10th Grade Assessment All Pittsford 10th graders will write a common assessment Wednesday and Thursday. You will receive two open ended prompts about themes.

Slides:

Advertisements

Similar presentations

Common Core Standards (What this means in computer class)

Advertisements

© 2010 TLC Teaching & Learning Consortium -All Rights Reserved © Write It Right! ThinkCheck Create Write.

Performance Tasks for English Language Arts

On-Demand Writing Assessment

ON DEMAND Introduction. Learning targets  I can identify the modes of writing and distinguish the differences among all 3 modes  I can compare and contrast.

CAHSEE PREP CAHSEE Scoring Guides: Response to Literary/Expository Text Rubrics.

Writing Performance Tasks* for CTE *also known as Writing Tasks.

Peer Editing Remember to check each paper thoroughly.

PENNSYLVANIA COMMON CORE STANDARDS 1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined.

Understanding the *GHSWT *Georgia High School Writing Test.

California State Writing Test

TAKS Test CONSTRUCTION. Important WORD TRIPLET What is a triplet? Triplet… three Three reading selections linked by a common theme. Consists of –a literary.

CTE Literacy Support Session 3 Using Templates for Scaffolding Student Writing Feedback and evaluation of student writing.

A TALE OF TWO CITIES IN-CLASS ANALYTICAL ESSAY Self-Check Guidelines for Shaping Sheets.

UNIT ONE ASSIGNMENTS The Extended Response. NAME______________ PERIOD #____ EXTENDED RESPONSE RUBRIC 1 POINT EACH  Content Development: Presents a clear.

Grades 4-5 Extended-response (4-point) Rubric/Constructed-response.

AP Chemistry D. Paskowski.  Research  Use at least three sources – one must be a book  Collect all information for proper citation  All sources of.

TAKS Writing Rubric

Lesson Plan Project by Jill Keeve. Goal/Objective Goal : Students will use a reading excerpt to explore alternate background information on conic sections.

Everyone's favorite... Long Compositions!!.

2 nd Quarter ELA Standards Reading Informational Text 4.RI.2. Determine the main idea of a text and explain how it is supported by key details; summarize.

Gateway. All students required to pass Gateway Science = April 20 –Graded on: Science Language Arts Social Studies = April 22 –Graded on: Social Studies.

Eighth Grade Writing FCAT What to expect.. WHAT’S ON THE TEST? EITHER AN EXPOSITORY OR A PERSUASIVE PROMPT.

Quick Write Reflection How will you implement the Engineering Design Process with your students in your classes?

Essay Prompt WHAT is a major theme developed in your novel, and HOW is that theme developed throughout the piece of writing? (in discussing the HOW, you.

11/3/14 Do Now: Take out: -Notes and outline -Copies of Dialectical Journals -Gatsby books Homework: Gatsby Literary Analysis Essay due 11/4 by 11:59pm.

Please have out the following: Agenda: Read AR Work on the SBAC Practice Test if possible at home. Matilda Vocabulary Pictionary due end of next.

Writing Workshop Per: 3, 5 1/17/11 Per: 2, 4, 6 1/18/11.

English II—November 13, 2015 Daily Warm-up: Use the graphic organizer below to review Antigone’s and Creon’s underlying motivations. Then, answer the question:

Task Two.  Read a non-fiction, informational selection accompanied by one or more visual materials (charts, diagrams, graphs, etc.)  Answer ten (10)

Writing a Paragraph. “But I’ve written paragraphs since I was five…” The greatest writers always look at their current skills and work to improve them.

Depth of Knowledge: Elementary ELA Smarter Balanced Professional Development for Washington High-need Schools University of Washington Tacoma Belinda Louie,

Writing a Literary Analysis Essay on Characterization and Theme – Your assignment is to write an analytical essay about the effect of character interaction.

GWE Testing Tips GWE Testing Tips Student Engagement and Academic Success Student Engagement and Academic Success.

The GMAS Writing Rubric

10th Grade Assessment All Pittsford 10th graders will write a common assessment Wednesday and Thursday. You will receive one open ended prompt about themes.

Writing for Learning and Assessment in All Content Areas

Writing Workshop: Courage & heroism

PS Parent Workshop ELA Testing Workshop

“Letter From a Birmingham Jail”

NYS English Regents Preparing for the 2011 Exam.

Advanced English 6 September 27-28

English Language Assessment Objectives

PURPOSE/FOCUS/ORGANIZATION

PURPOSE/FOCUS/ORGANIZATION

PURPOSE/FOCUS/ORGANIZATION

Bellringer What makes a good thesis statement? How does the thesis statement connect to the rest of the essay?

Preparation for the American Literature Eoc

Writing a Paragraph.

RESEARCH PAPER REDO.

Warm Up 10/21 Just answer this one question today: what is the difference between editing and revising?

CAHSEE Writing Prompt.

PURPOSE/FOCUS/ORGANIZATION

RHS Writing Guide.

• provides a meaningful thesis that is responsive to the writing task.

GED Writing: Extended Response

SWBAT write a well-developed response to an extended response question after reviewing the rubric and student samples. Do Now: What types of essays do.

Expectations as Outlined on Rubric

Informative Essay.

MONDAY, SEPTEMBER 24 Today we will: You will need:

Argumentative Essay Evaluation

SPOKEN LANGUAGE Higher English.

What does this Candidate do well?

In this PowerPoint… Book Fair reminders

6 Traits of Writing.

NC Tenth Grade Writing Test

INFORMATIVE ESSAY RUBRIC

Expectations as Outlined on Rubric

AO1 Read, understand and respond to texts. Maintain a critical style and develop an informed personal response. Use textual references, including quotations,

Presentation transcript:

10th Grade Assessment All Pittsford 10th graders will write a common assessment Wednesday and Thursday. You will receive two open ended prompts about themes covered in English 10 this year. You will address each prompt with a well-constructed paragraph. Two prompts. Two paragraphs. You will use 2-3 texts you read in class this year in your paragraphs.

A few other details You don’t have to bring anything but a blue or black pen. This is an in-class assignment. You may not use the books or bring notes from home. Your teacher will collect all work at the end of class Wednesday and return it to you on Thursday. Both paragraphs are due at the end of class on Thursday. Those students with extended time must complete both paragraphs by Thursday at 3:05.

Each “Well-Constructed Paragraph” should: Thoroughly and thoughtfully respond to the prompt. Include a clear, interesting topic sentence. The “controlling idea” for your paragraph. Include ample and specific evidence from books you read this year. Quotations are not necessary. Avoid plot summary. Analyze, Interpret, and Explain. Transition smoothly from one idea to the next. Close appropriately. Use precise, engaging, formal language. Demonstrate planning and organization. Follow conventions of standard written English.

Each “Well-Constructed Paragraph” should:

Thoroughly and thoughtfully respond to the prompt

Include a clear, interesting topic sentence. The “controlling idea” for your paragraph.

Include ample and specific evidence from books you read this year. Quotations are not necessary. Avoid plot summary

Analyze, Interpret, and Explain.

Transition smoothly from one idea to the next

Close appropriately.

Use precise, engaging, formal language.

Demonstrate planning and organization.

Follow conventions of standard written English.

10th Grade Books Zeitoun The Odyssey Lord of the Flies Othello/Julius Caesar AQWF Murder on the Orient Express

MDOLC Rubric Meaning Development Organization Language Conventions

Meaning: the extent to which the writing exhibits sound understanding, interpretation, and/or analysis of the writing task and text(s). Development: the extent to which ideas are elaborated using specific and relevant details and/or evidence to support the thesis. Organization: the extent to which the writing establishes a clear thesis and maintains direction, focus, and coherence.

Language: the extent to which the writing reveals an awareness of audience and purpose through word choice and sentence variety. Conventions: the extent to which the writing exhibits conventional spelling, punctuation, paragraphing, capitalization, and grammar.