1. Nikki Jones and Stephanie Coletto Department of Curriculum Development & School Improvement

2. The Next Generation Sunshine State Standards

3. Benchmark Standard Standard Grade Grade Subject Subject 11.4.LA Strand Strand4. 1 – Reading Process 2 – Literary Analysis 3 – Writing Process 4 – Writing Applications 5 – Communication 6 – Information and Media Literacy Reading Language Arts Strands

4. The Writing Process Prewriting Drafting Revising Editing Publishing PrewritingDraftingRevisingEditingPublishing

5. Writing Applications Creative: personal narrativesrealistic fiction memoirsfairy tales Informative: proceduresessays recipeshow-to books Persuasive: reviewsletters essaysadvertisements

6. 60 Minute Writing Block Whole Group Opener (10-15 minutes)  Read aloud mentor texts connected to minilesson Whole Group (10-15 minutes) Minilesson (Shared or Modeled Writing)  Connection  Teach  Active Engagement  Link Independent Writing Guided Writing Groups Student Conferring with Feedback Mid-Workshop Share (20-45 minutes) Whole Group Wrap-up (5 minutes)  After-the-Workshop Share

7. 30 Minute Writing Block Whole Group Opener (5 minutes)  Read aloud mentor texts connected to minilesson Whole Group (10 minutes) Minilesson (Shared or Modeled Writing)  Connection  Teach  Active Engagement  Link Independent Writing Guided Writing Groups Student Conferring with Feedback (10 minutes) Whole Group Wrap-up (5 minutes)  After-the-Workshop Share

8. Curriculum Frameworks Scope for Benchmarks by Trimester Time Frame for Units of Study Student Targets AYP Support Tutorial Support Calendar Benchmarks Lesson Plans (Resource Only) Assessments (PBW & Embedded) Additional Resources

11. Lesson Plan Title Student Target Materials Vocabulary Lesson/Activity Wrap-up Daily Assessment Strategies Standard/Benchmark School-based Standard Other Activities and Resources Reteaching/Enrichment

12. To ensure that all of the Sunshine State Standards are taught in the designated grade levels over the course of a school year

13. To develop life long writers equipped with the skills and strategies necessary to be effective communicators

14. Scoring Student Writing Using Rubrics and Anchor Papers

15. “Good writing teachers assess student writers everyday. One of the most important things, if not the most important thing, that defines good writing teachers is that they are constantly learning about their students as writers. For good writing teachers, writing is a habit of mind.” Carl Anderson

16. The Payoffs Assessment enables us to: Get to know students’ strengths and needs as writers Tailor our teaching to students’ individual needs in writing conferences Plan minilessons for our units to focus on the collective needs of our students Decide how and when to offer support to writers

17. Assessment answers the most pressing question: WHAT DO I TEACH THIS CHILD?

18. Genre Checklists Conferring Notes Rubrics

19. A scoring tool that lists the criteria for a piece of work or “what counts” Describes how performance varies across the scoring scale Enables students to be aware of the criteria by which they will be judged Describes levels of quality for each of the criteria, usually on a point scale

20. FOCUSORGANIZATIONSUPPORTCONVENTIONS 6 The writing is focused on the topic. The paper has a logical organizational pattern (including a beginning, middle, conclusion, and transitional devices). The paper demonstrates a sense of completeness or wholeness. The paper has ample development of the supporting ideas. The writing demonstrates a mature command of language, including precision in word choice. Subject/verb agreement and verb and noun forms are generally correct. With few exceptions, the sentences are complete, except when fragments are used purposefully. Various sentence structures are used. 5 The writing is focused on the topic. There is an organizational pattern, although a few lapses may occur. The paper demonstrates a sense of completeness or wholeness. The paper has adequate development of the supporting ideas. Word choice is adequate but may lack precision. Most sentences are complete, although a few fragments may occur. There may be occasional errors in subject/verb agreement and in standard forms of verbs and nouns, but not enough to impede communication. The conventions of punctuation, capitalization, and spelling are generally followed. Various sentence structures are used. 4 The writing is generally focused on the topic, although it may contain some extraneous or loosely related information. An organizational pattern is evident, although lapses may occur. The paper demonstrates a sense of completeness or wholeness. In some areas of the response, the supporting ideas may contain specifics and details, while in other areas, the supporting ideas may not be developed. Word choice is generally adequate. Knowledge of the conventions of punctuation and capitalization is demonstrated, and commonly used words are usually spelled correctly. There has been an attempt to use a variety of sentence structures, although most are simple constructions. 3 The writing is generally focused on the topic, although it may contain some extraneous or loosely related information. Although an organizational pattern has been attempted and some transitional devices have been used, lapses may occur. The paper may lack a sense of completeness or wholeness. Some supporting ideas may not be developed with specifics and details. Word choice is adequate but limited, predictable, and occasionally vague. Knowledge of the conventions of punctuation and capitalization is demonstrated, and commonly used words are usually spelled correctly. There has been an attempt to use a variety of sentence structures, although most are simple constructions. 2 The writing may be slightly related to the topic or may offer little relevant information. The writing that is relevant to the topic exhibits little evidence of an organizational pattern or use of transitional devices. There are few supporting ideas or examples. Development of supporting ideas may be inadequate or illogical. Word choice may be limited or immature. Frequent errors may occur in basic punctuation and capitalization, and commonly used words may frequently be misspelled. The sentence structure may be limited to simple constructions. 1 The writing may only minimally address the topic, and unrelated information may be included. The writing that is relevant to the topic does not exhibit an organizational pattern; few, if any, transitional devices are used to signal movement in the text. There is little, if any, development of supporting ideas. Supporting ideas may be sparse, and they are usually provided through lists, clichés, and limited or immature word choice. Frequent errors in spelling, capitalization, punctuation, and sentence structure may impede communication. The sentence structure may be limited to simple constructions. FLORIDA'S FOURTH GRADE RUBRIC

21. PALM BEACH WRITES - FIRST GRADE RUBRIC FOCUSORGANIZATIONSUPPORT 6 The writing/retelling is focused on the topic; there is a content match between the picture and the writing/ retelling. Conventional organization of print on paper is evident (top to bottom, left to right); there is systematic use of letters/words to represent meaning. The writing/retelling has a logical sequence (beginning, middle, end). The writing/retelling has an ample amount of supporting ideas. Word choice is outstanding; the writing/retelling contains interesting, descriptive words and phrases 5 The writing/retelling is focused on the topic; the picture supports the retelling. Conventional organization of print on paper is used (top to bottom, left to right); there is evidence of systematic use of letters/words to represent meaning. The retelling has a beginning, middle, and end. The writing/retelling has adequate development of the supporting ideas. Word choice is expressive; the writing/retelling contains interesting, descriptive words and phrases. 4 The writing/retelling is generally focused on the topic, although it may contain some extraneous or loosely related information. The picture relates to the topic but does not seem to relate to the retelling. Conventional organization of print on paper is used (top to bottom, left to right); letters/words are used to represent meaning. The retelling has evidence of a beginning, middle, and end. In some areas of the response, the supporting ideas may contain specifics and details, while in other areas; the supporting ideas may not be developed. Word choice is predictable; the writing/retelling includes some interesting or descriptive words. 3 The writing/retelling may be slightly related to the topic or may offer little relevant information. The picture does not seem to relate to the topic or the retelling. The writing seems to have some directionality; there are spaces between most “words”. The retelling does not have a clear beginning, middle, and/or end. Supporting ideas of the retelling may not be developed with specifics and details. Few interesting or colorful words are used. Word choice is predictable; few interesting words are used. 2 The writing/retelling may be slightly related to the topic or may offer little relevant information. The picture does not seem to relate to the topic or the retelling. The writing is randomly placed on the page. The retelling has no logical sequence. There are few supporting ideas or examples included in the retelling. Development of supporting ideas may be inadequate or illogical. Word choice is limited. 1 The writing/retelling may only minimally address the topic. The picture does not support the topic or the retelling. The marks on the paper mimic writing. The retelling has no logical sequence. There is little, if any, development of supporting ideas. Supporting ideas may be sparse, and they are usually provided through lists of objects or events. Word choice is limited.

22. When students write to a prompt: They are allowed considerable latitude in their interpretation of the prompt; therefore the words in the prompt may be broadly defined The explanation may be fact or fantasy The student may present information as “factual” even if the information is not based on fact Explanations do not need to be logical Narration, description, and persuasive will “work” if they are used to explain the answer

23. Scoring Looks at what’s right Considers what’s there Has a sense of completeness Is Holistic Grading Looks at what’s wrong Considers what’s missing Tries to improve essay Is Analytical

24. Focus Support Organization Conventions Although all are equal, support “appeared” to be the most vital.

25. Focus Support Organization Conventions

26. Stay on the subject FOCUS FOCUS -how clearly the paper presents and maintains: a clear main idea, theme, or unifying point

27. Things to Consider Is the message clear? Is the whole paper about the topic? Is there enough information included? FOCUS

28. ORGANIZATION the structure or plan of development (beginning, middle, end) whether the points logically relate to one another the use of transitional words or phrases to signal the relationship of the supporting ideas to the main idea, theme, or unifying point, and the connections between and among the sentences

29. Things to Consider The lead makes the story interesting to the reader Ideas are connected with transitions The reader can follow the story easily The story has an ending that works well and makes you think

30. SUPPORT SUPPORT-the quality of the details used to explain, clarify, or define word choice specific details dialogue (internal and external) voice figurative language details that create a picture in the reader’s mind

31. VOICE Does this story really sound like the writer? Do I feel something when I read this? Would I love to read more? Things to Consider

32. POWERFUL WORDS My words make pictures in your mind. This is the best way to say this. I used vivid verbs! I bet a phrase or two will stick in your mind. Things to Consider

33. SENTENCES Is the paper easy to read aloud? Do the sentences begin in different ways? Are some sentences short, and some long? Things to Consider

34. Goal of Support Development Use of extension and elaboration to provide clear and sufficient support of the central idea

35. Bare Extended I like to go to school because it is fun especially when the teacher lets us play games at recess. We play kickball, tag and hula hoops. We run and jump and talk with our friends and get to know them. We usually go out for recess after lunch, but sometimes in the morning after math. reason explanation evidence Layered

36. CONVENTIONS CONVENTIONS - punctuation, capitalization, spelling, and grammar

37. Are the sentences complete and do they sound right? Do sentences begin with a capital letter and end with a punctuation mark? Are most words spelled correctly? Things to Consider

38. Characteristics of Good Writing It has purpose, focus, and is clear Its organization makes sense; it follows a clear order and logical sequence It moves through time If it is a story, it is written so that… the reader pictures the action and the setting the reader actually hears the characters speaking it shows rather than tells strong verbs bring the piece to life

39. Characteristics of Good Writing It is written for readability It has precise word choice Sentence length and type is varied It makes effective use of literary devices It uses reader-friendly conventions (grammar, spelling, punctuation)

40. Grade 4 Writing to Explain (Expository) Directed the student to think about and explain why it is important to follow rules Writing to Tell a Story (Narrative) Directed the student to write a story about a time he or she had a day off from school Link for Expository Anchor Set: http://fcat.fldoe.org/pdf/Gr4-Expository_AnchorSet.pdf Link for Narrative Anchor Set: http://fcat.fldoe.org/pdf/Gr4-Narrative_AnchorSet.pdf

41. Read the essays in the score point of a 3 and a 4 in the anchor sets Read the writing pieces in your packet Give them a score Discuss the scores you each gave with the people at your table Let’s discuss

42. All student essays are included on the CD The tool provides teachers with student writing samples (at various score points) from their school Teachers can print the samples they have selected to analyze for instructional trends and/or instructional practices Remove all personal information or any information that could identify a student prior to using any essay as an instructional tool in class

43. Elementary Window GradesEntry DateDeadline to Enter #1Aug. 24 – Aug. 28 3 – Expository 4 – Expository 5 – Expository Aug. 24Sept. 4 #2Oct. 19 – Oct. 30 3 – Narrative 4 – Narrative 5 – Persuasive Oct. 19Nov. 6 #3Nov. 9 – Nov. 204 – ExpositoryNov. 9Dec. 4 #4Nov. 30 – Dec. 11 1 – Narrative 2 – NarrativeNov. 30Dec. 18 #5Jan. 11 – Jan. 224 – NarrativeJan. 11Jan. 29 #6Feb. 8 – Feb. 19 3 – Expository 5 – ExpositoryFeb. 8Feb. 26 #7May 3 – May 14 1 – Expository 2 – Expository 3 – Narrative 5 – Persuasive May 3May 21

44. EDW for Teachers MENU Click Run to enter student data

45. Student names and ID numbers Directions Click here to select the prompt number Expository: 1, 3, 5, 7, 9, 11, 13 Narrative (Grades 1-4) Persuasive (Grades 5+): 2, 4, 6, 8, 10, 12, 14 Click on the pre-determined PBW entry date

46. If you clicked “submit” and realize that you made a mistake, you must wait until the next morning to correct the mistake.

47. If you already clicked submit and realize that you made an error, click on the prompt arrow. Select the prompt number to correct the data. If you can’t remember the prompt number, click on the date. You can also search for it by the administration date. Once you have pulled up the prompt, student scores can be changed. Remember to press Submit!!

48. STUDENT DATA REPORT

49. Select your sorting preference and click “Run Report.”

51. Guiding teacher instruction to determine secondary data-driven benchmarks Conferring with students and providing descriptive feedback Determining guided writing groups Viewing specific reports to generate teacher discussion and awareness: Palm Beach Writes Report (AYP and Lowest 25%) Historical Reports of Palm Beach Writes and FCAT

52. Conferring Notes At the end of each conference, teachers are encouraged to record conferring notes for each child to monitor and document progress. Teacher Notes Student Notes

53. Notes can include: What the student did well/compliment The focus/teaching point of the conference

54. Guided Writing Students write and attempt to apply what has been previously demonstrated and practiced Teacher guides, responds, and extends the students’ thinking Groups of 2-6 students with similar needs based on data and observations

55. Student work found in the portfolio should be current AND reflect progress made in writing throughout the year Student writing portfolios should consist of Palm Beach Writes, Embedded Assessments, and published pieces Administrators and students should have on-going access to the portfolios Teachers should designate a specific area in their classrooms to house the portfolios

56. Nikki Jones K-5 Writing Program Planner PX 86399 Email: jonesni@palmbeach.k12.fl.us Stephanie Coletto K- 5 Writing Specialist PX 48146 Email: colettos@palmbeach.k12.fl.us