Understanding the FCATWriting TestSpanish Lake ElementaryParent Writing WorkshopNovember 14, 2011
PurposeAs a result of attending this presentation, participants will:Understand what is tested in the FCAT Writing TestU...
What is FCAT Writing?A test where students are required to write a response to an assigned topic.Students receive a scor...
Types of WritingExpository – Writing to explain or informNarrative – Writing to tell a storyPersuasive – Writing to per...
Student scores are based on the following:   FOCUS:    ◦ Know how to read the prompt.    ◦ Stay on topic throughout the p...
Supporting DetailsBare-simple listing or events or reason "I like to go to school because it is fun.”Extension-informati...
Techniques for Innovative Beginnings                   Grab the Reader A command to the reader  ◦ Never try to outsmart a...
More Techniques for Innovative        Beginnings…A sound effect ◦ PSFST!” I smelled the skunk’s spray almost   as soon as...
TransitionsIdeas have to flow with smooth transitions…Order Words ◦ First, then, finally, and furthermore may not be   en...
Narrative Transitionsat that very moment           meanwhile                for this reasonto my surprise                u...
You need to provoke some kind of emotion  or reaction in the reader through voice…Voice is accomplished through precise w...
The ideas should be well developedthrough magnified moments…The baby was upset. (Telling) The baby held his breath and scr...
Show Don’t TellUse sensory details, figurative language, vivid verbs and descriptions to help the reader create a mental ...
Substitute boring general words for                   precise words                   Focus: Active Verbs – Sensory WordsS...
Vocabulary Use a Thesaurus to change simple words into more intelligent complex words.Examples    Big - Enormous    Pretty...
Figurative LanguageHyperbole- an extreme exaggeration    I am so hungry, I could eat a horseMetaphor- comparing two unli...
EndingsCircular ending – when beginning with an impacting line, repeat the line at end of the writing. (e.g.,. . .because...
Other Endings ContinuedOffer the reader advice:  “Don’t forget to always be nice to your mother.”Make a prediction:   “ ...
Thank you for coming! This PowerPoint presentation will be available on the following website: www.explorereadingandmath.o...
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Writing Parent Workshop

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  • This is one way that a student can ensure that they grab the reader’s attention. A good beginning usually leads to a good paper.
  • Don’t just post these on the wall. Teachers must TEACH LESSONS about how to use these great beginnings.
  • Each table replace the “so” with something more sophisticated… CREATE A WORD WALL
  • Use this worksheet to check for transitions in your child’s writing.
  • Find a place to do this in the 3
  • While we might have word collections going on in the classroom, students should be generating their own word collections kind of like a “savings account”. We will develop “interest” by using them. We can start by keeping a section in the back of the book. The pay off is a higher end paper that is rich in precise word choice and vivid images! This paper is slight on the precise word choice and uses very general verbs in particular. Brainstorm the sensory verbs that would be related to the setting of Disney Land. This deters the students from using passive verbs. Sound - laughing, clapping, shrieking, screaming, crying, whining, music, splashing, whoosh of the roller coaster, chomping, crunching , pounding on the pavement, blowing whistle, singing, humming Sights - squinting, staring, observing, peeking, browsing, smiling, Taste - licking, slurping, gobbling, sucking, gulping, smacking, salivating Smell - sniffing, get a whiff of Touch - grab, clutch, yank, hug, pushing, pulling, poking
  • Writing Parent Workshop

    1. 1. Understanding the FCATWriting TestSpanish Lake ElementaryParent Writing WorkshopNovember 14, 2011
    2. 2. PurposeAs a result of attending this presentation, participants will: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
    3. 3. 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.
    4. 4. Types of WritingExpository – Writing to explain or informNarrative – Writing to tell a storyPersuasive – Writing to persuade
    5. 5. 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.
    6. 6. Supporting DetailsBare-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.”
    7. 7. Techniques for Innovative Beginnings Grab the Reader 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!
    8. 8. More Techniques for Innovative Beginnings…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.
    9. 9. TransitionsIdeas have to flow with smooth transitions…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…
    10. 10. Narrative Transitionsat that very moment meanwhile for this reasonto my surprise unexpectedly neverthelessin a split second afterwards graduallyeventually in any event at the speed of lightin two seconds flat inevitably brieflyin the future promptly lateron the other hand as a result in a flashsuddenly at last soonat once all of a sudden cautiouslyThis story really beginsAnd in less than an instantOnce, not too long agoThis adventurous story really beginsNight followed day and day followed night over and over again.
    11. 11. You need to provoke some kind of emotion or reaction in the reader through voice…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
    12. 12. The ideas should be well developedthrough 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)
    13. 13. Show Don’t TellUse 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.
    14. 14. Substitute boring general words for precise words Focus: Active Verbs – Sensory WordsSound Sight Taste Touch Smelllaughing, squinting, licking, slurping, grab, clutch, sniffing, get aclapping, staring, gobbling, yank, hug, whiff ofshrieking, observing, sucking, gulping, pushing, pulling,screaming, peeking, smacking, pokingcrying, whining, browsing, smiling salivatingsplashing,whoosh of theroller coaster,chomping,crunching ,pounding on thepavement,blowing whistle,singing, humming
    15. 15. Vocabulary Use a Thesaurus to change simple words into more intelligent complex words.Examples Big - Enormous Pretty- Stunning Difficult- Intricate Blue- Sapphire Important- Significant
    16. 16. Figurative LanguageHyperbole- an extreme exaggeration I am so hungry, I could eat a horseMetaphor- comparing two unlike things The 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
    17. 17. EndingsCircular 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.
    18. 18. Other Endings ContinuedOffer 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.”
    19. 19. 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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