1. NEFEC August 14 th 9:00-4:00 FLORIDA STANDARDS ASSESSEMENT : TEXT-BASED WRITING

2.  Participants will demonstrate understanding of the similarities and differences between the FCAT 2.0 and the Florida Standards Assessments as they relate to writing.  Participants will understand and explain content limits, demands, attributes, and template format of the new text-based writing assessment tasks.  Participants will demonstrate understanding of the opinion/argumentative and informative/explanatory rubrics.  Participants will create and deliver a plan for facilitating this work at their schools. DESIRED OUTCOMES:

3. GROUP NORMS Be Present Be Productive Be Positive

4.  “None but a reader ever became a writer.” – Richard Peck  “Our kids can hit any target if we just make it stand still long enough!” – Grant Wiggins  “Don’t just plan to write – write. It is only by writing, not dreaming about it, that we develop our own style.” – PD James  “The difference between the right word and the almost right word is the difference between lightning and a lightning bug.” – Mark Twain SOMETHING TO THINK ABOUT

5. CURRENT REALITY Directions: With your group, create a 4-column chart labeled: Read the prompt. What skills did they need to thoroughly answer the prompt. Write 1 skill per sticky and place it on your chart. Skim the student work samples. What were some of the strengths? Record each strength, one per sticky note. After skimming the samples, what are the areas of concern? Record each strength, one per sticky note. SkillsLeave Blank for NowStrengthsAreas of Concern

7. BEGIN WITH THE END IN MIND… http://www.fsassessments.org

8. Click Then click Next, click “Sign-in” Finally, choose your grade and “Yes” ACCESSING THE PRACTICE TESTS

9. With a partner: What are your AHA’s and Oh no’s? http://padlet.comtara7272/5chs55c0rope SHARE YOUR THOUGHTS

10. WHO WRITES?

11. WHEN DO THEY TEST?

12. BUT I TEACH 3 RD GRADE…

13. WRITING PROMPT GUIDELINES AND SPECIFICATIONS

14. 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.

15. EXIT TICKET: WRITING TO REFLECT ON LEARNING In two minutes, write about 2 things you learned this morning. I’m finished! What now? If you are finished before 2 minutes, add additional things.

16. On a sticky note, answer the following question: Think about the specifics of the exit ticket before break. Answer, “Why?” Someone else have the same answer… Challenge yourself to think of additional purposes! WELCOME BACK! AS YOU COME BACK IN…

17. “NONE BUT A READER WILL EVER BECOME A WRITER.” “But now Hairwoman is on a roll. “How I Would Change High School,” “Lower the Driving Age to 14,” “The Perfect Job.” Her topics are fun, but she keeps cranking them out.” Prompt: After reading the passage, think about the instructional activities that Melinda talked about in this passage. What might Hairwoman need to consider if she was preparing her students for the FSA? Turn and talk.

18. STIMULUS ATTRIBUTES Directions: On your own, read the two sections, “Stimulus Attributes” and “Text-based Writing Stimulus and Prompt Guidelines.” Highlight important words or phrases.

19. WHAT STANDARDS? WritingLanguage LAFS.W.1.1 or LAFS.W.1.2 LAFS.L.1.1 LAFS.W.2.4 LAFS.L.1.2 LAFS.W.2.5 LAFS.L.2.3 LAFS.W.2.6 LAFS.L.3.4 LAFS.W.3.8 LAFS.L.3.5 LAFS.W.3.9 LAFS.L.3.6 http://www.fldoe.org/pdf/lafs.pdf

20. Look at your agenda. Which desired outcomes have we addressed? Put a check mark by the ones we have addressed. WELCOME BACK! TAKE A MOMENT TO…

21. NEW REALITY Directions: With your group, fill in the last heading of your 4-column chart: Read the prompts and the work samples. What skills might they need to thoroughly answer the prompt. Write 1 skill per sticky and place it on your chart. Discuss: Where might our gaps be? SkillsFSA SkillsStrengthsAreas of Concern

22. EXPLORING THE RUBRICS

23. WRITING TO EVALUATE Direction: At the top, right corner of your paper, list the 3 focus correction areas. Focus Correction Areas: 3 Correct rubric areas identified Correct spelling of words found in the rubric Correct punctuation is used at the end of each sentence Skip lines as you write. Prompt: Write a letter to a peer briefly explaining the three areas of the FSA Writing Rubrics to a peer. Underline each of the three identified areas. You will write for 7 minutes.

24. PEER FEEDBACK Trade papers with a partner. Peer feedback and notes should be written in the blank spaces between their writing. Feedback should be limited to the Focus Correction Areas.

25. PLAN OF ACTION What next? Who will your next conversation be with? What information needs to be shared? How will you share this information? Who, What, When, Where?

26. Please complete the evaluation and leave it on the registration table THANK YOU!