Writing Standard

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Writing Standard

• I can produce clear and coherent writing in which
  the development and organization are appropriate
  to task, purpose, and audience.
• Todays LT I can analyze texts to identify
  purpose, audience, and form (task). I can
  analyze texts for quality.

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On-Demand Writingin 5th grade

• What is it?

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On-Demand Writing is

• Writing to a prompt in a limited amount of time
• you will be given a choice of two prompts
• Writing in the form of a letter or an article
• you will be told which form

On-DemandWriting Stand Alone PsgBased Time
Part A 1   30
Part B   1 90
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On-Demand Writing Gives you Less of the
Following

• Time (30 minutes for stand
• alone 90 minutes for passage
• based prompts)
• Feedback (noneyoure on your own)
• Ownership (two choices)

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Three Possible Categories in On-Demand Writing
Opinion Informative Narrative Real or Imagined
Words that give clues about the task Decide on your opinion and explain Choose give an opinion support with reasoning Explain Describe Inform Tell Write a story Tell a story about a time
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Situation Each year, students who work hard on
their KPREP test are rewarded with various
special activities, such as an after school
dance, a particular field trip, or homework
passes. The celebration is planned by a special
committee, which is made up of parents, teachers,
and students. In order to get as much input from
students about what they want the celebration to
consist of, Mrs. Principal has asked all students
to write a letter to the committee with
suggestions. Only the best suggestions will be
used.     Task Write a letter to the KPREP
committee starting your opinion of which activity
should be part of the celebration after the KPREP
test. Remember that only the best ideas will be
considered, so be sure to include why you think
your idea would be the best.  
You have 30 minutes to respond to the prompt.
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Situation

• The situation is labeled for you.
• Its always the first part of the prompt.
• Its a make-believe situation that hasnt really
  happened to you. You have to pretend.
• It creates a need to write.

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Focusing on the Writing Task

• Lets FAP It!!

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What is FAP?

• FAP stands for FORM, AUDIENCE, and PURPOSE.
• FAP can be used to organize the information that
  you will see in the prompts.
• FAP is found in the writing task of the prompts.
• FAP is an acronym that helps you identify what
  you are being asked to do

Take notes on your FAP sheet.
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(No Transcript)
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F is for FORM

• WHAT are you writing?
• The FORMS can be any type of writing letter,
  email, editorial, and article.

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A is for AUDIENCE

• To WHOM are you writing?
• You will be able to find the AUDIENCE in the
  writing task of the prompts, such as
• parents
• friend
• principal
• teacher
• site-based council
• author
• student(s)
• neighbor(s)
• board of education, and others

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P is for PURPOSE

• WHY are you writing?
• You will be able to find the PURPOSE in the
  writing task of the prompts.
• You will write for one of three purposes
• inform
• state opinion, or
• narrate an event for a specific purpose (inform
  or persuade)

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Lets FAP!
Practice on your sheet. ?
form
audience

• Write an article for the school newspaper
  informing readers about an upcoming event
• Write a letter to your teacher stating your
  opinion on what class pet your classroom should
  get
• Write a letter to a new student about the
  importance of school rules. Support your idea by
  writing about a time when knowing the rules was
  really important

purpose
form
purpose
audience
form
audience
purpose
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Scoring Rubric for Kentucky On-Demand Writing
4 Points Writers at this score point level display consistent, though not necessarily perfect, writing skill, resulting in effective communication.
The writer establishes and maintains focus on audience and purpose and effectively engages the audience by providing relevant background information necessary to anticipate its needs. The writer consistently develops ideas with depth and complexity to provide insight, support, and clarification of the topic. The writer consistently develops ideas using appropriate and effective examples, details, facts, explanations, descriptions, or arguments. In grades 5 and 6, writers may address counterclaims in support of opinion and argument in grades 8, 10 and 11, counterclaims are addressed effectively to help support arguments. The writer may use a variety of techniques or approaches. The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs. The writer consistently uses a variety of sentence lengths and structures. The writing includes a variety of transitional words and phrases that connects ideas and guides the reader. The writer uses appropriate organizational techniques (e.g., comparison/contrast, cause/effect, order of importance, reasons/explanations). The writer maintains an appropriate voice or tone. The writer consistently chooses words that are appropriate to the intended audience and purpose of the writing. The writer consistently uses correct grammar, usage, and mechanics (e.g., spelling, punctuation, capitalization) to communicate effectively and clarify the writing.
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Scoring Rubric for Kentucky On-Demand Writing

• The writer establishes and maintains focus on
  audience and purpose and effectively engages the
  audience by providing relevant background
  information necessary to anticipate its needs.

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4 Points
The writer consistently develops ideas with depth
and complexity to provide insight, support, and
clarification of the topic. The writer
consistently develops ideas using appropriate and
effective examples, details, facts, explanations,
descriptions, or arguments. In grades 5 and 6,
writers may address counterclaims in support of
opinion and argument in grades 8, 10 and 11,
counterclaims are addressed effectively to help
support arguments. The writer may use a variety
of techniques or approaches.
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4 Points
The writer consistently organizes the writing by
using a logical progression of ideas that flows
within and between paragraphs. The writer
consistently uses a variety of sentence lengths
and structures. The writing includes a variety of
transitional words and phrases that connects
ideas and guides the reader. The writer uses
appropriate organizational techniques (e.g.,
comparison/contrast, cause/effect, order of
importance, reasons/explanations).
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4 Points
The writer maintains an appropriate voice or
tone. The writer consistently chooses words that
are appropriate to the intended audience and
purpose of the writing. The writer consistently
uses correct grammar, usage, and mechanics (e.g.,
spelling, punctuation, capitalization) to
communicate effectively and clarify the writing.
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Writing situation Leaders in your county are
considering a law that would require all dog
owners to keep their dogs on their property or on
leashes while out in public. The county has
received many complaints in the last month about
dogs running across busy streets, into neighbors
yards, and through elementary playgrounds. Some
citizens have expressed fears for their safety.
If this law is passed, anyone who breaks the law
will have to pay a fine. County leaders are
seeking public opinion as they consider this
law. Writing directions Decide if you think
this law is a good idea. Write an email to the
county leaders giving your opinion about whether
this law is necessary or not. Use specific
details to support your opinion.
Read through the student ODW response. Based on
the rubric in your notebook, what score would it
receive?
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ANNOTATION 4-POINT RESPONSE Grade 5, Prompt
1 Score Point 4 The writer establishes and
maintains focus on audience and purpose (The idea
of your new law is a good idea) and effectively
engages the audience by providing relevant
background information. The ideas are
consistently developed with depth and complexity
using appropriate and effective examples,
details, facts, and explanations, and arguments
(Also, a kids dog might run into the streets.
The kid might want to run in and go after it
causing major damage. . . . Maybe if it is a high
price and people break the law they would
possibly not be able to pay it off. Also if it is
too low your law would be broken all of the time.
. . . So, the amount should be the right price).
The response progresses logically and ideas flow
naturally within and between paragraphs. The
writer consistently uses a variety of sentence
lengths and structures. Errors in usage and
mechanics do not impede understanding of the
argument.
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Using your time wisely

• Read both prompts carefully and complete short
  prewriting on both, e.g., identify key words,
  list ideas
• Choose prompt for which you have the most ideas
  and then complete full pre-write

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• Write first draft
• Revise first draft, making it clear and complete
  edit your work to make it correct
• Write final draft

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Lets practiceWriting to Persuade

• Read both prompts carefully

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Prompt 1

• SITUATION Summer is almost over, school has
  started and kids are going to have less free time
  to be active outside. Your school newspaper is
  going to publish articles about the importance of
  physical activity to your health and wants your
  ideas about how to stay active now that you are
  back in school.
• WRITING TASK Write an article for your school
  paper persuading students to stay active and
  giving your ideas about how to include physical
  activity now that you are back in school.

FORM
AUDIENCE
PURPOSE
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Prompt 2

• SITUATION I Love to Read Week is coming soon.
  Your librarian wants you to pick one of your
  favorite books and write a letter to a friend to
  convince him or her to read this book.
• WRITING TASK Write a letter to a friend
  persuading him or her to read your favorite book.
  Be convincing!

FORM
AUDIENCE
PURPOSE
STOP
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Step two identify key words

• Key words are found in the SITUATION of the
  writing prompts.
• Key words help you write the introductory
  paragraph of your response.
• Key words help your audience focus on the main
  ideas of your response.

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Step Two look for key words

Summer is almost over, school has started and
kids are going to have less free time to be
active outside. Your school newspaper is going to
publish articles about the importance of physical
activity to your health and wants your ideas
about how to stay active now that you are back in
school.
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Looking for key words

I Love to Read Week is coming soon. Your
librarian wants you to pick one of your favorite
books and write a letter to a friend to convince
him or her to read this book.
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Step three list ideas

• Problem
• Going back to school means less free time for
  physical activity

• Solution
• Be organized
• Plan time for physical activity
• Plan homework time
• Limit time watching TV
• Stick to your plan

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Listing ideas

• Favorite book
• Stone Fox

• Reasons
• Easy to read
• About a dog
• About courage
• Suspenseful
• Surprise ending

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Step four Time to decide

• What topic do you know the most about?
• or
• What topic do you know the most about and which
  one appeals to you the most?

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Step five write, revise, edit

• Write first draft
• Revise first draft, making it clear and complete
• Edit your work to make it correct
• Write final draft

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Key words help write introduction

• Summer is almost over, school has started and
  kids are going to have less free time to be
  active outside. Your school newspaper is going to
  publish articles about the importance of physical
  activity to your health and wants your ideas
  about how to stay active now that you are back in
  school.

Lets Get A Move On Ways To Stay Active Now
that a new school year has started, we are going
to have less free time to play outside. We all
know that it is really important to be active for
our healths sake but what are we going to do
when we are inside all day? We could moan and
groan but I bet we can all find ways to stay
active. Here are some suggestions
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Another intro

• I Love to Read Week is coming soon. Your
  librarian wants you to pick one of your favorite
  books and write a letter to a friend to convince
  him or her to read this book.

Dear (friends name), I just heard that I Love to
Read Week is coming to our school next week which
means we get to choose the books we want to read.
I know you dont read a lot, so I want to tell
you about a great book I read this summer that I
know you will love
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Checking our work

• SITUATION
• Some of your friends take lessons after school.
  They may be learning to play a musical
  instrument, speak a new language, program a
  computer, or build a birdhouse. Think about a
  special skill you would like to learn.
• WRITING TASK
• Write a letter to convince your parents that you
  should take lessons after school to learn this
  new skill. Explain why you are interested in
  learning this skill and what you would do with
  it.

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• Some of your friends take lessons after school.
  They may be learning to play a musical
  instrument, speak a new language, program a
  computer, or build a birdhouse. Think about a
  special skill you would like to learn.

Dear Mom and Dad, I am writing to you to ask you
something important. You see, some of my friends
are taking lessons after school, such as learning
to play an instrument, speaking a new language,
programming a computer and even building
birdhouses. Since I would like to learn
_________, I am hoping you will consider allowing
me to take lessons after school too.
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Drafting/Revising

• Use your prewriting as a guide
• Engage your reader with a lead
• Make revisions as you write
• Anticipate your readers questions to guide your
  writing
• Stay focused on your purpose
• Make sure youve convinced your reader with an
  effective conclusion

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Editing

• Make sure
• Your sentences are varied and complete
• You have used language appropriate for your
  reader and purpose
• Your spelling is correct
• You have used correct punctuation

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Important points to keep in mind Letter

• Use the correct letter form (business or
  friendly)
• Support your purpose with details
• Answer those questions you anticipate your reader
  will have

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Important points to keep in mind Article

• Focus on an interesting angle of the topic
• Support your purpose with relevant idea
  development
• Use text features effectively (sections with
  headings, bulleted lists, etc.)

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Dont forget making a point means supporting
your ideas with relevant details