1. Michael D. Robinson Monroe County School District

2. 2

3.  Read the ENTIRE rubric  Read a score point 1  Read a score point 2  Read a score point 3  Read a score point 4  Read a score point 5  Read a score point 6 3

4.  PUT THE RUBRIC AWAY…  These anchor papers now “embody” the rubric… It no longer matters what we think about papers. We have agreed that the anchors must be the embodiment of the scoring rubric for all writers in the state of Florida… 4

5. As a scorer, you now can score a paper as a 0, 1, 2, 3, 4, 5, or 6. Because you are a SINGLE scorer, you cannot rate a paper a “3.5” It has been recommended to the State Board of Education that the passing score for 2012- 2013 be 3.5 because there are two scorers for each paper… More information to come… 5

6.  Writing is often assigned; however, direct teaching of writing occurs less often.  A key to the writing process is what we do BEFORE students write that makes the biggest difference in improving student achievement.  Anita Archer 2012 6

7.  Better to write many shorter products than fewer BIG ones.  View writing as a UNIT not a daily exercise.  Use rubrics as you TEACH writing.  Journal writing increases the QUANTITY of student writing, providing opportunity to improve the quality of their writing over time. 7

8.  Teach to the “6” on the rubric  Establish some practice sets and provide a mini-training so that others can also recognize papers that score at 1-6. Occasionally, pull a sample of student responses and evaluate them.  Provide lots of time for students to write and provide them with feedback so they can continually improve the quality of their writing. 8

9. 9 One Topic: = Purpose Possible Writing Topics Express & Reflect Inform & Explain Evaluate & Judge Inquire & Explore Analyze & Interpret Take a Stand/Propose a Solution A Graphic Organizer to help students develop multiple reasons to write based on one topic

10.  Express and Reflect: The writer expresses or reflects on his or her own life and experiences. We often looks backward in order to look forward.  Inform and Explain: The writer states a main point and purpose. We try to present the information in a surprising way. 10

11.  Evaluate and Judge: The writer focuses on the worth of person, object, idea, or other phenomenon. We usually specify the criteria to the object being seen as “good” or “bad.”  Inquire and Explore: The writer wrestles with a question or problem. We hook the reader with the problem and let them “watch and wrestle” with it. 11

12.  Analyze and Interpret: The writer seeks to analyze and interpret phenomena that are difficult to understand or explain.  Take a Stand/Propose a Solution: The writer seeks to persuade audiences to accept a particular position on a controversial issue. We describe the problem, propose a solution, and provide justification. 12

13. 13 One Topic: = Purpose Possible Writing Topics Express & Reflect Inform & Explain Evaluate & Judge Inquire & Explore Analyze & Interpret Take a Stand/Propose a Solution Women’s Rights

14.  Topic: Women’s Rights Express and Reflect: The careers high school guidance counselors suggested boys pursue vs. girls or the expectations of depression-era parents for careers of women vs. men Inform and Explain: How the opportunities for women have increased over the last 50 years or perhaps the last 100 years 14

15.  Topic: Women’s Rights Evaluate and Judge: Has progress of women happened quickly enough? Inquire and Explore: Why in 2012 are women still sometimes paid less than men for comparable jobs? 15

16.  Topic: Women’s Rights Analyze and Interpret: Why did women not (seemingly) begin to acquire rights of their own until the last century (right to vote, serve in the military, college, career)? Take a Stand/Propose a Solution: Expectations for women should be more reasonable so that women can successfully manage family and work force responsibilities. 16

17.  Write a draft using one of the topics generated… 17

18.  Revision and editing are not the same, although they may be closely related.  Re = again Vision = to see  Revision = to see your paper again in a new light  Revision focuses on the content of the writing 18

19.  RADaR process Replace Add Delete and Reorder 19

20. RAD andR REPLACE…ADD…Delete…Reorder… …words that are not specific. …words that are overused. …sentences that are unclear. …new information. …descriptive adjectives and adverbs. …rhetorical or literary devices. …unrelated ideas. …sentences that sound good but create unity problems. …unnecessary details. …to make better sense or to flow better. …so details support main ideas. …to avoid “bed-to bed” writing. 20

21.  Teach lessons based on what is seen in students’ papers.  Concentrate on what is right during instruction – do not reinforce errors!  Skills may be taught in isolation, but they must be incorporated into student writing. 21

22. Federal agents don’t learn to spot counterfeit money by studying the counterfeits. They study genuine bills until they master the look of the real thing. Then when they see the bogus money they recognize it. 22

23.  STOP putting incorrect sentences in front of students and asking them to “fix” the errors. “We have decades of research that prove this is a faulty and may times counter- productive practice for teaching students to write correctly…” Donald Graves The Art of Teaching Writing 23

24. Select sentence containing clear, precise words from a text that has been read aloud to students. Post the sentence on chart paper or on an interactive SMART board. Explore using teacher prompts and class discussion to help students gain strength in using precise language and complex syntax. Google: Unpacking Juicy Sentences

25. Dogs are our “best friends,” but all the dogs in the world are descended from wolves that were domesticated more than ten thousand years ago. What does this sentence mean? Count the number of words. Identify/underline the important nouns. Circle the important verbs. Tell us WHY you marked the noun or verb as important. What is the purpose of the “” marks? What do these marks signal?

26. “I admire Ping’s great courage to appear before me with the empty truth, and now I reward him with my entire kingdom and make him emperor of all the land!” What does this sentence mean? Count the number of words. Identify/underline the important nouns. Circle the important verbs. Tell us WHY you marked the noun or verb as important. What is the purpose of the “” marks? What does the apostrophe in Ping’s signal?

27. Sentence Variety - Helping students to ‘see’ the diversity of sentence length and beginnings. 1. Have students list the first four words and count the total number of words in each sentence a piece of writing. 2. Students then can graph the length of their sentence and visually see the variation present. 3. Have students partner up and reviewing the list of the first four words of each sentence and their graphs and brainstorm possible places within the writing and methods to increase the diversity of their sentences.

28.  Clear, precise word choice that provides a natural, reasonable, and consistent tone to the response, rather than sudden bursts of elevated, contrived use of vocabulary or discordant use of creative writing strategies; paraphrase the text.  Sufficient, specific, and relevant development of support, i.e., elaboration that includes concrete details and pertinent information that helps the reader construct mental images; cite evidence from the text.

29.  Emphasize the importance of writing well  Understand the research base supporting writing instruction  Explore a variety of real world purposes for writing  Explore how writing on the same topic looks different depending on the purpose  Introduce revision processes  Provide recommendations for editing  Share recommendations for supporting student elaboration 29

30.  Sufficient, specific, and relevant development of support, i.e., elaboration that includes concrete details and pertinent information that helps the reader construct mental images; cite evidence from the text. 30 Bare, Sparse Facts “Telling Writing” Concrete Details to Create Mental Images “Showing Writing” So Steven and I just hopped on the camel and the camel did not go. I carefully climbed onto this huge beast. Boy, oh boy, was that camel stubborn! It wouldn’t move. So we kicked the camel to make him begin to walk across the desert.

31.  Clear, precise word choice that provides a natural, reasonable, and consistent tone to the response, rather than sudden bursts of elevated, contrived use of vocabulary or discordant use of creative writing strategies; paraphrase the text. 31 Score Point 3Score Point 4 One day when we came home from Macdonalds Mom said [Andrew] time to go to bed Source: Grade 4 FCAT Writing Narrative Anchor Set 2012, Anchor Paper 5 One late morning I was coming home from taking a walk; “I think today I will take a detour.” [Jenny] said aloud to herself. Source: Grade 4 FCAT Writing Narrative Anchor Set, Anchor Paper 12

32.  FL WIN: Florida Language and Writing Initiative Network  http://www.fldoe.org/bii/fl- win/ http://www.fldoe.org/bii/fl- win/  Test Development Center Sharepoint Site  http://sharepoint.leon.k12.fl.us/ tdc/external/default.aspx http://sharepoint.leon.k12.fl.us/ tdc/external/default.aspx

33.  Council of Language Arts Supervisors (CLAS) “ANGEL” Share Point Site  Collier County Public Schools  To view what other districts have created for curricular support and professional learning, visit: http://angel.collierschools.com/Section/default.as p?id=PublicContent. http://angel.collierschools.com/Section/default.as p?id=PublicContent  You may also submit your district’s efforts in this same portal.  If you encounter problems, please contact CLAS board member Paul Holimon at holimoch@collierschools.com. holimoch@collierschools.com

34. Thank You! 34