Grade 4 2018 FSA ELA Writing Scoring Sampler
GRADE 42018 FSA ELA WRITINGSCORING SAMPLER
Copyright Statement for This Office of Assessment PublicationAuthorization for reproduction of this document is hereby granted to persons acting in an official capacitywithin the Uniform System of Public K–12 Schools as defined in Section 1000.01(4), Florida Statutes. Thiscopyright notice must be included in all copies.This document contains copyrighted materials that remain the property of the respective owners. In addition,all trademarks and trade names found in this publication are the property of their respective owners and arenot associated with the publisher of this publication.Permission is NOT granted for distribution or reproduction outside the Uniform System of Public K–12Schools or for commercial distribution of the copyrighted materials without written authorization from theFlorida Department of Education. Questions regarding use of these copyrighted materials should be sent tothe following:Office of AssessmentFlorida Department of Education325 West Gaines Street, Suite 414Tallahassee, Florida 32399-04000Copyright 2018State of FloridaDepartment of State
Table of ContentsINTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4TEXT-BASED WRITING SOURCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5OPINION TEXT-BASED WRITING RUBRIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6SAMPLE STUDENT RESPONSES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Sample 1 (S-1) Student Response Score Point 4/4/2 . . . . . . . . . . . . . . . . . . . . . . . . . . 8Sample 2 (S-2) Student Response Score Point 4/4/2 . . . . . . . . . . . . . . . . . . . . . . . . . 12Sample 3 (S-3) Student Response Score Point 4/3/2 . . . . . . . . . . . . . . . . . . . . . . . . . 16Sample 4 (S-4) Student Response Score Point 3/3/1 . . . . . . . . . . . . . . . . . . . . . . . . . 20Sample 5 (S-5) Student Response Score Point 3/3/2 . . . . . . . . . . . . . . . . . . . . . . . . . 24Sample 6 (S-6) Student Response Score Point 3/2/1 . . . . . . . . . . . . . . . . . . . . . . . . . 27Sample 7 (S-7) Student Response Score Point 2/2/2 . . . . . . . . . . . . . . . . . . . . . . . . . 30Sample 8 (S-8) Student Response Score Point 2/1/1 . . . . . . . . . . . . . . . . . . . . . . . . . 34Sample 9 (S-9) Student Response Score Point 1/1/1 . . . . . . . . . . . . . . . . . . . . . . . . . 36Sample 10 (S-10) Student Response Score Point 1/1/0 . . . . . . . . . . . . . . . . . . . . . . . 38Sample 11 (S-11) Student Response Score Point Copied . . . . . . . . . . . . . . . . . . . . . 40Florida Department of Education
Grade 4 2018 ELA WritingINTRODUCTIONThe Florida Standards Assessments (FSA) English Language Arts (ELA) Writing ScoringSampler can be used as a resource for Florida educators, schools, and districts regardingthe scoring of student responses on the writing component of the statewide ELAassessments. Each spring, students in grades 4–10 are administered a passage set and atext-based writing prompt for the FSA ELA Writing test. Students respond either to aninformative/explanatory prompt or to an opinion/argumentation prompt. Unlike the types ofwriting prompts administered on statewide writing assessments in the past, the FSAprompts are text dependent—based on the passage set each student is provided—whichfocuses on a specific purpose for writing. Students draw on reading and writing skills whileintegrating information from the passage set in order to develop and draft a cohesive essayresponse.This sampler contains sample student responses that illustrate the score points describedin the applicable scoring rubric; the passage (text) set and text-based writing prompt canbe accessed via a hyperlink provided on the next page. As with all FSA content, the samplepassage set and prompt were reviewed by a committee of Florida educators to ensureappropriateness for the intended grade in terms of the text complexity, topic, and wording.In this sampler, examples of student responses represent some of the various combinationsof the score points across the scoring domains. As a basis for developing a commonunderstanding of the scoring criteria, an annotation follows the response to explain theprominent characteristics of the response described in the rubric. These responses are notintended to provide a full spectrum of examples for each score point in each domain.Moreover, they do not necessarily represent the highest or lowest example of each scorepoint in each domain.It should be noted that in addition to responses that receive the scores described in therubric for each domain, some responses earn a score of “0” due to certain conditions asfollows: The entire response is written in a language other than English.The response is illegible, incomprehensible, or includes an insufficient amount ofwriting to be evaluated.The majority of the response is copied from the source material and/or promptlanguage to the point that original writing is not recognizable or sufficient for scoring.The response is completely off topic, and the Conventions domain is scored; thiscondition could result in a score of 0, 1, or 2 points.All responses are scored holistically. A response must go through a minimum of three levelsof review before any condition code can be applied. Many responses formulate a claim orcentral idea by rewording the prompt, and due to the expectation that evidence will beincorporated in the response, some degree of exact wording from the sources is expectedand allowable. However, responses receiving a “0” for copied text are comprised of sourcematerial and/or prompt language that dominates the response to the point that originalwriting is not recognizable or sufficient.4Florida Department of Education
Grade 4 2018 ELA WritingBecause a response that is left completely blank does not meet attemptedness criteria forFSA ELA Writing, no score can be earned or reported for the combined Reading/Writingcomponents that the FSA ELA test comprises.To access additional resources related to the ELA assessments, please visit the FloridaStandards Assessments portal at fsassessments.org/resources/.The Florida Standards in English Language Arts (Writing Strand) describe what studentsshould know and be able to do at each grade level. For more information about the FloridaStandards, please visit CPALMS at www.cpalms.org/Public/search/Standard.TEXT-BASED WRITING SOURCESTo offer students a variety of texts on the FSA ELA Writing tests, authentic and copyrightedpassages and articles appear as they were originally published, as requested by thepublisher and/or author. While these real-world examples do not always adhere to strictstyle conventions and/or grammar rules, inconsistencies among passages should notdetract from students’ ability to understand and respond to the text-based writing task.To view the passage “Should Students Do Activities to Improve Schools?,” clickhttps://scoringguides.airast.org.Florida Department of Education5
Grade 4 2018 ELA WritingOPINION TEXT-BASED WRITING RUBRICGrades 4–5Opinion Text-based Writing Rubric(Score points within each domain include most of the characteristics below .)ScorePurpose, Focus, and Organization(4-point Rubric)Evidence and Elaboration(4-point Rubric)Conventions of Standard English(2-point Rubric begins at score point 2)4The response is fully sustained andconsistently focused within the purpose,audience, and task; and it has a clearly statedopinion and effective organizational structurecreating coherence and completeness. Theresponse includes most of the following: Strongly maintained opinion with little orno loosely related material Skillful use of a variety of transitionalstrategies to clarify the relationshipsbetween and among ideas Logical progression of ideas frombeginning to end with a satisfyingintroduction and conclusionThe response provides thorough and convincing support/ Blankevidence for the writer’s opinion that includes theeffective use of sources, facts, and details. The responseincludes most of the following: Relevant evidence integrated smoothly andthoroughly with references to sources Effective use of a variety of elaborative techniques,demonstrating understanding of the topic and text Clear and effective expression of ideas, usingprecise language Academic and domain-specific vocabulary clearlyappropriate for the audience and purpose Varied sentence structure, demonstrating languagefacility3The response is adequately sustained andgenerally focused within the purpose,audience, and task; and it has an opinion andevident organizational structure with a senseof completeness. The response includes mostof the following: A maintained opinion, though someloosely related material may be present Adequate use of transitional strategieswith some variety to clarify therelationships between and among ideas Adequate progression of ideas frombeginning to end with a sufficientintroduction and conclusionThe response provides adequate support/evidence forBlankthe writer’s opinion that includes the use of sources,facts, and details. The response includes most of thefollowing: Generally integrated evidence from sources, thoughreferences may be general, imprecise, orinconsistent Adequate use of some elaborative techniques Adequate expression of ideas, employing a mix ofprecise and general language Domain-specific vocabulary generally appropriate forthe audience and purpose Some variation in sentence structureContinued on the following page6Florida Department of Education
Grade 4 2018 ELA WritingGrades 4–5Opinion Text-based Writing Rubric(Score points within each domain include most of the characteristics below .)ScorePurpose, Focus, and Organization(4-point Rubric)Evidence and Elaboration(4-point Rubric)Conventions of Standard English(2-point Rubric)2The response is somewhat sustained withinthe purpose, audience, and task but mayinclude loosely related or extraneous material;and it may have an opinion with aninconsistent organizational structure. Theresponse may include the following: Partially focused opinion but insufficientlysustained or unclear Inconsistent use of transitional strategieswith little variety Uneven progression of ideas frombeginning to end and an inadequateintroduction or conclusionThe response provides uneven, cursory support/evidencefor the writer’s opinion that includes ineffective use ofsources, facts, and details. The response may includethe following: Weakly integrated evidence from sources and erraticor irrelevant references Repetitive or ineffective use of elaborativetechniques Imprecise or simplistic expression of ideas Inappropriate or ineffective domain-specificvocabulary Sentences possibly limited to simple constructionsThe response demonstrates an adequatecommand of basic conventions. The responsemay include the following: Some minor errors in usage but no patternsof errors Adequate use of punctuation, capitalization,sentence formation, and spelling1The response is related to the topic but maydemonstrate little or no awareness of thepurpose, audience, and task; and it may haveno discernible opinion and little or nodiscernible organizational structure. Theresponse may include the following: Absent, confusing, or ambiguous opinion Frequent extraneous ideas impedingunderstanding Few or no transitional strategies Too brief to demonstrate knowledge offocus or organizationThe response provides minimal support/evidence for thewriter’s opinion, including little if any use of sources,facts, and details. The response may include thefollowing: Minimal, absent, erroneous, or irrelevant evidencefrom the source material Expression of ideas that is vague, unclear, orconfusing Limited or inappropriate language or domainspecific vocabulary Sentences limited to simple constructionsThe response demonstrates a partial commandof basic conventions. The response may includethe following: Various errors in usage Inconsistent use of correct punctuation,capitalization, sentence formation, andspelling0BlankBlankThe response demonstrates a lack of commandof conventions, with frequent and severe errorsoften obscuring meaning.Florida Department of Education7
Grade 4 2018 ELA WritingS-18Score Point 4/4/2(page 1 of 4)Florida Department of Education
Grade 4 2018 ELA WritingS-1Florida Department of EducationScore Point 4/4/2(page 2 of 4)9
Grade 4 2018 ELA WritingS-110Score Point 4/4/2(page 3 of 4)Florida Department of Education
Grade 4 2018 ELA WritingS-1 AnnotationScore Point 4/4/2(page 4 of 4)4–Purpose/Focus/OrganizationThe response is fully sustained and consistently focused within the purpose, audience, andtask of providing an opinion about whether students should do activities to improve schools.The opinion is clearly stated within the introduction and is strongly maintained throughoutthe response (I think students should be able to improve their schools from activities). Ideasprogress logically (if students will be able to paint on walls, (lesure art not graffiti) it can domany benefits for schools; teaching kids about where food comes from and give them theopportunity to create them) and are connected through a skillful use of transitional words andphrases (To start with, such as, Secondly, Now this takes me, First of all). An effectiveorganizational structure is evident in the strong introduction and conclusion that supports theopinion (Students should be able to improve their school through activities).4–Evidence/ElaborationThe response provides thorough and convincing evidence for the stated opinion. Theresponse includes convincing and thorough elaborative techniques that effectively supporttext details (morals can paint messages. Such as courage, persaverance, etc. This could liftstudents spirits when they are feeling down) and give personal experiences that are relevantand supportive as demonstrated in the second body paragraph (It wouldn’t be fair if I didn’ttell you about the way schools are teaching kids about where food comes from and give themthe opportunity to create them, Gardens!, it can contribute to plenty of biology classes, Thisis like the time I went to Mr. Greens biology class. I remember getting dirty planting tomatoesand carrots, harvesting them). There is a clear and effective expression of ideas throughprecise language (Give it that spark of imagination and creativity thats inside of you! Thenext day a bomb of color set off. Boom!!! Every inch of the school was exploding with color).The response includes a reference to the source material as an attribution (In the text Startingwith a Clean Slate and a lot of Paint).2–ConventionsAlthough minor errors in usage (I didn’t not know) and some inconsistent use of punctuation,such as a lack of question marks (How can anyone stand this horrible art. How can youdisagree!), are present, this draft response demonstrates an adequate command of basicconventions.S-1 (49310219)Florida Department of Education11
Grade 4 2018 ELA WritingS-212Score Point 4/4/2(page 1 of 4)Florida Department of Education
Grade 4 2018 ELA WritingS-2Florida Department of EducationScore Point 4/4/2(page 2 of 4)13
Grade 4 2018 ELA WritingS-214Score Point 4/4/2(page 3 of 4)Florida Department of Education
Grade 4 2018 ELA WritingS-2 AnnotationScore Point 4/4/2(page 4 of 4)4–Purpose/Focus/OrganizationThe response is fully sustained and consistently focused within the purpose, audience, andtask of providing an opinion about whether students should do activities to improve schools.The opinion is clearly stated (I think students should do fun things to help around theirschool. In my opinion is it sounds SUPER fun!) and strongly maintained throughout the entireresponse (What a fabulous idea!, What a cool idea to improve your school!). There is aneffective organizational structure that includes a satisfying introduction and a conclusion thatreiterates the opinion, creating a sense of completeness (I think kids should be involved inactivities to make their school a better place. It helps kids think and learn.). A skillful varietyof transitions are used (As a general rule, Finally, then, Moving right along, Simply Stated,To sum up my thoughts) to support the logical progression of ideas from beginning to end.4–Evidence/ElaborationThorough and convincing support/evidence for the stated opinion is provided within theresponse and includes the effective use of sources, facts, and details. Evidence is integratedsmoothly and thoroughly with references to the source material as attributions (In text one,paragraph two the author wrote, a man named Micheal Howard was driving; He noticed awhite wall with red graffiti; Howard then thought and thought.then he got; The OperationClean Slate (OCS) helped kids make murals instead of ruining their town with graffiti. Whata fabulous idea!). A variety of elaborative techniques to expound upon text support byincluding relevant experiences (If I was principal of my school I definety would let the kidsall work together and make a mural, would attract visitors and people who wanted their kidsto go to our school, would make our school look open-minded) is used. There is a clear andeffective expression of ideas as Source 3 is used to refute the information that supportsstudents not doing activities (text three dosen’t want kids to do an activity to improve theirschool. The author wants the kids to focus on school more! OH-PLEASE! Us kids haveenough time to work in school! Twenty-five minutes a day working in a garden won’t ruinyour education!), and precise language is evident (definetly, synbolize, ruin).2–ConventionsAlthough minor errors in spelling (definetly, pricapal, vegtables, dosen’t) and sentenceformation (To sum up my thoughts. I think kids should be involved in activities to make theirschool a better place.) are present, this draft response demonstrates an adequate command ofbasic conventions.S-2 (49110547)Florida Department of Education15
Grade 4 2018 ELA WritingS-316Score Point 4/3/2(page 1 of 4)Florida Department of Education
Grade 4 2018 ELA WritingS-3Florida Department of EducationScore Point 4/3/2(page 2 of 4)17
Grade 4 2018 ELA WritingS-318Score Point 4/3/2(page 3 of 4)Florida Department of Education
Grade 4 2018 ELA WritingS-3 AnnotationScore Point 4/3/2(page 4 of 4)4–Purpose/Focus/OrganizationThe response is fully sustained within the task of providing an opinion about whetherstudents should do activities to improve schools. Although the opinion is not definitivelystated until the conclusion of the response (In my opinion, schools should have more of theseactivities), the opinion is clearly evident and strongly maintained throughout the response.The response demonstrates skillful use of a variety of transition strategies, both betweenparagraphs (you’ll soon read about, Let me begin by saying, In addition to painting, workingon a school garden; In conclusion) and within paragraphs (Not only, it also, finally), toclarify the relationships between and among ideas. The ideas progress logically according tothe framework set out in the introduction (Painting with the OCS organization and plantingand harvesting crops), including benefits that apply to each of the listed activities. Theresponse ends with a satisfying conclusion that not only clearly states the opinion, but alsoreiterates the framework (Painting and gardening encourage students to be a part ofsomething that will make them feel important and special), providing cohesion andcoherence.3–Evidence/ElaborationEvidence from source materials is provided to adequately support the opinion. A combinationof quotations a
Grade 4 2018 ELA Writing. Because a response that is left completely blank does not meet attemptedness criteria for FSA ELA Writing, no score can be earned or reported for the combined Reading/Writing components that the FSA ELA test comprises. To access additional resources related to the
Table 1 presents session lengths by grade in FSA ELA Reading. Table 2 presents session lengths by grade in FSA Mathematics and EOCassessments. The FSA ELA Writing assessment is one 120-minute session for all grade levels. FSA ELA Reading All FSA ELA Reading as
All 4-5th Grade students will take the ELA Writing FSA Students Writing FSA score from April 2 will be embedded into their final ELA FSA score. ELA FSA Administered during the testing window of May 5 th-6 All 3rd-5th Grade students will take the ELA FSA For 4 thand 5 Grade, students must receive a Level 2 (or higher) to be .
FSA ELA and Mathematics Student Report (grades 3-8), FSA ELA Student Report (grade 9), or FSA EOC Student Report (Geometry and Algebra 2) when reviewing and interpreting information provided in this section. FSA ELA Grade 10 and Algebra 1 EOC Student Reports are explained on page . 9. The . FSA ELA, Mathematics, and EOC Student Report
FSA ELA Session Timing The FSA ELA includes the Text-Based Writing Component, administered separately from the rest of FSA ELA to allow time for hand-scoring; will be reported as part of a single ELA score. Headphones are required for all students for Grades 5- 11 ELA listening items (CBT). External keyboards are strongly recommended. 11
The spring testing dates for FSA have been determined and are listed below. March 3/4 - FSA Reading Practice Test for 3rd grade FSA Writing Practice Test for 4th thand 5 grade April 4/1 - FSA Reading Grade 3 (Session 1) 4/2 - FSA Reading Grade 3 (Session 2) FSA Writing Grades 4 and 5 4/8 - FSA Reading Practice Test for 4th and 5th grade
Mar 02, 2021 · Students’ Writing FSA score will be embedded into ELA FSA their final ELA FSA score. All 4th and 5th grade students will take the MATH FSA 4th and 5th grade students must score a Level 2 (or higher) in order to meet County Promotion Criteria MATH FSA based
Aug 19, 2016 · Grade 10 2018 ELA Writing. Because a response that is left completely blank does not meet attemptedness criteria for FSA ELA Writing, no score can be earned or reported for the combined Reading/Writing components that the FSA ELA test comprises. To access additional resources related to the ELA assessments, please visit the Florida
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