Transcript
Understanding the FCAT Understanding the FCAT Writing TestWriting Test
Spanish Lake ElementaryParent Writing WorkshopNovember 14, 2011
PurposePurpose
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
As a result of attending this presentation, participants will:
What is FCAT Writing?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 WritingTypes of WritingExpository – Writing to explain or inform
Narrative – Writing to tell a story
Persuasive – Writing to persuade
Student scores are based on the following:Student scores are based on the following: 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 DetailsSupporting DetailsBare-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.”
Techniques for Innovative BeginningsTechniques for Innovative Beginnings
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!
Grab the Reader
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.
More Techniques for Innovative Beginnings…
TransitionsTransitions
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…
Ideas have to flow with smooth transitions…
Narrative TransitionsNarrative Transitionsat 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 You need to provoke some kind of emotion
or reaction in the reader through or reaction in the reader through voicevoice……
Voice is accomplished through precise word choice
Lets the reader know the mood, the tone
Lets the reader be “in the moment” with the writer
The ideas should be well developed The ideas should be well developed through magnified moments…through magnified moments…
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)
Show Don’t TellShow Don’t TellUse 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.
Substitute boring general words for Substitute boring general words for precise wordsprecise wordsFocus: Active Verbs – Sensory WordsFocus: Active Verbs – Sensory Words
Sound Sound SightSight TasteTaste TouchTouch Smell Smell
laughing, laughing, clapping, clapping, shrieking, shrieking, screaming, screaming, crying, whining, crying, whining, splashing, splashing, whoosh of the whoosh of the roller coaster, roller coaster, chomping, chomping, crunching , crunching , pounding on the pounding on the pavement, pavement, blowing whistle, blowing whistle, singing, singing, humminghumming
squinting, squinting, staring, staring, observing, observing, peeking, peeking, browsing, smilingbrowsing, smiling
licking, slurping, licking, slurping, gobbling, gobbling, sucking, gulping, sucking, gulping, smacking, smacking, salivatingsalivating
grab, clutch, grab, clutch, yank, hug, yank, hug, pushing, pulling, pushing, pulling, pokingpoking
sniffing, get a sniffing, get a whiff ofwhiff of
VocabularyVocabulary Use a Thesaurus to change simple words
into more intelligent complex words.
Examples Big - EnormousPretty- StunningDifficult- IntricateBlue- SapphireImportant- Significant
Figurative LanguageFigurative Language
Hyperbole- an extreme exaggerationI am so hungry, I could eat a horse
Metaphor- comparing two unlike thingsThe snow was a soft blanket that
covered the yard.Simile- comparing two things using like or as
He is as mean as a angry gorilla.Onomatopoeia- sound words make
POW, BOOM, Zoom
EndingsEndingsCircular 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 ContinuedOther Endings ContinuedOffer 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.”
Thank you for coming!Thank you for coming!
This PowerPoint presentation will be available on the following website:
www.explorereadingandmath.org
www.sle.dadeschools.net (in the parent information section)
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