his journal “that coming to UNF made me feel grown up.” • Teachers shared that students were really impressed by the technologically advanced classrooms. • For some, it makes the college “real” and a place where they might be able to attend.

  18. RECENT RECOGNITION I wanted to let you know that my student writers are enjoying great success. In fact, Jayla, who was a student in your writing camp last year, recently came in 2nd place in elementary division of the FL Times Union Holiday short story contest. She received a check for $25 and her narrative was printed in the newspaper. She is getting quite a kick out of telling everyone that she is a published author. Angela Love Extended Studies Teacher S. Bryan Jennings Elementary “A Mouse's Christmas” by Jayla Groleau Holiday Short Story Contest, young kids category, second place http://members.jacksonville.com/entertainment/2013-12-21/story/mouses-christmas-jayla-groleau

  19. The following are the data for the previous years we have offered the camp: *Not all students participating in the camp were tested on FCAT writing

  20. Camp Composition: FLORIDA WRITES! • REVIEW GUIDELINES in parent letter • ANSWER QUESTIONS Christine Weber, Ph.D., Director COEHS Department of Childhood Education, Literacy and TESOL

  21. Camp Composition: FLORIDA WRITES! Please report FCAT writing scores to me in the spring! Christine Weber, Ph.D., Director COEHS Department of Childhood Education, Literacy and TESOL

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