1. Writing to Learn – ELA/Reading
February 13, 2015
“Reading is like breathing in, writing is like breathing out.” ~Pam Allyn

2. FSA Writing Professional Development
FALL 2014
Secondary Session

3. Our goal today… Review keypoints from FLDOE
Practice scoring an argumentative essay
Discuss scoring
with peers
Reflect on learning on Canvas

4. Keypoints Noted by FLDOE
Narrative writing practice should be included in preparations to enhance richness of vocabulary.
Digital materials addressed during the assessment:
Primary and secondary sources, functional materials, literary non-fiction, literary fiction
Content not necessarily aligned with grade level subject areas

5. Modeling: Using the Rubric to Score Responses and Using an Instructional Lens
Reviewing the standards and the rubrics
Compare the standards with the rubrics – how are the standards reflected in the rubrics?
Components of the “Analystic” rubric
Criteria of the score points of each component
Scoring the student response according to the rubric
Thinking about instruction – how can instruction in the standards along with using the rubric as a tool help students move toward a “4”?
10:00-10:30
We will start by comparing the standards with the rubrics for each grade level in our table groups. The standards are what students need to know and be able to do and the rubrics establish the level of mastery. Ask: What verbs do we see in the standards that are reflected in the rubrics? What nouns are there? Participants should see that the rubrics align with the standards very well.
Once a comparison is made we will quickly review all of the rubrics, but focus more time on those that pertain to the participants’ grade level. The rubric is more analytic in the past and separates purpose, focus and organization from evidence and evaluation which is separate from conventions; however, it is holistic within the two components – thus the coined term “analystic.” Read the score points and criteria of the rubric aloud and talk about each. Emphasize that we would like every student response to be a “4” so we’ll formulate instruction to move students to that score. Model the scoring of a student response thinking aloud. Think aloud the student strengths and weaknesses and possible instructional strategies to address needs. Write instructional strategies on padlet(Purpose/Focus/Organization and Evidence/Elaboration; Conventions that will be positioned around the room).

6. The 6-11 Rubric for Argumentative Writing
10:00-10:30
Read aloud the criteria for a 4 for each component of the argumentative rubric. Look at the verbs and note that the criteria is addressed in a positive manner for scores of 3 and 4. While a score of 3 in each component is “adequate” we do want our students to move beyond adequate.

7. The 6-11 Rubric for Informative/Explanatory Writing
10:00-10:30
Talk about the differences between the informative/explanatory rubric and that for argumentative and ask groups to discuss. Review the score points similarly to the opinion writing rubric. If the audience is secondary 4th and 5th grade, spend a good amount of time with the argumentative and informative/explanatory rubrics for these grades. If the audience is secondary, spend less time here and more time with the 4th and 5th grade rubrics.

8. Modeling: Using the Rubric to Score Responses Using an Instructional Lens
Review the student response looking for general strengths and instructional needs.
Use the rubric to score the paper.
Use the rubric to quantify the instructional strengths and weaknesses of the response so that instructional decisions can be made.
Create annotations for the student response that justify the scoring based on the instructional strengths and weaknesses noted.
Jot down any instructional practices that might be helpful to strengthen the response.
10:30-10:50 (along with modeling)
Explain that this is the process that the facilitator will model.

9. Writing Prompt 7th Grade – Argumentative
Write an argumentative essay in which you reflect whether Marie Curie or Louis Pasteur made more significant contributions to society. Your essay must include relevant (be based on) ideas, concepts, and information from the passage set (both texts/passages).
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 one class period to read, plan, write, revise, and edit your response.
10:30-10:50 (along with modeling)
Read the prompt aloud for 7th grade. Read the texts aloud that the students read.

10. To read on your own…
Read the following three slides. Please pose any questions or thoughts you may have on the Discussion area in Canvas so that we can address them.

11. Scoring Explained Off topic writing scored as a 1
Conventions is the only area where a 0 can be received
If you are not citing sources the highest score you can get is a 2 under evidence and elaboration
4th-7th grade – two human scorers
8th, 9th, 11th – one human scorer and one electronic scorer
10th –two human scorers
Scores based on 10 points, not averaged

12. Scoring Explained
Reading and Text Based Writing Scores will be reported:
Key Ideas and Details %
Craft and Structure %
Integration of Knowledge and Ideas %
Language and Editing %
Text Based Writing TBD, Reported 1-10, no breakdown provided as this is a summative assessment

13. Helpful thoughts that were shared…
Background knowledge is okay, even if it does not come from the text as long as it is elaboration on the topic.
Text based writing will help those students who lack background knowledge of a subject.
It is essential that kids know how to read and analyze text in order to answer the prompt.
When we score, have rubric next to standards.
Use stems to scaffold for academic writing.
Have kids write collaboratively.
Basic keyboarding essential – shift key and indentation
Work with plagiarizing. Idea- after kids write have them highlight own words and underline words found in text.
There is no one way to cite text, not specified in rubric. The rubric states kids have cite evidence for the writer’s claim that incudes the effective use of sources, facts, and details.

14. Standards Addressed

16. In Conclusion… Teach the Standards
Utilize the rubrics in conjunction with the standards to identify student strengths and weaknesses
Formulate instruction to help students become college and career ready writers.
Assess to see if students are mastering the standards.
Teach the Standards….

17. Reflecting on Your Learning
Please upload the following on Canvas for this session:
Sample of student writing
SCORED STUDENT RUBRIC