FCAT Writes Scoring

1. FCAT Writes Scoring Ms. Corder Goes to Godby High School.

2. No, I really did go to Godby High School. Back then, I was Miss Miller.

3. Use the plain white paper. • Make a tri-fold. • Using a marker, write your name in large, readable letters. • Place in front of you. • We’ll use that for the next four days. Getting Ready for Today

4. Go for the “6”! Monday, February 4, 2013

5. I will introduce an idea to you and ask you to do something on your own. • After that you will work together as a group to answer questions or to complete tasks I give you. • You will select a speaker each time to share. Try to have a different speaker each time. • Tomorrow you will have a quiz on what we learned today. You will do well if you follow directions. • Please stay on task, work as a team, and talk one at a time when we are working as a whole class. The Way of Work for Today

6. Discuss and identify the thesis statement. Write a “T” in front of the thesis statement on your paper. • Locate all the main points or ideas that support it. Write a “M” in front of the main ideas/points. • As a group, decide what the prompt is. Write it at the top of the paper. • Share with Whole Group. In Your Group (5 Minutes)

7. Discuss and identify the thesis statement. Write a “T” in front of the thesis statement on your paper. • Locate all the main points or ideas that support it. Write a “M” in front of the main ideas/points. • As a group, decide what the prompt is. Write it at the top of the paper. • Share with Whole Group. In Your Group (5 Minutes)

8. The Prompt Some state legislators believe that school libraries should not provide Internet access for students. Think about whether school libraries should provide Internet access for students. Now write to persuade state legislators whether school libraries should provide Internet access for students.

9. The Thesis Statement

10. The Thesis Statement

11. Where is the writer’s first major point?

12. Where is the writer’s first major point?

13. Where is the writer’s 2nd major point?

14. What does the writer do well in the conclusion?

15. FCAT 2.0 Writing Rubric. When your paper is scored, the scorers look at four areas. Your group has been assigned a question to answer. On the chart paper, write a 2-3 sentence response. Post in a corner. Pick a person to share with everyone else. • FOCUS – Describe a paper that has focus. What does it mean to say a paper is focused? • ORGANIZATION – What does it mean to say a paper is organized? What qualities does the paper have? • SUPPORT – What does good support look like in a paper? • MECHANICS – When you proofread your paper, what kinds of corrections do you need to make?

16. Let’s take a look at the FCAT 2.0 Writing Rubric. I will give you a handout that lists qualities for all the areas of the rubric. Some key terms are missing. As we discuss each of the four areas, fill in the blanks on your paper. • FOCUS • ORGANIZATION • SUPPORT • MECHANICS

17. Score: 6 FOCUS Fill in the blanks on your rubric. • The writer is insightful and intelligent in his/her response. The writer’s purpose is clear and he/she stays on topic throughout the whole paper. There are no statements that are unrelated to the topic. • This paper made a 6. Let’s look for these qualities in this paper.

18. Score: 6 FOCUS Questions for Discussion: How can you tell this writer understands the prompt and is clear on his position? How does he show intelligence in his answer? Cite examples from the paper. Can you find any places in this paper where the writer gets off track from the prompt?

19. Score: 6 Let’s recap: FOCUS • Let’s go back to the question we asked the FOCUS group earlier. Do we need to change the answer to the question? • Describe a paper that has focus. What does it mean to say a paper is focused?

20. ORGANIZATION Score: 6 Fill in the blanks on your rubric. • The paper is well-organized with an introduction, body paragraphs, and a conclusion. The paper has a sense of completeness. The writer uses transitional devices within paragraphs as well as between paragraphs to show connections between ideas.

21. ORGANIZATION Score: 6 Questions for Discussion: Let’s take a look at the layout of this paper. How is the paper organized? How is the introduction different from the conclusion? How does the writer create a sense of completeness? Circle all of the transitional devices in the paper. Where does the writer use them?

22. Let’s take a closer look at the introduction and the conclusion. What is the purpose of the writer’s introduction? Explain. What is the purpose of the writer’s conclusion? Explain.

23. Introduction: Facebook, internet checkers, my space, post secret, and clothing stores are just a forth of the websites that students in my school visit in the library while on the computer. Students usually are never researching something educational on the internet like they’re suppose to. So why give students the opportunity to have the internet when they’re just taking advantage of it? We shouldn’t. I feel that state legislators should stop providing internet access in libraries because students don’t use it for the right reasons and because the library has plenty of books to do research with. Conclusion: In conclusion, I strongly feel that students should not longer get away with not using the internet correctly in libraries. I care so much because I am one of the students who actually do their work and I’m distracted by the one’s who are _____ their internet privileges. _____ legislators, you need to remove internet access from the libraries. You may not realize it but I do. I see it every day, kids using the internet for uneducational purposes. Please, state legislators remove the internet because the library has plenty of books students can use if really needed. I promise, you if you take my advice and information and remove the internet, you won’t be sorry.

24. Score: 6 Let’s recap: ORGANIZATION • Let’s go back to the question we asked the ORGANIZATION group earlier. Do we need to change the answer to the question? • What does it mean to say a paper is organized? What qualities does the paper have?

25. SUPPORT Score: 6 Fill in the blanks on your rubric. • There is ample support with explained examples and specific details to help the reader construct mental images. The writer uses mature language and vocabulary.

26. SUPPORT Score: 6 Body Paragraph 1: Questions for Discussion What examples does the author use to support his position? Where does the writer “explain” or elaborate on his examples? Where does the writer create mental images? Circle vocabulary that is sophisticated and rich.

27. Score: 6 Let’s recap: SUPPORT • Let’s go back to the question we asked the SUPPORT group earlier. Do we need to change the answer to the question? • What does good support look like in a paper?

28. MECHANICS Score: 6 Fill in the blanks on your rubric. • The writer uses varied sentence structure with compound and complex sentences joined by colons, semi colons, commas, and/or dashes. There not many errors in capitalization, punctuation, grammar, and spelling.

29. MECHANICS Score: 6 Questions for Discussion: Circle any compound or complex sentences in this paper. How does it help the overall quality of the paper? Do you see very many errors in this paper?

30. Score: 6 Let’s recap: MECHANICS • Let’s go back to the question we asked the MECHANICS group earlier. Do we need to change the answer to the question? • When you proofread your paper, what kinds of corrections do you need to make? • .

31. In Conclusion….. What does a quality paper (6) look like in the four major areas? Let’s list key words. • FOCUS • ORGANIZATION • SUPPORT • MECHANICS

32. Tomorrow We will have a quiz on the four areas. Review what we did together today. • FOCUS • ORGANIZATION • SUPPORT • MECHANICS

33. Welcome Back! Practice with Scoring Tuesday, February 5, 2013

34. Locate the name plate you made yesterday. • Remember the way of work we reviewed yesterday. Getting Ready for Today

35. I will introduce an idea to you and ask you to do something on your own. • After that you will work together as a group to answer questions or to complete tasks I give you. • You will select a speaker each time to share. Try to have a different speaker each time. • Tomorrow you will have a quiz on what we learned today. You will do well if you follow directions. • Please stay on task, work as a team, and talk one at a time when we are working as a whole class. Our Way of Work

36. Group Quiz – Everyone must contribute! When your paper is scored, the scorers look at four areas. Your group has been assigned a question to answer. On the chart paper, write a 2-3 sentence response. What must be present in your assigned area to make a “6” on a paper? • FOCUS • ORGANIZATION • SUPPORT • MECHANICS

37. Revision of Responses Keeping your colored marker, move around the room to the other group’s work. If anything is missing or wrong, use your marker to make corrections to the response. Once you have circulated the entire room, review your final response and be prepared to share. • FOCUS • ORGANIZATION • SUPPORT • MECHANICS

38. I will read the paper out loud while you follow along. Pay attention to the thesis statement, main points, supporting details, and conclusion. Is this paper a “6”?

39. We are going to annotate or make notes on the paper to show the writer’s strengths and weaknesses in the areas we worked on yesterday. • We will practice together with FOCUS. Evaluating the Paper

40. How to Annotate Using FCAT Writing Rubric Here is the first paragraph. Is there any description in FOCUS, ORGANIZATION, SUPPORT, OR MECHANICS THAT APPLY HERE? The writer’s purpose is clearly stated in the last sentence of the first paragraph.

41. How to Annotate Using FCAT Writing Rubric Here is the 2nd paragraph. Is there any description in FOCUS, ORGANIZATION, SUPPORT, OR MECHANICS THAT APPLY HERE? The first sentence supports the writer’s thesis statement.

42. How to Annotate Using FCAT Writing Rubric Here is the 2nd paragraph. Is there any description in FOCUS, ORGANIZATION, SUPPORT, OR MECHANICS THAT APPLY HERE? The writer moves smoothly into the second paragraph which is a continuation of what was presented in the introduction. The writer uses a transitional device at the beginning of the 2nd paragraph. The word “so” transitions within a sentence.

43. How to Annotate Using FCAT Writing Rubric Here is the 2nd paragraph. Is there any description in FOCUS, ORGANIZATION, SUPPORT, OR MECHANICS THAT APPLY HERE? The 2nd sentence provides evidence of what the internet provides. The 3rd sentence explains why it is important. The 4th sentence extends the idea by saying books can’t do that. The 2nd paragraph uses some language that is advanced: “constantly”, “could ever obtain,” etc.

44. How to Annotate Using FCAT Writing Rubric Here is the 2nd paragraph. Is there any description in FOCUS, ORGANIZATION, SUPPORT, OR MECHANICS THAT APPLY HERE? There are hardly any errors in this paragraph. The 2nd sentence is a complex sentence that contains two sentences in one. The third sentence is a compound sentence. The sentence structure is varied.

45. Finish annotating the paper in your groups. • For each paragraph, create boxes in the margin with comments about the four areas of the rubric: • FOCUS • ORGANIZATION • SUPPORT • MECHANICS

46. Decision Time: Is this paper a “6”? • If not, what elements are missing in today’s paper that were in yesterday’s paper? • Come to consensus in your group. Be prepared to defend with evidence. • Identify a speaker. Be sure you have included everyone as speakers so far.

47. Conclusion • What have we learned in the past two days? • What questions do you still have?

48. Tomorrow • Have a good day. I will see you tomorrow. • GO GODBY COUGARS!

49. Welcome Back! Practice with Scoring Wednesday, February 6, 2013

50. Locate the name plate you made yesterday. • Pick up the FCAT Writing Scoring Rubric and the student paper. • Remember the way of work we reviewed yesterday. Getting Ready for Today