H-]parentdw.collierschools.com/FCATResultPDF//FY14/277877...yon lason pou li oganize redaksyon an....
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Dear ParenUGuardian: Writing Student Report Spring 2014 Grade 8 Your student's response to the writing prompt was read independently by two people trained to score this test. Each reader gave your student's response a score based on the overall quality of the response. Your student's score is the average of the two readers' scores. Your Student's Writing Score Expository Writing I Score: 3.0 out of 6.0 points H-] Writing Prompt Details Your student's response was based on the following prompt: "When people think about Florida, they often think about beaches, sports, or certain animals. If you had to choose one thing that best represents Florida, what would it be? Now write to explain the thing that best represents Florida to you." About Your Student's Writing Score Your student was given 60 minutes to read the prompt, plan what to write, and respond to the prompt. Your student's score is an indicator of his or her ability to draft a response under these conditions. To learn more about your student's writing skills, talk to his or her teacher. Document Code: 009001570 SIERRAH LOPEZ ID XXXXX7709X School 0361 -IMMOKALEE MIDDLE SCHOOL District 11 - COLLIER Description of Grade 8 Writing Scores* Student responses are scored by trained scorers using a holistic method to evaluate a piece of writing . In this type of scoring , trained scorers consider the overall quality of the responses, rather than focusing on any one aspect of the writing . Scores are determined using the criteria below. 6.0 The writing focuses on the topic, is logically organized, and includes substantial development of supporting ideas or examples. It demonstrates a mature command of language, including precision in word choice. Sentences vary in structure. Conventions are generally correct. 5.5 The writing was given a 5 by one reader and a 6 by the other reader. 5.0 The writing focuses on the topic with ample development of supporting ideas or examples. It has an organizational pattern, though lapses may occur. Word choice is mature and precise. Sentences vary in structure. Conventions are generally correct. 4.5 The writing was given a 4 by one reader and a 5 by the other reader. 4.0 The writing generally focuses on the topic, but it may contain extraneous information. An organizational pattern is evident, but lapses may occur. Support is adequate, but development may be uneven . Sentences sometimes vary in structure, though many are simple. Conventions are generally followed. 3.5 The writing was given a 3 by one reader and a 4 by the other reader. 3.0 The writing generally focuses on the topic, though it may contain extraneous information. An organizational pattern has been attempted, but lapses may occur. Some of the supporting ideas or examples may not be developed . Word choice is adequate. Sentence structure may vary, though many sentences have simple constructions. Knowledge of convent i ons is usually demonstrated. 2.5 The writing was given a 2 by one reader and a 3 by the other reader. 2.0 The writing is related to the topic but offers little relevant information and few supporting ideas or examples. There is little evidence of an organizational pattern. Word choice is limited or immature. Sentences may be limited to simple constructions. Frequent errors may occur in conventions. 1.5 The writing was given a 1 by one reader and a 2 by the other reader. 1.0 The writing may only minimally address the topic because there is little or no development of supporting ideas. Unrelated information may be included. An organizational pattern may not be evident. Ideas are provided t hrough lists, and word choice is limited or immature. Frequent errors in sentence structure and conventions impede communication. U Unscorable. The writing is unrelated to the assigned topic or cannot be read . U-A = Blank Response U-B =Off-Topic U-C = Illegible, Incomprehensible, or Insufficient U-D = Foreign Language * Translations of these descriptions are ava ilable in Spanish and Haitian Creole on the back page of this report. * Puede obtener versiones traducidas de estas * W ap jwenn tradiksyon deskripsyon sa yo nan descripciones en espaflol y criollo hatiano a/ 1 ang Panyol ak Kreyol ayisyen sou do rap6 sa a. reverso de este mforme. 051514 Z0065400-110361-0008426
Transcript of H-]parentdw.collierschools.com/FCATResultPDF//FY14/277877...yon lason pou li oganize redaksyon an....
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Dear ParenUGuardian:
Writing Student Report Spring 2014 Grade 8
Your student's response to the writing prompt was read independently by two people trained to score this test. Each reader gave your student's response a score based on the overall quality of the response. Your student's score is the average of the two readers' scores.
Your Student's Writing Score
Expository Writing I Score: 3.0 out of 6.0 points -~-~-- H-]
Writing Prompt Details
Your student's response was based on the following prompt: "When people think about Florida, they often think about beaches, sports, or certain animals. If you had to choose one thing that best represents Florida, what would it be? Now write to explain the thing that best represents Florida to you."
About Your Student's Writing Score
Your student was given 60 minutes to read the prompt, plan what to write, and respond to the prompt. Your student's score is an indicator of his or her ability to draft a response under these conditions. To learn more about your student's writing skills, talk to his or her teacher.
Document Code: 009001570
SIERRAH LOPEZ ID XXXXX7709X School 0361 -IMMOKALEE MIDDLE SCHOOL
District 11 - COLLIER
Description of Grade 8 Writing Scores* Student responses are scored by trained scorers using a holistic method to evaluate a piece of writing. In this type of scoring, trained scorers consider the overall quality of the responses, rather than focusing on any one aspect of the writing.
Scores are determined using the criteria below.
6.0 The writing focuses on the topic, is logically organized, and includes substantial development of supporting ideas or examples. It demonstrates a mature command of language, including precision in word choice. Sentences vary in structure. Conventions are generally correct.
5.5 The writing was given a 5 by one reader and a 6 by the other reader.
5.0 The writing focuses on the topic with ample development of supporting ideas or examples. It has an organizational pattern, though lapses may occur. Word choice is mature and precise. Sentences vary in structure. Conventions are generally correct.
4.5 The writing was given a 4 by one reader and a 5 by the other reader.
4.0 The writing generally focuses on the topic, but it may contain extraneous information. An organizational pattern is evident, but lapses may occur. Support is adequate, but development may be uneven. Sentences sometimes vary in structure, though many are simple. Conventions are generally followed.
3.5 The writing was given a 3 by one reader and a 4 by the other reader.
3.0 The writing generally focuses on the topic, though it may contain extraneous information. An organizational pattern has been attempted, but lapses may occur. Some of the supporting ideas or examples may not be developed. Word choice is adequate. Sentence structure may vary, though many sentences have simple constructions. Knowledge of conventions is usually demonstrated.
2.5 The writing was given a 2 by one reader and a 3 by the other reader.
2.0 The writing is related to the topic but offers little relevant information and few supporting ideas or examples. There is little evidence of an organizational pattern. Word choice is limited or immature. Sentences may be limited to simple constructions. Frequent errors may occur in conventions.
1.5 The writing was given a 1 by one reader and a 2 by the other reader.
1.0 The writing may only minimally address the topic because there is little or no development of supporting ideas. Unrelated information may be included. An organizational pattern may not be evident. Ideas are provided through lists, and word choice is limited or immature. Frequent errors in sentence structure and conventions impede communication.
U Unscorable. The writing is unrelated to the assigned topic or cannot be read. U-A = Blank Response U-B =Off-Topic U-C = Illegible, Incomprehensible, or Insufficient U-D = Foreign Language
* Translations of these descriptions are available in Spanish and Haitian Creole on the back page of this report.
* Puede obtener versiones traducidas de estas * W ap jwenn tradiksyon deskripsyon sa yo nan descripciones en espaflol y criollo hatiano a/ 1 ang Panyol ak Kreyol ayisyen sou do rap6 sa a. reverso de este mforme.
051514 Z0065400-110361-0008426
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Florida Comprehensive Assessment Test•
Spanish Translation
Spanish and Haitian Creole Translation Description of Writing Scores, Grade 8
Oescripci6n de las calificaciones de redacci6n de 8° grado
6.0 La redaccion se concentra en el tema, esta organizada en forma logica e incluye un amplio desarrollo de las ideas o ejemplos de apoyo. Demuestra un dominic maduro del lenguaje con precision en Ia seleccion de los vocables. Las oraciones varian en cuanto a Ia estructura. Las convenciones son, par Ia general, correctas.
5.5 Un lector le otorgo a Ia redaccion un 5, y el otro, un 6.
5.0 La redaccion se concentra en el tema con un amplio desarrollo de las ideas o ejemplos de apoyo. Tiene un patron de organizacion, pero pueden ocurrir lapsus de desorganizacion. La seleccion de los vocables es adecuada. Las oraciones varian en cuanto a Ia estructura.
4.5 Un lector le otorgo a Ia redaccion un 4, y el otro, un 5.
4.0 La redaccion par Ia general se concentra en el tema, pero puede contener informacion superflua. Un patron de organizacion es evidente, pero pueden ocurrir lapsus. Algunas ideas de apoyo contienen datos especificos y detalles, pero otras no estan desarrolladas. La seleccion de los vocables es adecuada. Las oraciones varian un tanto en cuento a Ia estructura, aunque muchas son simples. Se demuestra conocimiento de las convenciones.
3.5 Un lector le otorgo a Ia redaccion un 3, y el otro, un 4.
3.0 La redaccion par Ia general se concentra en el tema, pero puede contener informacion superflua. Se ha intentado un patron de organizacion, pero pueden ocurrir lapsus de desorganizacion. Algunas de las ideas o ejemplos de apoyo pueden no estar desarrollados. La seleccion de los vocables es adecuada. Las oraciones varian un tanto en cuanto a Ia estructura, aunque muchas son simples. En general, se demuestra conocimiento de las convenciones.
2.5 Un lector le otorgo a Ia redaccion un 2, y el otro, un 3.
2.0 La redaccion esta ligeramente relacionada con el tema pero ofrece informacion poco relevante e ideas o ejemplos de apoyo minimos. El patron de organizacion no es tan evidente. La seleccion de los vocables es limitada o inmadura. Las oraciones pueden estar limitadas a construcciones simples. Ocurren errores frecuentes en Ia puntuacion, el empleo de las mayusculas y Ia ortografia.
1.5 Un lector le otorgo a Ia redaccion un 1, y el otro, un 2.
1.0 La redaccion puede que solo aborde minimamente el tema debido a que hay poco o ningun desarrollo de las ideas o ejemplos de apoyo. Puede haber informacion que no guarda relacion con el tema. La inexistencia de un patron de organizacion es evidente. Normalmente las ideas son dadas par media de listas y seleccion de los vocables es limitada o simple. Los errores frecuentes en Ia puntuacion, el empleo de las mayusculas, Ia ortografia y Ia estructura de Ia oracion pueden impedir Ia comunicacion.
U La redaccion no guarda relacion con el tema asignado o no es legible. U-A = Ensayo en blanco U-8 = Fuera de tema U-C = !legible, incomprensible o insuficiente U-D = ldioma extranjero
Haitian Creole Translation
Esplikasyon Not pou Redaksyon nan Klas 8yem
6.0 Redaksyon an konsantre sou sije a, li oganize yon fason lojik, epi lide oswa egzanp ki sipote sije a byen develop anpil. Li demontre elev Ia metrize lang lan, epi li demontre gen presizyon nan mo elev Ia chwazi yo. Fraz yo bati plizye lason diferan. Anjeneral, elev Ia sevi ak prensip ki korek yo.
5.5 Yon lekte bay redaksyon an yon 5 epi lot lekte a ba li yon 6.
5.0 Redaksyon an konsantre sou sije a ak sou devlopman egzak lide oswa egzanp ki sipote sije a. Elev Ia gen yon fason pou li oganize redaksyon an, men gen ere ki ka fet. Elev Ia chwazi mo egzak yo. Fraz yo bati plizye fason diferan. Anjeneral, elev Ia sevi ak ponktiyasyon, let majiskil, ak yon otograf ki korek.
4.5 Yon lekte bay redaksyon an yon 4 epi lot lekte a bali yon 5.
4.0 Redaksyon an, anjeneral, konsantre sou sije a, men li ka gen enfomasyon ki pa gen rapo ak sije a ladan li. Ou ka we elev Ia gen yon fason byen kle pou li oganize redaksyon an, men gen ere ki ka fet. Gen kek nan lide ki sipote sije a ki gen presizyon ak detay ladan yo, men gen lot ki pa devlope. Elev Ia chwazi mo egzak yo. Fason elev Ia bali fraz yo varye enpe, men gen anpil fraz senp. Elev Ia demontre fi konn prensip yo, epi odineman li eple mo komen li itilize yo san fat.
3.5 Yon lekte bay redaksyon an yon 3 epi lot lekte a ba li yon 4.
3.0 Redaksyon an, anjeneral, konsantre sou sije a, men li ka gen enfomasyon ki pa gen rapo ak sije a ladan li. Elev Ia eseye jwenn yon fason pou li oganize redaksyon an, man gen ere ki ka fet. Gen kek nan lide oswa egzanp ki sipote sije a ki ka pa devlope. Elev Ia chwazi mo egzak, man yo limite. Fason elev Ia bali fraz yo varye enpe, men gen anpil fraz senp. Elev Ia demontre li konn presip yo, epi odineman li eple mo komen li itilize yo san fat.
2.5 Yon lekte bay redaksyon an yon 2 epi lot lekte a bali yon 3.
2.0 Redaksyon an ka swa yon ti jan gen rapo ak sije a oswa li ka bay kek enfomasyon ki gen rapo ak sije a ak kek lide oswa kek egzanp ki sipote sije a selman. Ou pa preste ka we si elev Ia gen yon lason pou li oganize redaksyon an. Chaw mo yo ka limite oswa yo manke matirite. Elev Ia ka fe ti fraz senp selman. Gen fat ki ka fet souvan nan ponktiyasyon, let majiskil ak otograf.
1.5 Yon lekte bay redaksyon an yon 1 epi lot lekte a bali yon 2.
1.0 Redaksyon an ka pa telman pale de sije a paske elev Ia ka devlope lide oswa egzanp ki sipote sije a tau pili oswa li ka pa devlope yo ditou. Nan redaksyon an, ka gen enfomasyon ki pa gen rapo ak sije a. Ou pa we si elev Ia gen yon fason pou li oganize redaksyon an. Odineman, tout lide yo vini nan yon lis, epi chwa mo yo limite epi yo manke matirite. Gen fat ki ka fet souran nan ponktiyasyon, let majiskil ak otograf, epi fason fraz yo bati aka bay elev Ia pwoblem pou li kominike lide li yo.
U Redaksyon an pa gen rapo ak sije yo bay devlope a oswa yo pa ka li redaksyon an. U-A = Paj pou disetasyon an vid U-8 = Pa gen rapo ak matye a U-C = llizib, enkonpreyansib oswa ensifizan U-D = Lang etranje
