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Are Area Superintendents Area Directors Area Support Teams Presented by Tara Smith & Lisa Collum February 8, 2011.

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Presentation on theme: "Are Area Superintendents Area Directors Area Support Teams Presented by Tara Smith & Lisa Collum February 8, 2011."— Presentation transcript:

1 Are Area Superintendents Area Directors Area Support Teams Presented by Tara Smith & Lisa Collum February 8, 2011

2  Incentives  Time Management  Planning Strategies  Organization Strategies  Support Strategies  Proofreading and Revising Strategy  Last-minute Tips and Reminders

3  Principal’s Challenge  Incentives  Goal Sheet (Handout)  Feeding the Principal Scores  Conferencing with Students  Instruction

4  Hand out planning sheet and lined paper.  Start with planning. Say “ready, set, go!” Time students for 5 minutes.  Go through each paragraph of the essay and time students.  Make it a game! You can even use raffle tickets after they finish each paragraph and do a raffle at the end of class.  Planning – 5 minutes  Introduction – 5 minutes  1 st Middle Paragraph – 9 minutes  2 nd Middle Paragraph – 9 minutes  3 rd Middle Paragraph – 9 minutes  Conclusion – 5 minutes  Proofread and Edit – 3 minutes

5  Students should practice locating and marking key words and phrases in the prompt to help them determine important aspects of the writing scenario.  Topic  Audience  Purpose  Students should also practice asking key questions to understand what the prompt requires of them.  Topic: What am I supposed to do? Do I have more than one job?  Audience: Who am I writing to? What should my writing sound like? What language should I use?  Purpose: Why am I writing? To explain or convince?  Support: What will my reasons or main points be? What details should I use?

6  Have students narrow their main points/reasons to 3 so they can elaborate rather than simply list.  Goal: If students pick 3 main points/reasons to write about in their middle paragraphs, they can elaborate on those reasons in lines (Grade 8) lines (Grade 10) with ample details.  Problem: If students have 5 or 6 reasons, they tend to list and only write a small amount about each.  Problem: If students have only 2 reasons, they tend not to write enough in their middle paragraphs.

7 Topic: Audience: Purpose: #1: Example: #2: Anecdote: #3: Personal Experience: TOPIC Reason #1 Reason #2 Reason #3 Example AnecdoteExample

8  Give students a planning sheet and prompt (similar to Palm Beach Writes).  Writing Situation  Writing Directions  Set a timer or stop watch and allow students 5 minutes to plan.  Let students know when time is up.  Give another prompt and repeat the process.  Attempt to get through 8-10 prompts in one block.  Goal: Help students plan quickly so they do not waste time on day of test.

9  Encourage students to picture their essays as they would a hamburger.  Introduction = top bun  Middle = meaty layers  Conclusion = bottom bun

10 Introduction Lead/Opener: Connection to Prompt/Reasons: Thesis: Reason #1: Reason #2: Reason #3: Middle Conclusion Thesis: Supports: Final Thought:

11  Teach students the key parts of an expository or persuasive introduction by illustrating the Funnel Method. A Broad Opening Statement Listing Supporting Reasons OR Connecting to Prompt The Thesis Statement Start with… Continue by… Finish with…

12 Lead Supporting Reasons Thesis with Ending Thought

13  Problem: Students having difficulty following the order of reasons given in the introduction  Solution: Color code or number each reason a different color in the introduction. Highlight the reason statements in the detail paragraphs accordingly. Detail Paragraph #1 Topic Sentence Detail Paragraph #2 Topic Sentence Detail Paragraph #3 Topic Sentence #2 #3 #1

14  Give students an organization strategy for filling their middle (detail) paragraphs with MEAT!  M – Make your point.  E – Explain it clearly.  A – Add support.  T – Tie it together.

15

16 -USE A’S AND B’S ON PLANNING SHEET -SUPPORT WITH A (2-3 SENTENCES), GIVE SPECIFIC EXAMPLES AND ELABORATE -SUPPORT WITH B (2-3 SENTENCES), GIVE SPECIFIC EXAMPLES AND ELABORATE -PERSONAL CONNECTION T:T: R1: R2: R3: T:T: a. b.

17  Encourage students to add a variety of support forms to their detail paragraphs.  Students can use a catchy acronym such as FRIES to remember the menu of options for details they can choose from to include in their middle paragraphs. F – Facts and Figurative Language R – Reasons and Recommendations I – Imagery/Incidents E – Examples and Expert Testimony (Quotes) S – Statistics

18 PROBLEM – STUDENTS MISSING PARTS IN EACH PARAGRAPH Expository Example: If you are modeling the introduction paragraph…  Write the hook in one color.  Write the 3 reasons (thesis) in another.  Place the ending thought in another. SOLUTION – COLOR CODE WHEN TEACHING Expository Example: If you are modeling the middle paragraphs….  Topic sentence in red  1 st supporting sentences in green  2 nd supporting sentences in blue  Personal Connection/ Statistic/Quote in black  Wrap up in orange

19  Provide each student with 5 highlighters (all different colors).  Students can highlight and label the parts of their middle paragraphs in different colors.  Topic Sentence  First Supporting Sentences (A)  Second Supporting Sentences (B)  Personal Story or FRIES  Wrap-up Sentences  After self checking, students should revise their paragraphs to add the parts they are missing.

20 FLOCABULARY: HIP-HOP IN THE CLASSROOM BRAIN POP & BRAIN POP JR.  Sample Topics  Plot Elements  How to write a Short Story  The How-to Essay  Writing about Yourself  The Writing Process  The Five Paragraph Essay  Writing with the 5 Senses ng/storyelements/

21  Testing Environment – Make sure you have simulated more than once before FCAT Writes!  Display a student friendly version of the rubric in a visible location of the classroom.  Link feedback to the scored areas of FCAT Writes (e.g., focus, organization, support, and conventions)  Provide a writing review in the days leading up to the test. Review both persuasive nd expository writing as well as test-taking strategies.  Mimic FCAT Writes prompt language and format when creating additional writing assessments in the weeks before the test.  Only use FCAT lined paper and planning sheets from now until test.  Encourage students to write as much as they can in the time they have.  Make sure students are using pencils to write with instead of pens. (Go easy on erasers!)  Remind students to write their responses only within the lined sections of pages 3 and 4 of the FCAT Writes paper.  Incorporate writing activities across the curriculum.  Assign one person to monitor attendance daily and follow up with phone calls. (These are the students that usually need the most help!)  Strategically assign substitutes in these weeks before FCAT Writes.

22 Tara J. Smith South Area Support Team Writing Resource Teacher Office: PX Cell: Lisa Collum North Area Support Team Writing Resource Teacher Office: PX Cell:


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