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FCAT Writing and ELA Common Core Transition

FCAT Writing and ELA Common Core Transition. Leon County Schools Office of Curriculum Services September 10-11, 2012. Review anchor sets for 2012 FCAT 2.0 Writing. Use anchor sets and rubric to practice scoring with student papers.

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FCAT Writing and ELA Common Core Transition

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  1. FCAT Writing and ELA Common Core Transition Leon County Schools Office of Curriculum Services September 10-11, 2012

  2. Review anchor sets for 2012 FCAT 2.0 Writing. • Use anchor sets and rubric to practice scoring with student papers. • Discuss best practices for addressing specific areas of need in student writing. • Develop a plan for writing instruction in this transitional time. Our Goals for Today and Tomorrow FLDOE/Office of Assessment July 2011

  3. DOE Updates on FCAT 2.0 Writing • FAQ’s on FCAT 2.0 Writing • The Transition to Common Core State Writing Standards • The Place of Grammar in Writing • A Close Study of the 2012 FCAT 2.0 Writing Anchor Sets Today’s Agenda FLDOE/Office of Assessment July 2011

  4. Using 2012 Anchor Sets to Score Student Papers • What happened in the 2012 FCAT 2.0 Writing Administration? • Best Practices for Writing Instruction Tomorrow’s Agenda FLDOE/Office of Assessment July 2011

  5. FCAT Writing 2.0Updates and ChangesPaul FelschDirectorTesting, Research, and Evaluation

  6. FCAT Writing 2.0Frequently Asked QuestionsRacquel HarrellTitle I Academic Coordinator

  7. Yes! Students will now have 60 minutes, giving them more time to plan, compose, proofread, and edit. In the past, students have had 45 minutes to complete a response. Will that change? FLDOE/Office of Assessment July 2011

  8. The test name is changing to FCAT 2.0 Writing for two primary reasons: 1. It reflects the increased scoring expectations that were implemented in 2012. 2. Students will receive additional time to respond to the writing prompt than in previous years. Why is the name of the assessment changing to FCAT 2.0 Writing? FLDOE/Office of Assessment July 2011

  9. Partnership for Assessment of Readiness for College and Careers (PARCC) assessments in Language Arts will be implemented in 2014-2015. • FCAT Writing expectations have been raised to prepare for the increased rigor our students will encounter with the implementation of the PARCC writing component. Why are changes being made to the scoring of FCAT Writing in 2013? FLDOE/Office of Assessment July 2011

  10. Increased attention to the correct use of standard English conventions. • Increased attention to the quality of details, requiring use of relevant, logical, and plausible support, rather than contrived statistical claims or unsubstantiated generalities. How has the scoring of the assessment change? FLDOE/Office of Assessment July 2011

  11. No, the scoring rubric will not be changed to mode-specific rubrics as originally planned. All scoring will continue to be aligned to the 2012 Calibration Scoring Guides, which are posted on the DOE web site. Will the rubrics be changed for scoring? FLDOE/Office of Assessment July 2011

  12. Although spelling will continue to be considered in scoring, it is the preponderance of commonly used words being misspelled that could impact the score. • If a student takes a compositional risk by including words that are not commonly used at his or her grade level, and such words are misspelled, the scoring will not be negatively affected. • Students should spend some time proofreading the response to correct inadvertent misspellings and to edit for incorrect use of other conventions of standard English as needed. Will misspelled words in a student’s response negatively affect the score on the writing assessment more than in the past? FLDOE/Office of Assessment July 2011

  13. efficient planning, drafting, revising, and editing; • clear and consistent focus on the topic; • effective organization, including internal transitions; • sufficient, specific, and relevant development of support that includes concrete details and information that helps the reader construct mental images; What are the expectations for high scores on the writing assessment? FLDOE/Office of Assessment July 2011

  14. clear, precise word choice that provides a natural, reasonable, and consistent tone to the response; • various sentence structures and styles that add compositional facility and rhythm to the response; • overall control of the basic conventions of standard English; and • purposeful use of elements that promote the intended narrative, persuasive, or expository purpose for writing. What are the expectations for high scores on the writing assessment? FLDOE/Office of Assessment July 2011

  15. Florida’s scoring criteria do not mandate a particular style, number of paragraphs, or organizational structure. • Before deciding which organizational structure would be the most effective way to present the information, the student should consider the purpose for writing and who will read the response. • A critical part of effective writing is clear, logical organization. • The choices of organizational pattern and the transitional devices employed should impose order on the information presented and allow the reader to understand the connections between and among ideas. Which organizational format is preferred for FCAT 2.0 Writing? FLDOE/Office of Assessment July 2011

  16. To illustrate the increased expectations for FCAT Writing scoring in 2012, examples of student responses are now available to districts via the external SharePoint site maintained by the Department’s Test Development Center at http://sharepoint.leon.k12.fl.us/tdc/external/default.aspx. • FCAT Writing Calibration Scoring Guides provide a basis for developing a common understanding of the scoring standards. Where can educators, students, and the public find a resource that illustrates the expectations regarding these changes? FLDOE/Office of Assessment July 2011

  17. Due to the changes regarding scoring decisions for 2012 and beyond, the 2011 FCAT Writing Anchor Sets should NOT be used for future staff-development purposes. • Their purpose was to provide an understanding of student scores for the 2011 writing administration. • Educators should use the 2012 anchor sets that are aligned to FCAT 2.0 Writing Calibration Scoring Guides. Should educators use the 2011 FCAT Writing Anchor Sets on the Department’s website (August 2011)? FLDOE/Office of Assessment CalibJuly 2011

  18. Yes, both the NGSSS and the CCSS describe what students should know and be able to do in writing. • In 2013-14, the instructional focus for grades 3–12 will include blending the appropriate NGSS with the CCSS to ensure student preparation for the last testing cycle of FCAT 2.0 as well as the PARCC assessments in English Language Arts. • For more information about Florida’s Common Core State Standards implementation timeline, visit http://www.fldoe.org/BII/pdf/CCSS-ImplementationTimeline.pdf. Are the expected skills for Florida’s writing assessment aligned to the Next Generation Sunshine State Standards (NGSSS) and CCSS in English Language Arts? FLDOE/Office of Assessment July 2011

  19. The writing assessment will be named FCAT 2.0 Writing. • 2013 FCAT 2.0 Writing Calibration Scoring Guides (Anchor Sets) will be developed for each grade and writing purpose. • FCAT 2.0 Writing scoring rubrics and annotated scoring guides have been posted to the Florida Department of Education website to illustrate increased expectations for 2013 and beyond. • Additional information regarding these changes and the future of the statewide writing assessment is provided in the memorandum posted at http://www.fldoe.org/asp/k12memo/pdf/2011-07-05.pdf. Will other changes be made to FCAT Writing in 2013 and 2014? FLDOE/Office of Assessment July 2011

  20. If you have questions about these changes, please contact RennEdenfield, FCAT/FCAT 2.0 English Language Arts Coordinator, at (850) 922-2584, extension 230, or edenfieldr@leonschools.net. • You can also contact Kathy at corderk@leonschools.net or 487-7898. If she can’t answer your questions, she will investigate for you. • Resources are available on our Sharepoint page at: http://www2.leon.k12.fl.us/sites/reading/default.aspx. Who should I contact for additional information about FCAT Writing? FLDOE/Office of Assessment July 2011

  21. Moving from FCAT 2.0 to Common CoreKathy CorderSecondary Reading & Language Arts

  22. For now, Writes Upon Request will remain our progress monitoring tool for writing. There is still little known about the PARCC assessments. • The new method of scoring on FCAT 2.0 Writing addresses the increased rigor of the Common Core Standards. • The district and school initiatives should focus on revamping instruction to address the imminent ELA Common Core Standards. FCAT Writing 2.0 in a Time of Transition

  23. In your departments at school, study the CCSS and discuss solid instructional practices that support the Standards. • Use the PARCC Model Content frameworks to develop instructional units built around complex texts and writing for different purposes. • Be wary of expensive publications offering instructional units in CCSS. The best materials are those you develop and field test in your classroom. • Consider the use of Lesson Study as a method to learn from each other. How do we do this?

  24. Let’s take a few minutes to review the references to writing in the 9th grade content frameworks. • Highlight any passages you see related to writing tasks. • How do the CCSS align with the current FCAT 2.0 Writing? The PARCC Model Content Frameworks

  25. writing arguments and informational pieces that analyze sources; • routine writing in response to prompts designed to answer questions and brainstorm ideas; • writing in the form of note-taking, i.e. summaries, learning logs, writing to learn, etc.; Some writing expectations of CCSS include:

  26. formal, structured analytic writing that advances an argument or explains an idea; • writing projects that last several days, requiring students to make revisions over multiple drafts; • research projects requiring close reading and synthesis of multiple texts from various disciplines; • limiting narrative writing to only 20% by high school. Some writing expectations of CCSS include:

  27. PARCC Model Content Frameworks

  28. As with reading, we have two groups of students who need specific strategies for improvement: • Our students scoring one and two need serious interventions to address their writing needs. In the next two days, think about what it is these students can’t do and what interventions can help them achieve the most basic skill level in writing. • Our students in the 3.0 and 3.5 range have some specific needs we can easily address to move them to the next level. In the next two days, think about how we can tailor our instruction to help these students develop as more adept writers. Using the Data to Inform our Instruction

  29. In the next two days, you will hear from different teachers about best practices. • There will also be opportunities to share strategies that work in teaching writing. Teacher Feature

  30. Breakout Sessions Middle and High Schools

  31. Sherri WinsettHigh School English/Language Arts Teacher Grammar and Conventions

  32. Improving Student Writing With a focus on support and conventions

  33. The process writing approach involves a number of interwoven activities, including: • creating extended opportunities for writing • encouraging cycles of planning, writing, and reviewing • stressing personal responsibility and ownership of writing projects • facilitating high levels of student interactions • encouraging self-reflection and evaluation Return to Process Writing

  34. 1. Teach strategies at the paragraph level. 2. Share examples of richly developed paragraphs with supporting details. 3. Model use of vivid details and sensory images. 4. Point out effective use of dialogue in literature. 5. Have students imitate quality writing. Suggestions

  35. Topic Sentence • Elaboration • Elaboration • Elaboration • Sum it up—What difference does it make? 1. Paragraph Level: TEES Strategy

  36. Quality of details used to explain, clarify, or define • Specific word choice and use of figurative devices • Ample development of supporting ideas (i.e. descriptions, details, examples, definitions, dialogue, and anecdotes) • Support for information or events is even throughout the writing 2. Support

  37. Lessons in imagery: Handout 3. Vivid Details and Sensory Images

  38. Tone word dialogue activity: At your table, create six lines of dialogue that illustrate these specific tone words: blithe, histrionic, sardonic, wry, zealous, contemptuous. 4. Effective Use of Dialogue

  39. Lessons in syntax: handout 5. Imitation of Quality Writing

  40. Research studies support the conclusion that most students do not benefit from grammar study in isolation from writing. However, if direct instruction in conventions is provided and reinforced through writing tasks and teacher modeling, student writing can improve. Writing Focus: Conventions

  41. 1. Wrong tense or verb form 2. Fused or run-on sentence 3. Sentence fragment 4. Lack of agreement between subject and verb 5. Wrong word 6. Missing comma(s) with a nonrestrictive element 7. Unnecessary shift in tense 8. Missing comma in a series 9. Missing or misplaced possessive apostrophe 10. Unnecessary comma(s) with a restrictive element 11. Confusion of its and it’s 12. Dangling or misplaced modifier 13. Lack of agreement between pronoun and antecedent 14. Wrong or misplaced modifier 15. Vague pronoun reference 15 Most Common Grammar Mistakes

  42. Editing from a limited list of conventions allows students to focus on a selected list and find the task of editing manageable. • They have a road map for the first leg of a journey toward competence. Benefits for Students

  43. A limited list not only provides a method for targeting individual or small group needs, but also works as a tool for measuring a student’s progress in understanding conventions. • At your table, decide how you will implement these strategies in your writing instruction. Benefits for Teachers

  44. Teach strategies while immersing students in reading and discussing literature. • While reading and writing, focus on using punctuation in passages that provide details: • Sentence combining • Participial phrase • Subordinate clauses • Guide students through the writing process with a focus on editing and revising. Revisit writing for a specific purpose (i.e. sentence structure, word choice) Suggestions

  45. Lessons in Syntax: handout Modeling Grammar and Usage

  46. Reading-Writing Connection • Use literature as a model for teaching skills and strategies and as a spring board for writing ideas; drawing upon literature for effective models of sentences and paragraphs. • Modeling • Think aloud while writing in front of the students, so that they can see and hear the process. Effective Teaching Strategies

  47. Pre-write or make notes about what you plan to model to make sure you are including your intended focus. • Mini-lessons (followed by practice with student’s own writing) • After a skill or strategy-based mini-lesson is taught, have students revise or begin drafting their own writing pieces focusing on what was learned during the mini-lesson. Effective Teaching Strategies

  48. Teach Using Student Writing Use actual student writing as a basis for mini-lessons (anchor papers, current work, past student work, as well as current student writing pieces). Small Group Instruction (feedback) During independent writing, meet with small groups of students to provide instruction based on identified needs. More Teaching Strategies

  49. Partnership/Conferring Pair students to work together often to discuss their writing using a peer editing handout focused on conventions and give each other feedback Focus on Revision and Editing from a limited list of conventions More Teaching Strategies

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