Nikki Jones and Stephanie Coletto

Department of Curriculum Development & School Improvement

The Next Generation Sunshine State Standards

BenchmarkBenchmark StandardStandard GradeGrade SubjectSubject

111.1.4.4.LALA

StrandStrand

4.4.

1 – Reading Process 2 – Literary Analysis 3 – Writing Process 4 – Writing Applications 5 – Communication 6 – Information and Media Literacy

Reading Language Arts

Strands

The Writing Process

• Prewriting

• Drafting

• Revising

• Editing

• Publishing

Writing ApplicationsCreative:

personal narratives realistic fictionmemoirs fairy tales

Informative:procedures essays

recipes how-to books

Persuasive:reviews lettersessays advertisements

60 Minute Writing Block

Whole Group Opener(10-15 minutes)

Read aloud mentor texts connected to minilesson

Whole Group(10-15 minutes)

Minilesson(Shared or Modeled

Writing)Connection Teach Active Engagement Link

Independent WritingGuided Writing Groups

Student Conferring with FeedbackMid-Workshop Share

(20-45 minutes)

Whole Group Wrap-up(5 minutes)

After-the-Workshop Share

30 Minute Writing Block

Whole Group Opener(5 minutes)

Read aloud mentor texts connected to minilesson

Whole Group(10 minutes)

Minilesson(Shared or Modeled

Writing)Connection Teach Active Engagement Link

Independent WritingGuided Writing Groups

Student Conferring with Feedback (10 minutes)

Whole Group Wrap-up(5 minutes)

After-the-Workshop Share

Curriculum Frameworks

• Scope for Benchmarks by Trimester • Time Frame for Units of Study• Student Targets• AYP Support• Tutorial Support

• Calendar• Benchmarks• Lesson Plans (Resource Only)• Assessments (PBW & Embedded)

• Additional Resources

Lesson Plan

•Title•Student Target•Materials•Vocabulary•Lesson/Activity•Wrap-up•Daily Assessment•Strategies•Standard/Benchmark•School-based Standard•Other Activities and Resources•Reteaching/Enrichment

To ensure that all of the Sunshine State Standards are taught in the designated grade levels over the course

of a school year

To develop life long writers equipped with the skills and strategies necessary to be effective

communicators

Scoring Student Writing Using

Rubrics and Anchor Papers

The Payoffs

Assessment enables us to:

• Get to know students’ strengths and needs as writers • Tailor our teaching to students’ individual needs in

writing conferences• Plan minilessons for our units to focus on the

collective needs of our students• Decide how and when to offer support to writers

Assessment answers the most pressing question:

WHAT DO I TEACH THIS CHILD?

• Genre Checklists

• Conferring Notes

• Rubrics

• A scoring tool that lists the criteria for a piece of work or “what counts”

• Describes how performance varies across the scoring scale

• Enables students to be aware of the criteria by which they will be judged

• Describes levels of quality for each of the criteria, usually on a point scale

FOCUS ORGANIZATION SUPPORT CONVENTIONS

6 The writing is focused on the topic.

The paper has a logical organizational pattern (including a beginning, middle, conclusion, and transitional devices). The paper demonstrates a sense of completeness or wholeness.

The paper has ample development of the supporting ideas. The writing demonstrates a mature command of language, including precision in word choice.

Subject/verb agreement and verb and noun forms are generally correct. With few exceptions, the sentences are complete, except when fragments are used purposefully. Various sentence structures are used.

5 The writing is focused on the topic.

There is an organizational pattern, although a few lapses may occur. The paper demonstrates a sense of completeness or wholeness.

The paper has adequate development of the supporting ideas. Word choice is adequate but may lack precision.

Most sentences are complete, although a few fragments may occur. There may be occasional errors in subject/verb agreement and in standard forms of verbs and nouns, but not enough to impede communication. The conventions of punctuation, capitalization, and spelling are generally followed. Various sentence structures are used.

4

The writing is generally focused on the topic, although it may contain some extraneous or loosely related information.

An organizational pattern is evident, although lapses may occur. The paper demonstrates a sense of completeness or wholeness.

In some areas of the response, the supporting ideas may contain specifics and details, while in other areas, the supporting ideas may not be developed. Word choice is generally adequate.

Knowledge of the conventions of punctuation and capitalization is demonstrated, and commonly used words are usually spelled correctly. There has been an attempt to use a variety of sentence structures, although most are simple constructions.

3

The writing is generally focused on the topic, although it may contain some extraneous or loosely related information.

Although an organizational pattern has been attempted and some transitional devices have been used, lapses may occur. The paper may lack a sense of completeness or wholeness.

Some supporting ideas may not be developed with specifics and details. Word choice is adequate but limited, predictable, and occasionally vague.

Knowledge of the conventions of punctuation and capitalization is demonstrated, and commonly used words are usually spelled correctly. There has been an attempt to use a variety of sentence structures, although most are simple constructions.

2The writing may be slightly related to the topic or may offer little relevant information.

The writing that is relevant to the topic exhibits little evidence of an organizational pattern or use of transitional devices.

There are few supporting ideas or examples. Development of supporting ideas may be inadequate or illogical. Word choice may be limited or immature.

Frequent errors may occur in basic punctuation and capitalization, and commonly used words may frequently be misspelled. The sentence structure may be limited to simple constructions.

1

The writing may only minimally address the topic, and unrelated information may be included.

The writing that is relevant to the topic does not exhibit an organizational pattern; few, if any, transitional devices are used to signal movement in the text.

There is little, if any, development of supporting ideas. Supporting ideas may be sparse, and they are usually provided through lists, clichés, and limited or immature word choice.

Frequent errors in spelling, capitalization, punctuation, and sentence structure may impede communication. The sentence structure may be limited to simple constructions.

FLORIDA'S FOURTH GRADE RUBRIC

PALM BEACH WRITES - FIRST GRADE RUBRIC

FOCUS ORGANIZATION SUPPORT

6

The writing/retelling is focused on the topic; there is a content match between the

picture and the writing/ retelling.

Conventional organization of print on paper is evident (top to bottom, left to right);

there is systematic use of letters/words to represent meaning. The writing/retelling

has a logical sequence (beginning, middle, end).

The writing/retelling has an ample amount of supporting ideas. Word choice is outstanding;

the writing/retelling contains interesting, descriptive words and phrases

5

The writing/retelling is focused on the topic; the

picture supports the retelling.

Conventional organization of print on paper is used (top to bottom, left to right); there

is evidence of systematic use of letters/words to represent meaning. The

retelling has a beginning, middle, and end.

The writing/retelling has adequate development of the supporting ideas. Word choice is expressive; the writing/retelling

contains interesting, descriptive words and phrases.

4

The writing/retelling is generally focused on the

topic, although it may contain some extraneous or loosely

related information. The picture relates to the topic but does not seem to relate to the retelling.

Conventional organization of print on paper is used (top to bottom, left to right); letters/words are used to represent

meaning. The retelling has evidence of a beginning, middle, and end.

In some areas of the response, the supporting ideas may contain specifics and details, while in other areas; the supporting ideas may not be developed. Word choice is predictable; the writing/retelling includes some interesting or

descriptive words.

3

The writing/retelling may be slightly related to the topic or

may offer little relevant information. The picture does

not seem to relate to the topic or the retelling.

The writing seems to have some directionality; there are spaces between

most “words”. The retelling does not have a clear beginning, middle, and/or end.

Supporting ideas of the retelling may not be developed with specifics and details. Few

interesting or colorful words are used. Word choice is predictable; few interesting words

are used.

2

The writing/retelling may be slightly related to the topic or

may offer little relevant information. The picture does

not seem to relate to the topic or the retelling.

The writing is randomly placed on the page. The retelling has no logical sequence.

There are few supporting ideas or examples included in the retelling. Development of supporting ideas may be inadequate or

illogical. Word choice is limited.

1

The writing/retelling may only minimally address the topic. The picture does not support the topic or the retelling.

The marks on the paper mimic writing. The retelling has no logical sequence.

There is little, if any, development of supporting ideas. Supporting ideas may be

sparse, and they are usually provided through lists of objects or events. Word choice is

limited.

When students write to a prompt:

• They are allowed considerable latitude in their interpretation of the prompt; therefore the words in the prompt may be broadly defined

• The explanation may be fact or fantasy

• The student may present information as “factual” even if the information is not based on fact

• Explanations do not need to be logical

• Narration, description, and persuasive will “work” if they are used to explain the answer

Scoring

• Looks at what’s right

• Considers what’s there

• Has a sense of completeness

• Is Holistic

Grading

• Looks at what’s wrong

• Considers what’s missing

• Tries to improve essay

• Is Analytical

• Focus

• Support

• Organization

• Conventions

Although all are equal, support “appeared” to be the most vital.

• Focus

• Support

• Organization

• Conventions

Stay on the subject

FOCUS

FOCUS - how clearly the paper presents and maintains:

a clear main idea, theme, or unifying point

Things to Consider

Is the message clear?Is the whole paper about

the topic?Is there enough information

included?

FOCU

S

ORGANIZATION

the structure or plan of development (beginning, middle, end)

whether the points logically relate to one another the use of transitional words or phrases to signal the

relationship of the supporting ideas to the main idea, theme, or unifying point, and

the connections between and among the sentences

Things to Consider

The lead makes the story interesting to the reader

Ideas are connected with transitions

The reader can follow the story easily

The story has an ending that works well and makes you think

SUPPORT

SUPPORT- the quality of the details used to explain, clarify, or define

word choicespecific detailsdialogue (internal and external)voicefigurative languagedetails that create a picture in the reader’smind

VOICE Does this story really sound like the

writer?

Do I feel something when I read this?

Would I love to read more?

Things to Consider

POWERFUL WORDS My words make pictures in your mind.

This is the best way to say this.

I used vivid verbs!

I bet a phrase or two will stick in your mind.

Things to Consider

SENTENCES Is the paper easy to read aloud?

Do the sentences begin in different ways?

Are some sentences short, and some long?

Things to Consider

Goal of SupportGoal of Support

Development

Use of extension and elaboration to provide clear and sufficient support of the

central idea

Bare

Extended

I like to go to school because it is fun especially when the teacher lets us play games at recess.

We play kickball, tag and hula hoops. We run and jump and talk with our friends and get to know them. We usually go out for recess after lunch, but sometimes in the morning after math.

reason

explanation

evidence

Layered

CONVENTIONS

CONVENTIONS -punctuation,capitalization,spelling, andgrammar

Are the sentences complete and do they sound right?

Do sentences begin with a capital letter and end with a punctuation mark?

Are most words spelled correctly?

Things to Consider

Characteristics of Good Writing

It has purpose, focus, and is clear

Its organization makes sense; it follows a clear order and logical sequence

It moves through time

If it is a story, it is written so that… the reader pictures the action and the settingthe reader actually hears the characters speakingit shows rather than tellsstrong verbs bring the piece to life

Characteristics of Good Writing

It is written for readability

It has precise word choice

Sentence length and type is varied

It makes effective use of literary devices

It uses reader-friendly conventions (grammar, spelling, punctuation)

Grade 4

Writing to Explain (Expository) Directed the student to think about and explain why it is

important to follow rules

Writing to Tell a Story (Narrative) Directed the student to write a story about a time he or she

had a day off from school

Link for Expository Anchor Set:http://fcat.fldoe.org/pdf/Gr4-Expository_AnchorSet.pdf

Link for Narrative Anchor Set:

http://fcat.fldoe.org/pdf/Gr4-Narrative_AnchorSet.pdf

• Read the essays in the score point of a 3 and a 4 in the anchor sets

• Read the writing pieces in your packet

• Give them a score

• Discuss the scores you each gave with the people at your table

• Let’s discuss

• All student essays are included on the CD• The tool provides teachers with student writing

samples (at various score points) from their school• Teachers can print the samples they have selected

to analyze for instructional trends and/or instructional practices

• Remove all personal information or any information that could identify a student prior to using any essay as an instructional tool in class

ElementaryWindow

Grades Entry Date Deadline to Enter

#1 Aug. 24 – Aug. 283 – Expository4 – Expository5 – Expository

Aug. 24 Sept. 4

#2 Oct. 19 – Oct. 303 – Narrative4 – Narrative5 – Persuasive

Oct. 19 Nov. 6

#3 Nov. 9 – Nov. 20 4 – Expository Nov. 9 Dec. 4

#4 Nov. 30 – Dec. 111 – Narrative2 – Narrative Nov. 30 Dec. 18

#5 Jan. 11 – Jan. 22 4 – Narrative Jan. 11 Jan. 29

#6 Feb. 8 – Feb. 193 – Expository5 – Expository Feb. 8 Feb. 26

#7 May 3 – May 141 – Expository2 – Expository3 – Narrative5 – Persuasive

May 3 May 21

Click Run to enter

student data

Student names and ID numbers

Directions

Click here to select the prompt number

Expository: 1, 3, 5, 7, 9, 11, 13

Narrative (Grades 1-4)Persuasive (Grades 5+):

2, 4, 6, 8, 10, 12, 14

Click on the pre-determined PBW entry date

If you clicked “submit” and realize that you made a mistake, you must wait

until the next morning to correct the mistake.

If you already clicked submit and realize that you made an error, click on the prompt arrow. Select the prompt number to correct the data.

If you can’t remember the prompt number, click on the date. You can also search for it by the

administration date.

Once you have pulled up the prompt, student scores can be changed.

Remember to press Submit!!

Select your sorting preference and click “Run Report.”

• Guiding teacher instruction to determine secondary data-driven benchmarks

• Conferring with students and providing descriptive feedback

• Determining guided writing groups

• Viewing specific reports to generate teacher discussion and awareness:• Palm Beach Writes Report (AYP and Lowest 25%)• Historical Reports of Palm Beach Writes and FCAT

Conferring Notes • At the end of each conference, teachers are

encouraged to record conferring notes for each child to monitor and document progress.

Teacher Notes Student Notes

• Notes can include:

• What the student did well/compliment

• The focus/teaching point of the conference

Guided Writing • Students write and attempt to apply what has been

previously demonstrated and practiced

• Teacher guides, responds, and extends the students’ thinking

• Groups of 2-6 students with similar needs based on data and observations

Student work found in the portfolio should be current AND reflect progress made in writing throughout the year

Student writing portfolios should consist of Palm Beach Writes, Embedded Assessments, and published pieces

Administrators and students should have on-going access to the portfolios

Teachers should designate a specific area in their classrooms to house the portfolios

Nikki JonesK-5 Writing Program Planner

PX 86399Email: jonesni@palmbeach.k12.fl.us

Stephanie ColettoK- 5 Writing Specialist

PX 48146Email: colettos@palmbeach.k12.fl.us