GRADE 7 2018 FSA ELA WRITING
GRADE 72018 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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5ARGUMENTATIVE 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 4/2/2. . . . . . . . . . . . . . . . . . . . . . . . . 16Sample 4 (S-4) Student Response Score Point 3/3/2. . . . . . . . . . . . . . . . . . . . . . . . . 20Sample 5 (S-5) Student Response Score Point 3/2/2. . . . . . . . . . . . . . . . . . . . . . . . . 24Sample 6 (S-6) Student Response Score Point 3/2/2. . . . . . . . . . . . . . . . . . . . . . . . . 28Sample 7 (S-7) Student Response Score Point 2/2/2. . . . . . . . . . . . . . . . . . . . . . . . . 32Sample 8 (S-8) Student Response Score Point 2/1/1. . . . . . . . . . . . . . . . . . . . . . . . . 35Sample 9 (S-9) Student Response Score Point 1/1/1. . . . . . . . . . . . . . . . . . . . . . . . . 38Sample 10 (S-10) Student Response Score Point 1/1/0. . . . . . . . . . . . . . . . . . . . . . . 40Sample 11 (S-11) Student Response Score Point Copied . . . . . . . . . . . . . . . . . . . . . 42Florida Department of Education
2018 Grade 7 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
2018 Grade 7 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 “Do Video Games Affect Health?,” clickhttps://scoringguides.airast.org.Florida Department of Education5
6The response is fully sustained andconsistently focused within the purpose,audience, and task; and it has a clear claimand effective organizational structure creatingcoherence and completeness. The responseincludes most of the following: Strongly maintained claim with little orno loosely related material Clearly addressed alternate or opposingclaims* 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 conclusion Appropriate style and tone establishedand maintainedThe response is adequately sustained andgenerally focused within the purpose,audience, and task; and it has a clear claimand evident organizational structure with asense of completeness. The responseincludes most of the following: Maintained claim, though some looselyrelated material may be present Alternate or opposing claims includedbut may not be completely addressed* Adequate use of a variety of transitionalstrategies to clarify the relationshipsbetween and among ideas Adequate progression of ideas frombeginning to end with a sufficientintroduction and conclusion Appropriate style and tone established43Continued on the following page*Not applicable at grade 6Purpose, Focus, and Organization(4-point Rubric)ScoreThe response provides adequate support,citing evidence for the writer’s claim thatincludes the use of sources, facts, anddetails. The response includes most of thefollowing: Generally integrated and relevantevidence from sources, thoughreferences may be general or imprecise Adequate use of some elaborativetechniques Adequate expression of ideas,employing a mix of precise and generallanguage Domain-specific vocabulary generallyappropriate for the audience andpurpose Some variation in sentence structureThe response provides thorough, convincing,and credible support, citing evidence for thewriter’s claim that includes the effective useof sources, facts, and details. The responseincludes most of the following: Smoothly integrated, thorough, andrelevant evidence, including precisereferences to sources Effective use of a variety of elaborativetechniques to support the claim,demonstrating an understanding of thetopic and text Clear and effective expression of ideas,using precise language Academic and domain-specificvocabulary clearly appropriate for theaudience and purpose Varied sentence structure, demonstratinglanguage facilityEvidence and Elaboration(4-point Rubric)Conventions of Standard English(2-point Rubric begins at score point 2)Grades 6–10Argumentative Text-based Writing Rubric(Score points within each domain include most of the characteristics below.)2018 Grade 7 ELA WritingARGUMENTATIVE TEXT-BASED WRITING RUBRICFlorida Department of Education
Florida Department of EducationThe response is somewhat sustained withinthe purpose, audience, and task but mayinclude loosely related or extraneous material;and it may have a claim with an inconsistentorganizational structure. The response mayinclude the following: Focused claim but insufficientlysustained or unclear Insufficiently addressed alternate oropposing claims* Inconsistent use of transitional strategieswith little variety Uneven progression of ideas frombeginning to end with an inadequateintroduction or conclusionThe response is related to the topic but maydemonstrate little or no awareness of thepurpose, audience, and task; and it may haveno discernible claim and little or nodiscernible organizational structure. Theresponse may include the following: Absent, confusing, or ambiguous claim Missing alternate or opposing claims* Few or no transitional strategies Frequent extraneous ideas that impedeunderstanding Too brief to demonstrate knowledge offocus or organization21*Not applicable at grade 60Purpose, Focus, and Organization(4-point Rubric)ScoreThe response provides minimal support/evidence for the writer’s claim, including littleif any use of sources, facts, and details. Theresponse may include the following: Minimal, absent, erroneous, or irrelevantevidence or citations from the sourcematerial Expression of ideas that is vague,unclear, or confusing Limited and often inappropriate languageor domain-specific vocabulary Sentences limited to simpleconstructionsThe response provides uneven, cursorysupport/evidence for the writer’s claim thatincludes partial use of sources, facts, anddetails. The response may include thefollowing: Weakly integrated evidence fromsources; erratic or irrelevant references orcitations Repetitive or ineffective use ofelaborative techniques Imprecise or simplistic expression ofideas Some use of inappropriate domainspecific vocabulary Most sentences limited to simpleconstructionsEvidence and Elaboration(4-point Rubric)The response demonstrates a lack ofcommand of conventions, with frequentand severe errors often obscuringmeaning.The response demonstrates a partialcommand of basic conventions. Theresponse may include the following: Various errors in usage Inconsistent use of correctpunctuation, capitalization, sentenceformation, and spellingThe response demonstrates an adequatecommand of basic conventions. Theresponse may include the following: Some minor errors in usage but nopatterns of errors Adequate use of punctuation,capitalization, sentence formation,and spellingConventions of Standard English(2-point Rubric)Grades 6–10Argumentative Text-based Writing Rubric(Score points within each domain include most of the characteristics below.)2018 Grade 7 ELA Writing7
2018 Grade 7 ELA WritingS-18Score Point 4/4/2(page 1 of 4)Florida Department of Education
2018 Grade 7 ELA WritingS-1Florida Department of EducationScore Point 4/4/2(page 2 of 4)9
2018 Grade 7 ELA WritingS-110Score Point 4/4/2(page 3 of 4)Florida Department of Education
2018 Grade 7 ELA WritingS-1 AnnotationScore Point 4/4/2(page 4 of 4)4-Purpose/Focus/OrganizationThis response is fully sustained and clearly focused within the purpose, audience, and task.The response begins with a satisfying introduction that establishes the tone for the targetedaudience and provides an effective lead-in for the claim that there are negatives to videogames, but many are due to over playing. Ideas progress logically within each assertion(Most of these pains are caused by sitting in position for multiple hours and by repeating thesame movements (Source 2). Gamers who take long breaks and stretch are less likely toexperience pain. Sometimes this pain doesn’t effect those gamers after they stop playing.Ways to prevent this from even happening), and the relationships between and among ideasare clarified with a variety of transitions (Well, Alas, Not to mention, Along with obesity, Onthe contrary, Finally, we come to the last major effect on our bodies). Opposing claims areimbedded within the paragraphs (Of course obesity is not only caused by excessive gaming,but playing games is one factor) showing skillful organization and planning as well as anunderstanding of the argumentation task. A more extensive concession/rebuttal is included(On the contrary, video games can actually be good for you, by not only relaxing but for youreyes; Although, video games DO have a positive effect on us, it will not neccessarily work foreveryone) and leads to a concluding statement that reinforces the claim (So, to wrap it all up,limiting the time that you play video games will benefit your health in more ways than one).Overall, the organizational structure of this response creates a sense of coherence andcompleteness.4-Evidence/ElaborationThis response provides thorough and convincing support for the claim using consistentlycited evidence. Details from source material (Carpal tunnel . . . and tennis elbow;Exhaustion, depression, obesity, and poor school performance are risks from ineffiecientsleep (source 3)) are used to consistently establish and develop assertions. The evidencesupports the ideas and is integrated with purposeful elaboration that expands upon theevidence (Ways to prevent this from even happening to portion size the amount of time thatyou play your video games. Not enough players’ actually get any physical exercise besidestapping a screen or clicking a mouse). Evidence from multiple sources is effectivelysynthesized (Carpal tunnel (an injury to a nerve in the wrist) and tennis elbow, has also beenlinked to excessive gaming (Source 1). Most of these pains are caused by sitting in oneposition for multiple hours and by repeating the same movements (Source 2)). Ideas areexpressed clearly using domain specific vocabulary (self-esteem, in correlation). A variety ofsentence structures demonstrates language facility and clearly communicates complex ideas(obesity is not only caused by excessive gaming, but playing games is one factor. For those ofyou reading this that are obese, I suggest eating a balanced diet with less processed foodsand adding exercising into your daily routine (and less gaming)).2-ConventionsAn adequate command of basic conventions is demonstrated in this draft response.S-1Florida Department of Education11
2018 Grade 7 ELA WritingS-212Score Point 4/4/2(page 1 of 4)Florida Department of Education
2018 Grade 7 ELA WritingS-2Florida Department of EducationScore Point 4/4/2(page 2 of 4)13
2018 Grade 7 ELA WritingS-214Score Point 4/4/2(page 3 of 4)Florida Department of Education
2018 Grade 7 ELA WritingS-2 AnnotationScore Point 4/4/2(page 4 of 4)4-Purpose/Focus/OrganizationThis response is fully sustained and consistently focused. The introduction provides aneffective lead-in for the response by conveying the importance of the issue (a seriousproblem; 97% is, well, millions of teenagers) and establishing a claim (That’s why I need toadress this problem, and maybe fill you in on what exactly that Nintendo you’re playing on isreally doing to you). A logical progression of ideas from beginning to end creates coherenceand is maintained by the use of a wide variety of transitional elements within and betweenparagraphs (Now; Until suddenly; Well; Thanks to video games; Next, let’s discuss a moresleep-based situation) that clarify the relationships between and among ideas. A counterclaimis clearly and completely addressed (Even though there are still many, many problems withplaying video games, and all of the side effects that go along with it, there are some positiveeffects to playing) and is refuted (This information does prove that there is a good thing aboutvideo games, but it is not an excuse to excessively play video games for hours on end. Peoplemust learn to play video games in moderation, so that there is not problems). An effectiveconclusion ties back to ideas established in the introduction (no, this is not a secret, but it isuseful information to know about your gameplay) and provides a final argumentative appeal(I am only stating that if those 97% of teenagers who play video games would only play inmoderation, so it would not interfere with sleep and school work) that highlights key ideaswithout listing them.4-Evidence/ElaborationThis response provides thorough, convincing support for the claim that makes effective useof cited evidence from the source material. Evidence is effectively synthesized, wellintegrated, and consistently cited (According to paragraph 10 in the Article, “Video Gamesand Physical health”). A well-elaborated scenario (Now, let’s say you’re almost on leveltwenty) is skillfully integrated to provide detailed context for some of the issues presented inthe source material (Some people play video games for too long. They hold their body in oneposition for hours, Video games have also been blamed for the rise in obesity). Ideas areclearly and effectively elaborated (Thanks to video games, teenagers’ healthy 9 hours of sleephas slimmed down to nearly none, and that is dangerous to their health and body functions),and several well-integrated details from the source material are included (healthy 9 hours ofsleep; the risks of insufficient sleep – including poor school performance, obesity; Teens needadequate sleep and REM sleep to rebuild long-term memory). Integration of several selectdetails (some research has shown that playing video games can improve eye-handcoordination and visual attention) serves as an effective opposing claim. Academic anddomain-specific vocabulary are used to clearly express ideas (excrutiating, excessive,substantial, moderation). A variety of sentence structures demonstrates language facility.2-ConventionsFew errors are present in this response. An adequat
2018 Grade 7 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
Takagi TH-2S-DV Standard Vent Pipe 4” T-H1 FSAAU4 FSA-TTA4 . T-K Jr. FSAAU4 FSA-TTA4 T-KD20 FSAAU4 FSA-TTA4 T-M1 FSAAU4 FSA-TTA4 T-M50 FSAAU5 FSA-TTA4 Solaris FSA-TS6 Thermo-Dynamics LMGD Series FSA-LMGD4 a FSA-LMGDTERM4 a CWL-GS Series TBA The
