Countdown to STAAR Writing

Adapted from JoAnn Angelini

Countdown to STAAR Writing

STAAR Writing Test Design - For the Teacher

 Students can work through the test in any order each day: composition first or multiple-choice first.  Students may use dictionaries for the entire test (multiple-choice section and the written compositions).

 Students will write three one-page compositions (26 lines maximum) in response to prompts from the eligible modes for the grade level.  Grade 7 Compositions: Personal Narrative (with extension) and Expository  Compositions will be weighted evenly.  No “gatekeeper” (no automatic fail of the Writing Test for a 1 on a composition) Information taken from STAAR Overview: Grade 4 and Grade 7 Writing, presented by Barbara Tutt and Marsha Peters, TEA

Countdown to STAAR Writing

STAAR Standards

Category 1: The student will demonstrate an ability to compose a variety of written texts with a clear, controlling idea, coherent organization; sufficient development; and effective use of language and conventions. Category 2: The student will demonstrate an ability to revise a variety of written texts.

Category 3: The student will demonstrate an ability to edit a variety of texts.

In this lesson, students will

 Analyze the different components of the STAAR Writing Task.

 Learn to read prompts and clarify expectations for the task, and purpose  Read written texts with an eye for what needs to be revised or edited as appropriate for the task.

Countdown to STAAR Writing

Writing Test Blueprint

Writing Time Limit: 4 hours

Category 1:Composition Category 2: Revision Category 3: Editing 2 compositions 16 multiple-choice 24 multiple-choice

40 multiple-choice 2 compositions

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The Writing Test: Day 1

Compositions Revision

1 composition 1 page each-26 lines 3-4 passages 16 mc items

Editing

3-4 passages 24 mc items mc = multiple choice The Writing Test: Day 2

Compositions

2 compositions 1 page each-26 lines

Revision Editing

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Countdown to STAAR Writing

What makes a Good Personal Narrative?

The

personal narrative

on STAAR must have two components: •Tells a story related to the prompt.

•Communicates the importance of the event.

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What makes a Good Personal Narrative?

The Structure of a Story Choices

Beginning: Stories begin with an exposition which includes  Setting (time and place)  Introducing characters  An initiating event  A mood  A clear narrator (Since this a personal narrative, first person (I) must be used. Middle: A series of events  outlining the conflict  identifying and describing characters  using dialogue and narration  explaining the turning point/decision Ending  Describe the results of the story (resolution)  Explain the significance of the event You can start with  a question and talk directly to the reader.  dialogue and action (the initiating event)   personal reflection (about what you learned) describing the setting You should  Combine dialogue and narration  Stick to the exciting parts of the story    Add details to help readers see and feel your experience Explain your thinking or reactions to the events (Remember you are the narrator) use transitions to show strong sentence-to sentence connections You should     Explain if and how the conflict was resolved Tie up loose ends You can Flash forward and reflect about how you changed as a result of the action Tell what you learned from the experience

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What makes a Good Expository Narrative?

The

expository

on STAAR must have : •A clear controlling idea or thesis* •Organized and well-developed explanations •Factual information

*

A thesis statement is an opinion-based sentence that names the topic of your paper. It should clearly state what you plan to support, discuss, or prove.

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What Makes a Good Expository Composition ?

The Structure of an Essay

The introduction: A paragraph that includes  information to gain the reader’s attention  A thesis statement or controlling idea Body: Two or Three paragraphs to present your explanation. Each paragraph should  focus on one single idea  state the topic of the paragraph in a sentence  support your topic sentence with different kinds of evidence o Personal experience o Facts or details o Examples  explain what your example (evidence) means and why it matters Conclusion: Write one a paragraph to  restate your thesis   draw a conclusion based on the information you presented give your reader a satisfying ending

Choices

You can begin with  a quotation or proverb  an anecdote (short personal story)  a startling or interesting fact   a question to your readers You must write your thesis in at least one complete sentence. You should   use transitions at the beginning of and within the paragraphs use details and precise language   use figurative language such as similes or metaphors write at least three sentences for each paragraph You can  start with a transition  summarize your main ideas   tell your reader why it’s important to his or her life suggest that your reader take some action

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What Makes a Good Expository Composition ?

Develop a SEE outline for your best two reasons.

S

tatement Write your first reason in a sentence.

E E

vidence xplain Back up your reason with a personal example or something you have read or heard about. (It may take up to three or four sentences to fully write out your evidence.) Explain how the example supports your statement.

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Prompt Analysis-Narrative

Prompt for Personal Narrative Look at the picture below.

The prompt may or may be not be identified. Ask students to jot two or three words or phrases that the picture brings to mind.

Explain that picture is there to stimulate

thinking about topic. This is not the prompt!

A statement like this may (or may not) be included to help stimulate about the topic. This is not the prompt!

Friendships are important to middle school students. Write a personal narrative about a time when you learned the meaning of true friendship. Be sure to write in detail about the events that lead to your understanding of what friendship is and what you learned from the experience. Circle the task. (Write a personal narrative). Discuss potential topics. Underline the elements or critical features.

-Personal experience -Relate events (your story) -Explain what you learned

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Prompt Analysis-Expository

Prompt for Expository Writing The prompt may or may be not be identified.

READ

the information in the box below. Fifty-eight percent of kids say that someone has been mean or hurtful to them online. Fifty-three percent of kids say that have been mean or hurtful to another person online. The

Read

information is not the prompt! Students should incorporate the quote in the paper.

THINK

carefully about the following statement.

Experts say online communication can bring out your mean side. The

Think

statement is provided to stimulate thinking and does not need to be directly addressed in the essay.

WRITE

an essay explaining whether you think that online communication encourages mean behavior or if being online has nothing to do with mean or hurtful behavior. This is the

prompt

. Notice that the task is to explain. Although you will need to clearly state an opinion, the goal is to help your reader understand what has lead you to that opinion.