PARENT MEETING 1 ST GRADING PERIOD with Mrs. Besuden

OBJECTIVES  FSA ELA Standards  Rubric Review  Writing Expectations

RATE YOURSELF  4I consistently use the FL writing standards when I review my child’s writing assignments and give corrective feedback in a meaningful manner.  3I understand the FL writing standards for my child’s grade level, I can apply the FSA rubric when reviewing my child’s writing, and I have a clear expectation of how the Calvert writing assignments are graded.  2I understand the FL writing standards for my child’s grade level.  1I know where to find the FL writing standards for my child’s grade level.

FSA ELA  Where do I find the standards? OCVS elementary website under Standards Info Consolidated standards K-2 and 3-5 Standards at a glance Academics Standards and Instructional Support Florida Standards Tools and Resources Click on subject and grade level

K-2

3-5

POWER STANDARDS  % points assigned to different standards on the FSA  Design-Summary-%E2%80%93-Updated pdf Design-Summary-%E2%80%93-Updated pdf  Summary-%E2%80%93-Updated pdf Summary-%E2%80%93-Updated pdf

POWER STANDARDS  % points assigned to different standards on the FSA  Design-Summary-%E2%80%93-Updated pdf Design-Summary-%E2%80%93-Updated pdf  Summary-%E2%80%93-Updated pdf Summary-%E2%80%93-Updated pdf

FSA SCORING  Reading and Writing is one score

RUBRIC REVIEW  3 Domains 4 ptsFocus, Purpose, and Organization 4 ptsEvidence and Elaboration 2 ptsConventions of Standard English  To be on grade level 3 out of 4Focus, Purpose, and Organization 3 out of 4Evidence and Elaboration 2 out of 2Conventions

LEVELS  4 – consistent, fully, strongly maintained, logical, sustained, no forced evidences, relevant evidence and elaboration, interwoven ideas, interconnectedness.  3 – adequate, sufficient, maintained, synthesized information from more than one source, integrated ideas  2 – partial, repetitive, inconsistent, inappropriate for the audience or task, erratic, grouped ideas without interconnectedness, lapses of logic, circular fillers  1 – minimal, ambiguous, absent, irrelevant, missing, confusing, vague, brief

FOCUS, PURPOSE, AND ORGANIZATION  Expectations differ for each grade level Focus ~ on topic/task Is your child staying on topic,? Are they addressing what is being asked? Purpose ~ intention of piece Is your child writing to the correct audience? Assume audience is intelligent. Organization ~ structure, sequential, good flow Does it make sense when you read it?

EVIDENCE VS ELABORATION  Evidence Supported with details from the text Quote  Elaboration Rewrite Paraphrase Length about the same as original  Balance of Evidence and Elaboration

CONVENTIONS  Capitalization  Punctuation End of sentence Quotations  Indent or hard return  Spelling Average words based on grade level and creative spelling

APPROACH PROMPT  Read thoroughly  Pay attention to Passage Set titles, as well as individual titles  Reread passages, take notes  Understand task-what is being asked

WHAT IS IMPORTANT  Consider audience  Balance evidence (text) with elaboration (own words)  Vary vocabulary and sentence structure  Reference once, but no more than twice  Quote only if relevant  Student’s ideas should be closely connected to textual support

HOW CAN LEARNING GUIDE SUPPORT STUDENT?  Work on ways to cite evidence that flows smoothly within text  Verify balance between evidence (what is important) and elaboration (why it is important)  Use of rhetorical questions that are not relevant should be avoided  Make sure students are paraphrasing and not summarizing  No emoticons or text talk  Encourage students to do a hard return rather than indent (texting purposes)

WRITING EXPECTATIONS  Calvert asks for one paragraph Does not mean 5 sentences Need supporting details to satisfy evidence and elaboration  Length As long as it takes to make point with support  Rewrite Review writing with student-edit and revise together and have the student rewrite the piece/edit the typed page Make sure student is rereading what they wrote-many avoid this

OBJECTIVES  FSA ELA Standards  Rubric Review  Writing Expectations

RATE YOURSELF  4I consistently use the FL writing standards when I review my child’s writing assignments and give corrective feedback in a meaningful manner.  3I understand the FL writing standards for my child’s grade level, I can apply the FSA rubric when reviewing my child’s writing, and I have a clear expectation of how the Calvert writing assignments are graded.  2I understand the FL writing standards for my child’s grade level.  1I know where to find the FL writing standards for my child’s grade level.

QUESTIONS  What two places can I go to for more information on Florida Standards?  How many domains are there in the FSA writing rubric?  Should my student balance evidence and elaboration when writing?  What is one way I can help my student be successful in writing?

QUESTIONS