Embed Size (px)
Citation preview
Breaking Down the
Writing Rubrics for
Common Core- Based
Standardized Testing
Using Florida Standards Assessments Writing
Rubrics (Drafts)
Grades 6-11: Informative/ Explanatory
Grades 6-11: Argumentation
Summarized by Teengagement®, September, 2014
The following information is a breakdown of the “English Language Arts Text-Based Writing Rubrics (Drafts) found at the following links: http://www.fsassessments.org/wp-content/uploads/2014/07/ELA-Writing-Rubrics-6-11_Informative.pdf http://www.fsassessments.org/wp-content/uploads/2014/07/ELA-Writing-Rubrics-6-11_Argumentation.pdf The information in plain black font is found in the rubrics from the links above. The information in the grey boxes is a summary (provided by Teengagement) of each of the paragraphs found in the rubrics. Writing Prompt Specifications Overall Task Description
Students will read a stimulus about a single topic. A stimulus consists of several texts written on a single topic. The stimulus should consist of informational or literary fiction or nonfiction texts and can cover a wide array of topics. After reading the stimulus, the students will respond to a writing prompt in which they will provide information on a topic or take a stance to support an opinion or argument.
-The student will read several texts that follow one topic
-The texts could be informational, literary fiction or nonfiction
-Student will be provided a writing prompt in which they have to: a) provide information about a
topic or b) take a stance to support an opinion or argument.
Stimulus Attributes
The complexity of the texts used as stimuli should be accessible for the applicable grade. While this is primarily a writing test, a grade-appropriate level of literacy is required. In choosing the text(s), qualitative and quantitative dimensions of text complexity must be balanced by the task considerations required of the reader. Graphics such as infographics, photographs, tables, and diagrams can be included with the stimuli. The graphics used, however, must be purposeful to the task and should supplement the student’s understanding of the topic. During the text review process, Florida educators use professional judgment and experience to determine whether the reading level of each selection is suitable for the grade level.
-The complexity of the texts will be grade-appropriate (qualitatively and quantitatively)
-Graphics can be used, also (such as infographics, photographs, tables, and diagrams) to add to
the student’s understanding of the topic
The stimuli for the informative/explanatory prompts should maintain a clear topical connection but may address diverse concepts and ideas. Stimuli for the opinion/argumentative prompts should present opposing points of view. Each point of view should be equally represented so that a student can take either side of a position. Thorough and convincing support for the controlling ideas must be evident in all stimuli.
Requirements of the Texts:
Informative/Explanatory Prompts:
-must be clearly connected
-can include diversity in concepts and ideas
Opinion/Argumentative Prompts:
-must have opposing points of views
-each point of view must be equally represented
-The text has to give lots of support for a student to write a controlling idea or argument
Texts used as stimuli should be interesting and appealing to students at the grades for which the selections are intended. They should be conceptually appropriate and relevant and should reflect real world settings and events that are interesting to students and are not limited to classroom or school related situations. Texts with controversial or offensive content should not be included. Confusing or emotionally charged subjects should also be avoided. References to trademarks, commercial products, and brand names should be checked by the contractor’s legal department for permission to use. If there is any question about the accuracy of content, the Florida Department of Education may require at least two additional sources to verify the information in the text.
Additional Information About the Texts:
Must be:
-interesting and appealing
-conceptually appropriate
-must be relevant
-reflect real world settings
-must reflect events that are interesting to students
-not limited to classroom or school-related situations
-checked for accuracy
Should not:
-be controversial or offensive
-be confusing or emotionally charged
-reference trademarks, commercial products or brand names without permission to use
The stimulus will consist of two to four texts. The approximate combined word count of the text sets is listed in the table below. Grade Level Minimum
Word Count Maximum Word Count
6 1000 1600
7 1000 1700
8 1000 1800
9 1100 1900
10 1100 2000
11 1100 2000
The stimulus will be presented along with a writing prompt that asks students to write an essay about the topic. The students will be required to synthesize information from the text sets and must cite specific evidence from the texts to support their ideas.
Students must read between two to four texts for the prompt.
Combined word counts of the texts are listed in the table for each grade.
Student will be provided a prompt.
Student must synthesize information from the text.
Student must come up with his/her own ideas about the text and cite any support they use from
the text.
For the informative/explanatory writing prompts, students will be required to synthesize and analyze ideas from the stimuli to develop and support a controlling idea. For the opinion/argumentative writing prompts, students will be required to synthesize and analyze ideas and evidence from stimuli. They will use these ideas to present and support an opinion (grades 4‒ 5) or to argue and support a claim (grades 6‒11).
Informative/ Explanatory Writing Prompts:
-Students must develop a controlling idea and support it by synthesizing and analyzing
ideas from the texts provided.
Opinion/ Argumentative Writing Prompts:
-Students must develop an opinion (gr. 4-5), an argument or a claim (gr. 6-11) and
support it by synthesizing and analyzing ideas and evidence from the texts provided.
Assessed Standards
The Florida Standards Writing Assessment will assess the following standards from the appropriate grades:
LAFS.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
or LAFS.W.1.2 Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and analysis of
content.
LAFS.W.2.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
LAFS.W.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach.
LAFS.W.2.6 Use technology, including the Internet, to produce and publish writing and to interact
and collaborate with others.
LAFS.W.3.8 Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
LAFS.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection,
and research.
LAFS.L.1.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
LAFS.L.1.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
LAFS.L.2.3 Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.
LAFS.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases by using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
LAFS.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.
LAFS.L.3.6 Acquire and use accurately a range of general academic and domain-specific words
and phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
Directions Template Grades 6–11
Write an explanatory essay about. . . . Your essay must be based on ideas and information that can be found in the “. . . ” passage set. -OR Write an argumentative essay in which you . . . . Use the information from the texts in your essay. Manage your time carefully so that you can • read the passages; • plan your response; • write your response; and • revise and edit your response. (If argumentation) Be sure to • include a claim; • address counterclaims; • use evidence from multiple sources; and • avoid overly relying on one source. Type your response in the space provided. You have ____ minutes to read, plan, write, revise, and edit your response.
-Follow these templates when writing practice prompts for the classroom
Acceptable Text Types
Informational Text Literary Text Informational Text Literary Text Primary Sources/Nonfiction
Historical documents (e.g., Bill of Rights)
Essays (e.g., informational, persuasive, analytical, historical, scientific)
Letters, journals, diaries Secondary Sources/Nonfiction
Magazine articles
Newspaper articles
Editorials
Encyclopedia articles Functional Materials
Consumer documents (e.g., warranties, manuals, contracts, applications)
Embedded in text (e.g., tables, charts, maps, graphs, illustrations, photographs, captions, text boxes)
How-to articles
Brochures, fliers
Schedules
Website pages
Literary Nonfiction
Biographical and autobiographical sketches
Diaries, memoirs, journals, letters
Essays (e.g., personal and classical narratives)
Critiques Literary Fiction
Short stories
Poetry
Historical fiction
Fables
Folk tales, tall tales
Legends
Myths
Drama
Fantasy
Excerpts from longer works
-Choose from this bank of acceptable text types when creating writing prompts for classroom
practice.
Possible Topics
Essential Skills
Literacy
Communication
Teamwork
Leadership Science, Technology, Engineering, and Mathematics
Earth/Space Science
Life Science
Physical Science
Concepts of Technology
Computer Technology
Information Technology
Technology Processes
Concepts of Engineering
Engineering Tools
Engineering Design and Testing
Mathematics Health and Physical Education
Movement Competency
Cognitive Abilities
Lifetime Fitness
Personal Health
Health Care Business Management and Administration
Finance
Financial Literacy
Business Plans
Marketing
Entrepreneurship
Transportation of Goods
Manufacturing
Agriculture
Hospitality Industry
Tourism Industry
Social Studies
U.S. History
Civics and Government
Geography
Economics World Languages
Cultural Perspectives
Cultural Comparisons
Cultural Communities Arts
Dance
Music
Theater
Visual Arts Interests
Adventure
Animals
Careers
Entertainment
Family
Friendship
Hobbies/Crafts
Humor
Mystery
School
Sports/Games
Trips/Journey
-Choose from this bank of acceptable topics when creating writing prompts for classroom
practice.
Grades 6–11
Argumentation Text-based Writing Rubric (Score points within each domain include most of the characteristics below.)
Score Purpose, Focus, and Organization (4-point Rubric)
Checklist
4 The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear and effective organizational structure creating coherence and completeness. The response includes most of the following:
Clearly stated and strongly maintained claim with little or no loosely related material
Clearly addressed alternate or opposing claims*
Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas
Logical progression of ideas from beginning to end with a satisfying introduction and conclusion
Established and maintained appropriate style and objective tone
The response is:
___ about the topic
___ strong
___ complete
The response focuses on:
___ its purpose
___ the audience
___ its specific task
The response is:
___ organized (with a structure)
___ coherent (is it clear and easy to understand)
___ complete (does it address everything)
The response includes:
___ a clear and strong claim
___ material that is ONLY related to the claim
___ alternate or opposing claims
___ transitional strategies that make relationships between points
and ideas
___ a progression of ideas (clearly move from one idea or point
to the next)
___ a good introduction
___ a good conclusion
___ appropriate style (the way you write will appeal to the
audience- you must consider your audience)
___ objective tone (don’t go crazy with anger, excitement, etc.
when making your claim)
Grades 6–11
Argumentation Text-based Writing Rubric (Score points within each domain include most of the characteristics below.)
Evidence and Elaboration (4-point Rubric)
Checklist
4 The response provides thorough, convincing, and credible support/evidence for the writer’s claim that includes the effective use of sources, facts, and details. The response includes most of the following:
Smoothly integrated, thorough, and relevant evidence, including precise references to sources
Effective use of a variety of elaborative techniques to support the claim, demonstrating an understanding of the topic and text
Clear and effective expression of ideas, using precise language
Academic and domain-specific vocabulary clearly appropriate for the audience and purpose
Various sentence structures creating language facility
The response:
___ provides convincing support and evidence
___ provides credible (believable) support and
evidence
___ includes effective use of sources, facts and
details
The response includes:
___ smoothly integrated evidence
___ thorough evidence
___ relevant evidence
___ precise reference of the sources
___ elaborative techniques to support the claim
___ an demonstration of an understanding of the
topic and text
___ clear and effective expression of ideas
___ precise language
___ academic/ domain-specific vocabulary
(appropriate to the audience and purpose)
___ various sentence structures
Grades 6–11
Argumentation Text-based Writing Rubric (Score points within each domain include most of the characteristics below.)
Conventions of Standard English (2-point Rubric)
Checklist
2 The response demonstrates an adequate command of basic conventions. The response may include the following:
Some minor errors in usage but no patterns of errors
Adequate use of punctuation, capitalization, sentence formation, and spelling
The response:
___ demonstrates an adequate command of
conventions
The response may include:
___ minor errors in usage but no patterns of errors
The response may include adequate use of:
___ punctuation
___ capitalization
___ sentence formation
___ spelling
Rubric for Argumentation Text-based Writing in CHECKLIST FORM
Grades 6–11
Argumentation Text-based Writing Rubric (Score points within each domain include most of the characteristics below.) Score Purpose, Focus, and Organization (4-point Rubric)
Evidence and Elaboration (4-point Rubric)
Conventions of Standard English (2-point Rubric)
The response is:
___ about the topic
___ strong
___ complete
The response focuses on:
___ its purpose
___ the audience
___ its specific task
The response is:
___ organized (with a structure)
___ coherent (is it clear and easy to
understand)
___ complete (does it address
everything)
The response includes:
___ a clear and strong claim
___ material that is ONLY related to
the claim
___ alternate or opposing claims
___ transitional strategies that make
relationships between points and
ideas
___ a progression of ideas (clearly
move from one idea or point to the
next)
___ a good introduction
___ a good conclusion
___ appropriate style (the way you
write will appeal to the audience-
you must consider your audience)
___ objective tone (don’t go crazy
with anger, excitement, etc. when
making your claim)
The response:
___ provides convincing support and
evidence
___ provides credible (believable)
support and evidence
___ includes effective use of
sources, facts and details
The response includes:
___ smoothly integrated evidence
___ thorough evidence
___ relevant evidence
___ precise reference of the sources
___ elaborative techniques to
support the claim
___ an demonstration of an
understanding of the topic and text
___ clear and effective expression of
ideas
___ precise language
___ academic/ domain-specific
vocabulary (appropriate to the
audience and purpose)
___ various sentence structures
The response:
___ demonstrates an adequate
command of conventions
The response may include:
___ minor errors in usage but no
patterns of errors
The response may include
adequate use of:
___ punctuation
___ capitalization
___ sentence formation
___ spelling
Grades 6-11
Informative/Explanatory Text-based Writing Rubric (Score points within each domain include most of the characteristics below.)
Score Purpose, Focus, and Organization (4-point Rubric)
Checklist
4 The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear and effective organizational structure creating coherence and completeness. The response includes most of the following:
Clearly stated and strongly maintained controlling idea with little or no loosely related material
Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas
Logical progression of ideas from beginning to end with a satisfying introduction and conclusion
Established and maintained appropriate style and objective tone
The response is:
___ about the topic
___ strong
___ complete
The response focuses on:
___ its purpose
___ the audience
___ its specific task
The response is:
___ organized (with a structure)
___ coherent (is it clear and easy to understand)
___ complete (does it address everything)
The response includes:
___ a clear and strong controlling idea
___ material that is ONLY related to the claim
___ transitional strategies that make relationships between points
and ideas
___ a progression of ideas (clearly move from one idea or point
to the next)
___ a good introduction
___ a good conclusion
___ appropriate style (the way you write will appeal to the
audience- you must consider your audience)
___ objective tone (don’t go crazy with anger, excitement, etc.
when making your claim)
Grades 6-11
Informative/Explanatory Text-based Writing Rubric (Score points within each domain include most of the characteristics below.)
Evidence and Elaboration (4-point Rubric)
Checklist
4 The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following:
Smoothly integrated, thorough, and relevant evidence, including precise references to sources
Effective use of a variety of elaborative techniques, (including but not limited to definitions, quotations, and examples)
Clear and effective expression of ideas, using precise language
Academic and domain-specific vocabulary clearly appropriate for the audience and purpose
Various sentence structures creating language facility
The response:
___ provides convincing support and evidence
___ provides credible (believable) support and
evidence
___ includes effective use of sources, facts and
details
The response includes:
___ smoothly integrated evidence
___ thorough evidence
___ relevant evidence
___ precise reference of the sources
___ elaborative techniques to support the claim (like
definitions, quotations, examples, etc.)
___ an demonstration of an understanding of the
topic and text
___ clear and effective expression of ideas
___ precise language
___ academic/ domain-specific vocabulary
(appropriate to the audience and purpose)
___ various sentence structures
Grades 6-11
Informative/Explanatory Text-based Writing Rubric (Score points within each domain include most of the characteristics below.)
Conventions of Standard English (2-point Rubric)
Checklist
2 The response demonstrates an adequate command of basic conventions. The response may include the following:
Some minor errors in usage but no patterns of errors
Adequate use of punctuation, capitalization, sentence formation, and spelling
The response:
___ demonstrates an adequate command of
conventions
The response may include:
___ minor errors in usage but no patterns of errors
The response may include adequate use of:
___ punctuation
___ capitalization
___ sentence formation
___ spelling
Rubric for Informative/Explanatory Text-based Writing in CHECKLIST FORM
Grades 6-11 Informative/Explanatory Text-based Writing Rubric
(Score points within each domain include most of the characteristics below.) Score Purpose, Focus, and Organization (4-point Rubric)
Evidence and Elaboration (4-point Rubric)
Conventions of Standard English (2-point Rubric)
The response is:
___ about the topic
___ strong
___ complete
The response focuses on:
___ its purpose
___ the audience
___ its specific task
The response is:
___ organized (with a structure)
___ coherent (is it clear and easy to
understand)
___ complete (does it address
everything)
The response includes:
___ a clear and strong controlling
idea
___ material that is ONLY related to
the claim
___ transitional strategies that make
relationships between points and
ideas
___ a progression of ideas (clearly
move from one idea or point to the
next)
___ a good introduction
___ a good conclusion
___ appropriate style (the way you
write will appeal to the audience-
you must consider your audience)
___ objective tone (don’t go crazy
with anger, excitement, etc. when
making your claim)
The response:
___ provides convincing support and
evidence
___ provides credible (believable)
support and evidence
___ includes effective use of
sources, facts and details
The response includes:
___ smoothly integrated evidence
___ thorough evidence
___ relevant evidence
___ precise reference of the sources
___ elaborative techniques to
support the claim (like definitions,
quotations, examples, etc.)
___ an demonstration of an
understanding of the topic and text
___ clear and effective expression of
ideas
___ precise language
___ academic/ domain-specific
vocabulary (appropriate to the
audience and purpose)
___ various sentence structures
The response:
___ demonstrates an adequate
command of conventions
The response may include:
___ minor errors in usage but no
patterns of errors
The response may include
adequate use of:
___ punctuation
___ capitalization
___ sentence formation
___ spelling
FOR TEACHERS: CREATING SAMPLE TEXTS AND PROMPTS
Checklist for Creating/ Finding Sample Texts for Practice Prompts
(for the teacher)
Informational/ Explanatory Opinion/Argumentative: Texts should be:
___interesting and appealing
___conceptually appropriate
___must be relevant
___reflect real world settings
___must reflect events that are interesting to
students
___not limited to classroom or school-related
situations
___checked for accuracy
___ clearly connected
___diverse in concepts and ideas
___ be grade-appropriate (qualitatively and
quantitatively)
___ (can be inclusive of) graphics (such as
infographics, photographs, tables, and
diagrams) to add to the student’s understanding
of the topic
___ (the texts could be) informational, literary
fiction or nonfiction
___ between 1000-2000 total combine words
(depending upon grade level- see chart)
___ (include) between 2 to 4 total texts
___ come from the list of acceptable text types
and topics
Texts should not:
___be controversial or offensive
___be confusing or emotionally charged
___reference trademarks, commercial products
or brand names without permission to use
Texts should be:
___interesting and appealing
___conceptually appropriate
___must be relevant
___reflect real world settings
___must reflect events that are interesting to
students
___not limited to classroom or school-related
situations
___checked for accuracy
___ clearly connected
___diverse in concepts and ideas
___ be grade-appropriate (qualitatively and
quantitatively)
___ (can be inclusive of) graphics (such as
infographics, photographs, tables, and
diagrams) to add to the student’s understanding
of the topic
___ (the texts could be) informational, literary
fiction or nonfiction
___ between 1000-2000 total combine words
(depending upon grade level- see chart)
___ (include) between 2 to 4 total texts
___ come from the list of acceptable text types
and topics
Texts should not:
___be controversial or offensive
___be confusing or emotionally charged
___reference trademarks, commercial products
or brand names without permission to use
Checklist for Writing a Practice Prompt (for the teacher)
Informational/ Explanatory Opinion/Argumentative: General idea of the prompt:
___ Students must develop a controlling idea
and support it by synthesizing and analyzing
ideas from the texts provided.
___ Students must develop an opinion (gr. 4-
5), an argument or a claim (gr. 6-11) and
support it by synthesizing and analyzing ideas
and evidence from the texts provided.
Question Stems:
Write an explanatory essay about. . . . Your
essay must be based on ideas and information
that can be found in the “. . . ” passage set.
Write an argumentative essay in which you . . .
. Use the information from the texts in your
essay.
Remind students to:
___ manage your time carefully so that you can
___ read the passages;
___ plan your response;
___ write your response; and
___ revise and edit your response.
___ manage your time carefully so that you can
read the passages;
___ plan your response;
___ write your response; and
___ revise and edit your response.
Be sure to:
___ include a claim;
___ address counterclaims;
___ use evidence from multiple sources; and
___ avoid overly relying on one source.
Type your response in the space provided.
You have ____ minutes to read, plan, write,
revise, and edit your response.
Type your response in the space provided.
You have ____ minutes to read, plan, write,
revise, and edit your response.
Possible Timeline For Teaching the Whole Process (Informative/ Explanatory)
Time Frame* Skill Skill
Conventions practice
during warm-up/ bell-
ringer time
Reading one text
Writing one paragraph (create a controlling
idea and add/ cite support)
Reading two texts
Writing one paragraph (synthesize)
Reading two texts
Writing two paragraphs (synthesize)
Reading three-four texts
Writing two paragraphs (synthesize)
Reading three-four texts
Writing an introduction and two supporting
paragraphs
Reading three-four texts
Writing an introduction, a conclusion and two
supporting paragraphs
*The teacher must determine the time frame based on the amount of time spent with the students
weekly and the level of the students.
Possible Timeline For Teaching the Whole Process (Argumentative)
Time Frame* Skill Skill
Conventions practice
during warm-up/ bell-
ringer time
Reading one text
Writing one paragraph (create an argument and
add/ cite support)
Reading two texts
Writing one paragraph (synthesize)
Reading two texts
Writing two paragraphs (synthesize)
Reading three-four texts
Writing two paragraphs (synthesize)
Reading three-four texts
Writing an introduction and two supporting
paragraphs
Reading three-four texts
Writing an introduction, a conclusion and two
supporting paragraphs
*The teacher must determine the time frame based on the amount of time spent with the students
weekly and the level of the students.
