Reading Sage

"The Dyslexic Reading Teacher Sean Taylor" Literacy for me was almost an unrealized unattainable dream! As a dyslexic learner I was unable to read, write, or decode words as a child, p,d,b and q were all the same letter. Many classroom teachers assumed I would never read or write due to the severity of my dyslexia and this made me feel worthless. I am a dyslexic reading teacher that has built a reputation for finding innovative ways "FREE" to teach reading to all students!

Sunday, December 17, 2017

MCAS Math Test grade 3-8

Saturday, December 2, 2017

FSA Writing Test GRADE 4, 5, 6 [PDF]

Grade 3, 4, 5, 6, 7, 8, and 9 PDF Pre-Test FSA Writing Assessment

Florida Standards Assessments English Writing

Pre-Test grade 3, 4, and 5 FSA Writing Assessment Packet

Paper-based Practice Writing Tests
Grade 4 FSA ELA Writing Paper-Based Practice Test[PDF]
Grade 5 FSA ELA Writing Paper-Based Practice Test[PDF]
Grade 6 FSA ELA Writing Paper-Based Practice Test[PDF]
Grade 7 FSA ELA Writing Paper-Based Practice Test[PDF]
Grade 8 FSA ELA Writing Paper-Based Practice Test[PDF]
Grade 9 FSA Writing Paper-Based Practice Test[PDF]
Grade 10/Retake FSA ELA Writing Paper-Based Practice Test[PDF]

Practice Test Answer Keys
Grade 4 FSA ELA Writing Paper-Based Practice Test Rubric[PDF]
Grade 5 FSA ELA Writing Paper-Based Practice Test Rubric[PDF]
Grade 6 FSA ELA Writing Paper-Based Practice Test Rubric[PDF]
Grade 7 FSA ELA Writing Paper-Based Practice Test Rubric[PDF]
Grade 8 FSA ELA Writing Paper-Based Practice Test Rubric[PDF]
Grade 9 FSA ELA Writing Paper-Based Practice Test Rubric[PDF]
Grade 10 FSA ELA Writing Paper-Based Practice Test Rubric[PDF]

Five-Paragraph Essay Outline

I. Introduction (5-7 Sentences)

Attention getter: State Main Ideas or Opinions
Must State Main Idea or Opinion: Evidence and Information:
Thesis statement: State ideas on the three topics you will discuss in your essay

II. 1^st Body Paragraph (Summary of Source 1 Article) (7-14 Sentences)

Topic sentence: (state the main ideas or opinions you will discuss)
Introduce a quote from the text (relates to topic sentence; an example that will help prove thesis)
MUST USE Text Based Evidence, and Opinions, Analysis of Article (1-3 Sentences)
Must Use Elaboration, thoughts, and or feelings (1-3 Sentences)
Clincher and or Transition Sentence

III. 2^nd Body Paragraph (Summary of Source 2 Article) (7-14 Sentences)

Topic sentence (state the main ideas or opinions you will discuss)
Introduce a quote from the text (relates to topic sentence; an example that will help prove thesis)
MUST USE Text Based Evidence, and Opinions, Analysis of Article (1-3 Sentences)
Must Use Elaboration, thoughts, and or feelings (1-3 Sentences)
Clincher and or Transition Sentence (Ask a Question, Thoughtful remark, or…)

IV. 3^rd Body Paragraph (Summary of Source 3 Article) (7-14 Sentences)

Topic sentence (state the main ideas or opinions you will discuss)
Introduce a quote from the text (relates to topic sentence; an example that will help prove thesis)
MUST USE Text Based Evidence, and Opinions, Analysis of Article (1-3 Sentences)
Must Use Elaboration, thoughts, and or feelings (1-3 Sentences)
Clincher and or Transition Sentence

V. Conclusion (5-7 Sentences)

A. Restate your important ideas or opinions in a new or interesting way

B. Summarize your main points or opinions in detail

C. Close with a thoughtful remark or question

Use Topic Sentence Openers to grab the r
eader’s attention
USE TRANSITION WORDS to help ideas flow!
Clinchers, Hooks, and Attention Getters: Ask a question, Tell a story, Compare or contrast ideas, Use Quotes!

Grades 3-5 Text-based Writing Rubrics: Opinion/Persuasion

Purpose Focus and Organization Scoring Rubric (Grades 3-5)

The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clearly stated opinion and effective organizational structure creating coherence and completeness. The response includes most of the following:

Strongly maintained opinion with little or no loosely related material
Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas
Logical progression of ideas from beginning to end with a satisfying introduction and conclusion

Evidence and Elaboration (Grades 3-5)

The response provides thorough and convincing support/evidence for the writer’s opinion that includes the effective use of sources, facts, and details. The response includes most of the following:

Relevant evidence integrated smoothly and thoroughly 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, using precise language
Academic and domain-specific vocabulary clearly appropriate for the audience and purpose
Varied sentence structure, demonstrating language facility

Grades 3-5 Text-based Writing Rubrics: Informative/Explanatory

Purpose, Focus, and Organization

The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clearly stated controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following:

Strongly maintained controlling idea with little or no loosely related material
Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas
Logical progression of ideas from beginning to end, including a satisfying introduction and conclusion

Evidence and Elaboration

The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following:

Relevant evidence integrated smoothly and thoroughly with references to sources
Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text
Clear and effective expression of ideas, using precise language
Academic and domain-specific vocabulary clearly appropriate for the audience and purpose
Varied sentence structure, demonstrating language facility

Grades 3-5 Text-based Writing Rubrics: Conventions

Conventions Scoring Rubric (Grades 3-5)

The response demonstrates an adequate command of basic conventions. The response may include the following:

Some minor errors in usage but no patterns of errors
Adequate use of punctuation, capitalization, sentence formation, and spelling

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