Language Arts 2012-2013

 

 

Topic for 8th Grade Assessment - enter scores in IC

 

 

 

Writing Situation:

 

Each child has a special position in their family (youngest child, only child, middle child, oldest child, etc).

 

 

 

Planning for Writing:

 

Before you begin writing, think about what you like and don’t like about your position in the family.

 

 

 

Directions for Writing:

 

Now write to explain the advantages and disadvantages of the position you hold in your family.

 

 

 

 

Language Arts/Reading Department Meeting

 

 

 

20 September 2012

 

 

 

Progress Reports (9/19 – 9/24: Window) 9/25

 

 

 

Lesson Study Groups

 

 

 

Bell Ringer (FCAT Test Prep)

 

 

 

Spelling Bee

 

 

 

New Assessment Pilot Test

 

 

 

Assessments

 

 

 

Website

 

 

 

PDP

 

 

 

Action Plan

 

 

 

Changes to FCAT 2.0 Writes

 

In a nutshell, the FCAT2.0 Writes rubric will remain the same as last year's rubric. Please continue to work with your students on the following items:
Standard English conventions
The quality of details, requiring use of relevant, logical, and plausible support
The major change is an increase in the time allotted to take the test. Students will now have 60 minutes to plan, draft, and revise.
For further details, please refer to the FCAT 2.0 Writing FAQ http://fcat.fldoe.org/fcat2/pdf/13fcat2writing.pdf

 


What is Close Reading?
I'm sure you've heard this term along with text complexity a million times this year.  But do we really understand the purpose of a close reading and what it entails?  Tim Shanahan has written a great article that breaks down the process and answers all those questions http://www.shanahanonliteracy.com/2012/06/what-is-close-reading.html. Feel free to read, print, share with your department. 

 


If your school requires training on close reading, please request training with the Reading/Language Arts Request Form located on the Just 4 Teachers page.

 


Reading and English Curriculum Maps
The second quarter units for Reading 6-8 and English I-IV will be updated and available on the Language Arts Toolbox website by October 12th.

 


Read180
Updated Pacing Guides are available on the Language Arts Toolbox website.

 

 

Differentiated Accountability Writing Assessment: Scores for the first administration of the FCAT Writes practice assessment must be inputted into IC by Friday, September 14th. Please encourage teachers to administer the assessment during the first weeks of school so that they have time to score them in advance of the deadline.  Please see attachment for the writing prompt and rubric. The rubric will remain the same this year with continued emphasis on grammar and conventions and increased attention to the quality of details, requiring use of relevant, logical, and plausible support, rather than contrived statistical claims or unsubstantiated generalities.

 

 

 

 

 

Directions for Recording Scores in IC

 

 

 

 

 

Once the teachers have given the assessment and scored it, they log into Campus.  Go to

 

 

 

 

 

Assessment Reports

 

On Track 2012-2013

 

Writing Scores Input

 

select the course/period

 

select the test and enter the scores.

 

Submit the the scores and go to the next class as necessary.

 

 

 

 

 

 

 

Curriculum Maps:  All Curriculum Maps and Pacing Guides will continue to be available on the Language Arts Toolbox website.   The maps are also available on the new curriculum lesson planner (PCG). 

 

 

 

 

 

Go to Just For Teachers

 

Select ACPS Pacing Guides & Textbook Resources

 

SelectMiddle School or High School Reading/Language Arts

 

Select Language Arts Toolbox Website

 

 

 

 

 

Read 180 & Jamestown Navigator Coaches: Gail Billingsley (billinpg@gm.sbac.edu) is the new Read180 coach for middle school teachers. Pam O’steen (osteenpw@gm.sbac.edu) is the new Jamestown Reading Navigator coach for high school teachers.  Please contact them via email for support/questions, etc. 

 

 

 

 

 

ACTE:  AlachuaCounty Teachers of English need your support. Please consider using department funds to pay annual dues.  ACTE does a great job of promoting student writing via their annual writing contest.  For more information contact Sarah Reynierson (reyniess@gm.sbac.edu)

 

 

 

 

 

FCIM Assessments:  It is very important to use formative assessments to monitor student growth.  Florida’s Continuous Improvement Model (FCIM) was created to do just that.  ELA departments should meet sometime during preplanning to develop an instructional assessment calendar that identifies when certain benchmarks will be tested.  Please be sure to look over your grade level FCAT data to determine your specific school’s needs.  Our district recommends that you use the mini-assessments available on the FOCUS FLDOE website (http://focus.florida-achieves.com/(S(qzdmnj45c2fxkwjhacd0fdie))/login.aspx) as it is updated regularly and includes two assessments for each standard (initial and remediation).  I’ve included a list of suggested testing window dates that you can use to help you plan.

 

 

 

 

 

FCIM Recommended Testing Window Dates

 

 

 

 

 

September 10-14

 

October 8-12

 

November 5-12

 

January 7-11

 

February 4-8

 

March 4-8

 

April 8-12

 

 

 

7.  Spelling Bee (MIDDLE SCHOOL ONLY): Please send the name of your spelling bee coordinator to me at your earliest convenience.

 

 

 

 

 

 

 

--

 

Isa Carter

 

Secondary Language Arts Curriculum Alachua County Public Schools

 

620 East University Avenue

 

Gainesville, FL  32601

 

 

 

5 attachments — Download all attachments  

 

FCAT Writing Assessment 10th (Aug2012).doc

 

78K   View   Download  

 

FCAT Writing Assessment 8th (aug2012).doc

 

78K   View   Download  

 

FCAT WritingScoring Criteria 2012.doc

 

30K   View   Download  

 

FCAT Writes-Gr.8rubric-2012.pdf

 

31K   View   Download  

 

FCAT Writes-Gr.10rubric-2012.pdf

 

19K   View   Download  

 

 

 

Teacher’s Guide

 

FCAT Writing – Practice Assessment – Grades 6, 7, and 9

 

 

 

Test Preparation by Teacher:

 

 

 

You will be given a master copy of a persuasive test form.  Make enough copies for all of your students to have a copy of the writing prompt.

 

 

 

You will also receive a master copy of the Classroom Writing Assessment Score Record Sheet.  To provide appropriate practice opportunities for your students, please treat this Practice Assessment as seriously as you would the official assessment.

 

 

 

Test Preparation by Students:

 

 

 

Each student needs a pencil and two pieces of notebook paper neatly labeled (or you may provide copies of the lined paper attached to the prompts):

 

Planning Sheet – name in upper right corner

 

Essay Sheet – name, Language Arts teacher’s name, and grade in upper right corner

 

 

 

Testing Instructions:

 

 

 

1.   When students are seated and have a pencil and two properly labeled pieces of notebook paper, the teacher may begin the testing procedure.

 

2.   Pass out the test pages with the cover side up. 

 

3.   Students may not use dictionaries or other references to complete this task.

 

 

 

Teacher Says:

 

 

 

Today, we will take an FCAT Writing Practice Assessment.  It is set up exactly like the (eighth/tenth) grade test, but will be scored here at our school.  The results will be used in our classroom so we can continue to improve your writing.

 

 

 

When students are ready, teacher says:

 

 

 

It is time to begin our Practice Assessment.  You are to spend about ten minutes reading the prompt and planning before you write.  Put your notes and ideas on your planning sheet.

 

Then you should write your response on the essay page.  Remember that you have the front and back of one sheet of paper on which to write.

 

You will have 45 minutes to plan, write, and check your work.

 

Are there any questions?

 

You may begin.

 

 

 

 

 

9th  Grade

 

Writing Situation:

 

Imagine that your school district has proposed saving money by eliminating extracurricular sports (football, basketball, and baseball) from the high school program. 

 

 

 

 

 

 

 

Directions for Writing:

 

Think about the possible effects of cutting sports from the high school program. 

 

Decide whether you are for or against this proposal.  Now write an essay in which you persuade the reader why this is or is not a good idea. 

 

 

 

7th Grade

 

Writing Situation:

 

Your parents are concerned over recent news reports about Facebook and similar websites.  

 

 

 

 

 

Directions for Writing:

 

Think about the safety issues of using Facebook and other websites.  Now write to convince your parents whether or not you should have unsupervised access to these websites.  

 

 

 

 

 

6th Grade

 

 

 

Writing Situation:

 

The principal of your school is considering the use of electronic devices such as smart phones and ipods in the classroom.

 

 

 

 

 

Directions for Writing:

 

Think about ways in which an electronic device could be used in your classroom.  Now write to convince your principal that electronic devices should be used in the classroom.

 

 

 

Focus refers to how clearly the paper presents and maintains a main idea, theme, or unifying point.

 

 

 

Organization refers to the structure or plan of development (beginning, middle, and end) and the relationship of one point to another. Organization refers to the use of transitional devices (terms, phrases, and variations in sentence structure) to signal both the relationship of the supporting ideas to the main idea, theme, or unifying point and the connections between and among sentences.

 

 

 

Support refers to the quality of details used to explain, clarify, or define. The quality of the support depends on word choice, specificity, depth, credibility, and thoroughness.

 

 

 

Conventions refer to the punctuation, capitalization, spelling, and sentence structure. These conventions are basic writing skills included in Florida's Sunshine State Standards.

 

 

 

*In 2012, the scoring criteria for FCAT Writing will be expanded. In addition to the elements of  focusorganization, support, and conventions described in the current rubrics, scoring decisions will include expanded expectations regarding the following:

 

(1)               increased attention to the correct use of standard English conventions

 

(2)               increased attention to the quality of details, requiring use of relevant, logical, and plausible support, rather than contrived statistical claims or unsubstantiated generalities.

 

 

 

 

 

Practice Assessment Process:

 

Using the Classroom Writing Assessment Scores Record Sheet, score each paper from 0-6 in each of the four scoring criterion.  Then award each paper with an overall score.  Please DO NOT try to make the overall score and the four criterion scores a balanced math equation.  This is not a strictly mathematical process.

 

 

 

FCAT

 

 

 

 FCAT Writing Rubric — Grade 10

 

Score Points in Rubric

 

The rubric further interprets the four major areas of consideration into levels of achievement.

 

6 Points The writing is focused and purposeful, and it reflects insight into the writing situation. The organizational pattern provides for a logical progression of ideas. Effective use of transitional devices contributes to a sense of completeness. The development of the support is substantial, specific, relevant, and concrete. The writer shows commitment to and involvement with the subject and may use creative writing strategies. The writing demonstrates a mature command of language with freshness of expression. Sentence structure is varied, and few, if any, convention errors occur in mechanics, usage, punctuation, and spelling.

 

5 Points 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.

 

4 Points The writing is focused on the topic and includes few, if any, loosely related ideas. An organizational pattern is apparent, and it is strengthened by the use of transitional devices. The support is consistently developed, but it may lack specificity. Word choice is adequate, and variation in sentence structure is demonstrated. The response generally follows the conventions of mechanics, usage, punctuation, and spelling.

 

3 Points The writing is focused but may contain ideas that are loosely connected to the topic. An organizational pattern is demonstrated, but the response may lack a logical progression of ideas. Development of support may be uneven. Word choice is adequate, and some variation in sentence structure is demonstrated. The response generally follows the conventions of mechanics, usage, punctuation, and spelling.

 

2 Points The writing addresses the topic but may lose focus by including extraneous or loosely related ideas. The organizational pattern usually includes a beginning, middle, and ending, but these elements may be brief. The development of the support may be erratic and nonspecific, and ideas may be repeated. Word choice may be limited, predictable, or vague. Errors may occur in the basic conventions of sentence structure, mechanics, usage, and punctuation, but commonly used words are usually spelled correctly.

 

1 Point The writing addresses the topic but may lose focus by including extraneous or loosely related ideas. The response may have an organizational pattern, but it may lack a sense of completeness or closure. There is little, if any, development of the supporting ideas, and the support may consist of generalizations or fragmentary lists. Limited or inappropriate word choice may obscure meaning. Frequent and blatant errors may occur in the basic conventions of sentence structure, mechanics, usage, and punctuation, and commonly used words may be misspelled.

 

© 2003 Florida Department of Education FCAT

 

 

 

FCAT Writing Rubric — Grade 10 (continued)

 

Unscorable The paper is unscorable because

 

  • the response is not related to what the prompt requested the student to do;
  • the response is simply a rewording of the prompt;
  • the response is a copy of a published work;
  • the student refused to write;
  • the response is illegible;
  • the response is written in a foreign language;
  • the response is incomprehensible (words are arranged in such a way that no meaning is conveyed);
  • the response contains an insufficient amount of writing addressing the prompt;
  • the response contains an insufficient amount of writing to determine if the student was attempting to address the prompt; or
  • the writing folder is blank.

 

 

 

© 2003 Florida Department of Education

 

FCAT

 

 

 

 FCAT Writing Rubric — Grade 8

 

Score Points in Rubric

 

The rubric further interprets the four major areas of consideration into levels of achievement.

 

6 Points. The writing is focused, purposeful, and reflects insight into the writing situation. The paper conveys a sense of completeness and wholeness with adherence to the main idea, and its organizational pattern provides for a logical progression of ideas. The support is substantial, specific, relevant, concrete, and/or illustrative. The paper demonstrates a commitment to and an involvement with the subject, clarity in presentation of ideas, and may use creative writing strategies appropriate to the purpose of the paper. The writing demonstrates a mature command of language (word choice) with freshness of expression. Sentence structure is varied, and sentences are complete except when fragments are used purposefully. Few, if any, convention errors occur in mechanics, usage, and punctuation.

 

5 Points. The writing focuses on the topic, and its organizational pattern provides for a progression of ideas, although some lapses may occur. The paper conveys a sense of completeness or wholeness. The support is ample. The writing demonstrates a mature command of language, including precision in word choice. There is variation in sentence structure, and, with rare exceptions, sentences are complete except when fragments are used purposefully. The paper generally follows the conventions of mechanics, usage, and spelling.

 

4 Points. The writing is generally focused on the topic but may include extraneous or loosely related material. An organizational pattern is apparent, although some lapses may occur. The paper exhibits some sense of completeness or wholeness. The support, including word choice, is adequate, although development may be uneven. There is little variation in sentence structure, and most sentences are complete. The paper generally follows the conventions of mechanics, usage, and spelling.

 

3 Points. The writing is generally focused on the topic but may include extraneous or loosely related material. An organizational pattern has been attempted, but the paper may lack a sense of completeness or wholeness. Some support is included, but development is erratic. Word choice is adequate but may be limited, predictable, or occasionally vague. There is little, if any, variation in sentence structure. Knowledge of the conventions of mechanics and usage is usually demonstrated, and commonly used words are usually spelled correctly.

 

2 Points. The writing is related to the topic but includes extraneous or loosely related material. Little evidence of an organizational pattern may be demonstrated, and the paper may lack a sense of completeness or wholeness. Development of support is inadequate or illogical. Word choice is limited, inappropriate, or vague. There is little, if any, variation in sentence structure, and gross errors in sentence structure may occur. Errors in basic conventions of mechanics and usage may occur, and commonly used words may be misspelled.

 

1 Point. The writing may only minimally address the topic. The paper is a fragmentary or incoherent listing of related ideas or sentences or both. Little, if any, development of support or an organizational pattern or both is apparent. Limited or inappropriate word choice may obscure meaning. Gross errors in sentence structure and usage may impede communication. Frequent and blatant errors may occur in the basic conventions of mechanics and usage, and commonly used words may be misspelled.

 

© 2003 Florida Department of Education FCAT

 

 

 

FCAT Writing Rubric — Grade 8 (continued)

 

Unscorable. The paper is unscorable because

 

  • the response is not related to what the prompt requested the student to do,
  • the response is simply a rewording of the prompt,
  • the response is a copy of a published work,
  • the student refused to write,
  • the response is written in a foreign language,
  • the response is illegible,
  • the response is incomprehensible (words are arranged in such a way that no meaning is conveyed),
  • the response contains an insufficient amount of writing to determine if the student was attempting to address the prompt, or
  • the writing folder is blank.

 

 

 

© 2003 Florida Department of Education





2/7/12

 

Language Arts Notes

 

 

 

FCAT Writes is coming February 28, 2012 in first period for all 8th

 

graders.

 

ACTE Awards will be held at Westwood again in May 16, 2012 (6 p.m.) in theMediaCenter.

 

 

 

Reading Notes

 

 

 

Sunshine State Young Reader’s Program – please encourage your students to participate.

 

They must read 3 of the 15 books to vote for the award-winning book.

 

 

 

New biographies and av lists attached. (some are listening cd’s for class sets)



Hello Department Chairs,
 
In lieu of meeting in person, I thought it would be easier on everyone if I just sent out some information for you to pass on to your departments.  If you have any questions or comments regarding this email, please select “reply all” so that all chairs can see our correspondence.

 


New ELA website:  Please inform your department that ELA has a new website accessible through the Just4Teachers Online Pacing Guides Page.  Teachers can access pacing guides, mini-assessments and mini-assessment schedules, as well as resources and writing contests.  If you or any teacher has a valuable resource (website) that they would like to share, please have them email me the website url with a brief description and I will post it on the website.  I will also begin sending out a newsletter email to remind teachers to check the website for any new information/announcements.
FCIM Assessments:  The mini-assessments posted on the ELA website are just resources for teachers.  They are not required. However, your school may have decided to use those exclusively, so please check with your APC before you discontinue using them.  On the same note, there is an online FCIM assessment available through DOE that is very up-to-date and user friendly.  Students and teachers just need their FCAT explorer sign-in information to access it.  The website link is located under the mini-assessments tab on the ELA website. http://focus.florida-achieves.com/(S(10ddcxyadkngw355tnf25wid))/login.aspx
Mcdougal Littell Assessment System: Our literature book also has an online assessment system that allows students to take unit, benchmark, and FCAT practice tests. Once students finish, they receive remediation assignments based on their score and you receive comprehensive reports.  I’d like every ELA teacher in the district to receive some training on the system.  Please provide me with a department meeting date (beginning in February) that you can dedicate to this training.  Tech coaches will also be available on that day during planning periods to work one-on-one with teachers.
Writing Contests: There are a few local writing contests coming up.  Be sure that your teachers are aware of them.  As you know, students tend to write better if they are going to be published J 
Buddy Davis Writing Competition for 10th & 11th Graders due to my office by Monday, January 23rd
The BIG Read: Alachua Public Libraries Open Genre Writing Competition deadline: March 2nd https://docs.google.com/a/gm.sbac.edu/spreadsheet/viewform?formkey=dFVKT3J6LWxrNGZUNm1mQjJ4OUtzY2c6MQ
ACTE (Alachua County Teachers of English) Annual Writing Contest deadline: April 6, 2012 http://www.oncoursesystems.com/school/webpage.aspx?id=21498&xpage=554201
Teacher Observations: In an attempt to meet every ELA teacher in the district and to get to know his/her teaching style, I would like to spend one day in every middle and high school observing teachers in a classroom setting.  The observations will last anywhere from 20-30 minutes and will be non-evaluative in nature.  I would like to be able to share the positive things that our ELA teachers are doing in our district and really have first hand knowledge.  Please provide me a list of all of your ELA teachers and a convenient date that your department would like me visit.

 

Regards,

 

 

 


Isa Carter
Secondary Language Arts Curriculum
Alachua County Public Schools
620 East University Avenue
Gainesville, FL  32601





The Scholastic Art & Writing Awards Contest deadline is coming quickly—January 6th.  Please encourage your students to enter their writing by submitting in any of the eleven genres.

They can register here: http://www.artandwriting.org/Awards/HowTo
 
Poetry entries in the contest are considered for an incredible new student poet laureate opportunity, the National Student Poet Program..
Click below to read more.

http://www.artandwriting.org/NSPP





Minority Spelling Bee

(Just FYI.  You may have some minority students who are interested in participating in this event.  CASH prizes!  All minorities are welcomed to participate and lunch will be provided.  Please refer to the attachment for the appropriate deadlines and list of words to learn.  Again ALL MINORITIES are welcomed to participate.  Mr. Fitzpatrick has taken kids before to participate.  10Big)

Greetings,
 
On November 12, 2011, Omega Psi Phi Fraternity Inc. will be hosting its 15th Annual Minority Youth Spelling Bee for students 6-8 grade. It will be held at the downtown library located at 401 E Univ. Ave; in Meeting Room A. We will begin promptly at 10am.  If you know of any middle school students who would like to showcase their spelling talent, please fill out the attached registration form. also attached is a copy of the words that will be given at the spelling bee. There will be cash prizes of $200 for 1st place, $100 for 2nd place and $50 for 3rd place.
 
This is a wonderful opportunity for students to show off their spelling ability and earn money! If you have any questions, please feel free to contact me. Thank you and I look forward to seeing your spelling there! Registration forms are due by November 1, 2011. you can fax forms to 352-846-3011 or email them to bwelch@coe.ufl.edu.
 
Bobby Welch, MBA
Doctoral Candidate
CROP Director
Outreach Coordinator
University of Florida College of Education
G415 Norman Hall
P.O. Box 117045
Gainesville, FL  32611-7045
(352) 273-4366 (Office)
(352) 846-3011 (Fax)
bwelch@coe.ufl.edu
 

 

 

 

 

word list:
https://mail.google.com/mail/?ui=2&ik=50d9bbb18a&view=att&th=132f3ee47305b202&attid=0.1&disp=safe&realattid=21c5afa55c95f216_0.1&zw

registration form:
https://mail.google.com/mail/?ui=2&ik=50d9bbb18a&view=att&th=132f3ee47305b202&attid=0.2&disp=safe&realattid=21c5afa55c95f216_0.2&zw


PROFESSIONAL LEARNING COMMUNITY
 

How do we PREPARE our students for

increased expectations in writing?


Come and Join your peers…..

 

Secondary Language Arts Professional Learning Community

 

PLEASE RSVP MYLEARNINGPLAN.COM

 

“We are ALL apprentices in a craft where no one ever becomes a master.”

E. Hemingway

 

Westwood Writing Initiative Liaison Terri Blakeslee

 

All who attend will receive Jeff Anderson’s

Mechanically Inclined

 

The all day workshops will be at Kirby Smith

Second Floor, Training Room E

8:30 a.m. — 3:30 p.m.

Wednesday, October 19th

November 9th 

January 18th

February 15th

 

 

Minutes – Reading/Language Arts Department Meeting

 

10/13/11

 

 

 

Present:  McShane, Beland, Finnerty, Wagner Swails, Pandak, Berryman, Henderson, Jaruse, Hartman, Fouts, Paterson, Dupler, Oyenarte, Blakeslee, Roberts, Cordovez, Fitz

 

 

 

ACTE  (Alachua County Teachers of English) – membership forms were given out to all teachers, who were encouraged to join.  Meetings have been at Westwood, with the writing awards ceremony at the end of the school year at Westwood.

 

 

 

PDP – Reminder that all PDPs should have been submitted to Lisa.

 

 

 

Lesson Plans – It was noted that teachers were doing a fantastic job submitting lesson plans.  Teachers were asked to include the date in the subject line.

 

 

 

Progress Reports – It was recommended to use S,N,U for Progress Reports, in case there  is a significant grade change after Progress Reports.

 

 

 

Spelling Bee – The school-wide Spelling Bee is January 11th.  There is a Minority Spelling Bee November 23rd with a deadline of November lst for entry.  Check McShane’s website for more information on these two, as well as word lists.



READ 180

Dear Read180 schools,

 

The long-awaited Read180 software is ready to use.
If you do not have icons for it installed yet, the URLs are as follows:

 

http://read180.sbac.edu:55880/slms/educatoraccess  (Teacher Access for SAM and the Dashboard)

 

http://read180.sbac.edu:55880/slms/StudentAccess (Student Access for all student applications)

 

Be sure to enter the addresses exactly as they are written.
Contact your zone tech to get these icons pushed to your Read180 computers.

 

The students have been uploaded to your school into one class. You can now go into SAM and create your classes and then build your rosters. If your school allows teachers to set up their own classes and add new students, please send out the applicable notes below.
***It is your responsibility to notify your teachers. You can cut and paste information from this email as needed.

 


Some things to note:

 

When logging into student applications, you may get an error 1009. This means that you do not have mic and headphones plugged into the computer. You can not proceed until they are plugged in.
Students and teachers now have a dashboard which is a summary of progress.
New teachers have been added per school request. The uernames are their email names. Passwords are teach@Read180.
For returning teachers, usernames and passwords have not changed. You can reset their passwords by clicking on the Edit Teacher Profile link.
If students are missing from your school and they are new to the district, add them by clicking Add a Student.

 

If you are adding students, use their Student Number in the Student ID field to be sure that the account is not duplicated.
Use the student AD usernames if possible for the Read180 username.
The standard password for students in Read180 is @Read180
If students cannot be added because the Student Number already exists in the database, then they may have been deactivated or they may be enrolled at another school. Send me an email with the following information and we will place them into your class. These accounts have good data from previous years, so it is worth the effort to reactivate or transfer the profile to your class.

 


School Name
Student Name
Student ID #
Class Name

 


Miss Jeannie Jack
Instructional Technology Support
Data Communications Specialist/MCSE
Instructional Technology
http://www.sbac.edu/~it
352-955-6850, ext. 291

 


~Technology is a powerful tool... when it works~

 

 

From: Robert Horter <horterre@gm.sbac.edu>
Date: Wed, Aug 31, 2011 at 5:50 AM
Subject: Discovery Ed - Teacher Accounts
To: Wylene Aubut <wylene.aubut@gm.sbac.edu>
Cc: Martha Winegar <winegamk@gm.sbac.edu>, Uma Shankar <shankau@gm.sbac.edu>

 


Discover Ed teacher accounts were updated last night.
All teacher accounts had their user password reset to 'teacher'.
If teachers have any problems, they can contact me via e-mail.

 

 

Middle School Language Arts Department Chair Meeting

 

Tuesday, August 30, 2011

 

4-5pm Kirby-Smith

 

 

 

Isabel Carter is our Curriculum Specialist for Secondary Language Arts

 

carterig@gm.sbac.edu

 

 

 

Agenda

 

1 Department Meeting Visit Sign-up/ Observations

 

Westwood Reading/Language Arts Department Meetings are the second Thursday of each month in Mr. McShane’s Classroom (8th Grade Building, 1st floor west). Our next Department Meeting will be Thursday, September 8 at 8:20am

 

 

 

Isabel would like to join us a for a meeting. Also, she’d like to visit a class or two and watch to see what we’re up to. I’ll volunteer. If you’d like to also, send Isa an email.

 

 

 

2 Textbook Trainings:

 

            Bridges – September 6, Kanapaha

 

            Write Source – September 7,Ft.Clarke

 

            Reading Navigator – September 13, Lofton

 

 

 

3 FCAT Writes Updates

 

Two new developments on the Rubric front. The judges will be more closely scrutinizing Conventions, and they will also require that Support be at least plausible. They have also grown weary and wary of  “overused compositional techniques” in the first place, second place, and thirdly.

 

 

 

4 Looking Forward

 

…to the Partnership for Assessments of Readiness for College and Career or PARCC, which will replace the FCAT Writing assessment in 2014-2015. “Students will read complex text and then be prompted to present a clear and coherent analysis in writing, demonstrating a command of English language conventions.”

 

 

 

So I guess we better start teaching them that there English.

 

 

 

 

 

5 Differentiated Accountability Assessment

 

This is the Prompt that 8th Grade Language Arts teachers must administer, and then report the scores on Infinite Campus.

 

 

 

Here’s the Prompt. It’s Persuasive, and it’s a good one!

 

 

 

8th Grade Writing Assessment Prompt:

 


Writing Situation:
Elementary and secondary schools around the country are beginning to actively address the problem of bullies.
 
Directions for Writing:
Think about how your school addresses the problem of bullies.
Now, write a letter to your principal to persuade him/her to use your idea to address the problem of bullies at your school. 

 

 

 

 

 

6 District Lesson Plans 101

 

At Westwood we are fortunate that our Administration took the initiative to develop our own template, which streamlines the process. The District is looking for a simple, briefly stated summary of objectives and practice in generic and commonly understood terms, sharing strategies like Kagan and Marzanno.

 

 

 

7 LA Pacing Guide Volunteers

 

The LA Pacing Guide should be more closely coordinated with the Reading Pacing Guide. A couple of volunteers (paid a stipend) are requested from each school. If you’d like to have some input to the process, please volunteer.

 

 

 

8 2012 Spelling Bee

 

The County Bee will be held Wednesday, January 25, 2012 at Kirby-Smith

 

I once again am honored to be the Pronouncer!

 

 

 

Our Westwood Spelling Bee Winner’s name must be sent to Kirby by January 13, 2012

 

 

 

 

 

9 Social Network Website

 

Isabel has a great idea for a website for District Language Arts teachers. See the English Companion

 

http://www.englishcompanion.com/

 

 

 

Essential Question: What else can we do to prepare students for increased writing expectations?

 

 

 

Besides teaching them? Give them books.

 

 

 

-         Shamrock

 

 

8th grade writing prompt for the first Differentiated Accountability Assessment. Give the assessment, score it, and input scores into IC by Friday, September 16, 2011. Use the FCAT Writes rubric: http://fcat.fldoe.org/pdf/rubrcw08.pdf to score students' essays. 

 

8th Grade Writing Assessment Prompt:

Directions for Recording Scores in IC

Once the teachers have given the assesment and scored it, they log into Campus.  Go to


Assessment Reports
On Track 2011-12
Writing Scores Input
select the course/period
select the test and enter the scores. 
Submit the the scores and go to the next class as necessary.

 




  Prompt:
Writing Situation:
Elementary and secondary schools around the country are beginning to actively address the problem of bullies.
 
Directions for Writing:
Think about how your school addresses the problem of bullies.
Now, write a letter to your principal to persuade him/her to use your idea to address the problem of bullies at your school. 

 

 



2011-2012 DepartmentalTasks

 

1. Begin with a strong BASE

Common Board Configuration – same in every classroom school-wide wherein will be found 

 

Benchmarks

Agenda

Specified location evident to outside observer

Essential Question

 

 

2. By September 2011
Develop a departmental Professional Development Plan, which includes monitoring the lowest quartile in reading

 

3. Use school-developed on-line lesson template, which will include:

Essential Question

Benchmarks

Learning Objectives

Bell Ringer

High Yield Strategies

Vocabulary

 Class Activity: direct instruction, higher order questioning, guided practice, independent practice, homework, assessment

 

 

4. Use District Pacing Guide and align to Lesson Plans

 

5. Submit Instructional Validity reports quarterly, showing: Lesson Plan posts, Lowest Quartile Monitoring, adherence to Timeline




Language Arts Department 2010-2011

 
See report on feedback on CLASSROOM WALKTHROUGH (CWT) over the second nine weeks. This report is by department and indicates the number of occurances of teacher and student behavior that was observed by the three administrators. Please use this information in reviewing your program as a whole. This report can be broken down by teacher, by request of individual teachers. Refer to the handouts from the CWT training we had at the last teacher worknight for more detailed explanations.
 
Please let me know if you have any questions.

--
Lisa S. Peterson, Ed.S.
Assistant Principal for Curriculum
Westwood Middle School
(352) 955-6718
petersls@gm.sbac.edu

 



Dear Accountability Contacts:

 
Please see the update below from Chancellor Haithcock regarding the FCAT writing criterion for school grades in 2011.
 
If you have questions about this issue, please feel free to follow up with our office at evalnrpt@fldoe.org or (850) 245-0411.
 
Best regards,
 
Bureau of Research and Evaluation
Office of Evaluation and Reporting
Florida Department of Education
325 West Gaines Street, Room 1401
Tallahassee, FL 32399
Phone: 850-245-0411
Email: evalnrpt@fldoe.org  
 
 
 

 

From: Edenfield, Holly On Behalf Of Chancellor Haithcock
Sent: Tuesday, January 11, 2011 12:55 PM
Subject: Writing Criterion for School Grades
 
Dear Superintendents:
 
In 2010, language added to the Florida law governing school grades (s. 1008.34, Florida Statutes) requires that, going forward, the writing component of school grades must be based on the same scoring scale that applies to individual students – in other words, a score of 1 through 6 (not allowing for scores that can no longer be assigned to individual students, such as 3.5).  With the school grades criterion for writing remaining at 3.5 in 2010, elimination of the second reader for FCAT essays in 2010 prompted the Florida Department of Education to approximate the percentage of students scoring at 3.5 and above by averaging the percent of students scoring 3 and above and the percent of students scoring 4 and above.
 
Because the school grades writing criterion now must conform to a score selected from the range of scores assigned to individual students (per the statutory amendment noted above), and because in 2011 there will still be only one reader assigned to each FCAT essay for scoring, the 2010 writing criterion of 3.5 for school grades is no longer possible.
 
The State Board of Education is therefore expected to approve a change in the writing criterion for school grades to the percent of students scoring at 4 and above on the FCAT Writing assessment.  The Department of Education will begin rule-revision activities shortly to formalize this change.  The change will be reflected in the implementing rule for school grades -- Rule 6A-1.09981, Florida Administrative Code.  The State Board is expected to rule on this change in the spring of 2011, making the change effective for the next calculation and reporting of school grades in 2011.
 
The expected change from the percent scoring at 3.5 and above to the percent scoring at 4 and above is consistent with progressively more rigorous standards for school grading over the past decade. For your reference, a brief history of the writing criterion for school grades is shown in the table below.
 
YearsStandard Used for Writing Component of School Grades
1999 to 2001Percent Scoring 3.0 and above
2002 to 2004Average of Percent Scoring 3.0 and above and the percent scoring 3.5 and above
2005 to 2009Percent Scoring 3.5 and above
2010Average of Percent Scoring 3.0 and above and the percent scoring 4.0 and above
2011 and beyond (PROPOSED)Percent Scoring 4.0 and above

 
If you have questions about this expected change, please feel free to follow up with Ed Croft at ed.croft@fldoe.org or (850) 245-0411, or e-mail Evaluation and Reporting at evalnrpt@fldoe.org.
 
Thank you for all of your work on behalf of Florida’s students.
 
Chancellor Haithcock
 

 

--
Steven D. Stark, PhD
Director, Research, Assessment and Student Information
Alachua County Public Schools
(352) 955-7700
starksd@gm.sbac.edu



A list of Black History Month events happening at the Alachua County Library District is now available on the eBranch and at all library locations.  See the event schedule here: http://www.aclib.us/about/blog/black-history-month-events
Also, stay tuned to the Library Districts History page on the eBranch for information updates about library resources on Black History and additional information about upcoming Black History Month events in the community. http://www.aclib.us/research/category/history-biography or visit the Library District on facebook. www.facebook.com/alachuacountylibrary
If you would like to distribute printed versions of the handout linked above please contact Angela Gregory at agregory@aclib.us. Printed copies for distribution will be available after January 24th.
Angela Gregory
Alachua County Library District
Marketing and Public Relations Manager
agregory@aclib.us
www.aclib.us

Reading/Language Arts Department Meeting

October 20, 2010

Minutes

 

 

 

*Don’t forget to initial sign-in sheet (CREATE points)

 

Welcome Dawn Newell, District Reading/Language Arts Supervisor

 

Spelling Bee – District Spelling Bee – Thursday, January 27, 2011

Westwood Spelling Bee winner Alyssa Strickland; runner-up: Randy Hackney

 

Language Arts Portfolio

3 writing samples for 9 weeks

Teachers discussed setting topics/writing prompts for 8th grade

Save copies of the writing samples

Recommended to either make copies or have students turn in two

 

Writing Contests

Social Studies writing contest (email forwarded to teachers)

ACTE – Dawn will get information on this writing competition

 

Assessments

FAIR testing going well

Melissa emailed a spreadsheet on this

Dawn Newell discussed how to get mini-assessments that go with the Pacing Calendar on “Just 4 Teachers”

 

Sunshine State Books

 Teachers can sign up to do a book talk on morning announcements

Students must read 3 books to vote in March

Reading teachers can assess if students read the book by offering extra credit and assigning a book talk/report on the book

 

Data Driven Decision Making

 Sign up (My Learning Plan, 8/18/10)

We are working on having a Kagan facilitator come to Westwood

 

 



20 October 2010
Langauge Arts/Reading Department Meeting
Agenda:
Spelling Bee
ACTE
Writing Contests
Portfolio
Assessment

FCAT Writing Assessment

Grade 8

 

September 2010


Topic

 

Writing Situation:

Happiness can come from big things or simple things. 

 

Planning for Writing:

Before you begin writing, think about something that made you happy.

 

 

Directions for Writing:

Now write to explain why, whether big or simple, it made you happy.

 

FCAT Writing Rubric

 

4-12

 

 

 

Focus
(Ideas, Voice)

Organization

Support
(Ideas) 

Conventions
(Word Choice, Sentence Fluency) 

6

Writing is clearly focused on topic with substantial insight and information; it presents fresh or original ideas.  Writer is obviously involved with and committed to the topic, and the writer’s “fingerprints” are evident.

Writing is beautifully organized—no choppy lumps between or within paragraphs, but the form is not intrusive.  Structure has effective beginnings, endings, transitions, and logic.

Writing has plenty of specific details and meaningful elaboration.  Message is enhanced with quality supporting ideas and clear thinking.  What more could the writer say in 45 minutes?

Writing exhibits a variety of sentence structures and few, if any, errors; word choice is precise, impressive, and original.  Writing “flows” smoothly from beginning to end.

5

Clearly focused on topic, writing shows involvement with and commitment of the writer, tone is appropriate to purpose.

Writing has a clear, logical, and effective organizational pattern; effective transitions provide a sense of completeness.

Writing has ample specific examples and details; ideas are fully developed and elaborated beyond the obvious or general.

Writing exhibits varied sentence structures and mature command of language.  Errors in conventions are few and do not impede understanding.

4

Writing is focused on topic with some involvement of the writer; it contains few, if any, loosely related ideas.

Writing has a visible organizational pattern, but transitional devices help the piece to flow smoothly.

Writing has a fair amount of elaboration, but could use more specific details to strengthen ideas.  Support is consistent but may lack specificity.

Writing exhibits some variation in sentence structure, adequate and correct word choice, and adequate conventions acceptable in a draft.

3

Writing is focused on the topic, but some ideas are not logically related to the topic.  Writer seems indifferent to the topic.

Writing is stiffly organized; transitions are obvious, and the pieces do not flow smoothly.  Ideas may lack a logical progression.

Writing has at least one good elaboration, but support is uneven; some points are made without support.  At least one idea is elaborated.

Writing exhibits minimal variation in sentence structure, adequate but predictable word choice, and some noticeable convention errors.

2

Writing addresses the topic, but includes unrelated ideas.  Writer has no “presence” in the writing.

Writing has a beginning, a middle, and an end, but the attempt to organize falls short.

Writing has weak support and few specific details.  At least one idea is extended, but support may be erratic, and ideas may be repeated.

Writing exhibits several errors which tend to inhibit understanding; word choice is limited and vague; sentence structure is repetitious.

1

Writing briefly addresses the topic, but has no real substance; ideas are extraneous or loosely related.

Writing may have an organizational pattern but lacks any sense of completeness; beginning, middle, and end are not clear.

Writing includes generalizations and fragmentary ideas with very little, if any support or details.  Support is bare and vague, often consisting of lists.

Writing exhibits frequent and obvious errors which impede understanding; word choice and sentence variety are weak.

 




 

Focus:

Clarity with which the paper presents and maintains a clear main idea, point of view, theme, or unifying event; consistent awareness of the topic; exclusion of extraneous information.

 

 

Organization:

Structure or plan of development (beginning, middle, and end); logical relationship of ideas; use of paragraphing and transition devices.

 

 

Support:

Quality of details or support; examples or reasons clearly related to specific context; word choice, specificity, depth, accuracy or credibility, and thoroughness.

 

 

Conventions:

Mechanics of punctuation, capitalization, spelling, and word usage; sentence structure.

 

 

Practice Assessment Process:

Using the Classroom Writing Assessment Scores Record Sheet, score each paper from 0-6 in each of the four scoring criterion.  Then award each paper with an overall score.  Please DO NOT try to make the overall score and the four criterion scores a balanced math equation.  This is not a strictly mathematical process.

Pacing Guides
 
I wanted to make Language Arts Teachers aware of a few things regarding the pacing guides,  First, teachers must follow them.  Second, in the 7th grade guide for Literature, the focus is on unit 8 Face the Facts which does cover some of the research benchmarks, The guide does not include the benchmark LA7.6.2.2 which deals with validity and reliability of information. Please make teachers aware of this.  Also, there is a five week period allotted for teacher or school choice.  I would suggest that teachers may want to use some of Unit 9 The Power of Research to teach and reinforce the reference and research benchmarks.

At some time in the near future, a list of benchmark mini-assessments will be posted on the website along with the pacing guides.  Teachers may download those and use them as they complete teaching a benchmark.  These are optional and should be used as they fit with your instruction and with your school CIM calendar.
 
If teachers have concerns or find addtions that need to be made, please contact me so that we will have that information when we  revise the guides.  Also, I would appreciate it if teachers would share with me any resources they find that will enhance instruction.
 
I appreciate all that you do.  Have a wonderful school year.
 
Dawn

--
Dawn C. Newell
Secondary Reading/Language Arts Curriculum Specialist
620 E. University Avenue
Gainesville, FL 32601
352-955-7622