Transcript STAAR Writing Expository - Priceless Literacy

STAAR-Light * STAAR WRITE
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Expository, Personal Narrative,
Literary and Persuasive Essays
Kaye Price-Hawkins
Priceless Literacy
www.pricelessliteracy.homestead.com
[email protected]
EXPOSITORY TEXT

Purpose:
– Explain*
– Inform

 May be told in 1st
person about something or someone
OR may be told in
3rd person.
In sample prompts, the
 Read the prompt for
key word will be “explain”
appropriate POV.
or “explaining” so this is
your hint to tell different
 Be sure you don’t drift
things about (explain
into a narrative…
why) this person or topic.
Mentor Text for Discovery


Read a piece of expository text.
Use the foldable (next slide) to
examine the text for author’s craft:
– Development and Support
– Language/Diction
– Features
Foldable for Analysis of Support
in an Expository Essay
Description
 Comparison/
Contrast
 Cause/Effect
 Problem/
Solution
 Sequence*

HEADING FOR THE PAPER
Description
Comparison/
Contrast
Problem/Solution
Thesis
Problem
And
Solution
Cause/Effect
* Put Sequence on the back; Note the
transitional words/phrases.
Out of this World Plan-it
Pack-It for Expository
Left side of the folder: sentence strip
OS4e
(organizational structure
for expository)

Remember:
(Glue in the DEVELOP
box.)
Inside—left flap of strip: Introduction
– “Hook” the reader with a lead.
– Include a controlling idea/thesis sentence.

Inside—center of the strip: Body
– Well-developed ideas connected with appropriate transitions
– Well-chosen details: description, cause and effect, comparison
and contrast, problem/solution –focused

Inside—right flap of strip: Conclusion
– Leave the reader with something to think about.
– Refer to beginning, not repeated word for word, but connected.
Reading Questions

Types of questions
– Inference
– Text specific (features,
purpose)
– Evidence based
– Author’s craft (word choice,
literary devices, vocabulary)
– Summary
(glue on this strip to envelope)
Inside right flap—top
STAAR Rubric (Scoring App)
Each grade level tested will have an
appropriate rubric which you may want to
“reword” with your students so that the
rubric reflects what the STAAR is saying
but morphed into kid-friendly language.

Organization/Progression

Development of Ideas

Use of Language/Conventions
PERSONAL NARRATIVE

Purpose
– Share an event that happened (or could
happen) in your life
– Maintain focus on that one event. Include:
Feelings
 Action
 Interaction with others
 Importance of that event

What do we do about the
picture in the prompt?
S- What do you see in this picture?
H- How does this represent other
important times or people in your life?
O- What is one event in your life that
could relate to the topic in the prompt?
W-What impact does this event have on you
and the person you are today? What did you
learn? What feelings come to the surface
when you think of this event?
Mentor Text for Discovery


Read a personal narrative with the
students.
Examine the text by looking at the
author’s craft
– Development and Support (Snapshots)
– Language/Diction (Word choice)
– Believability and focus
– Dialogue (direct/indirect) & Thoughtshots
Foldable for Analysis of Support:
Personal Narrative and Literary Essay
HEADING FOR THE PAPER
– Development and
Support (Snapshots)
– Language/Diction
Snapshots/Support
Development
(Word choice)
– Focus (character, event)
– Dialogue
Direct—between
characters
 Internal—thoughts or
asides (Thoughtshots)
Focus
Event/Character
Dialogue (internal &
between characters)
Problem
Theme
And
symbol
Solution
Language/Diction
Literary Elements

Note the transitional words/phrases for each
category. Use the back for additional information.
Out of this World Plan-It
Pack-It for Personal Narrative
Left side of the folder:
sentence strip
ESPN
Remember:
(Efficient StructurePersonal Narrative)

*Must be realistic
*Use first person
*Include sensory language
Inside—left flap of the strip: Beginning
– Lead that captures the reader’s attention
– Includes the focus of the prompt with writer’s spin…

Inside—center of the strip: Middle
– One event well-developed:


SNAPSHOTS, TALKSHOTS (DIALOGUE), THOUGHTSHOTS – Word choice!!!
Sensory language – Actions and Reactions and Motivations
– [email protected]/bme/ps (summary website)

Inside—right flap of the strip: End
– Ba (reflection on impact of the event—emotions-feelings)
– Duh! (lesson learned – Why is it important?)
– BOOM! (hope, wish, dream for future as a result of this event)
STAAR Personal Narrative


Personal Narratives have a beginning,
middle, end format and must be
believable and realistic.
The Summary Website includes the
essentials: [email protected]/bme/ps
who did what and why @ where and when.
how (feelings & sequence)/beginning,
middle, end/problem solution.
Idea development for literary
and personal narrative:



SNAPSHOTS – Details, description
(“Explode the moment.”)
DIALOGUE—Strategically used in
personal narratives
THOUGHTSHOTS—excellent
color commentary (asides/mutterings)

From Barry Lane’s AFTER THE END
talking
thoughts
Reading Questions

Types of questions
– Inference
– Text specific (features,
purpose)
– Evidence based
– Author’s craft (word choice,
literary devices, vocabulary)
– Summary
(glue on this strip to envelope)
Inside right flap—top
STAAR Rubric (Scoreboard)
Each grade level tested will have an
appropriate rubric which you may want to
“reword” with your students so that the
rubric reflects what the STAAR is saying
but morphed into kid-friendly language.

Organization/Progression

Development of Ideas

Use of Language/Conventions
LITERARY WRITING
Literary texts will:
 Express ideas and feelings about real or imagined
people, events, and ideas.
 Create an engaging real
or fictional story with
a well-developed conflict and resolution
 interesting and believable characters
 a range of literary strategies (e.g., dialogue,
suspense) and devices to enhance the plot

What do we do about the
picture in the prompt? SEE
S- What do you see in this picture? Use this as
as a springboard to the prompt.
E- Effectively connect to the prompt and plan a
short story that fits the focus.
E- Create a story about one EVENT that could
relate to the topic.
Mentor Text for Discovery



Read a short literary piece.
Examine the text by looking at the
author’s craft for literary text
Notice how the plotline develops:
Out of this World Plan-It
Pack-It for Literary
Left side of the folder: sentence strip
Inside the sentence strip
Inside right flap—top
STAAR Rubric (Critic’s Corner)
Each grade level tested will have an
appropriate rubric which you may want to
“reword” with your students so that the
rubric reflects what the STAAR is saying
but morphed into kid-friendly language.

Organization/Progression

Development of Ideas

Use of Language/Conventions
PERSUASIVE WRITING:

Persuasive texts include:
– A position on a narrow topic
– An exploration of both sides of the issue
– Strong evidence for the side you choose
Facts and relevant examples
 Logical reasoning
 Testimonials from believable experts

– Convincing language
Mentor Text for Discovery


Read a piece of persuasive text with the
students.
Examine the text by looking at the author’s
craft, development and support
–
–
–
–
Convincing language (argument/transitions)
Facts and relevant examples
Quotations/believable experts
Logical reasoning
Foldable for Analysis of Support
in a Persuasive Essay




Facts/relevant
examples
Quotations/
believable experts
Logical reasoning
Convincing
language
HEADING FOR THE PAPER
Facts/Relevant
Quotations/Believable
examples
experts (Ethos)
Problem
Topic/Position
Logical
Reasoning
(Logos)
And
Solution
for or against
Convincing
language
(Pathos)
Note the transitional words/phrases for each
category. Other support and questions may
be placed in the boxes on the back.
Out of this World Plan-It
Pack-It for Persuasive
APPEAL
A Perfect Persuasive Essay-At Last!

Remember:
* word choice
* transitions to connect and
lead to arguments or “proof”
* convincing language
Inside Left: INTRODUCTION
– Opening statement – Hook your reader
– Thesis statement (what you are going to prove)

Inside Center: BODY
– Ideas and support of your thesis:
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Specific, strong, relevant examples
Topic-specific evidence tightly linked (transitions)
Contrast your point of view with the opposition—(strawman)
Inside Right: CONCLUSION
– Closing argument


Restate (not word for word) main point & powerful evidence
Remind your reader why this is the “right” position
Inside right flap—top
STAAR Rubric
(Jury’s Verdict: The Sentencing!)
Each grade level tested will have an
appropriate rubric which you may want to
“reword” with your students so that the
rubric reflects what the STAAR is saying
but morphed into kid-friendly language.

Organization/Progression

Development of Ideas

Use of Language/Conventions
SCORING—for all writing:
TAKS compositions -- “perfect agreement” model. Two readers, if the
scores did not agree, a third reader (and sometimes a fourth) read the
paper to determine the final score.
STAAR compositions -- “adjacent scoring” model. Perfect agreement does
not have to be reached. Districts receive a more accurate description of
each student’s writing performance.
Score 1
Score 2
Score Total
CSR Rating
Test-taking Strategies—for all!

Circle the “write” statement and underline
important key words.

Use space for planning the essay
– Graphic organizer that works
– Decide on direction and focus of the paper

Rough Draft, keeping in mind the time limit
and the length
– Introduction (one to three sentences)
– Main focus (with details—well-developed section of
the paper—may be one or two paragraphs)
– Conclusion (one to three sentences)