Grade 5 2018 FSA ELA Writing Scoring Sampler
GRADE 52018 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5INFORMATIVE/EXPLANATORY 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 3/3/2 . . . . . . . . . . . . . . . . . . . . . . . . . 20Sample 5 (S-5) Student Response Score Point 3/3/1 . . . . . . . . . . . . . . . . . . . . . . . . . 24Sample 6 (S-6) Student Response Score Point 3/2/2 . . . . . . . . . . . . . . . . . . . . . . . . . 27Sample 7 (S-7) Student Response Score Point 2/2/2 . . . . . . . . . . . . . . . . . . . . . . . . . 30Sample 8 (S-8) Student Response Score Point 2/2/2 . . . . . . . . . . . . . . . . . . . . . . . . . 33Sample 9 (S-9) Student Response Score Point 1/1/1 . . . . . . . . . . . . . . . . . . . . . . . . . 35Sample 10 (S-10) Student Response Score Point 1/1/0 . . . . . . . . . . . . . . . . . . . . . . . 37Sample 11 (S-11) Student Response Score Point Copied . . . . . . . . . . . . . . . . . . . . . 39Florida Department of Education
Grade 5 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 5 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 “Light Pollution,” click https://scoringguides.airast.org.Florida Department of Education5
Grade 5 2018 ELA WritingINFORMATIVE/EXPLANATORY TEXT-BASED WRITING RUBRICGrades 4–5Informative/Explanatory 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)4The response is fully sustained andconsistently focused within the purpose,audience, and task; and it has a clearly statedcontrolling idea and effective organizationalstructure creating coherence andcompleteness. The response includes mostof the following: Strongly maintained controlling idea withlittle or no loosely related material Skillful use of a variety of transitionalstrategies to clarify the relationshipsbetween and among ideas Logical progression of ideas frombeginning to end, including a satisfyingintroduction and conclusionThe response provides thorough and convincing support/evidence for the controlling idea or main idea that includes theeffective use of sources, facts, and details. The responseincludes most of the following: Relevant evidence integrated smoothly and thoroughly withreferences to sources Effective use of a variety of elaborative techniques(including but not limited to definitions, quotations, andexamples), demonstrating an understanding of the topicand text Clear and effective expression of ideas, using preciselanguage Academic and domain-specific vocabulary clearlyappropriate for the audience and purpose Varied sentence structure, demonstrating language facilityBlank3The response is adequately sustained andgenerally focused within the purpose,audience, and task; and it has a controllingidea and evident organizational structure witha sense of completeness. The responseincludes most of the following: Maintained controlling idea, thoughsome loosely related material may bepresent Adequate use of transitional strategieswith some variety to clarify therelationships between and among ideas Adequate progression of ideas frombeginning to end, including a sufficientintroduction and conclusionThe response provides adequate support/evidence for thecontrolling idea or main idea that includes the use of sources,facts, and details. The response includes most of the following: Generally integrated evidence from sources, thoughreferences may be general, imprecise, or inconsistent Adequate use of some elaborative techniques Adequate expression of ideas, employing a mix of preciseand general language Domain-specific vocabulary generally appropriate for theaudience and purpose Some variation in sentence structureBlankConventions of Standard English(2-point Rubric begins at score point 2)Continued on the following page6Florida Department of Education
Grade 5 2018 ELA WritingGrades 4–5Informative/Explanatory 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 extraneousmaterial; and it may have a controlling ideawith an inconsistent organizational structure.The response may include the following: Partially focused controlling idea, butinsufficiently sustained or unclear Inconsistent use of transitional strategieswith little variety Uneven progression of ideas frombeginning to end and may include aninadequate introduction or conclusionThe response provides uneven, cursory support/evidence for thecontrolling idea or main idea that includes ineffective use ofsources, facts, and details. The response includes most of thefollowing: Weakly integrated evidence from sources and erratic orirrelevant references Repetitive or ineffective use of elaborative techniques Imprecise or simplistic expression of ideas Inappropriate or ineffective domain-specific vocabulary Sentences possibly limited to simple constructionsThe 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 spelling1The response is related to the topic but maydemonstrate little or no awareness of thepurpose, audience, and task; and it may havelittle or no discernible controlling idea ororganizational structure. The response mayinclude the following: Confusing or ambiguous ideas Frequent extraneous ideas impedingunderstanding Few or no transitional strategies Too brief to demonstrate knowledge offocus or organizationThe response provides minimal support/evidence for thecontrolling idea or main idea, including little if any use ofsources, facts, and details. The response includes most of thefollowing: Minimal, absent, erroneous, or irrelevant evidence from thesource material Expression of ideas that is vague, lacks clarity, or isconfusing Limited or inappropriate language or domain-specificvocabulary Sentences limited to simple constructionsThe response demonstrates a partialcommand of basic conventions. Theresponse may include the following: Various errors in usage Inconsistent use of correctpunctuation, capitalization, sentenceformation, and spelling0BlankBlankThe response demonstrates a lack ofcommand of conventions, with frequentand severe errors often obscuringmeaning.Florida Department of Education7
Grade 5 2018 ELA WritingS-18Score Point 4/4/2(page 1 of 4)Florida Department of Education
Grade 5 2018 ELA WritingS-1Florida Department of EducationScore Point 4/4/2(page 2 of 4)9
Grade 5 2018 ELA WritingS-110Score Point 4/4/2(page 3 of 4)Florida Department of Education
Grade 5 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 task to inform about theproblem of light pollution in the United States today. The controlling idea (Light pollution iscausing problems for plants, animals, and people. Luckily, something can be done to helpprevent light pollution) is clearly stated and maintained throughout the response. A variety oftransitional strategies are used, both between paragraphs by connecting ideas and withinparagraphs by using transition words (Not only that, but; Even though; According to; Now-adays). The response includes an effective introduction (Imagine bright city lights withthousands of stars twinkling. Soon enough, all those twinkling stars will be out of sight),followed by a logical progression of ideas – defining light pollution, describing its causes,explaining its negative impact, and suggesting solutions. The conclusion connects with theintroduction (Using less bright lights in cities can help us see the beauties of the night sky),giving the response an effective organizational structure and providing a sense of cohesionand completeness.4–Evidence/ElaborationThe response includes effective and accurate use of evidence from multiple sources thatconvincingly supports the controlling idea. Evidence is smoothly integrated into the responsewith references to the source material as attributions (Now-a-days, you’d probably only see afew dozens or less. According to the article “Light Pollution” by Catherine Clarke Fox, we’dnormally be able to see about 2,500 stars alone). A variety of elaborative techniques aredemonstrated, including definition (Light pollution is mainly formed by bright city lights),explanation (When there is air pollution, it can make the light scatter even more, making itbrighter in the sky), examples (Have you ever watched a video or television show where seaturtle hatchlings move towards the sea, and the people have brought flashlights?) and insight(Lights are present everywhere and are very helpful in many cases). Word choices areprecise, using academic and domain-specific language (populated and bright cities, theauthor states, light particles, present, reduce, dimmer, our own sake) and sentence structuresare varied.2–ConventionsAlthough minor errors in usage occur (Most bigger and popular cities have a harder timeseeing the stars at night; Light pollution is present almost anywhere), this draft responsedemonstrates an adequate command of basic conventions.S-1Florida Department of Education11
Grade 5 2018 ELA WritingS-212Score Point 4/4/2(page 1 of 4)Florida Department of Education
Grade 5 2018 ELA WritingS-2Florida Department of EducationScore Point 4/4/2(page 2 of 4)13
Grade 5 2018 ELA WritingS-214Score Point 4/4/2(page 3 of 4)Florida Department of Education
Grade 5 2018 ELA WritingS-2 AnnotationScore Point 4/4/2(page 4 of 4)4–Purpose/Focus/OrganizationThis response contains a strongly maintained controlling idea (There is a big, seriousproblem going on. That problem is light polution) that is consistently focused within thepurpose, audience, and task to inform about the problem of light pollution in the UnitedStates today.The organizational structure is clearly established in the introduction bydescribing three points the response will cover (light polution can harm the animals, lightpolution prevents us from seeing the night sky and stars, light polution can harm wild life bypreventing plants from growing). A variety of transitions (The first main reason, The secondmain reason, The last main reason) clarify relationships between ideas and within eachparagraph (first, An example, Second, Though, It showed, Also). There is an effective andlogical progression of ideas from beginning to end, including a satisfying introduction andconclusion (It is becoming a big and and serious problem in the United States, because itharms animals, doesn’t let us see the night sky, and it prevents plant growth. We should reallytry to stop light polution by redusing the use of big lights).4–Evidence/ElaborationThorough and convincing support/evidence for the controlling idea is provided in thisresponse. The response includes several references to the source material as attributions(Acording to the text, “Conley saw sea turtle hatchlings crawling toward the front door.”(pg. 17, P.22), An example is on (page 16, paragraph, 15) it says, “Kids can’t see the starslike I did.”). One strength of the response is shown in its thorough and effectively insightfulelaboration techniques (That shows that the sea turtles were going to go inside of resort, Thatwould have really harmed them, Second because if you ever get lost you can use aconstelation to guide you through the night, with no plants we would not get oxygen that weneed to survive). The source information is well connected and integrated smoothly with theelaboration. A variation of sentence structure is evident with a mix of compound and complexsentences.2–ConventionsAlthough minor errors in spelling occur (polution, ment), this draft response demonstrates anadequate command of basic conventions.S-2Florida Department of Education15
Grade 5 2018 ELA WritingS-316Score Point 4/3/2(page 1 of 4)Florida Department of Education
Grade 5 2018 ELA WritingS-3Florida Department of EducationScore Point 4/3/2(page 2 of 4)17
Grade 5 2018 ELA WritingS-318Score Point 4/3/2(page 3 of 4)Florida Department of Education
Grade 5 2018 ELA WritingS-3 AnnotationScore Point 4/3/2(page 4 of 4)4–Purpose/Focus/OrganizationThe response is fully sustained and consistently focused within the purpose, audience, andtask of informing about the problem of light pollution in the United States. The responsebegins with an effective introduction pointing out a clear controlling idea (It affects all of usin a harmful and damaging way). The response stays tightly focused on the harmful aspectsof light pollution throughout. Transitions are used to clarify relationships between and amongideas (For example, another, In addition, also, For instance, As you see, In conclusion).A logical progression of ideas from the beginning links the introductory paragraph to theconclusion, which reiterates the important points covered in the essay (In conclusion, lightpollution is a harmful type of pollution that can change natural enviroments, animals, plants,and even us in a hazardous way). This gives the response a feeling of cohesion andcompleteness.3–Evidence/ElaborationThere is adequate support/evidence for the controlling idea provided in this response.Evidence is generally integrated with references to the source material as attributions as wellas quotations (in, “A Light Pollution Study Near You,” it states that light pollution can causechanges in the natural enviroments, animals’ behavior, and plants’ growth. “For example,birds blinded by lights glowing in high-rise office buildings have become disoriented andflown into buildings. . .”). The response includes some elaboration after details (This quoteshows just one example of the horrible effects on light pollution. This alone can cause adecrease in the bird population, They die off because they do not have enough food andbecause they are not adapted to our neighborhoods).Compound sentences add some variationin sentence structure along with some appropriate domain-specific vocabulary (adapted,hazardous).2–ConventionsAlthough a few errors in subject/verb agreement (and the worst part is that light pollutionare caused by our artificial lights) and punctuation (For instance, in, “Sources of LightPollution,”) occur, this response demonstrates an adequate command of conventions.S-3Florida Department of Education19
Grade 5 2018 ELA WritingS-420Score Point 3/3/2(page 1 of 4)Florida Department of Education
Grade 5 2018 ELA WritingS-4Florida Department of EducationScore Point 3/3/2(page 2 of 4)21
Grade 5 2018 ELA WritingS-422Score Point 3/3/2(page 3 of 4)Florida Department of Education
Grade 5 2018 ELA WritingS-4 AnnotationScore Point 3/3/2(page 4 of 4)3–Purpose/Focus/OrganizationThe response is adequately sustained within the task to inform about the problem of lightpollution in the United States today. The controlling idea (light pollution is pollution causedby light and is harmful in many ways) is adequately maintained throughout the response.Some transitions are present (For instance, Because, In all), and the progression of ideas isadequate and organized into paragraphs about light pollution harming animals and lightpollution preventing humans from seeing the galaxy. The introduction and conclusion areadequate, although the introduction is somewhat repetitious (many ways, many problems,many reasons, Many effects).3–Evidence/ElaborationThe response includes adequate evidence for the controlling idea and provides references tothe source material as attributions (In the article “A Light Pollution study Near You” it states)to support the idea that light pollution is harmful. The response demonstrates some variety inelaborative techniques, using brief explanatory introductions before citing text information(The animals are tricked by light from there everyday movements; Why can’t we see ouramazing galaxy? Because of light pollution!) and examples (When your out in the country anamazing twinkling sky emerages after sunset because theres not street lights, billboards, andnot many businesses). Word choices are mixed, with general (Well, many, no good) andprecise (powerful, tricked, emerages). Sentence structure is somewhat varied with a mix ofsimple, compound, and complex sentences.2–ConventionsAlthough this response contains errors in spelling (emerages, redusing) and word usage(harmness, animals are tricked by light from there everyday movements, when your out in thecountry, animals die or risk there life), this draft response demonstrates an adequatecommand of basic conventions.S-4Florida Department of Education23
Grade 5 2018 ELA WritingS-524Score Point 3/3/1(page 1 of 3)Florida Department of Education
Grade 5 2018 ELA WritingS-5Florida Department of EducationScore Point 3/3/1(page 2 of 3)25
Grade 5 2018 ELA WritingS-5 AnnotationScore Point 3/3/1(page 3 of 3)3–Purpose/Focus/OrganizationThe controlling idea is implied within the introduction (Wait why can’t I see any stars?Wellyou can thank Light Pollution for that! If you want to know why your wish isin’t coming truethan keep reading!) and adequately sustained within the purpose of informing the audienceabout the problem of light pollution in the United States today. The response includestransitions throughout to clarify the relationships between ideas (To get us on the move, Tokeep our pace, To wrap everything up), including within paragraphs (Also). There is asufficient progression of ideas from beginning to end with a conclusion that ties back into theintroductory setup (“Star light Star bright wish upon a star tonight,” At this time you maychoose too go back to wishing your wish but make sure the light’s are off so the magic can doit’s job!). Evidence of an adequate organizational structure leaves the essay with a sense ofcompleteness.3–Evidence/ElaborationThis response includes many references and details from the source material to support thecontrolling idea. Evidence is adequately integrated from sources through use of quotations(“Normally about 2,500 stars are visible to the human eye, without using any specialequipment) as well as references to the source as attributions (it says in paragraph six that“Light Pollution” is the term that describes the effect of artificial lights on the night sky,From paragraph 22 it tells us that a police officer was on duty and saw sea turtles crossing aroad that lead to a hotel).The response includes an adequate use of elaborative techniques(Which in kid friendly words means that when light hits the sky there are really small starsthat have only a little light, so when some sorce of brightness is hitting the star, how are yousupposed to see it’s small light?; What if the police officer wasen’t there to help those inocentknew borns? More than half of them probably would have either been hit by a car ortrampled on by us). The use of some precise/domain-specific language is also present(inocent, trampled).1–ConventionsAlthough errors occur in spelling (isin’t, acually, wasen’t, inocent), usage (on instead of in,knew instead of new, too instead of to, it’s instead of its), sentence formation (Which in kidfriendly words means that when light hits the sky there are really small stars that only have alittle light, so when some sorce of brightness is hitting the star, how are you supposed to seeit’s small light?), and capitalization (“Light Pollution,” Wrote Coloney), this draft responsedemonstrates a partial command of basic conventions.S-526Florida Department of Education
Grade 5 2018 ELA WritingS-6Florida Department of EducationScore Point 3/2/2(page 1 of 3)27
Grade 5 2018 ELA WritingS-628Score Point 3/2/2(page 2 of 3)Florida Department of Education
Grade 5 2018 ELA WritingS-6 AnnotationScore Point 3/2/2(page 3 of 3)3–Purpose/Focus/OrganizationThe response is adequately sustained within the task to inform about the problem of lightpollution in the United States today. The controlling idea (Well, the problem is that thebuildings in the United States use light to be able to see but one thing your not gunna see ismostly likely the night sky. The reason you can’t see the sky is because of light pollution) ismaintained throughout the response although there is some loosely related material.Transitions are adequate and somewhat varied (What’s light pollution? Light pollution is,One cause and effect about light pollution is, Light pollution is also, But because of lightpollution). Ideas progress adequately from beginning to end, and there is an adequateintroduction and conclusion.2–Evidence/ElaborationWhile text evidence is present in this response, elaboration is minimal. Most evidence ispresented as quotes from the text, with little paraphrasing and original thought. A weakattempt to elaborate on the possible effects of the inability to see the night sky due to lightpollution is included in paragraph 4 (we won’t be able to tell the weather, if there’s a stormcomeing, or maybe even an astroied hurtaling to Earth.) Attempts to reference the source arepresent, but excessive references to the same source material impede the fluency of theresponse (In source number 2, paragraph 5, sentences 3-5).2–ConventionsAlthough errors occur in spelling (astroied, hurtaling, freinds) and usage (your instead ofyou’re, gunna), this draft response demonstrates an adequate command of basic conventions.S-6Florida Department of Education29
Grade 5 2018 ELA WritingS-730Score Point 2/2/2(page 1 of 3)Florida Department of Education
Grade 5 2018 ELA WritingS-7Florida Department of EducationScore Point 2/2/2(page 2 of 3)31
Grade 5 2018 ELA WritingS-7 AnnotationScore Point 2/2/2(page 3 of 3)2–Purpose/Focus/OrganizationThe response is somewhat sustained within the task to inform about the problem of lightpollution in the United States today, and a controlling idea is presented (Animals and peoplecan have health issues when their is light pollution). An introduction is provided, but theconclusion introduces new material not connected to the body of the response (the streetlights that have poor outdoor lighting and shine upward and sidways causes pollution. Astreet light that shines downward minimizes light pollution). The inclusion of the definition oflight pollution in paragraph 3 creates an inconsistent progression of ideas. A few transitionsare present but demonstrate little variety (The first example, The next example).2–Evidence/ElaborationThe response includes cursory evidence from the text to support the controlling idea (Somestudies of light pollution show environmental impact, such as changes in animal behaviorand plant growth) and some irrelevant evidence that does not support the controlling idea(artifical Lights make it hard to see the night sky). Word choices are, at times, imprecise (ahuge deal, the guy, get animals sick). The response does not include any references to the textto attribute it to the source material.2–ConventionsAlthough this response contains minor errors in spelling (britest, artifical, sidways) andusage (their instead of there), this draft response demonstrates an adequate command of basicconventions.S-732Florida Department of Education
Grade 5 2018 ELA WritingS-8Florida Department of EducationScore Point 2/2/2(page 1 of 2)33
Grade 5 2018 ELA WritingS-8 AnnotationScore Point 2/2/2(page 2 of 2)2–Purpose/Focus/OrganizationThe response is somewhat sustained and includes a controlling idea (Light pollution isbecoming a huge problem that has to be stopped). Transitions (First, Also, For example, Allin o
Sep 11, 2018 · The Florida Standards Assessments (FSA) English Language Arts (ELA) Writing Scoring Sampler can be used as a resource for Florida educators, schools, and districts regarding the scoring of student responses on the writing component of the statewide ELA assessments. Each spring, students in grades 4–10 are administered a passage set and a
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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