FCAT Writing. Technical Assistance Paper BASELINE WRITING ASSESSMENT

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1 FCAT Writing Technical Assistance Paper BASELINE WRITING ASSESSMENT The Division of Language Arts/Reading is providing prompts for baseline writing assessment to be administered to students in grades 4, 8, and 10. The results of these assessments should be used as instructional tools to prepare students for the state writing assessment (FCAT Writing) as well as to develop their lifelong writing skills. Effective writing instruction is outlined in the Language Arts Pacing Guides available in the Learning Village. In order to meet state requirements, all Prevent, Focus, and Priority schools are required to report baseline writing assessment results for both a narrative and an expository writing prompt (grade 4) and a persuasive and expository writing prompt (grades 8 and 10). Prompts for both narrative and expository (grade 4) and persuasive and expository (grades 8 and 10)will be provided for the mid-year assessment at a later date. Baseline Assessment prompts (both narrative and expository) are to be administered August 22 nd August 31 st, Schools will score the essays using the Vertical Alignment to Show Application of the Holistic Rubric for FCAT Writing for 2012, the Exemplars Sets provided for both Narrative and Expository papers, and use EduSoft to report scores. Directions for electronically collecting student performance writing data on EduSoft are available on the Language Arts/Reading website at and on the Instructional Technology website at The Baseline Writing Assessment Packet is available on the Language Arts/Reading website at The Baseline Packet includes: Baseline Expository and Narrative Prompts Holistic Scoring Procedures Vertical Alignment to Show Application of the Holistic Rubric for FCAT Writing for 2012 Writing Exemplar Sets with Annotations Recommendations for Instruction Exemplar Papers for each prompt are available on the Language Arts/Reading website at Visit the Language Arts/Reading Website for additional instructional resources. If you have any questions, please contact Pauline Ward or Rosa Ochoa-Yannazzo, Division of Language Arts/Reading, at (305)

2 FCAT Writing Baseline Assessment Packet Elementary Schools Grades 1-5 2

3 FCAT Writing Grades 1-5 Enclosed please find: Instructions for Teachers Assessment Directions Baseline Expository and Narrative Prompts Primary Writing Rubric suggested for Grades 1 and 2 Student Writing Folder Holistic Scoring Procedures Scoring Method and Vertical Alignment Chart Exemplar Writing Papers Recommendations for Instruction 3

4 FCAT Writing Grades 1-5 Baseline Writing Instructions for Teachers Duplicate and administer the baseline assessment between August 22 nd August 31 st, Each student will receive both a narrative and expository prompt for each assessment period. The prompts will be different for the baseline and mid-year assessment. Read the Assessment Directions to the class. Encourage students to use the planning sheet. 4

5 Assessment Directions: For this assessment, teachers will read to students the following directions: Today you are going to complete a writing exercise that will give us important information about your ability to write. It is important for you to do as well as you can. You will have 60 minutes to complete this session. (Grades 3-5) You will have 30 minutes to complete this session. (Grades 1-2) Look at the lined side of your planning sheet. Print your name on the line in the upper right corner. You may use this planning sheet to jot down ideas, plan, and organize (pre-write, cluster, map, or web) what you ll write. You ll find a box on page 2. This box contains your prompt (topic). It explains what you re going to write about and gives you an idea for planning your writing. After using the planning sheet to plan what you will write, you will begin writing on page 3. You may continue your writing on page 4. The writing on pages 3 and 4 should be neat and easy to read. You may either print or write in cursive. If you erase or cross through words, be sure to do so as neatly as possible. Your writing may be about something that is real (fact) or make-believe (fantasy), but you are to write only about the prompt (topic) on page 2. Your writing should show that you can organize and express your thoughts clearly and that you have responded completely to the prompt (topic). You may NOT use a dictionary. If you aren t sure how to spell a word, spell it the best way you can. If you complete the writing assignment before time is called, go back and check (proofread) your work and make corrections to improve your writing. I cannot read your prompt to you (except 1st and 2nd grades) or help you plan what to write. You must read and plan yourself. (Grades 3-5)You will have 60 minutes to read, plan, and respond to your prompt (topic) (Grades 1-2)You will have 30 minutes to read, plan, and respond to your prompt (topic). I ll let you know when you have 10 minutes left. Read the prompt on page 2 and begin working. 5

6 FCAT Writing Assessment Grades Baseline Prompts 6

7 Elementary Writing Prompts Grades 1-5 Baseline Assessment Narrative Prompt Suppose you or someone else had a chance to ride a camel. Think about what might happen if you or someone else had a chance to ride a camel. Write a story about what happens on this camel ride. Expository Prompt People like different kinds of weather. Think about the kind of weather you like. Now write to explain the kind of weather you like. 7

8 Elementary Narrative Prompt (Grades 1-5) Baseline You have 30 minutes (grades 1 and 2), 60 minutes (grades 3-5) to respond to the following writing topic. Narrative Prompt Suppose you or someone else had a chance to ride a camel. Think about what might happen if you or someone else had a chance to ride a camel. Write a story about what happens on this camel ride. DO NOT WRITE ON THIS PAGE 8

9 Elementary Expository Prompt (Grades 1-5) Baseline You have 30 minutes (grades 1 and 2), 60 minutes (grades 3-5) to respond to the following writing topic. Expository Prompt People like different kinds of weather. Think about the kind of weather you like. Now write to explain the kind of weather you like. DO NOT WRITE ON THIS PAGE 9

10 STUDENT NAME Use this sheet for planning what you will write. PLANNING SHEET Grades (1-2) Narrative Prompt Suppose you or someone else had a chance to ride a camel. Think about what might happen if you or someone else had a chance to ride a camel. Write a story about what happens on this camel ride..draw a picture of your story. 10

11 Use this sheet for planning what you will write. PLANNING SHEET Grades (1-2) Expository Prompt People like different kinds of weather. Think about the kind of weather you like. Now write to explain the kind of weather you like. STUDENT NAME Draw a picture of your response. 11

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14 FCAT Writing Baseline Writing Assessment Holistic Scoring Procedure The following procedures apply primarily to grades 3 5. Grades 1 and 2 teachers should adjust them accordingly. After administering each writing assessment, the teacher should score the student papers using: Vertical Alignment to Show Application of the Holistic Rubric for FCAT Writing for 2012 for grades 3 5 or Primary Writing Rubric for grades 1 & 2. Exemplar Papers (sample student responses used as examples for each score point) to calibrate the scores of their own students' papers. 14

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17 Vertical Alignment to Show Application of the Holistic Rubric for FCAT Writing 2012 Examination of Criteria by Score Point FOCUS FCAT 2.0 Rubric Minimally addresses the topic, Little if any development of supporting ideas, Unrelated information may be included. Slightly related to the topic, May offer little relevant information, Few supporting ideas or examples. Generally focused on the topic, May contain some extraneous or loosely related information. Generally focused on topic, May contain some extraneous or loosely related information. Writing is focused on the topic. Writing is focused on the topic. FCAT Writing Exemplar/Anchor Annotations (Interpretation of the Rubric for 2013) Lists multiple responses to the topic rather than a single focus. Offers some information that is extraneous Response is related to the topic, Focus not clearly established through main idea, theme, or unifying point by including extraneous information, Reponses to the topic in a listlike manner. Unrelated information shifts the topic. Generally focused on topic, Contains some extraneous information, Elimination of focus words cause confusion. Response is focused. Response maintains focus from the opening to the closing. Response is focused on topic. Writer builds suspense in well-crafted story. Writing is focused with a unifying point that is maintained throughout the entire response. ORGANIZATION FCAT 2.0 Rubric Relevant information does not exhibit an organizational pattern, Few, if any, transitional devices. Writing relevant to the topic exhibits little evidence of organizational pattern or transitional devices. Organizational pattern has been attempted and some transitional devices used but lapses may occur, Paper may lack a sense of completeness of wholeness. Organizational pattern is evident, although lapses may occur, Demonstrated sense of completeness or wholeness. Has an organizational pattern, although a few lapses may occur, Demonstrates a sense of completeness or wholeness. FCAT Writing Exemplar/Anchor Annotations (Interpretation of the Rubric for 2013) Sequential text not appropriate for purpose, Opening paragraph suggests a weak organizational plan and reminder of the response does not align to the opening paragraph, Lacks additional information about the topic and closing making the response incomplete and illogical. Weak connections between ideas, Random organization-ideas easily rearranged without changing meaning. Repetitive use of transitions, Rudimentary organizational format, Repetitive phrases, May end with an abrupt concluding statement. Lacks smooth connections or flow to writing, Basic transitions signal movement through time, but events move rapidly. Some transitions provide brief sequential organization. Irrelevant details stall the progression of the story. Organizational pattern attempted, Brief introduction and conclusion, Basic or formulaic transitional devices, The failure to indent to signal paragraphs and inconsistent use of transitional devices creates confusion. Some transitions used to move events through time. Basic transitions are used between and within paragraphs Organizational pattern is apparent, May include a brief, but original, introduction and conclusion, Events are sequential from introduction to summary conclusion. Transitional devices are used. Transitions connect within and between paragraphs contributing to sequence of ideas. Transitions move the action through time. Organizational pattern is apparent, including an introduction that previews the structure, Chronological pattern framed by interesting opening and closing. Organized from beginning to clever ending. Organized by grouping of ideas Routine conclusion. Provides a sense of wholeness to the response. Basic Transitions signal connections between and Has a logical organizational pattern revealing a sense of insight into the writing situation from the beginning, Organized with a problem/solution structure. An illustrative introduction, Amply develops body paragraphs with a logical progression of ideas, Events transition smoothly within and between paragraphs. A thoughtful/effective conclusion that maintains tone & mood. A satisfying ending. Has a sense of completeness. 17

18 Inappropriate transitions for the genre, Replaces transitions with conjunctions resulting in confusion, No transitions to signal connections between or among ideas, within paragraphs to help the reader move through the text, Transitional phrases are used. SUPPORT FCAT 2.0 Rubric Supporting ideas may be sparse & usually provided through lists, clichés, and limited or immature word choice. Some development of supporting ideas may be inadequate or illogical, Word choice may be limited or immature. Some of the supporting ideas may not be developed with specifics & details, Word choice is adequate but limited, predictable and often vague. Supporting ideas may contain specifics & details in some areas, Other areas supporting ideas may not be developed, Word choice is generally adequate. Adequate development of the supporting ideas. Word choice is adequate but may lack precision. Ample development of the supporting ideas, Mature command of language including precision in word choice. FCAT Writing Exemplar/Anchor Annotations (Interpretation of the Rubric for 2013) Development of supporting ideas is sparse, immature, and list like. Rambling and limited causeand effect events. Limited word choice. Writer shows difficulty expressing meaning, causing confusion. Development of support inadequate, Some supported ideas briefly referenced, Other supporting ideas not developed or goes off on a tangent, Word choice is predictable, vague, limited, or immature. Little development -jumps from one event to the next Supporting ideas sometimes developed with meaningless figurative language, Other ideas lack specific information, Some events supported with details, other areas not developed. Each event extended with a few details. Extraneous commentary detracts from effectiveness, Each paragraph may begin or end with filler language. Maintains storyline, even while using exposition to tell facts. Word choice is vague & sometimes inappropriate. Two reasons presented, One reason has loosely related information and/or strays from the topic, The other reason is adequately developed with details, Some development of ideas may be list-like, Some areas specific details are provided as supportothers are not developed. Controlled storyline with details provided as support, however some areas lack details to further develop the story. Effective use of dialogue supports the main idea, Support provided throughout with both internal and external dialogue. Word choice is sometimes precise using attributes. Word choice is adequate, but some descriptive words. Word choice lacks precision in areas. Word choice is adequate overall, Word choice is sometimes precise. Word choice is purposeful. Wording of an awkward metaphor lacks precision. Last sentence in each body paragraph is repetitive & lacks precision, Sufficient development of supporting ideas in some areas and not in others, Support is evenly developed with details throughout. Supporting ideas are effectively developed with relevant information, Contains detailed anecdotes that amply support each reason. Specific, relevant, and descriptive details. Mature command of language is demonstrated, Language is mature and masterful. CONVENTIONS FCAT 2.0 Rubric 18

19 Frequent errors in spelling, capitalization, punctuation, & sentence structure impede communication, Simple sentence construction. Frequent errors may occur in basic punctuation, capitalization, commonly used words, frequently misspelled, May have simple sentence structure. Knowledge of conventions, punctuation & capitalization is demonstrated, Commonly used words usually spelled correctly, Attempt to use variety of sentence structures although most are simple. Conventions of punctuation and capitalization is demonstrated, Commonly used words are usually spelled correctly, Has been an attempt to use a variety of sentence structures, although most are simple constructions. Most sentences are complete, although a few fragments may occur, May be occasional errors in subject/verb agreement and in standard forms of verbs and nouns, but not enough to impede communication, Conventions of punctuation, capitalization, and spelling are generally followed, Various sentence structures are used. Subject/verb agreement, Verb and noun forms are generally correct, With few exceptions, the sentences are complete except for purposeful fragments, Various sentence structures are used. FCAT Writing Exemplar/Anchor Annotations (Interpretation of the Rubric for 2013) Frequent & blatant errors in sentence structure impede communication, Sentence structure is limited and stilted, with run-ons. Body of paper is one long sentence Commonly used words are misspelled & sometimes impeding understanding. Errors occur in usage, verb forms, and omitted words Frequent errors in all areas of conventions.. Frequent errors in conventions of capitalization, punctuation, and usage, Commonly used words are generally correct but some misspelled, An attempt made to spell difficult words though incorrect. Missing punctuation resulting in run-on sentences. Usage issues. Knowledge of capitalization and punctuation is demonstrated, Attempts to punctuate dialogue. Few spelling and usage errors. An attempt to vary sentence structure, most are simple constructions. Some errors occur in spelling, Most commonly used words are spelled correctly, Overall conventions are generally followed in punctuation, capitalization and spelling, A few minor errors in spelling, capitalization, and punctuation. Despite a few missing commas, there is demonstration of knowledge of conventions. Punctuation of dialogue is correct, Various sentence structures are used. Sentence structure shows some variation, Sentences use various beginnings and lengths to writing more interesting and fluent. Strengths-punctuated dialogue and sentence variety outweigh errors. Has knowledge of correct use of conventions of punctuation, capitalization, and spelling is demonstrated, May have some verb-form errors. Few spelling errors. Sentence structures are varied, Variety of sentence structure adds fluency and enhances understanding. Fragments are used purposely. Conventions are generally correct. 19

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24 Allowable Interpretations Allowable Interpretations describe acceptable ways of responding to the prompt. The allowable interpretations serve as a scoring tool that assists scorers in distinguishing scorable from unscorable responses. The words in the prompt may be broadly defined. It may be real or imaginative. The student may present information as factual even if the information is not based on fact as long as the information is plausible in the context of the writing situation. The story may include or be limited to the time period before, during, or after the event(s). 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 positive or negative 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 main character in the story may be the student or someone else. 24

25 Recommendations for Teachers FCAT Writing GRADES 1-5 Pacing Guides that outline instructional procedures and strategies aligned with the Next Generation Sunshine State Standards (Grades 3-5) and the Common Core State Standards (grades K-2) should guide the daily 30 minute writing instructional block. These pacing guides are available at Daily contact with students provides teachers with many direct opportunities to influence student attitudes toward writing. Instruction in writing should regularly involve the full writing process, including prewriting, drafting, revising, and editing. Displaying or publishing student writing completes and authenticates the writing process. Real-world writing often requires demand writing (writing a response to a topic in a short period of time). As a part of writing instruction, students should work independently to read a topic, plan for writing, and formulate a response within a specified time frame. Analysis of writing that includes constructive feedback for students is a necessary step to enable students to improve their writing skills. Teachers can prepare students for the demand writing through a number of teacher generated activities that include asking students to: write responses to questions as an alternative to selecting correct responses on a multiplechoice test; read passages and create summary questions; write their views on current events before or after the events have been discussed in class; critique written pieces (e.g., published works and student writings); read and analyze different types of writing (e.g., biographies, science fiction, fantasies, historical accounts, speeches, and news reports); write letters to explain views on a particular issue or to refute the views of another person; write stories about real or imagined events; write descriptions of how things look, smell, taste, sound, and feel; write endings for unfinished fictional and nonfictional stories; write personal anecdotes and incorporate them into writing that either explains or persuades; maintain subject-area writing portfolios or participate in a long-term writing project. 25

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