Text-Based Writing

Component
of the ELA Assessment
Office of Academics and Transformation,
Department of Elementary English Language
Arts
OAT ICAD Meeting-September, 2014

Writing Pacing Guide Updates

for Grades 3-5:

2 week alignment to the Reading Pacing Guides

Change in language: The DDCR is now an Open

Response or the Writing Prompt

Focus is on the Writing Prompt that was introduced
in Reading based on the sources read
Sometimes the evidence needed to answer the
prompt was addressed & gathered during Reading
AND elaborated on in Writing
Bring the Writing Prompt through the Writing
Process using appropriate mini-lessons
Four columns on the Pacing Guides:
LANGUAGE ARTS
FLORIDA STANDARDS
LAFS
(Webbs DOK)

ACADEMIC WRITING
CONTENT

INSTRUCTIONAL TOOLS

OBJECTIVES

Objectives
Develop a basic understanding of

the Text-Based Writing Component

of the ELA assessment.
Conduct a close read of the writing
standards and writing rubrics.
Develop mini-lessons aligned to the
standards and student needs.

Text-Based Writing Component

of the ELA Assessment
Overall Task Description: Students will read a
stimulus about 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.
Note: Argument is assessed in grades 6-11 only

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 info graphics, photographs, tables, and diagrams, can be included

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

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.

Stimulus Attributes

Text-Based Writing Component:

Assessed Standards

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

writing prompts, students will be

required to synthesize and analyze
ideas from the stimuli to develop and
support a controlling idea.
Students will be presented with
either a one part or a two part
Informative/Explanatory Prompt.

Informative/Explanatory Writing Stimulus and

Prompt Example
Topic:

The passages were about exploring

the
oceans
through of
technology.
This
is an example
a one part
informative
prompt. essay in which
Write
an informative
you explain how technology has
helped explorers overcome
challenges related to deep-sea
exploration. Use evidence from the
passages in your essay.

Informative/Explanatory Writing Stimulus

and Prompt Example

The sources that you read were about

different
materials.
an part
This is an
example Write
of a two
informativeessay
prompt.
informative
in which you
contrast two interesting materials
that you read about and how the
materials are used. Use information
from the sources in your essay.

Opinion Prompt
Guidelines
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).
Students will be presented with either a
one part or a two part Opinion Prompt.

Opinion Writing Stimulus and Prompt Example

The passages you read were

This is
an example
a one part
about
bike
sharing.of Write
an
opinion prompt.
essay in which you give your
opinion about whether or not a
bike sharing program would work
in your community. Use
information from the passages in
your essay.

Opinion Writing Stimulus and Prompt Example

The passages are about bottled

water. Write an essay in which you
give
your
opinion
about
This
is an
example
of awhich
two part
opinion
prompt.
system
would
be better for your
school: selling bottled water or
buying a water purification system
and why the other idea would not be
a good choice for your school.
Support your opinion with evidence
from the sources.

Lets Take a Closer Look

Writing Standards
Rubrics

Grade-Specific Standards for

Writing Standard 2
Learning Progressions

Grade-Specific Standards for

Writing Standard 1
Learning Progressions

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

Comparing Modes of Writing Worksheet:

Informative/Explanatory and Opinion Writing
Informative/Explanatory

Rubric Domains/Fields

Opinion Writing

Writing

Prompt

Purpose
Using all the information
from the sources
provided: the
stimulus sets, the prompts,
the

standards and the rubric, you will provide evidence

Focus
from those sources to explain each rubric
domain/field as it pertains
to the specific
mode of

writing.
Organization
You will have 10 minutes or so to complete your

assigned section.
Once completed each
group will present their
Evidence
information.

Elaboration

Comparing Modes of Writing Worksheet:

Informative/Explanatory and Opinion Writing
Informative/Explanatory

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.

Opinion Writing Stimulus and Prompt Example

The passages are about bottled

water. Write an essay in which you
give your opinion about which
system would be better for your
school: selling bottled water or
buying a water purification system
and why the other idea would no be
a good choice for your school.
Support your opinion with evidence
from the sources.

Instructional Implications
Understanding the

Prompt
Gathering Evidence
Organizing Evidence
Paraphrasing

Understanding the Prompt

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.

reading before beginning to read the selections and

before underlining/highlighting.
Read the selections.
Reread one paragraph or sections at a time and begin
underlining always keeping the purpose for reading.
Choose key words or phrases to highlight/underline,
never entire sentences or paragraphs.
Generate topics or categories for ideas and write
them in the margins.
Discuss and justify underlined information with a
partner (only during class instruction not during
assessment).

Organizing the Evidence

Power Thinking/Notes
Power 1: Stated Opinion/Identified Controlling Idea
Power 2: Support or detail of Power 1
Power 3: Support or detail of Power 2
using Evidence from the Texts
Power 4: Elaboration of Power 3
which explains the Why
Power 2: Support or detail of Power 1
Power 3: Support or detail of Power 2
using Evidence from the Texts
Power 4: Elaboration of Power 3
which explains the Why

Organizing the Evidence

Conclusion-Support Notes
What is the issue/topic?
What is your
Opinion/Controllin
g Idea about the
topic?

What are your

reasons for this
opinion/controlling
idea?

What is your Conclusion?

What evidence from

the sources support
your
opinion/controlling
idea?

Why is this
evidence
important to your
opinion/controlling
idea?

Organizing the Evidence

Support: What? and Why?

Discussion Web

Support: What? and Why?

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:

Transitional Signal Words

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

Mini-lessons Targeting Students Needs