Understanding the FCAT Writing Test Spanish Lake Elementary Parent Writing Workshop November 17, 2010
Purpose As a result of attending this presentation, participants will: Understand what is tested in the FCAT Writing Test Understand the State s Rubric so that they can work with their children Learn about strategies they can use at home to help their children be more effective writers
What is FCAT Writing? A test where students are required to write a response to an assigned topic. Students receive a score for the written response.
Types of Writing Expository Writing to explain or inform Narrative Writing to tell a story Persuasive Writing to persuade
Sample Expository Prompt Many people have something special to them, like a toy, a book, or an award. Think about something that is special to you and what makes it special. Now write about something that is special, and explain why it is special to you.
Sample Narrative Prompt Imagine a field trip to a special place. Think about what might happen on a field trip to a special place. Now write a story about a field trip to a special place.
Sample Persuasive Prompt Many children enjoy having sleepovers. Think about a time your friend invited you to sleep over their house. Now write to convince your parents why you should be able to sleep over your friend s house.
Pathways to Success with Writing What GOOD writers need to consider What is the purpose for writing this piece? What is the most important point to make in this piece of writing? Who is the audience?
What Students Must Do To Be Successful On The Florida Writing Assessment Test FOCUS: Know how to read the prompt. Stay on topic throughout the paper. ORGANIZATION: Plan before writing. Have a clear beginning, middle, and end. Include a topic sentence in the beginning and a concluding sentence in the end. Use transitions SUPPORT: Remove information that is not about the topic. Develop magnified moments. Turn telling sentences into showing sentences. Use similes, metaphors, and figurative language. Use vivid verbs, concrete nouns, powerful adjectives, and adverbs. CONVENTIONS: (Sentence Variety) Practice rearranging sentence parts. Use appropriate punctuation in sentences.
Supporting Details Bare-simple listing or events or reason "I like to go to school because it is fun. Extension-information that begins to clarify meaning "I like to go to school because it is fun when the teacher allows us to do experiments with frogs.
Supporting Details Cont d Layered-use of a series of informational statements that collectively help to clarify meaning. I like to go to school because it is fun when the teacher allows us to do experiments with frogs. We learned what kinds of foods frogs like to eat by offering them flies, worms, and seeds. We observed the frogs during the morning and afternoon to determine when they were more active. We also compared frogs to other amphibians to see what characteristics they share. Elaboration- use of additional details, anecdotes, illustrations, and examples that further clarify meaning. I like to go to school because it is fun when the teacher allows us to do experiments with frogs instead of just reading about frogs in books. Experiments allow us to have the fun of discovering for ourselves how far and fast frogs can jump and what kinds of food frogs like to eat. The elaboration could also provide a detailed description of the experiments.
Techniques for Innovative Beginnings Grab the Reader A command to the reader Never try to outsmart a skunk. A question What possessed me to try and catch a skunk? A quotation What on earth is that wretched smell? my sister said as she gagged. An action I had never run so fast in my life. Unfortunately, it wasn t fast enough!
More Techniques for Innovative Beginnings A sound effect PSFST! I smelled the skunk s spray almost as soon as I heard it. A theme statement It was a battle with nature. Nature won. A thought As I walked through the woods, I imagined how a skunk might be forced to protect itself.
Transition Words Transitions should be specific to paper and move the piece smoothly Higher order transition words move papers to higher scores
Transitions Ideas have to flow with smooth transitions Order Words First, then, finally, and furthermore may not be enough gradually, eventually, briefly, in the future, in a short time, promptly, meanwhile, later, on the other hand, inevitably, for this reason, in a split second, nevertheless, as a result, in a flash, suddenly, in any event, as a consequence, all of a sudden, at once, at last, afterwards, after a while, soon
Narrative Transitions at that very moment meanwhile for this reason to my surprise unexpectedly nevertheless in a split second afterwards gradually eventually in any event at the speed of light in two seconds flat inevitably briefly in the future promptly later on the other hand as a result in a flash suddenly at last soon at once all of a sudden cautiously This story really begins And in less than an instant Once, not too long ago This adventurous story really begins Night followed day and day followed night over and over again.
You need to provoke some kind of emotion or reaction in the reader through voice Voice is accomplished through precise word choice choice that is identified with the writer, the situation, and the purpose Lets the reader know the mood, the tone Lets the reader be in the moment with the writer
The ideas should be well developed through magnified moments Show, Not Tell is the precursor to Magnified Moments Magnified Moment is a complete series of Show, Not Tells Descriptive and Figurative Language Sensory words
Examples of Show Not Tell Sentences The baby was upset. (Telling) The baby held his breath and screamed. (Showing) I was really mad. (Telling) I ran to the door, threw it open with a loud bang against the wall, and yelled, Get in this house right this minute! (Showing)
Scoring Scored by one reader 6 point rubric Focus Organization Support Conventions Greater attention is given to the writer s message
Score Points 2, 1, and U Unreadable; Not on topic; ONLY copied the prompt Prompt with a sentence or idea added A list; no real organization; very simple dull words
Recognizable introduction and conclusion but doesn t hold together; not supported clearly or adequately; common words spelled correctly but more difficult words are problematic; basic punctuation is present but internal is not evident or correctly used Organization is evident; Support is present, specific, but not always included for all ideas; words choice is adequate; conventions are generally followed but there can still be problems with internal punctuation
The difference between a 3 and a 4 Organization A 4 has a very evident beginning, middle and end Some specific or internal transitions are used (meanwhile, back in the barn ) Support Development of ideas with support is uneven 1 idea is extended and elaborated while others may be vague Word choice is adequate Using some WOW! Words appropriately
Vocabulary Use a Thesaurus to change simple words into more intelligent complex words. Ex. Big - Enormous Pretty- Stunning Difficult- Intricate Blue- Sapphire Important- Significant
Show Don t Tell Use sensory details, figurative language, vivid verbs and descriptions to help the reader create a mental picture of what is going on in the text. Show me how it looks, feels, smells, tastes or sounds.
Figurative Language Hyperbole- an extreme exaggeration Ex. I am so hungry, I could eat a horse Metaphor- comparing two unlike things Ex. The snow was a soft blanket that covered the yard. Simile- comparing two things using like or as Ex. He is as mean as a snake Onomatopoeia- sound words make Ex. POW, BOOM, Rinnnng
Focus: Active Verbs Sensory Words Sound Sight Taste Touch Smell laughing, clapping, shrieking, screaming, crying, whining, splashing, whoosh of the roller coaster, chomping, crunching, pounding on the pavement, blowing whistle, singing, humming squinting, staring, observing, peeking, browsing, smiling licking, slurping, gobbling, sucking, gulping, smacking, salivating grab, clutch, yank, hug, pushing, pulling, poking sniffing, get a whiff of
Recognizable introduction and conclusion but doesn t always hold together; each idea is supported clearly or adequately; word choice is adequate but lacks precision i.e. the use of shouted when blurted or interrupted might better describe the action; occasional errors do not impede communication An inviting introduction draws the reader in and likewise, a satisfying conclusion leaves the reader with a sense of closure; thoughtful transitions clearly show how ideas connect; details fit where they are placed and vocabulary choice is precise, natural, effective and appropriate in developing the mode/tone/voice just the right word in just the right spot ; consistent application of conventions
Another Way to Look at Scoring Content Beginning- introduction to the topic (approximately 3 sentences) Middle - details that make the reader have a mind movie Details must go together like aisles in a grocery store Each aisle is a paragraph End - tells the reader the most important thought (approximately 3 sentences) Sense of Completeness Specific Writing Skills Dialogue Similes/metaphors Idioms Onomatopoeia Vivid verbs Descriptive adjectives/phrases Anadiplosis Grabbers & Zingers Is the paper OUTSTANDING?
Endings The Final Word An ending in a powerful thing it leaves the reader with the last thought of the piece. So often, children forget how powerful these words can be.
Endings Circular ending when beginning with an impacting line, repeat the line at end of the writing. (e.g.,...because I see it through Grandpa s eyes. Emotional statement end by making statement that sums up a feeling described in a narrative, expository or persuasive paper (e.g., You must change your life. Or And that was always enough. ) Surprise ending A surprise ending does not have to be shocking. It can be anything unusual or a new way of looking at something.
Other Endings Continued Use a universal word:,....all, everyone, every day, each of us, everything, every time, everybody, always, the world Invite the reader to learn more: You are invited to visit Africa and make new discoveries. Offer the reader advice: Don t forget to always be nice to your mother. Make a prediction: I predict that I will travel the world in my time machine.
THE SOUND OF GOOD WRITING Writing like speaking, has voice in the sense that both are language going out from a person... In written voice punctuation, sentence structure and word selection do most of the work to give the writing its sound, its voice. And the sound of that voice that goes out, whether it s crafted through air waves or with ink, is a learned thing. Katie Wood Ray