WELCOME to CAMP COMPOSITION Turn in paperwork- releases and contract Pick up parking pass Sign up for conferences Be seated for overview and introductions Christine Weber, Ph.D., Director COEHS Department of Childhood Education, Literacy and TESOL

PURPOSE The purpose 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 FSA English Language Arts – Writing scores and also acquire stronger lifelong writing skills.

Components  4 th through 11 th grade participants received weekly writing skills instruction and individualized feedback on their writing for six Saturdays.  Individual conferences with teachers, students, and parents are provided.  Stress reduction and relaxation strategies are taught to students by an expert.  4 th through 11 th grade participants received weekly writing skills instruction and individualized feedback on their writing for six Saturdays.  Individual conferences with teachers, students, and parents are provided.  Stress reduction and relaxation strategies are taught to students by an expert.

Meet the Teachers and Assistants/Volunteers  Erin Bozeman, Mandarin Oaks Elementary School Rm  Pam Eaton, Lake Asbury Junior High School Rm  Kelly Dueker, Stress Reduction/Relaxation Strategies, Palencia Elementary School Rm. 1100A & 1100B  Dr. Christine Weber, Director  Amanda Laukitis, adjunct professor, MA in Elem. Ed/Literacy  Neila Martin, Alimacani Elementary School  Anne Cook, Elementary Ed Graduate  Liyana Shammout, Elementary Ed Major  Cassandra Santiago, working on MA in Educational Leadership: Advanced Teaching & Learning  Erin Bozeman, Mandarin Oaks Elementary School Rm  Pam Eaton, Lake Asbury Junior High School Rm  Kelly Dueker, Stress Reduction/Relaxation Strategies, Palencia Elementary School Rm. 1100A & 1100B  Dr. Christine Weber, Director  Amanda Laukitis, adjunct professor, MA in Elem. Ed/Literacy  Neila Martin, Alimacani Elementary School  Anne Cook, Elementary Ed Graduate  Liyana Shammout, Elementary Ed Major  Cassandra Santiago, working on MA in Educational Leadership: Advanced Teaching & Learning

Funded Scholarships Special thank you to

FSA English Language Arts – Writing Component

What is the FSA English Language Arts – Writing Component? Test given in grades 4-11 Based on CCSS Results are used to increase achievement

What will students be asked to do? The three domains in the scoring rubric are: Purpose, Focus and Organization; Evidence and Elaboration; and Conventions of Standard English. Students will have 90 minutes to respond to the writing prompt. Two reviewers--average of scores.

The essays will be scored by a human and a computer. If the human and the automated-essay score differ by more than one point (are nonadjacent), a human will resolve the score. This will occur for each domain score. Florida writing tests have been currently graded by two human scorers and the state has never used computerized grading on the exam.

Text-based Writing Stimulus and Prompt Guidelines For the informative/explanatory writing prompts, students will be required to synthesize and analyze ideas from the stimuli to develop and support a controlling idea (grades 4-11). For the opinion/argumentative writing prompts, students will be required to synthesize and analyze ideas and evidence from the stimuli. They will use these ideas to present and support an opinion (grades 4 ‒ 5) or to argue and support a claim (grades 6 ‒ 11). Overall Task Description Students will read a stimulus about a single topic. A stimulus consists of several texts written on a single topic. The stimulus should consist of informational or literary fiction or nonfiction texts and can cover a wide array of topics. After reading the stimulus, the students will respond to a writing prompt in which they will provide information on a topic or take a stance to support an opinion or argument.

Grades 4-5 The stimulus will consist of two to four texts. The stimulus will be presented along with a writing prompt that asks students to write an essay about the topic. The students will be required to synthesize information from the text sets and must cite specific evidence from the texts to support their ideas.stimulus Write an informative essay about.... Use information from the passages in your essay. -OR- Write an essay in which you give your opinion about... Use information from the passages in your essay. Manage your time carefully so that you can read the passages; plan your response; write your response; and revise and edit your response. Write (type) your essay in the space provided. You have 90 minutes to read, plan, write, revise, and edit your essay.

The stimuli for the informative/explanatory prompts should maintain a clear topical connection but may address diverse concepts and ideas. Stimuli for the opinion/argumentative prompts should present opposing points of view. Each point of view should be equally represented so that a student can take either side of a position. Thorough and convincing support for the controlling ideas must be evident in all stimuli. Grades 4–5 Informative/Explanatory Text-based Writing Rubric and Opinion Text-based Writing RubricInformative/Explanatory Text-based Writing Rubric Opinion Text-based Writing Rubric Purpose, Focus, and Organization (4-point Rubric) Evidence and Elaboration (4-point Rubric) Conventions of Standard English (2-point Rubric begins at score point 2)

Grades 6–11 Write an explanatory essay about.... Your essay must be based on ideas and information that can be found in the “... ” passage set. -OR- Write an argumentative essay in which you.... Use the information from the texts in your essay. Manage your time carefully so that you can read the passages; plan your response; write your response; and revise and edit your response. Be sure to include a claim; address counterclaims; use evidence from multiple sources; and avoid overly relying on one source. Type your response in the space provided. You have 90 minutes to read, plan, write, revise, and edit your response.

Grades 6-11 Informative/Explanatory Text-based Writing Rubric The stimulus will consist of two to four texts. The stimulus will be presented along with a writing prompt that asks students to write an essay about the topic. The students will be required to synthesize information from the text sets and must cite specific evidence from the texts to support their ideas. stimulus Students will read a stimulus about a single topic. A stimulus consists of several texts written on a single topic. The stimulus should consist of informational or literary fiction or nonfiction texts and can cover a wide array of topics. After reading the stimulus, the students will respond to a writing prompt in which they will provide information on a topic or take a stance to support an opinion or argument. Informative/Explanatory Text-based Writing RubricInformative/Explanatory Text-based Writing Rubric and Argumentation Text-based Writing RubricArgumentation Text-based Writing Rubric Purpose, Focus, and Organization (4-point Rubric) Evidence and Elaboration (4-point Rubric) Conventions of Standard English (2-point Rubric begins at score point 2)

More information found at the Florida Standards Assessments Portal

The following link to the FLDOE website will provide information for helping students in the FSA English Language Arts – Writing Component in grades 4 through 11 be better writers and lifelong writers. urces/?section=5-educators- elawriting

Anticipated Schedule: Week 1: Week 1 will introduce 4 th through 11 th grade students to writing prompts that promote stronger FSA English Language Arts – Writers and lifelong skills. Students will be asked to write a diagnostic essay. Week 2: Students will begin week 2 by receiving feedback on their first diagnostic writing prompt. This second week will focus on prewriting strategies. At the end of this session, students will complete another FSA English Language Arts – Writing and/or lifelong writing prompt. Week 3: 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, students will use week 3 to focus specifically on lifelong drafting strategies. Students will again end their day by writing another FSA English Language Arts – Writing and/or lifelong writing prompt.

Week 4: After they receive feedback from last week’s writing prompt, students will again meet with their local lead area teacher. This week’s FSA English Language Arts – Writing and lifelong writing focus will be on revising strategies. Students will end week 4 by writing to another FSA English Language Arts – Writing 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 FSA English Language Arts – Writing 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 FSA English Language Arts – Writers and stronger lifelong writers. Parents are invited to attend at 11:30 a.m. in Rm. 1100A.

Comments…..  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.  It’s the first time my child was eager to write.  The certificate was the first ever received by my child.  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.  It’s the first time my child was eager to write.  The certificate was the first ever received by my child.

YEAR Number of students participating in the camp *Number of students taking the FCAT % of writing scores reported Performance level required for passing % of students meeting performance level standard YR %4 YR %383% YR %3.593% YR %3.570% * Not all students participating in the camp were tested on FCAT writing The following data are for the previous years we have offered the camp:

Camp Composition  REVIEW GUIDELINES in parent letter REVIEW GUIDELINES  ANSWER QUESTIONS Christine Weber, Ph.D., Director COEHS Department of Childhood Education, Literacy and TESOL

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