Breaking Down theWriting Rubrics for

Common Core-Based Standardized TestingUsing Florida Standards Assessments Writing

Rubrics (Drafts)Grades 6-11: Informative/ Explanatory

Grades 6-11: Argumentation

The state of Florida has provided drafts for the Writing Rubrics for the Florida State Assessments.This slide show will break down the “pieces” of the rubrics and the information provided by the state in order to allow the teacher to see what will be expected and to begin developing a plan for teaching students to write.This information can be found at the following links:http://www.fsassessments.org/wp-content/uploads/2014/07/ELA-Writing-Rubrics-6-11_Informative.pdfhttp://www.fsassessments.org/wp-content/uploads/2014/07/ELA-Writing-Rubrics-6-11_Argumentation.pdf

There is a rubric for the Informative/ Explanatory Prompt and a separate one for the Argumentative. Both, however, are very similar.

Students will be scored on: -Purpose, Focus, and Organization (4 pt)-Evidence and Elaboration (4 pt)-Conventions of Standard English (2 pt)

The previous slide and the following slides will provide a copy of each page of the rubrics for Informative/ Explanatory Writing and Argumentative Writing.

The state also provided additional information to consider about the requirements of the writing rubrics and the writing tasks that students will be required to accomplish. The following slides will break down each of the paragraphs and the concepts covered in that information.

Writing Prompt SpecificationsOverall Task DescriptionStudents 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 whichthey will provide information on a topic or take a stance to support an opinion or argument.

-The student will read several texts that follow one topic-The texts could be informational, literary fiction or nonfiction -Student will be provided a writing prompt in which they have to: a) provide information about a topic or b) take a stance to support an opinion or argument.

The information provided in the peach box is the verbiage provided by the state. The information in the grey box is a summary of that information provided by Teengagement®.

Stimulus AttributesThe complexity of the texts used as stimuli should be accessible for the applicable grade. While this is primarily a writing test, a grade-appropriate level of literacy is required. In choosing the text(s), qualitative and quantitative dimensions of text complexity must be balanced by the task considerations required of the reader. Graphics such as infographics, photographs, tables, and diagrams can beincluded with the stimuli. The graphics used, however, must be purposeful to the task and should supplement the student’s understanding of the topic. During the text review process, Florida educators use professional judgment and experience to determine whether the reading level of each selection is suitable for the grade level.

-The complexity of the texts will be grade-appropriate (qualitatively and quantitatively)-Graphics can be used, also (such as infographics, photographs, tables, and diagrams) to add to the student’s understanding of the topic

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.

Requirements of the Texts:Informative/Explanatory Prompts:

-must be clearly connected-can include diversity in concepts and ideas

Opinion/Argumentative Prompts:-must have opposing points of views-each point of view must be equally represented

-The text has to give lots of support for a student to write a controlling idea or argument

Texts used as stimuli should be interesting and appealing to students at the grades for which the selections are intended. They should be conceptually appropriate and relevant and should reflect real world settings and events that are interesting to students and are not limited to classroom or school related situations. Texts with controversial or offensive content should not be included. Confusing or emotionally charged subjects should also be avoided. References to trademarks, commercial products, and brand names should be checked by the contractor’s legal department for permission to use. If there is any question about the accuracy of content, the Florida Department of Education may require at least two additional sources to verify the information in the text.

Additional Information About the Texts:Must be:-interesting and appealing-conceptually appropriate-must be relevant-reflect real world settings-must reflect events that are interesting to students-not limited to classroom or school-related situations-checked for accuracyShould not:-be controversial or offensive-be confusing or emotionally charged-reference trademarks, commercial products or brand names without permission to use

The stimulus will consist of two to four texts. The approximate combined word count of the text sets is listed in the table below.

Grade Level MinimumWord Count

MaximumWord Count

6 1000 16007 1000 17008 1000 18009 1100 190010 1100 200011 1100 2000

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.

Students must read between two to four texts for the prompt.Combined word counts of the texts are listed in the table for each grade.Student will be provided a prompt.Student must synthesize information from the text.Student must come up with his/her own ideas about the text and cite any support they use from the text.

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.For the opinion/argumentative writing prompts, students will be required to synthesize and analyze ideas and evidence from 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).

Informative/ Explanatory Writing Prompts:-Students must develop a controlling idea and support it by synthesizing and analyzing ideas from the texts provided.

Opinion/ Argumentative Writing Prompts:-Students must develop an opinion (gr. 4-5), an argument or a claim (gr. 6-11) and support it by synthesizing and analyzing ideas and evidence from the texts provided.

Assessed StandardsThe Florida Standards Writing Assessment will assess the following standards from the appropriategrades:LAFS.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.or LAFS.W.1.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.LAFS.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.LAFS.W.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.LAFS.W.2.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.LAFS.W.3.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.LAFS.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

(Continued on the next slide.)

(Continued from previous slide.)

LAFS.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.LAFS.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.LAFS.L.2.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.LAFS.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.LAFS.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.LAFS.L.3.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Directions TemplateGrades 6–11Write 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.(If argumentation)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 ____ minutes to read, plan, write, revise, and edit your response.

-Follow these templates when writing practice prompts for the classroom

Acceptable Text TypesInformational Text Literary Text Informational Text Literary TextPrimary Sources/Nonfiction · Historical documents (e.g., Bill of Rights) · Essays (e.g., informational, persuasive, analytical, historical, scientific) · Letters, journals, diariesSecondary Sources/Nonfiction · Magazine articles · Newspaper articles · Editorials · Encyclopedia articlesFunctional Materials · Consumer documents (e.g., warranties, manuals, contracts, applications) · Embedded in text (e.g., tables, charts, maps, graphs, illustrations, photographs, captions, text boxes) · How-to articles · Brochures, fliers · Schedules · Website pages

Literary Nonfiction · Biographical and autobiographical sketches · Diaries, memoirs, journals, letters · Essays (e.g., personal and classical narratives) · CritiquesLiterary Fiction · Short stories · Poetry · Historical fiction · Fables · Folk tales, tall tales · Legends · Myths · Drama · Fantasy · Excerpts from longer works

-Choose from this bank of acceptable text types when creating writing prompts for classroom practice.

Possible TopicsEssential Skills · Literacy · Communication · Teamwork · Leadership

Science, Technology, Engineering, andMathematics · Earth/Space Science · Life Science · Physical Science · Concepts of Technology · Computer Technology · Information Technology · Technology Processes · Concepts of Engineering · Engineering Tools · Engineering Design and Testing · Mathematics

Health and Physical Education · Movement Competency · Cognitive Abilities · Lifetime Fitness · Personal Health · Health Care

Business Management and Administration · Finance · Financial Literacy · Business Plans · Marketing · Entrepreneurship · Transportation of Goods · Manufacturing · Agriculture · Hospitality Industry · Tourism Industry

Social Studies · U.S. History · Civics and Government · Geography · Economics

World Languages · Cultural Perspectives · Cultural Comparisons · Cultural Communities

Arts · Dance · Music · Theater · Visual Arts

Interests · Adventure · Animals · Careers · Entertainment · Family · Friendship · Hobbies/Crafts · Humor · Mystery · School · Sports/Games · Trips/Journey

-Choose from this bank of acceptable topics when creating writing prompts for classroom practice.

Grades 6–11Argumentation Text-based Writing Rubric

(Score points within each domain include most of the characteristics below.)Score Purpose, Focus, and Organization (4-point Rubric)

Checklist

4 The response is fully sustained and consistently focused within thepurpose, audience, and task; and it has a clear and effectiveorganizational structure creating coherence and completeness. Theresponse includes most of the following: · Clearly stated and strongly

maintained claim with little or noloosely related material · Clearly addressed alternate or

opposing claims* · Skillful use of a variety of

transitional strategies to clarify therelationships between and among ideas · Logical progression of ideas

from beginning to end with asatisfying introduction and conclusion · Established and maintained

appropriate style and objectivetone

The response is:___ about the topic___ strong___ completeThe response focuses on:___ its purpose___ the audience___ its specific taskThe response is:___ organized (with a structure)___ coherent (is it clear and easy to understand)___ complete (does it address everything)The response includes:___ a clear and strong claim___ material that is ONLY related to the claim___ alternate or opposing claims___ transitional strategies that make relationships between points and ideas___ a progression of ideas (clearly move from one idea or point to the next)___ a good introduction___ a good conclusion___ appropriate style (the way you write will appeal to the audience- you must consider your audience)___ objective tone (don’t go crazy with anger, excitement, etc. when making your claim)

Grades 6–11Argumentation Text-based Writing Rubric

(Score points within each domain include most of the characteristics below.)

Evidence and Elaboration(4-point Rubric)

Checklist

4 The response provides thorough, convincing, and credible support/evidence for the writer’s claim that includes the effective use of sources, facts, and details.The response includes most of the following: · Smoothly integrated, thorough, and relevant

evidence, including precise references to sources · Effective use of a variety of elaborative

techniques to support the claim, demonstrating an understanding of the topic and text · Clear and effective expression of ideas,

using precise language · Academic and domain-specific vocabulary

clearly appropriate for the audience and purpose · Various sentence structures creating

language facility

The response:___ provides convincing support and evidence___ provides credible (believable) support and evidence___ includes effective use of sources, facts and detailsThe response includes:___ smoothly integrated evidence___ thorough evidence___ relevant evidence___ precise reference of the sources___ elaborative techniques to support the claim___ an demonstration of an understanding of the topic and text___ clear and effective expression of ideas___ precise language___ academic/ domain-specific vocabulary (appropriate to the audience and purpose)___ various sentence structures

Grades 6–11Argumentation Text-based Writing Rubric

(Score points within each domain include most of the characteristics below.)Conventions of Standard English(2-point Rubric)

Checklist

2 The response demonstrates anadequate command of basicconventions. The response may include the following: · Some minor errors in usage but

no patterns of errors · Adequate use of punctuation,

capitalization, sentence formation,and spelling

The response:___ demonstrates an adequate command of conventionsThe response may include: ___ minor errors in usage but no patterns of errorsThe response may include adequate use of:___ punctuation___ capitalization___ sentence formation___ spelling

Rubric for Argumentation Text-based Writing in CHECKLIST FORMGrades 6–11

Argumentation Text-based Writing Rubric(Score points within each domain include most of the characteristics below.)

Score Purpose, Focus, and Organization (4-point Rubric)

Evidence and Elaboration(4-point Rubric)

Conventions of Standard English(2-point Rubric)

The response is:___ about the topic___ strong___ completeThe response focuses on:___ its purpose___ the audience___ its specific taskThe response is:___ organized (with a structure)___ coherent (is it clear and easy to understand)___ complete (does it address everything)The response includes:___ a clear and strong claim___ material that is ONLY related to the claim___ alternate or opposing claims___ transitional strategies that make relationships between points and ideas___ a progression of ideas (clearly move from one idea or point to the next)___ a good introduction___ a good conclusion___ appropriate style (the way you write will appeal to the audience- you must consider your audience)___ objective tone (don’t go crazy with anger, excitement, etc. when making your claim)

The response:___ provides convincing support and evidence___ provides credible (believable) support and evidence___ includes effective use of sources, facts and detailsThe response includes:___ smoothly integrated evidence___ thorough evidence___ relevant evidence___ precise reference of the sources___ elaborative techniques to support the claim___ an demonstration of an understanding of the topic and text___ clear and effective expression of ideas___ precise language___ academic/ domain-specific vocabulary (appropriate to the audience and purpose)___ various sentence structures

The response:___ demonstrates an adequate command of conventionsThe response may include: ___ minor errors in usage but no patterns of errorsThe response may include adequate use of:___ punctuation___ capitalization___ sentence formation___ spelling

Grades 6-11Informative/Explanatory Text-based Writing Rubric

(Score points within each domain include most of the characteristics below.)Score Purpose, Focus, and Organization (4-point Rubric)

Checklist

4 The response is fully sustained and consistently focused within the purpose, audience, and task; andit has a clear and effective organizational structurecreating coherence and completeness. The responseincludes most of the following: · Clearly stated and strongly

maintained controlling idea with little or no loosely relatedmaterial · Skillful use of a variety of

transitional strategies to clarify the relationships between and amongideas · Logical progression of ideas from

beginning to end with a satisfying introduction and conclusion · Established and maintained

appropriate style and objective tone

The response is:___ about the topic___ strong___ completeThe response focuses on:___ its purpose___ the audience___ its specific taskThe response is:___ organized (with a structure)___ coherent (is it clear and easy to understand)___ complete (does it address everything)The response includes:___ a clear and strong controlling idea___ material that is ONLY related to the claim___ transitional strategies that make relationships between points and ideas___ a progression of ideas (clearly move from one idea or point to the next)___ a good introduction___ a good conclusion___ appropriate style (the way you write will appeal to the audience- you must consider your audience)___ objective tone (don’t go crazy with anger, excitement, etc. when making your claim)

Grades 6-11Informative/Explanatory Text-based Writing Rubric

(Score points within each domain include most of the characteristics below.)Evidence and Elaboration(4-point Rubric)

Checklist

4 The response provides thorough and convincingsupport/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following: · Smoothly integrated, thorough, and

relevant evidence, including precise references to sources · Effective use of a variety of elaborative

techniques, (including but not limited to definitions, quotations, and examples) · Clear and effective expression of ideas,

using precise language · Academic and domain-specific

vocabulary clearly appropriate for the audience and purpose · Various sentence structures creating

language facility

The response:___ provides convincing support and evidence___ provides credible (believable) support and evidence___ includes effective use of sources, facts and detailsThe response includes:___ smoothly integrated evidence___ thorough evidence___ relevant evidence___ precise reference of the sources___ elaborative techniques to support the claim (like definitions, quotations, examples, etc.)___ an demonstration of an understanding of the topic and text___ clear and effective expression of ideas___ precise language___ academic/ domain-specific vocabulary (appropriate to the audience and purpose)___ various sentence structures

Grades 6-11Informative/Explanatory Text-based Writing Rubric

(Score points within each domain include most of the characteristics below.)

Conventions of Standard English(2-point Rubric)

Checklist

2 The response demonstrates an adequate command of basic conventions. The response may include the following: · Some minor errors in usage but no

patterns of errors · Adequate use of punctuation,

capitalization, sentence formation, and spelling

The response:___ demonstrates an adequate command of conventionsThe response may include: ___ minor errors in usage but no patterns of errorsThe response may include adequate use of:___ punctuation___ capitalization___ sentence formation___ spelling

Rubric for Informative/Explanatory Text-based Writing in CHECKLIST FORMGrades 6-11

Informative/Explanatory Text-based Writing Rubric(Score points within each domain include most of the characteristics below.)

Score Purpose, Focus, and Organization (4-point Rubric)

Evidence and Elaboration(4-point Rubric)

Conventions of Standard English(2-point Rubric)

The response is:___ about the topic___ strong___ completeThe response focuses on:___ its purpose___ the audience___ its specific taskThe response is:___ organized (with a structure)___ coherent (is it clear and easy to understand)___ complete (does it address everything)The response includes:___ a clear and strong controlling idea___ material that is ONLY related to the claim___ transitional strategies that make relationships between points and ideas___ a progression of ideas (clearly move from one idea or point to the next)___ a good introduction___ a good conclusion___ appropriate style (the way you write will appeal to the audience- you must consider your audience)___ objective tone (don’t go crazy with anger, excitement, etc. when making your claim)

The response:___ provides convincing support and evidence___ provides credible (believable) support and evidence___ includes effective use of sources, facts and detailsThe response includes:___ smoothly integrated evidence___ thorough evidence___ relevant evidence___ precise reference of the sources___ elaborative techniques to support the claim (like definitions, quotations, examples, etc.)___ an demonstration of an understanding of the topic and text___ clear and effective expression of ideas___ precise language___ academic/ domain-specific vocabulary (appropriate to the audience and purpose)___ various sentence structures

The response:___ demonstrates an adequate command of conventionsThe response may include: ___ minor errors in usage but no patterns of errorsThe response may include adequate use of:___ punctuation___ capitalization___ sentence formation___ spelling

The following slides are for teachers to use as rubrics (for themselves) while creating/ finding text for the practice writing prompts and while creating practice writing prompts.

Checklist for Creating/ Finding Sample Texts for Practice Prompts (for the teacher)

Informational/ Explanatory Opinion/Argumentative:Texts should be:___interesting and appealing___conceptually appropriate___must be relevant___reflect real world settings___must reflect events that are interesting to students___not limited to classroom or school-related situations___checked for accuracy___ clearly connected___diverse in concepts and ideas___ be grade-appropriate (qualitatively and quantitatively)___ (can be inclusive of) graphics (such as infographics, photographs, tables, and diagrams) to add to the student’s understanding of the topic___ (the texts could be) informational, literary fiction or nonfiction___ between 1000-2000 total combine words (depending upon grade level- see chart)___ (include) between 2 to 4 total texts___ come from the list of acceptable text types and topicsTexts should not:___be controversial or offensive___be confusing or emotionally charged___reference trademarks, commercial products or brand names without permission to use

Texts should be:___interesting and appealing___conceptually appropriate___must be relevant___reflect real world settings___must reflect events that are interesting to students___not limited to classroom or school-related situations___checked for accuracy___ clearly connected___diverse in concepts and ideas___ be grade-appropriate (qualitatively and quantitatively)___ (can be inclusive of) graphics (such as infographics, photographs, tables, and diagrams) to add to the student’s understanding of the topic___ (the texts could be) informational, literary fiction or nonfiction___ between 1000-2000 total combine words (depending upon grade level- see chart)___ (include) between 2 to 4 total texts___ come from the list of acceptable text types and topicsTexts should not:___be controversial or offensive___be confusing or emotionally charged___reference trademarks, commercial products or brand names without permission to use

Checklist for Writing a Practice Prompt (for the teacher)Informational/ Explanatory Opinion/Argumentative:

General idea of the prompt:___ Students must develop a controlling idea and support it by synthesizing and analyzing ideas from the texts provided.

___ Students must develop an opinion (gr. 4-5), an argument or a claim (gr. 6-11) and support it by synthesizing and analyzing ideas and evidence from the texts provided.

Question Stems:Write an explanatory essay about. . . . Your essay must be based on ideas and information that can be found in the “. . . ” passage set.

Write an argumentative essay in which you . . . . Use the information from the texts in your essay.

Remind students to:___ manage your time carefully so that you can___ read the passages;___ plan your response;___ write your response; and___ revise and edit your response.

___ manage your time carefully so that you canread 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 ____ minutes to read, plan, write, revise, and edit your response.

Type your response in the space provided.You have ____ minutes to read, plan, write, revise, and edit your response.

Possible Timeline For Teaching the Whole Process (Informative/ Explanatory)

Time Frame* Skill Skill

Conventions practice during warm-up/ bell-ringer time

Reading one textWriting one paragraph (create a controlling idea and add/ cite support)

Reading two textsWriting one paragraph (synthesize)

Reading two textsWriting two paragraphs (synthesize)

Reading three-four textsWriting two paragraphs (synthesize)

Reading three-four textsWriting an introduction and two supporting paragraphs

Reading three-four textsWriting an introduction, a conclusion and two supporting paragraphs

*The teacher must determine the time frame based on the amount of time spent with the students weekly and the level of the students.

Possible Timeline For Teaching the Whole Process (Argumentative)

Time Frame* Skill Skill

Conventions practice during warm-up/ bell-ringer time

Reading one textWriting one paragraph (create an argument and add/ cite support)

Reading two textsWriting one paragraph (synthesize)

Reading two textsWriting two paragraphs (synthesize)

Reading three-four textsWriting two paragraphs (synthesize)

Reading three-four textsWriting an introduction and two supporting paragraphs

Reading three-four textsWriting an introduction, a conclusion and two supporting paragraphs

*The teacher must determine the time frame based on the amount of time spent with the students weekly and the level of the students.