Writing Standards 2010 - Language artslanguageartsreading.dadeschools.net/.../WritingStandards_3-5_ParticipantPacket.pdfWriting Standards 2010 Grades 3-5 Participant Packet. Table

Writing Standards 2010

Grades 3-5

Participant Packet

Table of Content

Power Point – Day 1

Power Point – Day 2

Participant Handouts:

- Writing Sunshine State Standards 3-5

- Allowable Interpretations

- A word on scoring… from the State

- Examples of Endings: Expository

- Examples of Endings: Narrative

- Examples of Hooks: Expository

- Examples of Hooks: Narratives

- Writing Anchor Papers

FCAT WRITING GETTING COMFORTABLE IN

THE STATE’S CHAIR

October, 2010Curriculum & Instruction

Language Arts/Reading

AS A RESULT OF COMPLETING THIS SESSION, PARTICIPANTS WILL BE ABLE TO:

Analyze the new 2007 Next Generation Sunshine State Standards to understand the writing process and writing applications strands;Understand the state’s expectations of expository and narrative genres for FCAT Writing;Utilize the rubric to assist in the writing instruction;Select the appropriate strategy for revising and editing that will lead to higher student performance.

WHY WRITE?1. Take notes2. Invitation3. Speech4. Thank-you note5. Advertisement6. Send an e-mail7. Research paper8. Resumé9. Love letter10. Describe a process

11. Tell a story12. Blow off steam13. To make connections14. To raise questions15. Take a test…

“Writing is not simply a way for students to demonstrate what they know. It is a way to help them UNDERSTAND what they know.”

Florida Department of Education, 2005“Proven Instructional Practices for High Quality Writing.”

TOP 10 WAYS TO AFFECT WRITING

1.

Write2. Write3. Write4.

Write

5. Write6.

Write

7.

Write8. Write9. Write10.Write

THE 2008 POLICY RESEARCH BRIEF, WRITING NOW,

THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH

Writing instruction needs to help students meet the challenges of writing effectively for many purposes.

…Research cannot identify one

single approach to writing instruction that will be effective with every learner because of the diverse backgrounds and leaning styles of students…Still,

current research on

writing makes these things clear: Instructional practices, writing genres,

and assessments should be holistic, authentic, and varied.

James R. Squire Office of Policy Research ~ includes research-basedrecommendations for effective writing instruction and assessment:www.ncte.org.

1)

Positive atmosphere2)

Get organized3)

Meaningful writing activities4)

Students read, respond to, and use a variety of materials

5)

Write regularly6)

Constructive responses7)

Opportunities for student collaboration

8)

Conduct effective mini-lessons

WRITING ENVIRONMENT LOOK LIKE?Student seating arranged for ease of collaboration, peer response, revision,and editingStudent folders with student writing, word lists,planners, possible topics, etc

Classroom environment should bevisually stimulating:

Categorized lists: similes, vivid verbs, transitions, other words for. . ., etc.Student friendly rubricsEditor checklistsPosters of a variety of plannersCurrent student writing

Developmental Stages Of Writing

Characteristics Instructional Focus ExampleEmergent Writers:understands writing communicates ideasuses pictures to communicate ideasscribbles, letter‐like symbols, or random letters adding writingto picturesdoes not connect letters and soundspretends to read the textdoes not understand writing is permanent in meaning

oral language development: vocabulary and storytellingtelling stories with pictures and words letter and soundsknowing and using the language of writers

Early Writers:writes more than one detail on a topicchooses topics that are generally related to experiencehas many concepts about print e.g. directionalitymay not understand spaces around wordsconnects letters to soundshas a small repertoire of high‐frequency words

generating several details on a topicreadable phonetic spellings representing every sound

in a wordconventional spelling of high‐frequency wordsconcept of “word boundaries”revision by “adding on”should be moved from writing words to sentences to

groups of sentences

Developing Writers:writes many details on a topiccan write about topic beyond personal experiencebegins to experiment with description and word choiceuses mostly simple and complex sentencesspells many words conventionally or uses phonetic spellinguses punctuation

organizing information and detailsplanning – beginning, middle, endexpanding descriptive languagewriting with personality and voicespelling patterns and strategiessentence combining

Pets Are FunMy pet is a puppy. Hisname is Spot. He is white

with brown and black spots. He sleeps on my bed. He islittle and soft. He comes

to he when I call him. Spot.

Fluent Writers:creates writing that has a flow and sounds fluentwrites about imaginative ideas beyond personal experienceprewrites using a variety of organizational and planning toolsaccesses a variety of text forms for different purposesuses descriptive language and complex sentencesdemonstrates a writer’s voice appropriate to purpose and

audience.has age appropriate mastery of conventions

increasing control of conventionsincreasing sophistication of vocabulary andsentencesprecise word choice energized by powerful

verbsfigurative languagevariety in text forms, audience, perspectiveindependent revision and editingattention to writer's craft

Mrs. Stern was the meanest

teacher in the world. She never

let her students go on field trips

or watch videos. Worst of all,

while the rest of the school had

parties,

we sat and worked.

Work, work, work! That’s all we

ever did. She was also boring

and wore the same

jet black

dress everyday. She was worse

than a dragon. A dragon is

probably better.

9

PROCESSPROCESS FIRST, THEN ELEMENTSELEMENTS, THEN MODESMODES.

SO WHAT ARE YOU SUPPOSED TO TEACH?

KEY ELEMENTS OF WRITING

What to teach!Fluency/IdeasOrganizationAwareness of Audience, VoicePrecise Word ChoiceSentence Fluency/Sentence VarietyConventions

CHARACTERISTICS OF: PERSONAL NARRATIVE

PERSONAL EXPOSITORY

PERSUASIVE

13

Tells a personal story

Focused on one event that appears to be significant to the writer

Can be fictional

Needs to include the elements of a story (characters, setting, plot, movement through time and change)

Uses sensory details

Uses feelings

Is reflective

Explains why, how or whatFocused on one topic that is significant to the writer (personal or class thematic unit)

Includes clusters of information that explain and supportMay include comparing factsMay include a mini-story that supports the topicUses sensory details

Is reflective

States an opinion or position

Gives reasons why with facts and details about the topic that prove their opinion/position

Includes telling who said so

Support by using a number

Makes the reader want to be on their side

Uses feelings

Let’s Get This Party Started! Build a writing community to provide a safe

environment for risk-taking

SETTING UP WRITER

S NOTEBOOK

Mechanically Inclined p. 29-30Page 1: DedicationPage 2-4: Table of ContentsPage 5+: Begin to number pages

Front side onlyBottom right hand side(right for writing & left for

revising)RULE: NEVER tear out a page!!!

This is the perfect time of year for

Now write to explain why!

Make a list of things or people that are disgusting.

Choose one and tell your neighbor about it!

Format of the 30 Minute Writing BlockFRAMEWORK FORMAT ACTIVITY

Opening Activity/ Lesson Stimulus

5 Minutes

Teacher Directed/Whole Group Explicit Instruction

Introduction to Mentor Text and Targeted Writing Element/Minilesson

Teacher explicit demonstration through writing aloud AND/OR shared writing

During Activity 20 MinutesApplication

Teacher Directed/Whole Group Instruction OR Small Group Instruction

Teacher Modeling, Guided Writing, or Review of Key Learning Objective/Targeted Writing Element

Teacher and class may examine writer’s craft using mentor text, student generated writing, or teacher created example; OR compose a piece of writing collaboratively through shared writing

Independent Practice OR Teacher Guided/ Small Group Practice

Students transfer & apply knowledge gained to a new piece of writing OR As students write the teacher further guides through minilessons & conferencing

Student writes alone OR Student writes and teacher guides in the form of mini-lessons, choosing craft lessons that relate to the students’

needs

Lesson Review/ Closure5 Minutes

Whole Group Teacher facilitates closing activity and assigns follow-up

Students share with each other AND/OR with class

FOUR COMPONENTS OF A WRITING LESSON

WRITING ALOUD

I’ll Show You

SHARED

WRITING

You Help Me

GUIDED

WRITING

I’ll Help You

INDEPENDENT

WRITING

Now You Do It

Yourself

Teacher

demonstration in

mini‐lessons:

Teacher has all the

responsibility for the

writing

Class participation in

mini‐lessons:

The teacher has the

most responsibility

for the writing and

the children

contribute as they are

able

At‐the‐elbow

conferences: The

child has the most


writing and the

teacher provides

support as needed.

Independent writing:

The child has all the


writing

“State of the Class”You as a teacher need to beaware of the needs of your students to decide what your future minilessons will be!

21

Teacher Responsibility Student Responsibility

GIVING A MINI-LESSON MARVELOUS MINILESSONS P. 22-24

1. Give the lesson a catchy name.2. Keep it brief.3. Focus on 1

key learning concept.

4. Let the student know

up front what they will belearning.

5. Start by connecting the lesson

with what they alreadyknow or are already doing.

6. Be explicit

and direct.7. Expect students to be accountable

for their

learning.8. Plan mini-lessons

based on what your students

need to know.9. Once is never enough!

Focus includes planning for writing by grouping related ideas and identifying the purpose for writing and refers to how clearly a central idea (topic), theme, or unifying point is presented and maintained.Organization refers to the structure or plan of development and the relationship of one point to another to provide a logical progression of ideas. It also refers to the use of transitional devices to signal both the relationship of the supporting ideas to the central idea, theme, or unifying point and the connections between and among sentences.Support refers to the quality of details used to explain, clarify, or define. The quality of the support depends on word choice, specificity, depth, relevance, and thoroughness. It may be developed through the use of additional details, anecdotes, illustrations, and examples that further clarify meaning.Conventions refer to punctuation, capitalization, spelling, usage, and sentence structure/variety.

So What Is The Accountability For Writing Instruction?

Bare - simple listing or events or reason"I like to go to school because it is fun.“Extension - information that begins to clarify meaning"I like to go to school because it is fun when the teacher allows us to do experiments with frogs.“Layered - use of a series of informational statements that collectively help to clarify meaning. “I like to go to school because it is fun when the teacher allows us to do experiments with frogs. We learned what kinds of foods frogs like to eat by offering them flies, worms, and seeds. We observed the frogs during the morning and afternoon to determine when they were more active. We also compared frogs to other amphibians to see what characteristics they share.”Elaboration – use of additional details, anecdotes, illustrations, and examples that further clarify meaning. Information that answers the question, " What do you mean?”“I like to go to school because it is fun when the teacher allows us to do experiments with frogs instead of just reading about frogs in books. Experiments allow us to have the fun of discovering for ourselves how far and fast frogs can jump and what kinds of food frogs like to eat.”The elaboration could also provide a detailed description of the experiments.

1 2 3 4 5 6

FOCUS

may only minimally

address topic, may lose

focus with unrelated

ideas

is slightly related to

topic, may offer little

relevant information

is generally focused

but may include

extraneous or loosely

related information

is generally focused

but may include

extraneous or loosely

related information

writing is focused writing is focused on the

topic

ORGANIZATION

does not exhibit

organizational pattern;

few, if any transitional

devices

little evidence of

organizational pattern

or use of transitional

devices


is attempted, although

transitional device are

used, lapses may occur

but may lack sense of

completeness of

wholeness


is evident, although

some lapses may

occur,

demonstrates a sense

of completeness or

wholeness.

has organizational

pattern; although

lapse may occur;

demonstrates a sense

of completeness or

wholeness


provides for a logical

progression of ideas;

(beginning, middle,

conclusion & transitional

devices); sense of

completeness

SUPPORT

little, if any supporting

ideas; may consist of lists

or clichés

limited or immature

word choice

development of

support may be

inadequate or illogical

with few supporting

ideas or examples

word choice is limited

or immature

some support is

included;

development lacks

specifics and details;

adequate word choice

but limited,

predictable and

sometimes vague

some supporting ideas

may contain specific

and details although

development is

uneven; adequate

word choice

adequate

development of

supporting ideas or

examples; word choice

is adequate but may

lack precision

ample development of

supporting ideas , mature

command of language;

precision in word choice

CONVENTIONS

frequent errors in

sentence structure and

usage may impede

communication, common

words may be misspelled,

simple sentence

construction

errors may occur in

basic conventions

including simple

sentence structure,

mechanics, usage, and

punctuation; common

words are spelled

correctly

attempts to use

variation in sentence

structure, although

many are simple;

conventions and

usage are generally

followed.

commonly used words

are spelled correctly

attempt to use

variation in sentence

structure, though

many are simple;

conventions are

generally followed

(mechanics, usage,

punctuation, spelling)

various sentence

structures used;

sentences complete,

few fragments may

occur; conventions

generally followed

(mechanics, usage,

punctuation, spelling)

various sentence structure;

sentences complete (except

for purposeful fragments);

subject/verb agreement &

noun/verb forms are

generally correct.

Adequate Word

Choice

Just The Right

Shade Of Meaning

Fourth Grade RubricFourth Grade Rubric

Examination of Criteria by Score PointExamination of Criteria by Score Point

Every idea developed, extended, elaborated

U: Unscorable. The writing is unscorable because it is unrelated to the assigned topic or cannot be read.•U-A Blank Response•U-B Off-topic•U-C Illegible, Incomprehensible or Insufficient•U-D Foreign Language

INTERPRETATIONS IN A NUTSHELL

The words in the prompt may be broadly defined.It may be fact or fantasy.The student may present information as “factual” even if the information is not based on fact.The story may include or be limited to the time period before, during, or after the event(s).Singular words in prompt changed to plural in response? ABSOLUTELY SCORABLE!“Atypical” or non-traditional ideas? SCORABLE if related to the topic

INTERPRETATIONS CONTINUED. . .

The writer may cite one or more things that happened during the event(s) suggested by the prompt. The writer may write about all the things that happened or may write about one aspect.The writer may tell about the + or –

aspects

of the time/event, the consequences of the time/event, and /or reactions to the time/event.Description and exposition “work”

if it is part

of a story line.The response can be in various formats including a letter.The main character in the story may be the student or someone else.

SUGGESTIONS FOR UNDERSTANDING THE WRITING PROMPTS

Writing situation

Something to think about

Specific writing taskMINI-LESSON

UNDERSTANDING A PROMPT

Our Writer’s Toolbox

ConventionsSupport

Organization

Focus

STATE PROMPT:

Everyone has had a day that he or she will always remember.

Before you begin writing, think about what happen on your special day.

Now write to tell about your special day.

Can You Hit The Bull’s Eye?

Narrative

CAN YOU HIT THIS BULL’S EYE?

State Prompt:

Everyone has a favorite person.

Think about your favorite person.

Write to explain why this person is your favorite person.

EXPOSITORY

MINIMAL

Goal

REALITY

in your

class?

Qualifying Set: Expository

# My Score

ConsensusScore

Comments

1

2

3

4

5

6

7

1

2

4

U

3

5

6

Your Turn!

PREVIOUS EXPOSITORY PROMPTS _____________________________________________________________________________________________________________________________________________

Now write about something that is special and explain why it is special to you.Write, to explain to the reader, why this one thing is important to you.Explain to your reader why you like to do this special thing.Write to explain why this one place is your favorite.

Write to tell about something you do outside for fun and explain what makes it fun.Write to tell about the favorite thing you like to do after school and explain why you like to do it.Write to explain why you enjoy playing a particular game.Write to explain why that one time of year is your favorite. Write to explain why a certain day is your favorite day of the week.

Write to tell about the person you like and explain why you like this person.

Write to explain why you choose a particular person to be the teacher for a day.Write to explain why this person is special to you.

ANOTHER WAY TO LOOK AT SCORING

ContentBeginning –introduction to the topic(1-3 sentences)Middle - details that make the reader have a mind movie

Details must go together like aisles in a grocery store Each aisle is a paragraph

End - tells the reader the most important thought (1-3 sentences)Sense of Completeness

Specific Writing SkillsDialogueSimiles/metaphorsIdiomsOnomatopoeiaVivid verbsDescriptive adjectives/phrasesAnadiplosisGrabbers & Zingers

Is the paper OUTSTANDING?

Melissa Forney

“State of the Your Class”

You as a teacher need to beaware of the needs of your students to decide what your future minilessons will be!

42

Teacher Responsibility Student Responsibility

CREATING A WRITER'S TOOLBOX

Students need to be able to bring the tools of revision to their writing the way a carpenter comes equipped for the job with a toolbox full of tools.

Georgia Heard, The Revision Toolbox

OUR WRITER’S TOOLBOXFocus

Organization

Support Conventions

Collecting a handful of mentor books and keeping them as a resource for students, is really like gathering a multitude of teachers in the room rather than just having one teacher.

Georgia Heard

The

Power of Mentor Text…

Using Author’s Craft to develop an

Instant Print Rich EnvironmentAll effective writing employs literary devices to create images, even in informational texts.

Teachers should take advantage of the descriptive “Book Language” in all genres and have students collect it to display around the room. Then there is a natural transfer into their writing.

Students should constantly be looking for:Vivid VerbsTransitional DevicesPrecise Word Choice/AdjectivesAlliterationPersonificationAnadiplosis

Descriptive PhrasesSimiles/MetaphorsWords That Show

MovementOnomatopoeiaIdioms

ROSIE AND MICHAEL BY JUDITH VIORST

Read story

Circle/underline powerful language that creates an image in your mind

Let’s add to our print rich environment using words/phrases from the story

MINI-LESSON

PRINT RICH

ENVIRONMENT


ConventionsSupport

Organization

Focus

Author's Toolbox for Bringing a Character to Life

You get to know a character by what he does.

You get to know a character by what he says and what others say about him.

You get to know a character by his thoughts and what others think about him.

You get to know a character by his feelings and how others feel about him.

You get to know a character by what the author tells you about the way he looks.

CHARAC

ERIS

ICS OF

PERSONAL NARRATIVE

PERSONAL EXPOSITORY

PERSUASIVE

50



Can be fictional



Uses feelings

Is reflective



Is reflective






Uses feelingsI fl ti

TUCK A TOPIC IN YOUR POCKET

Draw a “Quick Pic”

in each of the boxes

Abuelito taughtme how to ride my bike

MINI-LESSONGENERATING IDEAS


ConventionsSupport

Organization

Focus

Expository

TOPIC POCKETA special person in my life

Something you do with friends outside for fun

Jokes/pranks you’ve played on friends

Wanted Poster or an ad for a best friend

MINI-LESSON Generating Ideas


ConventionsSupport

Organization

Focus

Expository

Narrative Expository

Persuasive

YOUR TURN…

Look at the pictures & phrases you drew on your topic pocket for a special friend.

WRITING FLOATS ON A SEA OF TALK…

Sharing is not only motivating but it helpsstudents develop a sense of audience.

It’s important for students to get lots of practice just talking through narrative or expository pieces.

Listening to other writers is just as important as sharing as students sharing their own.

“Beg, borrow, or steal”

good ideas.

Grabber -Beginning -Introduce us to your special person.Describe your person.(sensory details, character traits)

Explain one reason they are special.

Explain another reason they are special.

What does this person mean to you?

Ending – What’s the most important thing I want my reader to know about this person?

3

2

4

1

Grabber -Beginning -Introduce us to your special person. Describe your person.(sensory details, character traits)

Explain one reason why your person is special.

Explain another reason they are special.

What does this person mean to you?

Ending – What’s the most important thing I want my reader to know about this person?

3

2

4

1

Rosie

Covered w/freckles; bossy understanding, complimentary, loyal, honest, reliable…

Understanding about what I’m afraid of and how I look. Tells me I look good and not to worry.

Forgiving even when I call her banana head or when I have to tell her secret or die

So important I’d give her my last piece of chalk. I’d never even have my tonsils out if she didn’t, too.

My world wouldn’t be the same without my friend, Rosie!

YOUR TURN TO PLAN…

Crystallize your ideas

Complete the plan using a planner for your essay.

Remember to use words & phrases only.

Word Bankfor

friendship

Character traits

Feeling words

Melissa Forney

EVERYONE NEEDS TO BE HEARD! EVEN BEFORE THEY WRITE!

P

= PraiseI like the way you…I heard you say…

Q

= QuestionWhat did you mean when you said…What happened before…or after…

S

= SuggestShow me how you felt when…Maybe move this part/ sentence to…

MINI-LESSONSHARING


ConventionsSupport

Organization

Focus

REVISION: THE OVERLOOKED STEP IN THE WRITING PROCESS

Revision is a way of:seeing and re-seeing words training our eyes and ears to what good writing sounds likelearning and practicing strategies that will make a difference in writing

Ultimately, the point of learning about revision is to learn how to help our writing match more accurately what’s in our hearts.

REALITY

in your

class?


ConventionsSupport

Organization

Focus

? _____ ______ is my is - - 5 .

I I like him because like , teach manners 11 .

H He will also teach will teach ? .

I I also want to want, tell, is #1 hero 12 .B Because one time he - cought - 16 .

S So you can see see , is, like - 10 .

MINI-LESSON

REVISION/EDITING

THE POWER OF CONFERENCING

Conferences are not a part of the writing process, however, they are very much a part of the writer’s workshop.

Some of the most effective conferences occur when a teacher stops to speak with a student to ask “How’s it going?” or “What are you planning to do next?”

A conference is a one-on-one discussion between a student and a teacher, or between peers.

The purpose of a conference is to help the student regroup, solve writing problems, plan for the next step, and sometimes, see his or her writing from a slightly different perspective.

64

CONFERRING WITH STUDENT WRITERSThis list will help you in thinking about what to do and say in your teacher-student conferences.

•

Begin a conference with an open-ended question that invites a student to talk about his writing work (“What are you doing as a writer today?”)

•

Look at the student’s writing to help you gain a deeper understanding of what the student is doing.

•

While speaking with the student, assess how well the student’s writing is going.

•

Based on the conference, make a decision about what to teach the student to help him/her be a better writer.

65

ComplimentsSome Positive Things to Do or Say

•Your reader will like the way you have…•Your reader can picture…•This piece is easy for me to read.•How did you learn that?•I do the same thing…•Tell me again what happened. Did you put it downthat way?•What else do you want your reader to know?•How did you select the topic?•I see you have included some words from the wordwalls.

•I see you used…

CONFERRING WITH STUDENT WRITERSDuring some conferences, you may talk with a student about a

technique he/she is already using, but sometimes you’ll decide to teach a new strategy or technique.

Give the student some feedback about how well he’s doing with his writing.

Teach by giving an explanation, looking at a piece of literaturetogether, or referring back to a mini-lesson.

During the conference, you may have the student talk through what he/she is going to do in his writing after the conference.

End the conference by letting the student know you expect him to follow through with what you’ve just talked about.

Write notes on what you taught in the conference and what you learned about the student.

Writing Elements

Writing Elements Evident in Student

Writing

Instructional Implications

(Needs)

Grade Level Resources/ Strategies

Focus Ideas

Organization Transitions Beginning Middle End

Support Ideas Voice Word choice Elaboration Dialogue Comparisons Incidents

Conventions Sentence Fluency Purposeful Fragments *Conventions

CONFERENCE CHARTStudent Name Date Comments

68

EXPOSITORY WRITING THE OPENING PARAGRAPH SERVES TWO PURPOSES:

Hooks: the first line of a piece has to lure an audience to read on.

QuestionExclamationNoise (onomatopoeia)Description of SettingTalk directly to the readerRiddleIdiom AnecdoteDefinitionQuotationExaggeration (hyperbole) Alliterative phrase

Beginning paragraph has to reveal the topic. It may:

Give background information Tell how the author feels about the subjectTell why the topic is of importance to the reader.

BEGINNINGS VS. HOOKSA Beginning should be short and to the point.It should let the reader know your purpose

for writing.Mr. Suarez is the world’s coolest math

teacher, hands down.A Hook is an opening sentence that immediately captures the reader’s attention.He’s tall, he does magic tricks with numbers.

He is the best thing that ever happened at Sawgrass Elementary.

Mr. Suarez is the world’s

coolest math teacher, hands down.

TECHNIQUE’S WRITERS USENotice

it!Name it! Try It!

Rosie is my friend. She likes me when I’m dopey and not just when I’m smart.

Background Information

My Dad is my best friend and my #1 hero.

MINI-LESSON GRABBERS


ConventionsSupport

Organization

Focus

ENDINGS –

THE FINAL WORDAn ending is a powerful thing –

it leaves the

reader with the last thought of the piece. So often, children forget how powerful these words can be.

It shows the reader that the author has control of his writing!

ENDINGS THAT WORK!1.

Circle back to the hook.-

repeat the form of the hook.

2.

Make a comparison.3.

Use a universal word:, . . . .

all , everyone, every day, each of us, everything, every time, everybody, always, the world

4.

The last step or directions in process.5.

Invite the reader to learn more: reference where.6.

Offer the reader advice.7.

Make a prediction.

Reading takes you places you’d never go ……. Reading brings you friends you’d never know!

When bankers trainto identify counterfeitmoney, they studyauthentic bills. For it isknowing intimately thegenuine, that one is ableto identify the false.

Deanna Eaton

My toes point in, and my shoulders droop, and there’s hair growing out of my ears. But Rosie says I look good.

My knees knock together, and my waist hangs over my belt, and my hair line has receded. But Nanette says I look just fine.

My ________, and my_________, and my ________. But _______ says I look ________.

Your turn!MINI-LESSON

SENTENCE

STALKING &

IMITATING


ConventionsSupport

Organization

Focus

The difference between the almost-right word and the right word is the difference between the lightning bug and the lightning.

Mark Twain

Words Of Wisdom From A Master. . .

larvae, aphids,

isomorphism,

photosynthesis

polygon, peninsula,

cholesterol

Low frequency

Limited to specific domains (Content area studies)

Tier Three

coincidence, absurd, fortunate,

maintain, performed

Have powerful

impact on verbal

functional and

comprehension

Found across a

variety of domains

Tier Two

baby, clock, happy,

jump, hop, slide, girl,

boy, dog

Basic WordsRarely require

instructional attention

Tier One

Word Choice: Teaching Tiered Words

WORD CHOICE: TIER WORDS

Go back to your planner and put Tier 2 Words into your Word Bank that are appropriate for your topic

Are these words you could see your students using?

SENSORY DETAILSSound Sight Taste Touch Smell

THE SOUND OF GOOD WRITING

Writing like speaking, has voice in the sense that both are language going out from a person. . . In written voice punctuation, sentence structure and word selection do most of the work to give the writing its sound, its voice. And the sound of that voice that goes out, whether it’s crafted through air waves or with ink, is a learned

thing.

Katie Wood Ray Wondrous Words

KIND OF EMOTION OR REACTION IN THE READER THROUGH VOICE…

Voice is accomplished through precise word choice…choice that is identified with the writer, the situation, and the purpose

Lets the reader know the mood, the tone

Lets the reader be “in the moment” with the writer

SHOW NOT TELL:

Telling Sentence

Showing SentenceWith yellow eyes glowing red, long, black fur that stood on end, a mouth full of sharp pointed teeth that emitted a yowl like a tiger, I knew that the small animal before me was no ordinary cat.

SHOW NOT TELL:Telling Sentence

The pizza was delicious.

Showing Sentences –

A showing PARAGRAPHMushrooms and pepperoni sausage formed thick layers on top of one another while the white mozzarella cheese bubbled over the bright red tomato sauce. Each time I took a bite I planned it so that I got a taste of every luscious ingredient. My taste buds celebrated every single time! Oooh, so good.

SHOW NOT TELL

Let’s try one:

He will also teach you not to be afraid. From Expository, 2004 Anchor Scored: 2

Topic: Special Person

Can you add some details to truly paint a picture in the reader’s mind?

MINI-LESSON SHOWING ParagraphOur Writer’s Toolbox

ConventionsSupport

Organization

Focus

Possible guiding questions:Who are we talking about? Who is HE? The fatherWhat were you afraid of?What were your actions?Where were you? The location?When did this occur?How would he help you not be afraid?What were father’s actions? What did he tell you to do or say?

Show, Not Tell is the precursor to Magnified Moments…

Magnified Moment is a complete series of Show, Not Tells…

Sensory wordsDescriptive and Figurative Language

Elaborating ideas:

MAGNIFIED MOMENTSFirst Sentence:

When I was 7 years old, I got my first bike.

Magnified Moment:When I was 7 years old, I got my first bike. I had been begging for it for at least two years. All I heard was wait until your birthday. Wait! Wait! Wait! I didn’t think that day would ever come. Finally my day arrived and so did my Ready Rider!

1) _______ _________ is my father.

2) I like him because he will teach you good manners.

3) He will also teach you not to be afraid.

4) I also want to tell you that he is my #1 hero.

5) Because one time he caught me when I was going to fall out of a tree.

6) So you can see he is the one I like.

MINI-LESSONMAGNIFIED MOMENTSOur Writer’s Toolbox

ConventionsSupport

Organization

Focus

OUR WRITER’S TOOLBOXFocus

Understanding a Prompt

(Hitting the Bulls Eye)

Topic Pocket

Highlight Key Words

Expository Planner

Dissect BME & Highlight Transitions

Notice It/ Name It/ Try It (Grabbers & Zingers)

Organization

Print Rich Environment

Types of Support

Dissect & Highlight

Revising/ Editing Chart

Sentence Stalking/ Sentence Imitating

Tier 2 Words

Show NOT Tell

Magnified Moments

Support

Dissect & Highlight

Revising/ Editing Chart

Sentence Stalking/ Sentence Imitating

Conventions

PQS, Writing Components, Holistic Rubric, Mentor Text

REFERENCES:Anderson, Jeff. 2005. Mechanically Inclined. Portland, Maine:

Stenhouse Publishers.

Calkins, Lucy. 2005. Units of Study for Intermediate Writing: A Yearlong Curriculum. Portsmouth, NH: Heinemann.

Forney, Melissa. 2008. Writing Superstars.

Miami-Dade County Public Schools. Florida WritingAssessment: A Practice Book for Grades K-5.

Proven Instructional Practices for High-Quality Writing.

Rog, Lori J. 2007. Marvelous Minilessons for Teaching Beginning Writing, K-3. Newark, DE: International Reading Association.

FCAT WRITINGGETTING COMFORTABLE IN THE STATE’S CHAIR - DAY 2

October, 2010Curriculum & Instruction

Language Arts/Reading

LET’S RECAP DAY 1What to Teach?

Process FirstThen ElementsModes

Format of a Mini-Lesson

Accountability?RubricAllowable Interpretations

Instructional Implications?

STORIES WE CARRY. . .

Ready, Set, Action!

CHARACTERISTICS OF: PERSONAL NARRATIVE PERSONAL EXPOSITORY PERSUASIVE

4



Can be fictional



Uses feelings

Is reflective



Is reflective






Uses feelings

STATE PROMPT:

What if a principal asked the 4th grade students to make lunch for the school one day?

Think about what might happen when you and your class made lunch for the school one day.

Write a story about what happened the day some 4th grade students made lunch for the school.

Narrative

ALLOWABLE INTERPRETATIONS

IN A NUTSHELL

The words in the prompt may be broadly defined.It may be fact or fantasy.The student may present information as “factual” even if the information is not based on fact.The story may include or be limited to the time period before, during, or after the event(s).Singular words in prompt changed to plural in response? ABSOLUTELY SCORABLE!“Atypical” or non-traditional ideas? SCORABLE if related to the topic

ALLOWABLE INTERPRETATIONS CONTINUED. . .

The writer may cite one or more things that happened during the event(s) suggested by the prompt. The writer may write about all the things that happened or may write about one aspect.The writer may tell about the + or – aspects of the time/event, the consequences of the time/event, and /or reactions to the time/event.Description and exposition “work” if it is part of a story line.The response can be in various formats including a letter.The main character in the story may be the student or someone else.

1 2 3 4 5 6

FOCUS

may only minimally address topic, may lose focus with unrelated ideas

is slightly related to topic, may offer little relevant information

is generally focused but may include extraneous or loosely related information

is generally focused but may include extraneous or loosely related information

writing is focused writing is focused on the topic

ORGANIZATION

does not exhibit organizational pattern; few, if any transitional devices

little evidence of organizational pattern or use of transitional devices

organizational pattern is attempted, although transitional device are used, lapses may occur but may lack sense of completeness of wholeness

organizational pattern is evident, although some lapses may occur,

demonstrates a sense of completeness or wholeness.

has organizational pattern; although lapse may occur; demonstrates a sense of completeness or wholeness

organizational pattern provides for a logical progression of ideas; (beginning, middle, conclusion & transitional devices); sense of completeness

SUPPORT

little, if any supporting ideas; may consist of lists or clichés

limited or immature word choice

development of support may be inadequate or illogical with few supporting ideas or examples

word choice is limited or immature

some support is included;

development lacks specifics and details; adequate word choice but limited, predictable and sometimes vague

some supporting ideas may contain specific and details although development is uneven; adequate word choice

adequate development of supporting ideas or examples; word choice is adequate but may lack precision

ample development of supporting ideas , mature command of language; precision in word choice

CONVENTIONS

frequent errors in sentence structure and usage may impede communication, common words may be misspelled,simple sentence construction

errors may occur in basic conventions including simple sentence structure, mechanics, usage, and punctuation; common words are spelled correctly

attempts to use variation in sentence structure, although many are simple; conventions and usage are generally followed.commonly used words are spelled correctly

attempt to use variation in sentence structure, though many are simple; conventions are generally followed (mechanics, usage, punctuation, spelling)

various sentence structures used; sentences complete, few fragments may occur; conventions generally followed (mechanics, usage, punctuation, spelling)

various sentence structure; sentences complete (except for purposeful fragments);subject/verb agreement & noun/verb forms are generally correct.

Fourth Grade RubricFourth Grade RubricExamination of Criteria by Score PointExamination of Criteria by Score Point

Psst! Look at the Hidden Connections!

Focus Ideas

Organization Organization

IdeasSupport Voice

Word Choice

ConventionsConventions

Sentence Fluency

Qualifying Set: Narrative

# My Score

ConsensusScore

Comments

1

2

3

4

5

6

7

1

2

4

1

3

5

6

Your Turn!

Just not good enough!

Writing Elements

Writing Elements Evident in Student

Writing

Instructional Implications

(Needs)

Grade Level Resources/ Strategies

Focus Ideas

Organization Transitions Beginning Middle End

Support Ideas Voice Word choice Elaboration Dialogue Comparisons Incidents

Conventions Sentence Fluency Purposeful Fragments *Conventions

BUILD YOUR NARRATIVE AROUND ONE GOOD CENTRAL IDEA!

Who, what , where, when

Tell how you felt about the event orwhat you have learned from the experience

The Best Part

Most Exciting Part of the Story!

Start of the Tale

Tail of the Tale

WHAT IS MISSING IN THE 3 PAPER?

Who, what , where, when

Tell how you felt about the event orwhat you have learned from the experience

The Best Part

Most Exciting Part of the Story!

Start of the Tale

Tail of the Tale

23

Cover to CoverLook at the cover - Write down what you see; - Write down emotion words;

Let’s use The Stranger as our Mentor Textby Chris Van Allsburg

24

Underline the any descriptive or figurative language

supports your decision about the genre and the author’s purpose.

Read the story

The Strangerby Chris Van Allsburg

Decide on the genre and the author’s purpose

25

WHAT DOES THE STRANGER OFFER AS A MENTOR TEXT?

Writer’s CraftVivid verbsPrecise word choiceDialoguePhrases or

combinations that workSimiles Onomatopoeia

VoiceStructure of a narrativeTransitional devicesShow Not TellMagnified MomentEndings

26WHAT ELSE DOES THE STRANGEROFFER AS A MENTOR TEXT?

ConventionsEnd punctuationQuotation marksCommas in a seriesPossessivesContractionsProper nounsEllipsesSentence structurePronounsHomophonesAbbreviations

These are the mini-lessons to follow.

Remember…Mr. Bailey called the doctor, who came and listened to the stranger’s heart, felt his bones, looked in his eyes, and took his temperature.

Chris Van Allsburg

27A SERIES OF PECULIAR EVENTS

1. The stranger doesn't seem to understand the questions or know how to talk.

2. The thermometer breaks after his temperature was taken. (the mercury still at the bottom.

3. He is confused about button and buttonholes.4. He seems fascinated by the steam.5. When he cools his soup he created a cool draft across the room.6. He pets two wild rabbits who hop towards him and they expect

him to follow them.7. He never tires and sweats when others do.8. He is hypnotized by the birds as they fly south.9. It seems the seasons can’t change. (the pumpkins grew larger and

the leaves remained green.10. When the stranger leaves the air turns cold and the leaves change

colors.11. Every autumn the same thing happens. And a message appears

etched in frost.

“See you next fall.”… A good writer’s purpose is evident throughout the piece and not just at the beginning…

IMAGINE THE POSSIBILITIESFOR WORD JARS

Vivid Verbs Transitions

whispering jammed confused

shivered dashed fearing

etched fascinated rush

created sensing tagged

whistled lent

Occasionally

The next morning

Day by day

Two weeks passed

One day

?

Let me help you develop your character(s) for your story.

The Stranger

SENSORY WORDS FOR A SCHOOL CAFETERIA

Word collection in their notebook starting in the back of the book

Sound Sight Taste Touch Smell

whisperingwhistled

drab

31

LET’S TRY A WORD ARRAYTAKE PECULIAR AND ORDINARY TO EXTREMES!oddstrangeweirdunusualirregularabnormalquirkycuriouseccentricuncharacteristicbizarreeerie

normalusualregulartypicalcommonaveragenaturalroutine

WORD ARRAY

Peculiar and ordinary go somewhere near the middle.Which words should be placed exactly in the middle and at the extreme ends?Discuss with your team members andform a human word array.

32

Disgusting-Delicious

Calm-Pandemonium

ordina

ry

peculia

r

WHAT KIND OF WORD ARRAYS WOULD BE GOOD FOR THIS PROMPT?

Don’t Forget The Descriptive Attributes:Taste –sweet, salty, acidic, like licorice, like butterSmell- smoky, putrid floral , burnt, Texture – smooth rough, bumpy, lumpy, soft , fuzzy, slippery, sticky

SHOW NOT TELL:

Telling SentenceIt was an unusual cat.

Showing SentenceWith yellow eyes glowing red, long, black fur that stood on end, a mouth full of sharp pointed teeth that emitted a yowl like a tiger, I knew that the small animal before me was no ordinary cat.

SHOW NOT TELL:Telling Sentence

The pizza was delicious.

Showing Sentences – A showing PARAGRAPHMushrooms and pepperoni sausage formed thick layers on top of one another while the white mozzarella cheese bubbled over the bright red tomato sauce. Each time I took a bite I planned it so that I got a taste of every luscious ingredient. My taste buds celebrated every single time! Oooh, so good.

SHOW NOT TELLLet’s try one:

I was giving out the food and they all seemed to like it?or“ I wonder what you are going to cook.” “Me Too!”Can you add some details to truly paint a picture in the

reader’s mind

Possible guiding questions:

How do we know how much the children liked it.? Did they say anything or ask for more?

Show, Not Tell is the precursor to Magnified Moments…

Magnified Moment is a complete series of Show, Not Tells…

Sensory wordsDescriptive and Figurative Language

Elaborating ideas:

MAGNIFIED MOMENTSFirst Sentence:

When I was 7 years old, I got my first bike.

Magnified Moment:When I was 7 years old, I got my first bike. I had been begging for it for at least two years. All I heard was wait until your birthday. Wait! Wait! Wait! I didn’t think that day would ever come. Finally my day arrived and so did my Ready Rider!

39TIMELINE OF A PECULIARHAPPENING

Notice how The Stranger fits on a timeline (Narrative Arch)

Your Turn!Think of a time when something “peculiar”happened to you…Draw a timeline of what happened in your notebookFocus on the most memorable partTurn to your partner and talk about JUST THAT MOMENTNow, write about that moment.

Sunshine State Standards 3-5 Comparison Reformatted by Dawn S. Pearce, April 2007

Edited by Bernadette Alonso, May 2007

Strand: Writing Process Grade: 3 Grade: 4 Grade: 5

Standard: Pre-Writing LA.3.3.1.1 Generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material) LA.3.3.1.2 Determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece LA.3.2.1.3 Using organizational strategies (e.g., graphic organizer, KWL chart, log) to make a plan for writing that includes a main idea

Standard: Pre-Writing LA.4.3.1.1 Generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion) LA.4.3.1.2 Determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece LA.4.3.1.3 Organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that prioritizes ideas and addresses the main idea and logical sequence

Standard: Pre-Writing LA.5.3.1.1 Generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material) based upon teacher-directed topics and personal interest LA.5.3.1.2 Determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and intended audience of a writing piece LA.5.3.1.3 Organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log

Standard: Drafting LA.3.3.2.1 Using a pre-writing plan to develop the main idea with supporting details that describe or provide facts and/or opinions LA.3.3.2.2 Organizing information into a logical sequence through the use of time-order words and cause/effect transitions

Standard: Drafting LA.4.3.2.1 Using a pre-writing plan to focus on the main idea with ample development of supporting details that shows an understanding of facts and/or opinions LA.4.3.2.2 Organizing information into a logical sequence and combining or deleting sentences to enhance clarity LA.4.3.2.3 Creating interesting leads through the use of quotations, questions, or descriptions

Standard: Drafting LA.5.3.2.1 Using a pre-writing plan to focus on the main idea with ample development of supporting details, elaborating on organized information using descriptive language, supporting details, and word choices appropriate to the selected tone and mood LA.5.3.2.2 Organizing information into a logical sequence and combining or deleting sentences to enhance clarity LA.5.3.2.3 Creating interesting leads by studying the leads of professional authors and experimenting with various types of leads (e.g., an astonishing fact, a dramatic scene)

Standard: Revising LA.3.3.3.1 Evaluating the draft for use of ideas and content, logical organization, voice (e.g., formal or informal), point of view, and word choice LA.3.3.3.2 Creating clarity by using a combination of sentence structures (e.g., simple, compound) to improve sentence fluency in the draft and by rearranging words, sentences, and paragraphs to clarify meaning LA.3.3.3.3 Creating interest by adding supporting details (e.g., dialogue, similes) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus) LA.3.3.3.4 Applying appropriate tools or strategies to refine the draft (e.g., peer review, checklists, rubrics)

Standard: Revising LA.4.3.3.1 Evaluating the draft for development of ideas and content, logical organization, voice (e.g., formal or informal), point of view, word choice, and sentence variation LA.4.3.3.2 Creating clarity by deleting extraneous or repetitious information and organizing and connecting related ideas (e.g., order of importance, chronological order, compare/contrast, repetition of words for emphasis) LA.4.3.3.3 Creating precision and interest by expressing ideas vividly through varied language techniques (e.g., imagery, simile, metaphor, sensory language) and modifying word choices using resources and reference materials (e.g. dictionary, thesaurus) LA.4.3.3.4 Applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics)

Standard: Revising LA.5.3.3.1 Evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation LA.5.3.3.2 Creating clarity and logic by deleting extraneous or repetitious information and tightening plot or central idea through the use of sequential organization, appropriate transitional phrases, and introductory phrases and clauses that vary rhythm and sentence structure LA.5.3.3.3 Creating precision and interest by expressing ideas vividly through varied language techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus) LA.5.3.3.4 Applying appropriate tools or strategies to evaluate and refine the draft (e.g. peer review, checklists, rubrics)

Standard: Editing for Language Conventions LA.3.3.4.1 Spelling, using spelling patterns and generalizations (e.g., word families, diphthong, consonant diagraphs, CVC words, CCVC words, CVCC words, affixes) and using a dictionary or other resources as necessary LA.3.3.4.2 Capitalization for proper nouns, including holidays, product names, titles used with someone’s name, initials, and geographic locations LA.3.3.4.3 Punctuation, including end punctuation, apostrophes, commas, colons, quotations marks in dialogue, and

Standard: Editing for Language Conventions LA.4.3.4.1 Spelling, using spelling rules, orthographic patterns, and generalizations (e.g., r-controlled, diphthong, consonant digraphs, vowel diagraphs, silent e, plural for words ending in –y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary LA.4.3.4.2 Capitalization for proper nouns, including titles used with someone’s name, initials, and words used as names (e.g. Uncle Jim, Mom, Dad, Jr.)

Standard: Editing for Language Conventions LA.5.3.4.1 Spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary LA.5.3.4.2 Capitalization, including literary titles, nationalities, ethnicities, languages, religions, geographic names and places LA.5.3.4.3 Punctuation, including commas in clauses, hyphens, and in cited sources, including quotations for exact words from

apostrophes in singular possessives LA.3.3.4.4 Present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, and plurals of irregular nouns LA.3.3.4.5 Subject/verb and noun/pronoun agreement in simple and compound sentences LA.3.3.4.6 End punctuation for compound, declarative, interrogative, and exclamatory sentences

LA.4.3.4.3 Punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives LA.4.3.4.4 Present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, demonstrative pronouns and conjunctions LA.4.3.4.5 Subject/verb and noun/pronoun agreement, in simple and compound sentence LA.4.3.4.6 End punctuation for declarative, interrogative, imperative, and exclamatory sentences

sources LA.5.3.4.4 The four basic parts of speech (nouns, verbs, adjectives, adverbs) and subjective, objective, and demonstrative pronouns and singular and plural possessives of nouns LA.5.3.4.5 Subject/verb and noun-pronoun agreement in simple and compound sentences

Standard: Publishing LA.3.3.5.1 Prepare writing in a format appropriate to audience and purpose (e.g., manuscript, multimedia) LA.3.3.5.2 Add graphics where appropriate LA.3.3.5.3 Share the writing with the intended audience

Standard: Publishing LA.4.3.5.1 Prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia) LA.4.3.5.2 Use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate LA.4.3.5.3 Share the writing with the intended audience

Standard: Publishing LA.5.3.5.1 Prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia) LA.5.3.5.2 Use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate LA.5.3.5.3 Share the writing with the intended audience

Sunshine State Standards 3-5 Comparison Reformatted by Dawn S. Pearce, April 2007

Edited by Bernadette Alonso, May 2007

Strand: Writing Applications Grade: 3 Grade: 4 Grade: 5

Standard: Creative Writing LA.3.4.1.1 Write narratives based on real or imagined events or observations that include characters, setting, plot, sensory details, and a logical sequence of events LA.3.4.1.2 Write a variety of expressive forms (e.g., chapter books. short stories, poetry, skits, song lyrics) that may employ, but not be limited to figurative language (e.g., simile, onomatopoeia), rhythm, dialogue, characterization, plot, and appropriate format

Standard: Creative Writing LA.4.4.1.1 Write narratives based on real or imagined ideas, events, or observations that include characters, setting, plot sensory details, a logical sequence of events, and a context to enable the reader to imagine the world of the event or experience LA.4.4.1.2 Write a variety of expressive forms (e.g., short story, poetry, skit, song lyrics) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification), rhythm, dialogue, characterization, plot, and/or appropriate format

Standard: Creative Writing LA.5.4.1.1 Write narratives that establish a situation and plot with rising action, conflict, and resolution LA.5.4.1.2 Write a variety of expressive forms (e.g., fiction, short story, autobiography, science fiction, haiku) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification, hyperbole), rhythm, dialogue, characterization, plot, and/or appropriate format

Standard: Informative Writing LA.3.4.2.1 Write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables, experiments, rubrics) LA.3.4.2.2 Record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate LA.3.4.2.3 Write informational/expository essays that contain at least three paragraphs and include a topic sentence, supporting details, and relevant information LA.3.4.2.4 Write a variety of communications (e.g., friendly letter,

Standard: Informative Writing LA.4.4.2.1 Write in a variety of informational/expository forms (e.g., summaries, procedures, recipes, instructions, graphs/tables, experiments, rubrics, how-to manuals) LA.4.4.2.2 Record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate LA.4.4.2.3 Write informational/expository essays that contain introductory, body, and concluding paragraphs LA.4.4.2.4 Write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated

Standard: Informative Writing LA.5.4.2.1 Write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions) LA.5.4.2.2 Record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate LA.5.4.2.3 Write informational/expository essays that state a thesis with a narrow focus, contain introductory, body, and concluding paragraphs LA.5.4.2.4 Write a variety of

thank-you notes, formal letters, messages, invitations) LA.3.4.2.5 Write simple directions to familiar locations using cardinal directions and landmarks, and create an accompanying map

purpose and that include the date, proper salutation, body, closing, and signature LA.4.4.2.5 Write simple directions to familiar locations using cardinal directions, landmarks, and distances, and create an accompanying map

communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated purpose and that include the date, proper salutation, body, closing, and signature LA.5.4.2.5 Write directions to unfamiliar locations using cardinal and ordinal directions, landmarks, and distances, and create an accompanying map

Standard: Persuasive Writing LA.3.4.3.1 The student will write persuasive text (e.g., advertisement, paragraph) that attempts to influence the reader

Standard: Persuasive Writing LA.4.4.3.1 Establish and develop a controlling idea, supporting arguments for the validity of the proposed idea with detailed evidence LA.4.4.3.2 Includes persuasive techniques (e.g., word choice, repetition, emotional appeal)

Standard: Persuasive Writing LA.5.4.3.1 Establish and develop a controlling idea and supporting arguments for the validity of the proposed idea wit detailed evidence LA.5.4.3.2 Includes persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole)

FCAT Writing

FCAT Test Development Center 2009 Page 1

Allowable Interpretations

The words in the prompt may be broadly defined.

It may be fact or fantasy.

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

The story may include or be limited to the time period before, during, or after the event(s).

Singular words in prompt changed to plural in response? ABSOLUTELY SCORABLE!

“Atypical” or non‐traditional ideas? SCORABLE if related to the topic

The writer may cite one or more things that happened during the event(s) suggested by the prompt. The writer may write about all the things that happened or may write about one aspect.

The writer may tell about the + or – aspects of the time/event, the consequences of the time/event, and /or reactions to the time/event.

Description and exposition “work” if it is part of a story line.

The response can be in various formats including a letter.

The main character in the story may be the student or someone else.

Are certain scorers assigned to each school or district?

Short answer: NO• Each student’s response is scored by

independent scorers• The responses are distributed

randomly among all scorers assigned to the project each year

• This means that each school’s responses are seen by a large number of scorers

What raises a flag at handscoring?

Responses are flagged when a type of testing irregularity seems possible:

• contains rehearsed or memorized words, phrases, or sections

• shows evidence it may have been transcribed - contains two or more distinct handwriting styles

• contains an admission from the writer that he or she received assistance during the test administration

FCAT Test Development Center Fall

2009

Other Flags Forwarded to School Districts

• A Troubled Child Alert refers to harm or threat of harm (to self or to others) involving physical or mental well-being

• Copy of response sent to district• Districts should act in accordance

with state law to determine course of action

2010 LEGISLATURE ‐

SENATE BILL 4

• Lines 781‐783: “For purposes of FCAT Writing, student achievement shall be scored using a scale of 1 through 6 and the

score earned shall be used in calculating school grades.”

• Final decisions concerning FCAT Writing portion of school grading calculation must

go before the State Board of Education for the final ruling.

• Districts will be notified of this change when decisions are final.

Expository Writing: Endings

1

Endings Examples Reminder Statement

Finality or Eventuality

Quotation concerning topic

Author’s feelings


2

Endings Example Predictions

Summary Statement

An invitation to the reader

Reference to more on the topic


1

Endings Examples Reminder Statement Be sure to look for the tell-tale rings

on the tree… Remember that not all snakes are…

Finality or Eventuality The last thing you need to know is where to find… The last thing to do is deliver it to…

Quotation concerning topic “Let us all join in preserving the…” “I owe my success to…” “I hope you will be inspired by this to…”

Author’s feelings The thing I liked best about Girl Scout camp… I knew then I would always be happy in… This valuable information helped me realize my goal…


2

Endings Example Predictions The next time you go diving, you will

know how to… In no time at all, you will be able to reach…

Summary Statement To survive, they must..........., and… No matter how you look at it, the last thing you want…

An invitation to the reader Next time you are surrounded by darkness…look up and imagine… So, if you find yourself in an argument about policy, try…

Reference to more on the topic For more details… Send a self-addressed postcard to…

Narrative Writing: Endings

1

Endings Tell how you feel about the event. Tell what you learned from the episode. Tell what was accomplished. Use a universal word such as: all, everyone, every day, everything, world, etc. Make a comparison. Circle back to the hook to use the same form.


1

Endings Examples Tell how you feel about the event.

Tell what you learned from the episode.

Tell what was accomplished.


2

Endings Example Use a universal word such as: all, everyone, every day, everything, world, etc.

Make a comparison.

Circle back to the hook to use the same form.


3

Endings Example Takeaway Endings (A “takeaway” ending is a nugget of truth we learn from life’s experiences.) Melissa Forney; Writing Superstars The lesson I learned… I learned a valuable lesson… For the rest of my life… From that day on… I will always remember… You can be sure that… The next time… Be careful when… Learn from my example… I realized that… …has changed my life Now I know…

Expository Writing: Hooks

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Hooks Examples Question

Idiom (figure of speech)

Anecdote (narrative vignette)

Definition

Exaggeration (hyperbole)


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Hooks Examples Quotation

Riddle

Setting

Alliterative Phrase

Exclamation

Noises (onomatopoeia)


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Hooks Examples Question What? You don’t like crunchy

caterpillars on your pizza?

Idiom (figure of speech) Now you’re in a pickle. No food, no water, no shelter. What do you do ?

Anecdote (narrative vignette) I was living in Arkansas the first time

I met prejudice face to face.

Definition Hyperbole means extreme exaggeration. I found out it was easier to say than use.

Exaggeration (hyperbole) A billion bikers can’t be wrong.


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Hooks Examples Quotation “Give me liberty or give me death.” Riddle What do you call an eight-legged

weaver? Setting In a small school, tucked up in a

hollow in Kentucky, students are discovering the power of excellence.

Alliterative Phrase Stepping and stomping. Whirling and swirling. To the Native American Dance Troop these moves are the key to their art.

Exclamation Whew! And you thought the desert was hot!

Noises (onomatopoeia) Slurp, slurp. Glug, glug. On a hot day the best thing to quench your thirst is a tasty fruit drink from Holler Hollow Snack Bar.

Narrative Writing: Hooks

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Hooks Examples Question

Idiom (figure of speech)

Definition

Exaggeration (hyperbole)

Words in capitals, bold or italics

Quotation


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Hooks Examples Talk directly to the reader

Setting

Alliterative Phrase

Exclamation

Noises (onomatopoeia)


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Hooks Examples Question Have you ever been to a cave? I have.

Idiom (figure of speech) Skiing is as easy as pie my instructor

told me.

Definition A mall is a bunch of stores under a

roof. I can tell you it’s more than that.

Exaggeration (hyperbole) I have a hundred cousins.

Words in capitals, bold or italics NO TRESPASSING.

Quotation “Block that kick!” screamed my mom.


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Hooks Examples Talk directly to the reader You probably don’t want to hear

about how I lost all my front teeth.

Setting In the thick woods of northeast Maine, I learned the value of preparation.

Alliterative Phrase Thanks to Thomas I’m alive to tell this tale.

Exclamation School’s Out! School’s Out! Summer vacation…

Noises (onomatopoeia) Pop! Pop! Pop! My brother was trying out our new popcorn machine.

Documents

Writing Standards 2010 - Language artslanguageartsreading.dadeschools.net/.../WritingStandards_3-5_ParticipantPacket.pdfWriting Standards 2010 Grades 3-5 Participant Packet. Table