1. Leon County Schools 8th and 10th Grade Writing Training
Office of Curriculum Services
Friday, September 30, 2013

3. Organization of Notebooks
Insert the cover sheet on the front.
Create five dividers with the following headings:
Data
Scoring
Teaching Ideas
Ready-made Lessons
Resources
As we move through activities today, we will instruct you where the materials go.

4. Using FCAT Writing Data to Inform Instruction
It is important that we look closely at our results from last year’s FCAT 2.0 Writing scores to learn how we can make improvements in instruction.

5. Leon County Schools’ 2013 FCAT Writing Results
What is considered “proficient” for FCAT Writing?
What percentage of your students met proficiency?
What percentage of your students did not meet proficiency?
How does our district proficiency rate in middle school compare with the state proficiency rate in middle school?
How does our district proficiency rate in high school compare with the state proficiency rate in high school?
Where does Leon County Schools rank in the state with writing proficiency in middle school?
Where does Leon County Schools rank in the state with writing proficiency in high school?
Leon County Schools’ middle schools ranked 24 out of 75 districts.
Leon County Schools’ high schools ranked 45th out of 75 districts.
Consider also that students making the score of 3.5 were scored by two evaluators, one of whom felt the paepr was a 3.

6. Let’s take a closer look at our papers to understand why so many of our students were unable to earn a 4.

7. 5 Read and discuss the papers in your packet that earned a 5.
Make a list of the characteristics of these papers.
In other words, what are the writers of 5 papers doing to achieve success? 5
Complete this information on your handout. Find the number at the top of your handout and locate the people in the room who have the same number as you. As a group, combine the characteristics of 5 papers and write them on chart paper. Be prepared to share your findings.

8. 4 Read and discuss the papers in your packet that earned a score of 4.
Make a list of the characteristics of these papers.
What do writers who earn a 4 do well?
What are the differences between papers scoring a 4 and a 5? 4
Complete this information on your handout, talking with the people at your school. Find the number at the top of your handout and locate the people in the room who have the same number as you. As a group, combine the characteristics of 4 papers and write them on chart paper. Be prepared to share your findings.

9. 3 Read and discuss the papers in your packet that earned a score of 3.
Make a list of the characteristics of these papers.
What are the differences between papers scoring a 4 and a 3?
What are the areas of weakness in the papers scoring a 3? 3
Complete this information on your handout. Find the number at the top of your handout and locate the people in the room who have the same number as you. As a group, combine the characteristics of 3 papers and write them on chart paper. Be prepared to share your findings.

10. COMPILATION OF GROUP ANALYSIS
Get together with your grade level colleagues from the other schools.
Discuss the characteristics of papers scoring a 5 and make a compiled list on chart paper.
Discuss the characteristics of papers scoring a 4 and make a compiled list on chart paper.
Discuss the characteristics of papers scoring a 3 and make a compiled list on chart paper.
Review your 3, 4, and 5 lists and discuss the instructional implications for your students who scored a 3.
6. Make a list of instructional needs/goals for your students who scored 3’s based on your analysis.

11. 3
What does this tell us about the instruction we need to provide for our students to move beyond the 3?
Be sure to discuss that formulaic writing will produce a 3, but probably not a 4, as it requires more authentic writing by students who truly understand the process of writing.

12. A Return to Writing Process Instruction
We need to return to an emphasis on writing process instruction that is embedded into our classroom activities.

13. Mini Simulation of Writing to a WUR Prompt using the Writing Process
Today we are going to participate in an exercise that puts us in the shoes of the students. We have developed a prompt that is more specific to you as a teacher. We are going to ask you to do some activities that we might do with our students. The purpose is to get us to reflect on the process of responding to a prompt and why some of our students may be struggling with it.

14. Sample Prompt
You have been given a Writes upon Request booklet with a practice prompt. Let’s read the prompt together.
You’ve been asked to speak to a group of prospective teachers on what makes a great teacher.
Think about what exemplifies great teaching.
Now write to explain to prospective teachers your view on what exemplifies great teaching.
We have created a sample FCAT style prompt specific to you, the teacher. Find the WUR booklet in your package. Read the prompt with me as I read out loud

15. PREWRITING: The power is in the thinking.
Many of our kids who score 3’s do not adequately plan for writing. We need to spend more time helping them learn to develop an idea for writing with FCAT, WUR, and the other kinds of writing we ask them to do.

16. Three Steps in Prewriting
Analyze the prompt
Generate ideas for topics.
Organize ideas into a graphic organizer or outline.
Historically, we’ve just asked kids to jump to number 3 in this list. They need to follow all of these steps to develop an idea before they write.

17. Prewriting Step One: Analyze the prompt.
Step Two: Generate ideas for writing.
Step Three: Organize ideas using a graphic organizer.
“Let’s do step one, which is to analyze the prompt first.”

18. Prewriting Step One: Analyze the prompt .
Purpose (P) – Determine the purpose for writing.
Audience (A) – Identify to whom you are writing.
Subject (S) What is the subject for writing?
“Step one of the prewriting process requires you to analyze the prompt. To analyze the prompt, you want to determine the purpose for writing, the audience you want to address, and the subject you will be writing about.”

19. Let’s analyze our prompt. Identify purpose, audience, and subject.
You’ve been asked to speak to a group of prospective teachers on what makes a great teacher.
Think about what exemplifies great teaching.
Now write to explain to prospective teachers your view on what exemplifies great teaching.
Ask teachers to identify purpose, audience, and subject. Circle these elements.

20. Let’s analyze our prompt. Identify purpose, audience, and subject.
You’ve been asked to speak to a group of prospective teachers on what makes a great teacher.
Think about what exemplifies great teaching.
Now write to explain to prospective teachers your view on what exemplifies great teaching.
AUDIENCE
Ask teachers to identify purpose, audience, and subject. Circle these elements.
PURPOSE
SUBJECT

21. Prewriting Step One: Analyze the prompt.
Step Two: Generate ideas for writing.
Step Three: Organize ideas using a graphic organizer.
“Now let’s look at step two of the prewriting process which is to generate ideas for writing. There are many approaches to generating ideas for writing. This step occurs before the organizational step which may require using graphic organizers, tables, clusters, etc. This is simply the point where we try to generate as many ideas as possible in response to the prompt, which we have just analyzed. Let’s go back and look at the prompt that we have analyzed.”

22. After analyzing prompt, brainstorm ideas on back of planning sheet.
Turn your paper over.
Together, let’s make a list of qualities of exemplary teachers.
As I write these on the screen, please make the list on the back of your planning sheet.
Let’s try to identify three of the ideas that provide the most examples for elaboration.
Let’s jot down some of our examples by the three ideas that we picked to be sure we have enough to talk about.
Do this on the document camera, modeling the process for teachers. Afterwards, ask the teachers, which three ideas they like the best for answering the prompt. Which ideas have the most evidence. Remind teachers that doing this with the class periodically is needed so that they understand the process that is needed. Frequently, we just ask them to do this step alone. The “I do, we do, you do” model is really the way to go.

23. Prewriting Step One: Analyze the prompt.
Step Two: Generate ideas for writing.
Step Three: Organize ideas using a graphic organizer.
“Now that we have analyzed the prompt and generated ideas for writing, it is time to organize our information for writing.

24. Organizing Ideas for Writing
Which ideas have the most evidence that you can discuss comfortably?
Let’s use those ideas for our main ideas.
As a group, let’s select three to discuss.
Now, turn your paper over and create a graphic organizer with three columns and three rows.
Do this on the document camera, modeling the process for teachers. Afterwards, ask the teachers, which three ideas they like the best for answering the prompt. Which ideas have the most evidence? This is a crucial step because this is where we can talk to our students about being real and writing about what they know and see. We need to move them from trite, fabricated writing which does not come from them or their experience. It is a bigger challenge for those with limited experiences, but somehow we have got to tap into what they know, see, and experience.

25. Organize your ideas by creating a Tic-Tac-Toe Grid.

26. Organizing Ideas for Writing
Subject or Topic for Writing:
Main point 1
Main point 2
Main point 3
Example 1
Example 1
Example 1
Example 2
Example 2
Example 2
As a whole group, do this. Remind teachers that doing it as a whole group first is necessary before we ask them to do it alone. Remember we are teaching them the writing process—not how to take the test. At least not yet.

27. Organizing Ideas for Writing
Subject or Topic for Writing:
What makes an exemplary teacher
Main point 1
Main point 2
Main point 3
Someone who builds a personal relationship with the student.
Example 1
Example 1
Example 1
Egyptian student I tutored on writing and ACT
Example 2
Example 2
Example 2
As a whole group, do this. Remind teachers that doing it as a whole group first is necessary before we ask them to do it alone. Remember we are teaching them the writing process—not how to take the test. At least not yet.
My 9th grade English teacher and Anchor Club sponsor

28. DRAFTING

29. As we go through the activities today, keep your eye on the prize.
The writing is focused on the topic, and its organizational pattern provides for a logical progression of ideas. Effective use of transitional devices contributes to a sense of completeness. The support is developed through ample use of specific details and examples. The writing demonstrates a mature command of language, and there is variation in sentence structure. The response generally follows the conventions of mechanics, usage, punctuation, and spelling.
As we go through these activities today, keep your eyes on the prize. Many of our 3’s lack the mature command of language and the mature use of syntax. These two areas must be emphasized in our teaching of writing. FDLRS does sentence writing workshops for schools using the SIMS learning strategy method. You may want to consider bringing them in to teach your teachers the strategy.

30. Drafting: The Introduction

31. What does a high-scoring introduction look like?
Let’s take a minute to look at examples of introductions ranging in quality.
At your table, read and discuss the introductions for students scoring between a 1 and a 6.
What are the qualities of introductions scoring a 4, 5, and 6? What are the differences between the 3 and the 4?
DISCLAIMER: Remember that papers are scored holistically, so an introduction may not be “winning” attribute of the paper.
Allow teachers time to read through the introductions and discuss. Discuss as a whole group.

32. How to Write an Introduction: The Basics
Start with something that provides a context that connects the prompt to the real world. Think BIG PICTURE.
Present a thesis statement or claim that expresses in clear and direct language your answer to the prompt.
You may choose to outline the main points of your essay but avoid supporting details and trite listing.
Ask teachers to identify purpose, audience, and subject. Circle these elements.

33. Let’s look at my example.
Many people have pondered the question, “Is a great teacher born or is a great teacher made?” Although this question may be hard to answer, it does prompt a discussion about the qualities of an exemplary teacher. As you embark on your venture into the world of teaching, I encourage you to consider the importance of building personal relationships with students, engaging them in meaningful learning experiences, and expecting the very best from them.
Where is the statement that connects the prompt to the real world, big picture, or a context?
Which sentence answers the question?
Does the author outline the points he will make in the argument?
Are they written in a trite and simplistic way or do they sound like the language of a mature writer?
If you were going to give this writer feedback for revision, what would you ask him or her to change?

34. Now you try.
At your table, work with your group members to create a strong introduction based on any of the three attributes you identified at your table.
Put on chart paper in large letters. Be prepared to share with whole group.
You have 10 minutes.
At your table, work with your group members to create a strong body introduction based on any of the three attributes you identified at your table. Put on chart paper and share with whole group.

35. The Importance of Real World Examples of Introductions
Introductions from articles in newspapers and magazines can be used to show students how real writers introduce an article.
Be sure to use articles that reflect the kind of writing you are addressing in class.
Science articles are great for expository and persuasive. They also present a great opportunity to blend reading and writing.

36. From The New York Times blog
WHEN I was growing up, a student would be sent down to the principal’s office for chewing gum in class. We were told chewing gum was bad; it caused cavities. Like chocolate and coffee, gum is now being rehabilitated. It turns out that sugar-free gum can actually prevent cavities in children. Instead of banning it, we should require children to chew it in school to promote their oral health.

37. From The New York Times blog
It’s becoming clear that we can grow all the food we need, and profitably, with far fewer chemicals. And I’m not talking about imposing some utopian vision of small organic farms on the world. Conventional agriculture can shed much of its chemical use — if it wants to.

38. DRAFTING THE BODY PARAGRAPHS

39. How to Write Body Paragraphs: The Basics
Start with your main idea. What is the main point you will be discussing?
Explain your evidence. Remember that your evidence should be “authentic.” This means use something you have witnessed first hand, read about, seen on television or the Internet, etc. Don’t make up information without some knowledge.
Explain how your evidence supports your main idea. You must show the connection between your main idea and the evidence.

40. Let’s look at an example of a body paragraph for our prompt.
Without a personal relationship with the students, the teacher will not get a firm commitment from a student. The old expression, “Students don’t care what you know until they know what you care,” is absolutely true. I had a student many years ago who came to the U.S. from Egypt with little to no English skills. I asked him to write a personal narrative about his life in Egypt. I then sat down and worked with him in making editorial changes. The personal one-on-one time I spent with him built a positive relationship that led to after-school tutoring sessions on the ACT. Eventually, he was able to achieve all of the requirements for graduation. I believe his willingness to work hard was built largely on the relationship I had with him.
Does this paper meet the guidelines for a strong body paragraph? What is strong about this paragraph? What could be improved? Point out OCPS resource on elaboration. What method did I use?

41. Now you try.
Using the introductory paragraph you created previously, write a body paragraph for one of your main points.
Use “Ways to Elaborate” resource from Orange County Schools.
Put it on chart paper and be prepared to share.
You have 10 minutes.
Using the introductory paragraph provided, create a body paragraph for either engaging students or having high expectations.

42. DRAFTING THE CONCLUSION

43. Drafting the Conclusion
The conclusion is one of the most difficult parts of a paper to write, and often, the least discussed.
A good conclusion should
revisit the original thesis.
provide a statement that answers, “So what?”
leave the reader thinking about the significance of the thesis. Use emotion or discuss impact for future for effect.
Let’s take a look at a conclusion.
Does this paper meet the guidelines for a strong body paragraph? What is strong about this paragraph? What could be improved?

44. Let’s look at an example of a conclusion.
As a 30 year veteran of the classroom, I will soon leave my school and you will enter with fresh ideas and enthusiasm for teaching. There will be challenges along the way, but never lose sight of the basics of great teaching. To achieve greatness in in this field, always remember the importance of the student-teacher relationship, the role of engagement in learning, and the power of high expectation. With these tools in your toolbox, you are sure to achieve the greatness that many before you discovered too late to make a difference.
Does this writer revisit the thesis statement?
Does he or she give the “So what?”
Does he or she leave make an impression that will stay with the audience?
What does he or she do well?
What does he or she need to improve?

45. Now you try.
At your tables, create an alternative conclusion that addresses your thesis.
Put on chart paper.
You have 10 minutes.
At your tables, create an alternative conclusion that addresses the thesis we are using today. Put on chart paper.

46. Feedback and revision are necessities for our success!

47. Scoring Method for FCAT Writing
FOCUS: The theme or unifying point is clearly established and maintained throughout.
ORGANIZATION: Students demonstrate effective organization pattern and strong, well-crafted transitions that are embedded in the text.
SUPPORT: Students provide elaborated examples and the relationship between supporting ideas and the topic is clear. Specific and relevant details are used, in addition to precise word choice.
CONVENTIONS: Students vary sentence structure and follow basic conventions.
Ask teachers to turn to the page on the FCAT scoring method. Review focus, organization, support, and conventions

48. Strive for the five.
The writing is focused on the topic, and its organizational pattern provides for a logical progression of ideas. Effective use of transitional devices contributes to a sense of completeness. The support is developed through ample use of specific details and examples. The writing demonstrates a mature command of language, and there is variation in sentence structure. The response generally follows the conventions of mechanics, usage, punctuation, and spelling.
Read the description of a 5 out loud while the participants follow along. Ask them to highlight in different colors descriptors of focus, organization, support, and conventions. We have included examples of fives from the calibration set in your packets. Use these to help you “see

49. Instructional Practices that Result in Higher Scoring Papers: Revision
Since we want our students to aspire, at the very least, to achieve a 5, let’s review the papers scoring a 5 in the calibration set.
As I read the papers out loud, make annotations regarding focus, organization, support, and conventions. Pay particular attention to mature command of language and syntax.
Read the sample five’s out loud. Solicit comments from the group about descriptors of 5 papers. Make a list on chart paper in the front of the room, or write on paper underneath document camera. THIS SLIDE MAY BE OMITTED IF TIME DOES NOT PERMIT IT.

50. Encourage the use of alternatives to the words lacking specificity.
Provide a reference sheet with alternatives to words that are overused.
During the process of writing or revising, encourage students to select words from the list to use.
What are some other ways this list could be used in the writing process?
Read the sample five’s out loud. Solicit comments from the group about descriptors of 5 papers. Make a list on chart paper in the front of the room, or write on paper underneath document camera. THIS SLIDE MAY BE OMITTED IF TIME DOES NOT PERMIT IT.

51. Practice with Feedback: A Sample Paper
Follow along with me as I read the sample paper out loud.
Consider the papers you have seen that scored a 5, paying attention to focus, organization, support, and conventions.
Don’t forget mature command of language and syntax.
Identify places in this paper where improvement is needed to move to a higher score.
Discuss at your table.
Put sample paper under the document camera. As teachers point of areas, highlight and make notes. Allow teachers an opportunity to share their thoughts.

52. What should feedback look like?
Teacher feedback should be specific enough that the student knows what to do to improve the draft.
When opportunity presents itself, address mature command of language and syntax.
In addition to suggestions for improvement, include specific praise for parts that are deserving of praise.
While some corrections for conventions are appropriate, avoid overwhelming the student with proofreading marks.
5) Consider limiting your comments to 2-3.
Read 1-5 out loud. Discuss the importance of specific feedback.

53. Provide feedback on this paper.
Work with your table group to create 3 comments that would help a student improve this paper.
Write your comments on the draft.
Give teachers time to create comments for students. Share out loud with whole group.

54. Revision can be as simple as one paragraph
As a group, select one paragraph which corresponds to your feedback and revise it.
Ask participants to select a paragraph for which they created feedback. As a group they work together to revise that paragraph. After minutes, ask groups to read out loud. Teachers could put on chart paper for all to see.

56. An Idea for Addressing Conventions in Student Writing
While reviewing student papers, make a list of common mistakes in conventions.
Collect examples of sentences from student papers and create a handout.
Review the rules yourself so that you are prepared to address common mistakes.
Give the students the handout, allowing them a few minutes for each item to make corrections. Once they have tried to correct on their own, go over each item with them.
Get the students to write down the rules as you review them with the sample sentences.
Distribute handout with sample student sentences. Take the teachers through an exercise with number one.

57. Let’s practice. Let’s correct #1 together:
There are three major qualities that make a great teacher—the ability to connect with students on a personal level, the commitment to do whatever is needed to engage every student in the subject matter, and the expectation and follow-through that they will perform at high levels.
What needs to be corrected in this sentence and what are the rules?
Distribute the sample student sentences and put on document camera. Correct #1 together.

58. Here are my corrections:
Let’s practice.
Here are my corrections:
There are three major qualities that make a great teacher: the ability to connect with students on a personal level, the commitment to do whatever is needed to engage every student in learning, and the expectation that they will perform at high levels.
Let’s review the rules I used to defend my changes.
Discuss the use of colons and dashes. Which one is better for school writing in this case? Why?

59. THE COLON OR THE DASH WHICH ONE SHOULD I USE?
(1) Use a colon for lists, but make sure everything before the colon is an independent clause (complete sentence).
Barbara gave three reasons for not going: it was stormy, she didn’t like loud music, and she preferred the company of her cats.
(2) Use a colon to introduce an appositive you want to emphasize. Again, make sure everything before the colon is an independent clause.
I finally found the perfect food: chocolate!
(3) Use a colon to introduce quotations. Everything before must be an independent clause.
When Daryl appeared, he made a big announcement: “I’m married!”
Tell teachers that the dash is a more informal form of punctuation used commonly in speech or dialogue.

60. WHEN NOT TO USE COLONS
Do not use colons after include or any form of include.
I remembered to bring everything, including: candy, nuts, and drinks. (WRONG)
(Note that there is no independent clause before the colon.)
Discuss.

61. WHEN DO YOU USE A DASH?
To showcase a list or interruption in thought in the middle of an independent clause.
For example:
Three of my favorite foods—ravioli, tiramisu, and gelato—originated in Italy.
James can’t make it—he caught the flu from his sister—but hopefully he’ll be better by tomorrow.
To indicate interrupted speech in dialogue.
For example:
“What if we—” 
“No, I have a better idea!”
To emphasize a sentence.
For example:
You can give Alicia her birthday card—just make sure to send it on time.
Tell teachers that the dash is a more informal form of punctuation used commonly in speech or dialogue.

62. Let’s go on to student sentence #2.
Once a relationship is established, the next step for a great teacher is to engage the students in the skills and content of you’re class.
What is wrong with this sentence?
Read the prompt. Respond in writing. Share.

63. Corrections to Sentence 2
Once a relationship is established, the next step for a great teacher is to engage the students in the skills and content of you’re class.
Two errors:
Teacher is the singular noun (antecedent). The pronoun “your” does not agree with its antecedent.
You’re is a contraction that stands for “you are. “ The possessive pronoun “your” is needed here.
Read the prompt. Respond in writing. Share.

64. Corrections to Sentence 2
Once a relationship is established, the next step for a great teacher is to engage the students in the skills and content of the class.
Two errors:
Teacher is the singular noun (antecedent). The pronoun “your” does not agree with its antecedent.
You’re is a contraction that stands for “you are.” To avoid the messiness of the terms “his or her,” I elected to eliminate the pronoun altogether.
Read the prompt. Respond in writing. Share.

65. Let’s go on to student sentence 3.
But even more important these experiences help kids develop high level thinking skills they need for success.
What is wrong with this sentence?
Read the prompt. Respond in writing. Share.

66. Sentence Corrections
More importantly, these experiences help kids develop high-level thinking skills they need for success.
Two errors:
Importantly is intended to describe the words “help develop,” not the word, “experiences.” The words “more” and “importantly” are both adverbs, and adverbs describe verbs.
Two words working together to describe a noun should be hyphenated to eliminate confusion.
Read the prompt. Respond in writing. Share.

67. Let’s go on to student sentence 4.
Finally, a great teacher has great expectations for their students.
What is wrong with this sentence?
Read the prompt. Respond in writing. Share.

68. Sentence Corrections
Finally, a great teacher has great expectations for his or her students.
One error:
The pronoun “their” (plural) does not agree with its antecedent, “teacher” (singular).
Read the prompt. Respond in writing. Share.

69. Let’s go on to student sentence 5.
We all may disagree on the 1st question but there is no doubt that having a relationship with kids in addition to engaging them in learning and high expectations are all necessary for a teacher to exemplify greatness.
What is wrong with this sentence?
Read the prompt. Respond in writing. Share.

70. Sentence Corrections
We all may disagree on the 1st question but there is no doubt that having a relationship with kids in addition to engaging them in learning and high expectations are all necessary for a teacher to exemplify greatness.
Errors:
This sentence is a run-on. It has three independent clauses and one dependent clause joined by four conjunctions.
We have two options: (1) Change this into two sentences, or (2) Re-work this sentence to tighten it up.
Read the prompt. Respond in writing. Share.

71. Sentence Corrections
Everyone has different ideas about whether great teachers are born or made, but this we do know– exemplary teachers build meaningful relationships with their students, engage them in powerful learning experiences, and expect the very best from them.
Read the prompt. Respond in writing. Share.

72. Editing: Applying the Rule to Your Own Draft
After reviewing common errors and practicing corrections, direct students to look for the “showcased” errors in their own papers or their classmates’ papers.
Create a proofreader’s checklist and add rules as you address them in class. (See OCPS Resource.)
Once you have given feedback and students have done revisions and editing, ask them to complete a final draft.
If you are technologically savvy, explore ways to provide feedback through turnitin.com, electronic submissions, etc.
Review the bullets and give teachers time to offer ideas on using technology to simplify the process of feedback, revision, and editing.

73. PUBLISHING

74. An Idea for Strategically Teaching Grammar and Conventions
Lay out your yearly plan for literature and writing by nine weeks. (See sample plan.)
After reviewing the CCSS for language/conventions and considering your own students’ needs, lay out a plan to address language and conventions that aligns with your literature and writing goals.
Designate a rule a week and create 4-5 sentences with errors for practice.
At the end of the nine weeks, create a review sheet of rules/practice for your students.
Review and test on the skills.
Review the bullets and give teachers time to offer ideas on using technology to simplify the process of feedback, revision, and editing.

75. District Recommendations for Writing
Teachers should regularly integrate elements of writing process into weekly lessons.
Students should regularly participate in a 3-5 day writing workshop activity that includes prewriting, drafting, revising, and editing. (Traditional WUR prompts should be included.)
Feedback and revision should be frequent, particularly for those students at risk of scoring below proficiency.
Teachers are required to participate in three district-sponsored training/scoring dates.

76. Now what?
In your departments, reflect on the conversations and activities from today.
Make a plan to strategically address your students’ specific writing needs.
Re-dedicate time to teaching the writing process with literature-based writing activities, creative writing activities, and –yes– prompt writing.
Dedicate time to teaching parts of the writing process in your weekly lessons.
Provide regular feedback on student writing and require revisions on a small and large scale.
Nurture authentic writing with your students.

77. With Your Group
Use the vertical alignment of College Board and Common Core State Standards for your grade.
Use the nine-week template to designate writing, language, grammar and convention skills for each nine weeks.
Follow the instructions on the slide and share.

78. Instructional Implications
We must re-emphasize writing process instruction in our language arts classrooms.
Feedback and revision are needed, particularly for our students scoring 3.0.
A balance of creative, text-dependent, and prompt writing activities utilizing the writing process will help our 3’s achieve success.

79. Resources
Introductory writing process lesson plans are available for middle and high school on our Sharepoint site.
Orange County Public Schools Writing Guide has been loaded on our Sharepoint page as well.

81. Scoring Dates for Writes Upon Request and Text Dependent Writing
Writes Upon Request Scoring for 8th and 10th Grade Language Arts Teachers: 8/30,10/7, and 12/9
Text Dependent Writing Follow-up for LA Teachers of 6th, 7th, and 9th grades – 10/17
Read the prompt. Respond in writing. Share.