FSA Reading and Writing Secondary Session

FSA Reading and Writing Secondary Session
Presented by Katia Lopez June 21, 2018 Glazer and Lorton Writing Institute

FSA ELA Writing • Grades 4–6 remain on paper. • (NEW) Grade 7 transitions to computer-based test. • Grades 8–10/Retake remain computer-based. Grade 7 Writing practice test will be updated to include CBT version by September.

Testing Windows Grades 4–10 ELA Writing cannot start earlier than April 1 and their window cannot exceed two weeks. All other paper-based assessments cannot start earlier than May 1st and their window cannot exceed two weeks. All assessments not specified above (i.e., computer-based assessments) cannot start earlier than May 1st and must be administered within a four-week testing window.

Testing Window April 1 – 12, 2019 Grades 4 – 10 ELA Writing May 1 – 14, 2019 Grades 4 – 6 ELA Reading Grades 3 – 6 Mathematics May 1 – 28, 2019 Grades 7 – 10 ELA Reading Grades 7 & 8 Mathematics

Score Release Assessment results will be made available no later than June 30, except for the results for Grade 3 ELA, which must be available by May 31.

Weighting of FSA ELA Writing
FSA ELA Writing contributes 10 raw score points. •Students answering more difficult items correctly receive more credit than students answering less-challenging items. •Each item, including the writing prompt, has a different effect in scoring depending on its level of challenge.

FSA ELA Writing Condition Codes
Totally blank – no valid ELA score because student did not attempt to take the writing portion of the ELA assessment If “O” reported = attempt to respond, but response earned zero points out of 10 possible points: Entire response written in a language other than English = 0 Totally illegible, incomprehensible, insufficient, Copied from the sources with no original writing = 0 Totally off topic = score the conventions domain, resulting in 0, 1, or 2 points The conventions can still be scored resulting in a 0, 1, or 2 points

What Constitutes a “Copy” Score?
To qualify as scorable, a student must give a controlling idea, a reason, and a little bit more. The response demonstrates no original thought. Often the introduction is the prompt followed by a three-pronged thesis of copied phrases from text. Each paragraph may have transition words, but followed only by direct copy from texts. A few words may be substituted but usually only basic synonyms are used (i.e., “wrong” used instead of “incorrect”).

General Information

General Information If there is no original work the response is unscorable. There is a difference between paraphrasing and summarizing. Summarizing can get you in trouble. You summarize in the reading portion but not in the writing No emoticons or text talk. Teach students to do a hard return between paragraphs instead of indenting because the computer does not allow for indenting

General Information Repetitive vocabulary or sentences weaken the writing. This includes repetitive transitional or stylistic devices. Extensive copying from the text is not acceptable . Direct quotes should be relevant and be connected by original writing. Students must acknowledge the source of their information. This can be informal. It becomes a more critical part of the standards as they move up the grade.

General Information The students should use evidence from all the texts. The essay is considered a revised and edited draft, not necessarily a final draft. The students can underline and take notes on the computer. Students cannot cut and paste text directly from the texts. They must learn how to cite evidence using quotation marks and they need to know how to paraphrase. Paragraphs will have numbers throughout all the sources, it does not start over with every passage.

Writing Reminders Integration of insight, evidence, and elaboration are key elements in text-based writing (it’s all about the flow) Ineffective development = ALL summary with little or no elaboration to connect to the controlling idea, or claim. “What it says; what it means; why it matters” strategy may improve the response IF Actual words aren’t used repeatedly throughout the essay; or “what it means” is not just a translation that adds nothing. Relevant, insightful anecdotes often strengthen the response, while generic, unimportant “one time when” anecdotes may weaken the development

Writing Reminders “Plop and drop” evidence is not effective
When the passage set includes a number, statistic, or list, many students seem COMPELLED to use it as evidence – even when it doesn’t connect to his/her controlling idea/claim. Use of overblown expressions or trivial rhetorical questions weakens the tone, e.g., “Wow! What do you think about XYZ?” Or “that’s just the pan to my cake?” ***This is terrible!

Fake News Some educators may choose to put less emphasis on writing instruction because this component only “counts” 10 raw points. (points are weighted) Teaching the conventions may not be necessary because the raw point values are minimal. Teaching a formula is probably the easiest way to teach “good” writing for the FSA ELA Writing component.

FSA ELA Writing Observations Patterns from many lower-level responses
Controlling idea simple/partial restatement of the prompt Three-pronged thesis using main idea of paragraphs from passage(s) leading to . . . Summary without elaboration Argumentation without settling on a side—“So what do you think?” Random details from the passages; irrelevant information Overuse of copied text Conventions—often copied text and original writing with numerous errors

Observations—Continued Patterns from many higher-level responses
Demonstrate awareness of the big picture Synthesis of texts to show conceptual understanding—student controls information Purposeful selection of relevant details from text to tie to the controlling idea Counterclaim fully addressed throughout (instead of one paragraph) Elaboration that furthers textual evidence—used to make the point Conventions—controlled overall

FSA: Informative Writing
Students will be required to synthesize and analyze ideas from the stimuli to develop and support a controlling idea. Controlling idea – (whatever your thesis, that is your controlling idea . It should be clearly stated and maintained throughout the piece. Thorough and convincing support for the controlling idea must be evident throughout the writing. The response should illustrate a balance between the use of textual evidence and the students own view /original ideas. Otherwise the response may become a mere regurgitation or a copying of the passage. Students’ own ideas are needed.

FSA: Argumentative Writing
Students will be required to synthesize and analyze ideas and provide evidence from the stimuli. They will use these ideas to argue and support a claim Claim –A claim is the author’s overarching opinion or statement that they are trying to support or prove. It should be clearly stated and maintained throughout the piece. A claim is usually one sentence long. The claim is the most important sentence in the writing piece. It identifies the topic and purpose – the point - of the entire piece. A claim is arguable. Others could agree or disagree The response should illustrate a balance between the use of textual evidence and the students own view /original ideas. Otherwise the response may become a mere regurgitation or a copying of the passage. Students’ own ideas are needed.

Citing Evidence Informal citations are acceptable Title of article, passage, source number Author’s name Paragraph number Direct quotations with tag line to attribute the source material Reminder to students: A copied quotation or a reference to a person or entity within the text without attribution to the actual source does not count as a citation Citations can get “clunky” when extremely long and repetitive In Source 1, Paragraph 4, author Jackson Revere says… In Source 2, Paragraph 10, author Jason Kennedy says… In Source 3, Paragraph 15, author Joel Lincoln says… Author’s name in parentheses with source number or page number seems less cumbersome, e.g., (Kennedy, Source 1) OR (Kennedy, 12) SOMETHING THAT SHOWS THAT THE STUDENT IS GIVING CREDIT TO THE SOURCE

Citing Sources Students should use the author-page method of in-text citation. This means that the author's last name or the name of the article or website or source number, and the page or paragraph number(s) from which the quotation or paraphrase is taken must appear in the text. The source name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page or paragraph number(s) should always appear in the parentheses, not in the text of your sentence. For example: Wordsworth stated that romantic poetry was marked by a "spontaneous overflow of powerful feelings" (paragraph 26). Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263). Wordsworth extensively explored the role of emotion in the creative process (Source 3). Students should avoid filling the paper with quotations. The reader must be able to find the source of the information through the citations.

Organization Language
Beware of overuse of transitions Connections within the paragraphs as well as at the beginning of a paragraph. Internal transitions help to connect ideas and create a flow to the paper. Precise academic vocabulary is important to the quality of the paper. Students should know that they must use academic language - no stuff and things, wuz, cuz, wanna, gonna, etc. (This is not considered “voice”) Reliance on techniques such as rhetorical questions that are not relevant or make a strong point should not be encouraged.

Writing Format The student response must reflect analysis ,but direct reference to every passage is not required unless evidence from every passage is used in the response or is required in the task. There is more than one right way to address the prompt. The key is relevant evidence fully integrated with the students elaboration (original writing) The evidence required is dependent on the passage and the task. The students must dissect the prompt. Student ideas should be closely connected to the textual support and logically used to support.

Reading the Rubric Not a checklist Holistic within each domain
Purpose and audience are very important Demands increase by grade level

There is a rubric for the Informative/ Explanatory Prompt and a separate one for the Argumentative. Both, however, are very similar. Students will be scored on: -Purpose, Focus, and Organization (4 pt) -Evidence and Elaboration (4 pt) -Conventions of Standard English (2 pt)

Stimulus Attributes While this is primarily a writing test, a grade-appropriate level of literacy is required. Graphics such as infographics, photographs, tables, and diagrams are included with the stimuli. The graphics used are purposeful to the task and supplement the student’s understanding of the topic.

PFO (Purpose, Focus, Organization) Annotations for a “4”
Fully sustained and consistent: The response is student driven where controlling idea/claim is consistent and sustained (GPS: Driver has a plan and completes the plan) Response is clear, effective but not perfect Response has a logical and tight framework Ideas flow and are highly connected through skillful and varied use of internal and external transitions that clarify the relationship between and among ideas More than just a connection of kernel topics Strong introduction and conclusion and elaboration are driven back to the claim Stays on track with their argument or their point Little or no loosely related material Counterclaim is clearly addressed Developed ideas that progress, not just list

Adequate: (wide range of 3) The response is adequate where the controlling idea/claim is adequately sustained (GPS: Driver knows how to get on the highway and may get lost, but gets back on) Response is adequately clear, effective and gets the job done Response has an adequate framework and may have a counter with no rebuttal Ideas flow, but not as well connected using adequate transitional strategies between and among ideas. Sentence to sentence progression of ideas Claim can be implied with adequate support to include the use of sources, facts and details. Clear claim restated in conclusion Organization set up in adequate introduction Develops a kernel idea - does not just jump from idea to idea May drift into a summary statement but usually also have better elaboration Having a counterclaim alone does not make it a “3”

Inconsistent: The response is inconsistent where controlling ideas/claim is somewhat sustained. (GPS: Driver gets on the highway but exiting incorrectly and getting lost) Response is brief, inconsistent and extremely formulaic Response has some framework that is uneven and confusing – skeletal with no meat Ideas are underdeveloped, not connected, having a rambling approach with an inconsistent use of transitional strategies. Does some things well but not constant throughout Maintains claim Has counterclaim although weakly done May have a focused claim or unclear claim Loosely related material Inadequate introduction and conclusion Organization structure consists of repeating points Minor, but unclear progression of ideas Inconsistent use of transitions, or transitions are mostly absent Ideas progress in some places and are listed in others Elaboration is unclear at times or is general Some quotes are attributed

Minimal: The response is confusing where the controlling idea/claim is not clear. (GPS: Driver does not know the entrance or exit of the highway) Response is not clear, off task and brief. Response has no sense of order Ideas are ambiguous using few or no transitional strategies Demonstrates little or no awareness Related to the topic, but little awareness of purpose, audience and task Has a claim , but it might be confusing, unclear, or not developed Minimal introduction and conclusion Ideas do not progress Has extraneous information Repetitious If it’s a short answer, it’s not an essay

EE (Evidence and Elaboration) Annotations for a “4”
Thorough, convincing: Student is in control where the evidence is clear, effective and reference to source is key. Evidence is thorough and convincing; clearly supports controlling idea/claim and extends beyond the text, excluding any information that does not support. Shows a smooth integration of information using precise language and varied sentence structure. Elaborates using well-developed relevant ideas containing specific details Uses elaborative techniques (anecdote, explanation, examples, analogy…) to support the claim/controlling idea. Flow and connection among and between ideas Citations are specific. Refers to an author, paragraph, line, source number (something more than just the article title) Does not need to address every source, however, there is evidence that the student read all the sources More complex sentences Clear and precise language used purposefully Flow of language (language facility)

Adequate: Student attends to the task where the evidence is generally adequate, but may be inconsistent. Student generally attempts to copy ideas with some thought of their own, but can be imprecise Adequate use of elaborative techniques using appropriate language with some variation of sentence structure. Cites some evidence and you can tell they read the piece Citations present and generally integrated, but a mix of precise and general Less impressive transitions Less details and elaboration, a little more general

Inconsistent: Student’s response is uneven and ineffective; repetitive, list-like having a circular effect Evidence is poorly integrated, vague, lacks clarity, and is confusing Text structure may be all copied with just enough of their own thought to score, or all their own thought with no support from text The use of elaborative techniques is ineffective, limited and the use of sources is confusing Misinterpreted the sources Simple sentence structure and inappropriate use of vocabulary that does not further their thoughts Summarizes the information Limited use of sources; No citations If they state the source correctly once, even if they state it incorrectly the second time, they still meet the “citation requirement” Limited or weak use of vocabulary Overuse of rhetorical questions References to the text are vague and minimal Expression of ideas are confusing Mostly use student’s own elaboration; elaboration is general Weak use of evidence; evidence lacks details Summarizes text but doesn’t develop ideas Repetitive and ineffective (“this is what my quote means”) Short, simple sentences Some quotes are attributed

Minimal: Minimal understanding of the task Evidence is weak, unclear or randomly connected Erroneous and irrelevant use of sources from the text Little to no support for the claim or controlling idea Elaborative techniques are ineffective and simplistic Very simple and limited vocabulary Little use of sources Vague – usually from lack of evidence Vague expression of ideas; expression of ideas are confusing Limited use of domain vocabulary Limited sentence structure No elaboration More conversational Wrong information does not automatically make it a (1) Inappropriate language Includes extraneous information

Conventions of Standard English
Conventions has no “superior”, just adequate. There is no hierarchy of convention errors – spelling does not count more than punctuation or any other part of conventions. Consider the amount of writing when looking at the convention errors. Consider the frequency and severity of the errors and look at the amount of writing Look at patterns of errors - if there is only one problem such as spelling, but the rest is adequate, is can still be scored a (2).

Conventions of Standard English Annotations for a “2”
Adequate: Has minor errors in usage but no patterns, Meets the basic “grammar non-negotiables” for spelling, punctuation, capitalization, sentence formation, subject-verb agreement, apostrophes, and commas Look at denseness in the writing and types of errors in relationship to the grade level expectations Student has an adequate command of basic conventions

Minimal: (1) Some patterns of error not obscuring meaning, inconsistent use of punctuation, capitalization and spelling. Student has partial command of basic conventions.

Frequent and severe patterns of error which may or may not obscure meaning

Elaboration (FEAST-Exo)
Facts Can be verified by a source In 1960 Miami-Dade County’s population was 960,000+, and in 2015 it was 2.6+ million. Examples Providing a specific example to prove a point Buying a large SUV will cost more money in gas and hurt the environment. Anecdotes Short, personal story (can use “I” “me” “my”) My cousin dropped out of school at 16, and at the age of 32, he had to go back to school to get his degree in order to get a better paying job. Statistics Includes numbers, especially percentages Studies show that only 52% of male high school dropouts and 38% of female high school dropouts in 2010 are employed. Truths Widely accepted truth. Can be found in numerous places Overweight children do not get enough exercise, and eat the wrong types of food. Expert Opinion An expert in a field has significant experience and knowledge of the topic Cecilia Rouse, Professor of Economics at Princeton University stated that “Education is both an investment for the community and the individual”.

Definition Pollution is the term used to describe toxins in our environment Fact There are 4 major types of pollution Response/Reaction/Opinion In my experience, many students find recycling to be an afterthought - not necessarily a critical issue. Example For example, the weather in Florida never used to get below 30 degrees. Now, it is usual for them to experience temperatures in the teens! Small Story/Anecdote One time when I went swimming in the ocean, I couldn't paddle two feet without touching a piece of garbage floating around me Data/Statistic Out of 30 students interviewed, 28 reported seeing garbage all over the schoolyard when they come back from the weekend Quotes (Direct or indirect) from authorities or primary/secondary sources Michael Osmond, Director of the Centers for Disease Control, reports, "Pollution spreading is an extremely critical issue that must be addressed by policy makers and the general public in order to get it under control." Concession: Acknowledge opposing points of view and offer your rebuttal While some people believe that pollution is only a problem for those living in major cities, they are inaccurate. Pollution spreads far beyond the invisible boundaries that outline our cities and metropolitan areas. Rhetorical Questioning: A rhetorical question can be phrased so that the only answer is in favor of your opinion. Who would want to live in a world surrounded by heaps of garbage and breathing poor quality air? *avoid simplistic rhetorical questions: Don't you hate pollution? Logic: If A equals B, and B equals C, then A must equal C. If the statements in your equation are true, then your conclusion must be true as well. Also works well for "if... then..." statements If every school is America agreed to stop producing paper-based fliers and went green with online fliers instead, we would reduce our carbon footprint by 30% Personal Appeal: Human beings are emotion; establish common ground that your audience can relate to. This is also known as empathy. We all want a cleaner world for our generation and for future generations. Everyone should have the right to be born into a clean world.

FSA Reading and Writing Secondary Session

Similar presentations

Presentation on theme: "FSA Reading and Writing Secondary Session"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

FSA Reading and Writing Secondary Session

Similar presentations

Presentation on theme: "FSA Reading and Writing Secondary Session"— Presentation transcript:

Similar presentations

About project

Feedback