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
 Pam Eaton, Lake Asbury Junior High School Rm. 1280
 Kelly Dueker, Stress Reduction/Relaxation Strategies, Palencia
Elementary School Rm. 1100A & 1100B
 Dr. Christine Weber, Director
 Amanda Laukitis, adjunct professor, MA in Elem. Ed/Literacy
 Neila Martin, Alimacani Elementary School
 Anne Cook, Elementary Ed Graduate
 Liyana Shammout, Elementary Ed Major
 Cassandra Santiago, working on MA in Educational Leadership:
Advanced Teaching & Learning
Funded Scholarships
Special thank you to
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 90 minutes to respond to the writing
prompt.
Two reviewers--average of scores.
The essays will be scored by a human and a
computer. If the human and the automated-essay
score differ by more than one point (are
nonadjacent), a human will resolve the score. This
will occur for each domain score.
Florida writing tests have been currently graded by
two human scorers and the state has never used
computerized grading on the exam.
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.
Grades 4-5 The stimulus will consist of two to four texts.
The stimulus will be presented along with a writing
prompt that asks students to write an essay about the
topic. The students will be required to synthesize
information from the text sets and must cite specific
evidence from the texts to support their ideas.
Write an informative essay about . . . . Use information
from the passages in your essay.
-ORWrite an essay in which you give your opinion about . . .
Use information from the passages in your essay.
Manage your time carefully so that you can read the
passages; plan your response; write your response; and
revise and edit your response.
Write (type) your essay in the space provided.
You have 90 minutes to read, plan, write, revise, and
edit your essay.
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.
Grades 4–5 Informative/Explanatory Text-based Writing Rubric and
Opinion Text-based Writing Rubric
• Purpose, Focus, and Organization (4-point Rubric)
• Evidence and Elaboration (4-point Rubric)
• Conventions of Standard English (2-point Rubric begins at score point
2)
Grades 6–11
Write an explanatory essay about. . . . Your essay must be based on ideas
and information that can be found in the “. . . ” passage set.
-ORWrite an argumentative essay in which you . . . . Use the information from
the texts in your essay.
Manage your time carefully so that you can read the passages; plan your
response; write your response; and revise and edit your response.
Be sure to include a claim; address counterclaims; use evidence from
multiple sources; and avoid overly relying on one source.
Type your response in the space provided.
You have 90 minutes to read, plan, write, revise, and edit your response.
Grades 6-11 Informative/Explanatory Text-based Writing Rubric The
stimulus will consist of two to four texts. The stimulus will be presented
along with a writing prompt that asks students to write an essay about
the topic. The students will be required to synthesize information from
the text sets and must cite specific evidence from the texts to support
their ideas.
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.
Informative/Explanatory Text-based Writing Rubric and Argumentation
Text-based Writing Rubric
• Purpose, Focus, and Organization (4-point Rubric)
• Evidence and Elaboration (4-point Rubric)
• Conventions of Standard English (2-point Rubric begins at score
point 2)
More information found at the
Florida Standards Assessments
Portal
http://fsassessments.org/
The following link to the
FLDOE website will provide
information for helping
students in the FSA English
Language Arts – Writing
Component in grades 4
through 11 be better writers
and lifelong writers.
http://fsassessments.org/reso
urces/?section=5-educatorselawriting
Anticipated Schedule:
Week 1: Week 1 will introduce 4th through 11th grade students to
writing prompts that promote stronger FSA English Language Arts –
Writers and lifelong skills. Students will be asked to write a
diagnostic essay.
Week 2: Students will begin week 2 by receiving feedback on their
first diagnostic writing prompt. This second week will focus on
prewriting strategies. At the end of this session, students will
complete another FSA English Language Arts – Writing and/or
lifelong writing prompt.
Week 3: Lead area teachers will begin this week once again by
offering students feedback on their writing prompts from the
previous week. Once this feedback has been discussed, students will
use week 3 to focus specifically on lifelong drafting strategies.
Students will again end their day by writing another FSA English
Language Arts – Writing and/or lifelong writing prompt.
Week 4: After they receive feedback from last week’s writing
prompt, students will again meet with their local lead area
teacher. This week’s FSA English Language Arts – Writing and
lifelong writing focus will be on revising strategies. Students will
end week 4 by writing to another FSA English Language Arts –
Writing and/or lifelong writing prompt.
Week 5: Students will begin week 5 with feedback from week 4’s
writing prompt. Following this feedbacks’ discussion, students and
local lead area teachers will then focus on editing strategies.
Week 5 will end by asking students to write another FSA English
Language Arts – Writing and/or lifelong writing prompt.
Week 6: The final week of Camp Composition will end with a
Writing Celebration where students will not only receive feedback
on last week’s writing prompt, but also celebrate their new
understandings about being strong FSA English Language Arts –
Writers and stronger lifelong writers. Parents are invited to attend
at 11:30 a.m. in Rm. 1100A.
Comments…..
 One student wrote in his journal
“that coming to UNF made me
feel grown up.”
 Teachers shared that students
were really impressed by the
technologically advanced
classrooms.
 For some, it makes the college
“real” and a place where they
might be able to attend.
 It’s the first time my child was
eager to write.
 The certificate was the first ever
received by my child.
The following data are for the previous years we
have offered the camp:
YEAR
Number of
students
participating in
the camp
*Number of % of writing Performance
students
scores
level required for
taking the
reported
passing
FCAT
% 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%
*Not all students participating in the camp were tested on FCAT writing
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!