Transcript Round up success with a… 6 - Woodbridge Elementary School

Ways to have your child Round up
a 6 on FCAT Writing in March
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What is the FCAT Writing Test?
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• FCAT Writing is given to all
students in Florida public schools at
grades 4, 8, and 10.
• FCAT Writing was designed to
measure Florida students'
achievement of the Sunshine State
Standards (what a child should know
and be able to do at every grade
level).
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What is the test like?
• It is a timed assessment.
• Students are given either a narrative or
expository prompt.
• Students are given 45 minutes to
complete a draft.
–This includes approximately 5 minutes
to plan, 35 minutes to draft out their
ideas, and 5 minutes to revise.
How is the test scored?
• Using the Holistic Scoring Method
• The scale is from 0 to 6
• This holistic rubric provides a
description- not a checklist –for
each score.
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FCAT Writing Content
• FOCUS- refers to how clearly the paper presents
and maintains a main idea, theme, or unifying
point
• ORGANIZATION- follows a plan that includes a
beginning, middle, and end; uses effective
transitional devices to connect supporting ideas
• SUPPORT- quality of details used to explain, clarify,
or define; the quality of the support depends on
word choice, specificity, and thoroughness
(ELABORATE!)
• CONVENTIONS- refer to the punctuation,
capitalization, spelling, and sentence structure
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Narrative Samples
• Narrative- tells a story based on a real or imagined
event.
• Example Prompt:
Writing Situation:
Everyone has experienced some type of surprise at
one time or another.
Writing directions:
Before you begin writing, think about a time you were
surprised or imagine a time you were surprised. Now
write a story telling about the time you were surprised.
*Hint*- look for KEY PHRASES in prompt to figure out the type of prompt
(tell a story about, tell about a time, tell about a day, tell about what might
happen if, describe what happened when…)
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Expository Samples
• Expository- writing to explain, clarify, or inform
Example Prompt:
Writing Situation:
All of us enjoy food and all of us have certain foods we like the
most.
Writing directions:
Before you begin writing, think about the foods that you like the
most. Now explain to the reader of your paper why you like
those foods the most.
*Hint*- look for KEY WORDS in prompt to figure out the type of prompt
WHAT =THINGS OR QUALITIES
WHY=REASONS
HOW=WAYS
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Writers’ Workshop
One hour is BEST PRACTICE!
Mini-lesson:
Read-Aloud
Modeled Writing
5 minutes
10 minutes
Independent Practice/Guided:
Conference here!
35-40 minutes
Sharing Session:
2-5 minutes
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Involve the readerdon’t tell me, show me.
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• Joe is a sloppy eater.
• At lunch today, Joe had
ketchup dripping down his
chin, and mustard
splattered on his crisp
white shirt as he ate a
hotdog like a pig eating
gruel.
Use Active Verbsnot “be” verbs.
• Bury the DEAD verbs. Think
ACTION!
• Don’t use is are, was, were, am,
been.
• Make the sentence come alive with
Vivid Verbs.
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Example
• I was sad.
Can turn into…
• I sobbed a river of salty tears.
Use more than one verb in a
sentence.
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• I skipped up the the steps,
grabbed the brass door
knob, heaved the door
massive door open, and
slammed it against the wall
to announce my arrival.
POWERFUL SENTENCE!
Use Mature Language
• Don’t use simple words like
good, happy, old, or said.
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• Use words like stupendous,
jubilant, archaic, and bellowed.
*Just be careful that the child
understand the meaning of the
word and can use it correctly!
• Elaboration is the WORD! Elaboration is NOT just about the
quantity of words on a page. It Is about the quality of the words, the
precision in language, and knowing how to paint a picture for the reader by
developing the writing in great detail.
• There are nine different types of craft
Types of Elaboration
Setting Description
Character Description
Moment Description
Event Description
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Emotion Description
Anecdote
How-to
• Crafts are a wonderful set of skills and techniques
that writers know and use to make their writing
clear and interesting.
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• An action word that
provides an image and
often a sound.
• Our dog adores to
munch on shoes, but
he won’t touch my
sister’s smelly High
Heels.
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• A noun that specifically
names a person, place,
or thing.
• Dextor adores to
munch on shoes, but he
won’t touch Julie’s
smelly Jimmy Choo
High Heels.
• Words and/or phrases that show what the
author sees, smells, tastes, hears, touches,
and feels.
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Sam began to row, feeling the pull in his
arms and his back. As the boat moved away
from the shore, the sound of Indian music
floated out of Anima’s restaurant, light music
with bells that reminded him of Anima
herself.
Sam rowed fast, though the narrow
channel where the rushes were over his head.
He pulled the dripping oars into the boat and
dropped the anchor, a brick tied with a rope,
onto the sandy bottom.
Overhead, the stalks swayed and rattled
against each other, and a kingfisher flew up
and away from him. He sat back and raised
his face to the sun, listening to the water
lapping against the boat.
It was his best place to think.
• A word that describes a
sound such as
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– Pop! Snap!
– Whoosh! Buzz!
• Whack! The ball
smacked the baseball in
his batting helmet.
• Phrases using like, as,
or than to compare two
things.
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• The friendly dog
danced around like
paper blowing in the
wind when his beloved
master comes home
from work.
• Writers use it to make their writing more interesting for
the reader and to add additional information so the
reader gets a better picture of what is going on in a
piece of writing.
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Ellipsis… to slow down a moment.
Dash- to add information.
Parenthesis ( ) to add or define information.
Commas in a series,,, to list items or verb phrases to
elaborate an action.
• Length-fragment sentences to show quick commands.
Complex sentences to explain full thoughts.
• Style-different types of sentence with corresponding end
punctuation. Questions? Excitement! Commands.
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• Dextor -my dog- adores
to chomp, chomp,
chomp away on shoes!
Julie (my sister) has
such smelly Jimmy
Choo High Heels… he
won’t even nibble on
those!
Let’s review the items you will
be Rounding up today…
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Writing Night agenda/expectations
Write Night power point
Elaboration example page
Elements of Florida Writing Assessment
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Expository/ NarrativeroWriting
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Writing purpose and example
Levels of Support
Writer’s Crafts
Helping your child with writing in grades
three, four and five
Resources to Round up success for
our Authors
• http://fcat.fldoe.org
• Ask questions! Don’t settle for one-word
answers. Push for more details! 
• Verbal expression is the ticket to written
expression for many young authors.
• Keep a journal or diary
QuickTime™ and a
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– Things that happen to you.
– Describe things you see, taste, hear,
touch and smell.
Thank you for attending!