Académique Documents
Professionnel Documents
Culture Documents
Component
of the ELA Assessment
Office of Academics and Transformation,
Department of Elementary English Language
Arts
OAT ICAD Meeting-September, 2014
ACADEMIC WRITING
CONTENT
INSTRUCTIONAL TOOLS
OBJECTIVES
Objectives
Develop a basic understanding of
Stimulus Attributes
The complexity of the texts used as stimuli should be accessible for the applicable
with the stimuli. The graphics used, however, must be purposeful to the task and should
supplement the students understanding of the topic.
The stimuli for the informative/explanatory prompts should maintain a clear topical
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.
Stimulus Attributes
Note:
W.1.1 addresses the characteristics of opinion writing
W.1.2:
addresses
the characteristics
of informative
writing
Language
Standards
will be taught
as students
dissect their
W.2.4 addresses the organization that is appropriate to task and
weekly selections during the 90 minute Reading/LA block.
purpose and audience (W.1.1 and W.1.2 clarifies this for each mode of
Students will be able to apply what they have learned on the
writing).
day addresses
of the assessment
as theyand
read
and analyze
the
stimulus
W.2.5
planning, revising
editing
(Language
standards
passages in order
to demonstrate
comprehension.
L.1.1(conventions
of standard
English grammar
and usage when
writing
If students
are able
understand
the of
meaning
words and
or speaking)
andtoL.1.2
(conventions
standardofEnglish
the authorspunctuation,
use of certain
ofwhen
figurative
language
in
capitalization,
andforms
spelling
writing)
are embedded
with
theW.2.5)
stimulus passage sets, they will be able to respond to the
W.2.6
the
technology
produce
andsuccess.
publish writing
taskaddresses
presented
byuse
theofprompt
withtomuch
more
keyboarding
(using
Students
will be skills)
able to use academic and domain specific
W.3.8 addresses gathering relevant information from print and digital
words from the sources correctly and effectively in their
sources
essays if they have understood the definitions and purpose
W.3.9 addresses drawing evidence from literary or informational text
those analysis,
words within
the stimulus
passage sets.
toofsupport
reflection,
and research
L.3.4 addresses the use and understanding of multiple meaning words
and context clues etc.
L.3.5 addresses figurative language
L.3.6 addresses the understanding and use of conversational, general
Informative/Explanatory
Prompt Guidelines
For the Informative/Explanatory
Opinion Prompt
Guidelines
For the opinion/argumentative writing
Writing Standards
Rubrics
Informative/Explanatory Rubric
Domain 1
Domain 2
Domain 3
Informative/Explanatory Rubric
Domain 1
Domain 2
Domain 3
Informative/Explanatory Rubric
Domain 1
Domain 2
Text evidence is
what is
important;
elaboration is
why it is
important.
Domain 3
Score Point
3
2
Informative/
Explanatory
Rubric
consistent, fully, clearly,
skillfully, strongly maintained,
logical , sustained, satisfactory,
strongly, no forced evidences,
relevant evidence and
elaboration, interwoven ideas,
interconnectedness
Adequate, sufficient,
maintained, synthesized
information from more than one
source, integrated ideas
partial, repetitive, inconsistent,
uneven, imprecise,
inappropriate for the audience
or task, erratic, grouped ideas
without interconnectedness,
plopped information, lapses of
logic, faulty logic, just not
enough, circular fillers,
treadmill paragraphs, irrelevant
minimal, ambiguous, absent,
irrelevant, missing, confusing,
vague, brief
Opinion Rubric
Opinion Rubric
Domain 1
Domain 2
Domain 3
Opinion Rubric
Domain 1
Domain 2
Domain 3
Score Point
3
2
Informative/
Explanatory
Rubric
consistent, fully, clearly,
skillfully, strongly maintained,
logical , sustained, satisfactory,
strongly, no forced evidences,
relevant evidence and
elaboration, interwoven ideas,
interconnectedness
Adequate, sufficient,
maintained, synthesized
information from more than one
source, integrated ideas
partial, repetitive, inconsistent,
uneven, imprecise,
inappropriate for the audience
or task, erratic, grouped ideas
without interconnectedness,
plopped information, lapses of
logic, faulty logic, just not
enough, circular fillers,
treadmill paragraphs, irrelevant
minimal, ambiguous, absent,
irrelevant, missing, confusing,
vague, brief
Opinion Rubric
Rubric Domains/Fields
Opinion Writing
Writing
Prompt
Purpose
Using all the information
from the sources
provided: the
stimulus sets, the prompts,
the
writing.
Organization
You will have 10 minutes or so to complete your
assigned section.
Once completed each
group will present their
Evidence
information.
Elaboration
Rubric Domains/Fields
Opinion Writing
Writing
Prompt
Purpose
Focus
Organization
Evidence
Elaboration
Frequently Asked
Questions
1. How much time will students have to complete
2.
3.
4.
5.
6.
7.
the assessment?
How long does the essay have to be?
Do the students have to use evidence from all
the sources in their essay?
Is the essay considered a final draft ?
Can the students underline, take notes on the
computer?
Can students cut and paste text from the
sources onto their essay?
Will paragraphs be numbered?
POSSIBILITIES!!
Lets take a look at the type of test item
the students MAY encounter on the TextBased Writing Component of the ELA
Assessment.
Instructional Implications
Understanding the
Prompt
Gathering Evidence
Organizing Evidence
Paraphrasing
Gathering Evidence
Text Coding
Text coding helps students to become active readers that are aware of their
thinking as they read. Text coding can be useful in identifying evidence that will
support their opinion/controlling idea.
As students read the sources, they mark each paragraph using appropriate
codes:
.After students have finished reading the sources, they can go back and gather
the evidence that supports their opinion/controlling idea. Students can group
the evidence into categories which will help them begin their essays.
Gathering Evidence
Selective Underlining/Highlighting
1. Read the Prompt: Students must have purpose for
2.
3.
4.
5.
6.
Why is this
evidence
important to your
opinion/controlling
idea?
Discussion Web
Reasons:
What?
What?
Why?
What?
Why?
Why?
Student
addresses
the 2nd
part of
the
prompt.
Prompt:
Student
addresses
the 1st
part of
the
prompt.
What?
Why?
What?
What?
Why?
Why?
Conclusion:
Paraphrasing
In My Own Words
Paraphrasing is an excellent way to check ones
understanding. If you can convert a written or oral message
into your own words, you know you understand it.
Paragraph or Section
from Text
In My Own Words