Writing Standard

1. Writing Standard I can produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Today’s LT: I can analyze texts to identify purpose, audience, and form (task). I can analyze texts for quality.

2. On-Demand Writingin 5th grade What is it?

3. On-Demand Writing is… • Writing to a prompt in a limited amount of time • you will be given a choice of two prompts • Writing in the form of a letter or an article • you will be told which form

4. On-Demand Writing Gives you Less of the Following: • Time (30 minutes for stand alone & 90 minutes for passage based prompts) • Feedback (none—you’re on your own) • Ownership (two choices)

5. Three Possible Categories in On-Demand Writing

6. Situation: Each year, students who work hard on their KPREP test are rewarded with various special activities, such as an after school dance, a particular field trip, or homework passes. The celebration is planned by a special committee, which is made up of parents, teachers, and students. In order to get as much input from students about what they want the celebration to consist of, Mrs. Principal has asked all students to write a letter to the committee with suggestions. Only the best suggestions will be used. Task: Write a letter to the KPREP committee starting your opinion of which activity should be part of the celebration after the KPREP test. Remember that only the best ideas will be considered, so be sure to include why you think your idea would be the best. You have 30 minutes to respond to the prompt.

7. Situation • The situation is labeled for you. • It’s always the first part of the prompt. • It’s a make-believe situation that hasn’t really happened to you. You have to pretend. • It creates a need to write.

8. Focusing on the Writing Task Let’s FAP It!!

9. What is FAP? • FAP stands for FORM, AUDIENCE, and PURPOSE. • FAP can be used to organize the information that you will see in the prompts. • FAP is found in the writing task of the prompts. • FAPis an acronym that helps you identify what you are being asked to do Take notes on your FAP sheet.

11. F is for FORM WHAT are you writing? The FORMS can be any type of writing: letter, email, editorial, and article.

12. A is for AUDIENCE To WHOM are you writing? • You will be able to find the AUDIENCE in the writing task of the prompts, such as • parents • friend • principal • teacher • site-based council • author • student(s) • neighbor(s) • board of education, and others

13. P is for PURPOSE WHY are you writing? • You will be able to find the PURPOSE in the writing task of the prompts. • You will write for one of three purposes: • inform • state opinion, or • narrate an event for a specific purpose (inform or persuade)

14. Let’s FAP! Practice on your sheet.  form audience • Write an articlefor the school newspaperinformingreaders about an upcoming event • Write a letter to your teacherstating your opinion on what class pet your classroom should get • Write a letter to a new student about the importance of school rules. Support your idea by writing about a time when knowing the rules was really important purpose form purpose audience form audience purpose

16. Scoring Rubric for Kentucky On-Demand Writing • The writer establishes and maintains focus on audience and purpose and effectively engages the audience by providing relevant background information necessary to anticipate its needs.

17. 4 Points: The writer consistently develops ideas with depth and complexity to provide insight, support, and clarification of the topic. The writer consistently develops ideas using appropriate and effective examples, details, facts, explanations, descriptions, or arguments. In grades 5 and 6, writers may address counterclaims in support of opinion and argument; in grades 8, 10 and 11, counterclaims are addressed effectively to help support arguments. The writer may use a variety of techniques or approaches.

18. 4 Points: The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs. The writer consistently uses a variety of sentence lengths and structures. The writing includes a variety of transitional words and phrases that connects ideas and guides the reader. The writer uses appropriate organizational techniques (e.g., comparison/contrast, cause/effect, order of importance, reasons/explanations).

19. 4 Points: The writer maintains an appropriate voice or tone. The writer consistently chooses words that are appropriate to the intended audience and purpose of the writing. The writer consistently uses correct grammar, usage, and mechanics (e.g., spelling, punctuation, capitalization) to communicate effectively and clarify the writing.

20. Writing situation: Leaders in your county are considering a law that would require all dog owners to keep their dogs on their property or on leashes while out in public. The county has received many complaints in the last month about dogs running across busy streets, into neighbors’ yards, and through elementary playgrounds. Some citizens have expressed fears for their safety. If this law is passed, anyone who breaks the law will have to pay a fine. County leaders are seeking public opinion as they consider this law. Writing directions: Decide if you think this law is a good idea. Write an email to the county leaders giving your opinion about whether this law is necessary or not. Use specific details to support your opinion. Read through the student ODW response. Based on the rubric in your notebook, what score would it receive?

21. ANNOTATION — 4-POINT RESPONSE Grade 5, Prompt 1 Score Point 4 The writer establishes and maintains focus on audience and purpose (The idea of your new law is a good idea) and effectively engages the audience by providing relevant background information. The ideas are consistently developed with depth and complexity using appropriate and effective examples, details, facts, and explanations, and arguments (Also, a kid’s dog might run into the streets. The kid might want to run in and go after it causing major damage. . . . Maybe if it is a high price and people break the law they would possibly not be able to pay it off. Also if it is too low your law would be broken all of the time. . . . So, the amount should be the right price). The response progresses logically and ideas flow naturally within and between paragraphs. The writer consistently uses a variety of sentence lengths and structures. Errors in usage and mechanics do not impede understanding of the argument.

22. Let’s practiceWriting to Persuade Read both prompts carefully

23. Prompt #1 SITUATION: Summer is almost over, school has started and kids are going to have less free time to be active outside. Your school newspaper is going to publish articles about the importance of physical activity to your health and wants your ideas about how to stay active now that you are back in school. WRITING TASK: Write an article for your school paper persuading students to stay active and giving your ideas about how to include physical activity now that you are back in school. FORM AUDIENCE PURPOSE

24. Prompt #2 SITUATION: I Love to Read Week is coming soon. Your librarian wants you to pick one of your favorite books and write a letter to a friend to convince him or her to read this book. WRITING TASK: Write a letter to a friend persuading him or her to read your favorite book. Be convincing! FORM AUDIENCE PURPOSE STOP

25. Step two: identify key words • Key words are found in the SITUATION of the writing prompts. • Key words help you write the introductory paragraph of your response. • Key words help your audience focus on the main ideas of your response.

26. Step Two: look for key words Summer is almost over, school hasstarted and kids are going to have less free time to be active outside. Your school newspaper is going to publish articles about the importance ofphysical activity to your health and wants your ideas about how to stay active now that you are back in school.

27. Looking for key words… I Love to Read Week is coming soon. Your librarian wants you to pick one of your favorite books and write a letter to a friend to convince him or her to read this book.

28. Problem: Going back to school means less free time for physical activity Solution: Be organized Plan time for physical activity Plan homework time Limit time watching TV Stick to your plan Step three: list ideas

29. Favorite book Stone Fox Reasons: Easy to read About a dog About courage Suspenseful Surprise ending Listing ideas

30. Step four: Time to decide… • What topic do you know the most about? or • What topic do you know the most about and which one appeals to you the most?

31. Step five: write, revise, edit • Write first draft • Revise first draft, making it clear and complete • Edit your work to make it correct • Write final draft

32. Key words help write introduction… Summer is almost over, school hasstarted and kids are going to have less free time to be active outside. Your school newspaper is going to publish articles about the importance ofphysical activity to your health and wants your ideas about how to stay active now that you are back in school. Let’s Get A Move On: Ways To Stay Active Now that a new school year has started, we are going to have less free time to play outside. We all know that it is really important to be active for our health’s sake but what are we going to do when we are inside all day? We could moan and groan but I bet we can all find ways to stay active. Here are some suggestions…

33. Another intro… I Love to Read Week is coming soon. Your librarian wants you to pick one of your favorite books and write a letter to a friend to convince him or her to read this book. Dear (friend’s name), I just heard that I Love to Read Week is coming to our school next week which means we get to choose the books we want to read. I know you don’t read a lot, so I want to tell you about a great book I read this summer that I know you will love…

34. Checking our work SITUATION: Some of your friends take lessons after school. They may be learning to play a musical instrument, speak a new language, program a computer, or build a birdhouse. Think about a special skill you would like to learn. WRITING TASK: Write a letter to convince your parents that you should take lessons after school to learn this new skill. Explain why you are interested in learning this skill and what you would do with it.

35. Some of your friends take lessonsafter school. They may be learning to play amusical instrument, speak a new language, programa computer, or build a birdhouse. Think about a special skill you would like to learn. Dear Mom and Dad, I am writing to you to ask you something important. You see, some of my friends are taking lessons after school, such as learning to play an instrument, speaking a new language, programming a computer and even building birdhouses. Since I would like to learn _________, I am hoping you will consider allowing me to take lessons after school too.

36. Drafting/Revising • Use your prewriting as a guide • Engage your reader with a lead • Make revisions as you write • Anticipate your reader’s questions to guide your writing • Stay focused on your purpose • Make sure you’ve convinced your reader with an effective conclusion

37. Editing Make sure: • Your sentences are varied and complete • You have used language appropriate for your reader and purpose • Your spelling is correct • You have used correct punctuation

38. Important points to keep in mind: Letter • Use the correct letter form (business or friendly) • Support your purpose with details • Answer those questions you anticipate your reader will have

39. Important points to keep in mind: Article • Focus on an interesting angle of the topic • Support your purpose with relevant idea development • Use text features effectively (sections with headings, bulleted lists, etc.)

40. Don’t forget: making a point means supporting your ideas with relevant details