WELCOME to
CAMP COMPOSITION
 Turn in paperworkreleases and
contract
 Pick up parking pass
Christine Weber, Ph.D.,
Director
COEHS
Department of Childhood
Education, Literacy and TESOL
 Sign up for
conferences
 Be seated for
overview and
introductions
PURPOSE
The purpose of Camp Composition is to bring Northeast Florida
students and parents together with local area lead teachers and
UNF undergraduate and graduate students and faculty, in an
effort to help our local area school students earn higher FSA
English Language Arts – Writing scores and also acquire stronger
lifelong writing skills.
Components
 4th through 11th grade
participants received
weekly writing skills
instruction and
individualized feedback on
their writing for six Saturdays.
 Individual conferences with
teachers, students, and
parents are provided.
 Stress reduction and
relaxation strategies are
taught to students by an
expert.
Meet the Teachers and
Assistants/Volunteers
 Erin Bozeman, Mandarin Oaks Elementary School Rm. 1250 (4/5th)
 Pam Eaton, Lake Asbury Junior High School Rm. 1280 (6/7th)
 Linda Hof, St. Augustine High School Rm. 1210 (8/9th)
 Jennifer Odom, Stress Reduction/Relaxation Strategies, Palencia
Elementary School Rm. 1100A & 1100B
 Dr. Christine Weber, Director
 Amanda Laukitis, adjunct professor, MA in Elem. Ed/Literacy
 Audrey Keith-Horton, Elementary Ed Major
 Liyana Shammout, Elementary Ed Graduate
 Kathryn Ciano, TESOL Graduate Student
Funded Scholarships
Special thank you to
Data for the previous years we have offered the camp.
*Not all students participating in the camp were tested on FCAT writing
YEAR
Number of students
participating in the
camp
*Number of
students
taking the
FCAT
% of writing
scores reported
Performance level
required for passing
% of students meeting
performance level
standard
YR 2011
25
19
100%
4
100%
YR 2012
29
19
95%
3
83%
YR 2013
45
34
85%
3.5
93%
YR 2014
30
26
77%
3.5
70%
FSA English
Language
Arts –
Writing
Component
What is the FSA English
Language Arts – Writing
Component?
• Test given in grades 4-11
• Based on CCSS
• Results are used to increase
achievement
What will students be asked to do?
The three domains in the scoring rubric are:
• Purpose, Focus and Organization;
• Evidence and Elaboration; and
• Conventions of Standard English.
Students will have 120 minutes to respond to the writing
prompt.
Two reviewers--average of scores.
Text-based Writing Stimulus and 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 (grades 4-11).
For the opinion/argumentative writing prompts, students will be
required to synthesize and analyze ideas and evidence from the
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).
Overall Task Description Students will read a stimulus about a single
topic. A stimulus consists of several texts written on 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.
Camp Composition
 REVIEW
GUIDELINES in
parent letter
Christine Weber, Ph.D.,
Director
COEHS
Department of Childhood
Education, Literacy and TESOL
 ANSWER
QUESTIONS
Camp Composition
Christine Weber, Ph.D.,
Director
COEHS
Department of Childhood
Education, Literacy and TESOL
Please
report the
writing
scores to me
in the spring!
More information found at the
Florida Standards Assessments
Portal
http://fsassessments.org/
Meeting With Teachers
 Elementary Students Room 1250
 Middle and High School Students Remain in
1100A