STAAR-Light * STAAR STAAR-Light * STAAR WRITEWRITE

Kaye Price-HawkinsKaye Price-Hawkins

Priceless LiteracyPriceless Literacywww.pricelessliteracy.homestead.comwww.pricelessliteracy.homestead.com

kayepricehawkins@aol.comkayepricehawkins@aol.com

Choose the slides you Choose the slides you need!need!

Expository, Personal Expository, Personal Narrative, Literary and Narrative, Literary and

Persuasive EssaysPersuasive Essays

EXPOSITORY TEXTEXPOSITORY TEXT Purpose:Purpose:

– Explain*Explain*

– InformInform

In sample prompts, In sample prompts, the key word will be the key word will be “explain” or “explain” or “explaining” so this is “explaining” so this is your hint to tell your hint to tell different things about different things about (explain why) this (explain why) this person or topic.person or topic.

May be told in 1st person about some- thing or someone OR may be told in 3rd person.

Read the prompt for appropriate POV.

Be sure you don’t drift

into a narrative…

Mentor Text for DiscoveryMentor Text for Discovery

Read a piece of expository text. Read a piece of expository text.

Use the foldable (next slide) to Use the foldable (next slide) to examine the text for author’s examine the text for author’s craft: craft: – Development and SupportDevelopment and Support– Language/DictionLanguage/Diction– FeaturesFeatures

ProblemAnd

Solution

Foldable for Analysis of Foldable for Analysis of Support Support in an Expository Essayin an Expository Essay DescriptionDescription Comparison/ Comparison/

ContrastContrast Cause/EffectCause/Effect Problem/ Problem/

SolutionSolution Sequence*Sequence*

HEADING FOR THE PAPERHEADING FOR THE PAPER

Description Description Problem/SolutionProblem/Solution

ThesisThesis

Comparison/Comparison/ Cause/EffectCause/Effect

ContrastContrast

* Put Sequence on the back; Note the transitional words/phrases.

Out of this World Plan-it Out of this World Plan-it Pack-It for ExpositoryPack-It for Expository

Left side of the folder: Left side of the folder: sentence sentence stripstrip

Inside—left flap of strip: Inside—left flap of strip: IntroductionIntroduction– ““Hook” the reader with a lead.Hook” the reader with a lead.– Include a controlling idea/thesis sentence.Include a controlling idea/thesis sentence.

Inside—center of the stripInside—center of the strip: : BodyBody– Well-developed ideas connected with appropriate Well-developed ideas connected with appropriate

transitionstransitions– Well-chosen details: description, cause and effect, Well-chosen details: description, cause and effect,

comparison and contrast, problem/solution –focused comparison and contrast, problem/solution –focused Inside—right flap of stripInside—right flap of strip: : ConclusionConclusion

– Leave the reader with something to think about.Leave the reader with something to think about.– Refer to beginning, not repeated word for word, but Refer to beginning, not repeated word for word, but

connected.connected.

OS4e Remember: (organizational structure (Glue in the DEVELOP for expository) box.)

C apitalizationU sageP unctuationS pelling S entences

Reading QuestionsReading Questions

Types of questionsTypes of questions– InferenceInference– Text specific (features, Text specific (features,

purpose)purpose)– Evidence basedEvidence based– Author’s craft (word Author’s craft (word

choice, literary devices, choice, literary devices, vocabulary)vocabulary)

– SummarySummary

(glue on this strip to envelope)(glue on this strip to envelope)

Inside right flap—top Inside right flap—top

STAAR Rubric STAAR Rubric (Scoring App)(Scoring App)

Each grade level tested will have an Each grade level tested will have an appropriate rubric which you may want to appropriate rubric which you may want to “reword” with your students so that the “reword” with your students so that the rubric reflects what the STAAR is saying rubric reflects what the STAAR is saying but morphed into kid-friendly language.but morphed into kid-friendly language.

Organization/Progression Organization/Progression

Development of IdeasDevelopment of Ideas

Use of Language/ConventionsUse of Language/Conventions

PERSONAL NARRATIVEPERSONAL NARRATIVE

PurposePurpose– Share an event that happened (or Share an event that happened (or

could happen) in your lifecould happen) in your life– Maintain focus on that one event. Maintain focus on that one event.

Include:Include: FeelingsFeelings ActionAction Interaction with othersInteraction with others Importance of that event Importance of that event

What do we do about the What do we do about the picture in the prompt?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 DiscoveryMentor Text for Discovery

Read a personal narrative with the Read a personal narrative with the students. students.

Examine the text by looking at the Examine the text by looking at the author’s craft author’s craft – Development and Support Development and Support

(Snapshots)(Snapshots)– Language/Diction (Word choice)Language/Diction (Word choice)– Believability and focusBelievability and focus– Dialogue (direct/indirect) & Dialogue (direct/indirect) &

ThoughtshotsThoughtshots

ProblemAnd

Solution

Foldable for Analysis of Foldable for Analysis of Support: Support: Personal Narrative and Literary Personal Narrative and Literary EssayEssay

– Development and Development and Support Support (Snapshots)(Snapshots)

– Language/Diction Language/Diction (Word choice)(Word choice)

– Focus Focus (character, (character, event)event)

– DialogueDialogue Direct—between Direct—between

characters characters Internal—thoughts Internal—thoughts

or asides or asides (Thoughtshots)(Thoughtshots)

HEADING FOR THE PAPERHEADING FOR THE PAPER

Snapshots/Support Dialogue Snapshots/Support Dialogue (internal &(internal &

DevelopmentDevelopment between characters)between characters)

ThemeThemeFocus Focus symbolsymbol

Language/DictionLanguage/Diction

Event/CharacterEvent/Character Literary Elements Literary Elements

Note the transitional words/phrases for each category. Use the back for additional information.

Out of this World Plan-It Out of this World Plan-It Pack-It for Personal Pack-It for Personal NarrativeNarrative

ESPN ESPN Remember:Remember: (Efficient Structure-(Efficient Structure- Personal Narrative) Personal Narrative)

Inside—left flap of the strip:Inside—left flap of the strip: Beginning Beginning

– Lead that captures the reader’s attentionLead that captures the reader’s attention– Includes the focus of the prompt with writer’s spin…Includes the focus of the prompt with writer’s spin…

Inside—center of the strip:Inside—center of the strip: Middle Middle – One event well-developed:One event well-developed:

SNAPSHOTS, TALKSHOTS (DIALOGUE), THOUGHTSHOTS – Word choice!!!SNAPSHOTS, TALKSHOTS (DIALOGUE), THOUGHTSHOTS – Word choice!!! Sensory language – Actions and Reactions and MotivationsSensory language – Actions and Reactions and Motivations

– www@ww.how/bme/ps (summary website) (summary website) Inside—right flap of the strip: EndInside—right flap of the strip: End

– Ba (reflection on impact of the event—emotions-feelings)Ba (reflection on impact of the event—emotions-feelings)– Duh! (lesson learned – Why is it important?)Duh! (lesson learned – Why is it important?)– BOOM! (hope, wish, dream for future as a result of this BOOM! (hope, wish, dream for future as a result of this

event)event)

C apitalizationU sageP unctuationS pelling S entences

Left side of the folder: Left side of the folder: sentence stripsentence strip

*Must be realistic*Use first person*Include sensory language

STAAR Personal STAAR Personal NarrativeNarrative Personal NarrativesPersonal Narratives have a have a

beginning, middle, endbeginning, middle, end format and format and must be must be believablebelievable and and realistic.realistic.

The Summary Website includes the The Summary Website includes the essentials: essentials: www@ww.how/bme/pswho did what and why @ where and who did what and why @ where and when. how (feelings & when. how (feelings & sequence)/beginning, middle, sequence)/beginning, middle, end/problem solution.end/problem solution.

thoughts

Idea development for Idea development for literary and personal literary and personal narrative:narrative:

SNAPSHOTSSNAPSHOTS – Details, description – Details, description (“Explode the moment.”)(“Explode the moment.”)

DIALOGUE—DIALOGUE—StrategicallyStrategically used in used in personal narrativespersonal narratives

THOUGHTSHOTS—THOUGHTSHOTS—excellent excellent color commentary color commentary (asides/mutterings)(asides/mutterings)

From Barry Lane’s AFTER THE ENDFrom Barry Lane’s AFTER THE END

talking

Reading QuestionsReading Questions

Types of questionsTypes of questions– InferenceInference– Text specific (features, Text specific (features,

purpose)purpose)– Evidence basedEvidence based– Author’s craft (word Author’s craft (word

choice, literary devices, choice, literary devices, vocabulary)vocabulary)

– SummarySummary

(glue on this strip to envelope)(glue on this strip to envelope)

Inside right flap—top Inside right flap—top STAAR Rubric STAAR Rubric (Scoreboard)(Scoreboard)

Each grade level tested will have an Each grade level tested will have an appropriate rubric which you may want to appropriate rubric which you may want to “reword” with your students so that the “reword” with your students so that the rubric reflects what the STAAR is saying rubric reflects what the STAAR is saying but morphed into kid-friendly language.but morphed into kid-friendly language.

Organization/Progression Organization/Progression

Development of IdeasDevelopment of Ideas

Use of Language/ConventionsUse of Language/Conventions

LITERARY WRITINGLITERARY WRITING

Literary texts will: Literary texts will: Express ideas and feelings about real or imagined Express ideas and feelings about real or imagined

people, events, and ideas. people, events, and ideas.

Create an engaging Create an engaging real or fictional real or fictional story with story with a well-developed conflict and resolutiona well-developed conflict and resolution interesting and believable charactersinteresting and believable characters a range of literary strategies (e.g., dialogue, a range of literary strategies (e.g., dialogue,

suspense) and devices to enhance the plotsuspense) and devices to enhance the plot

What do we do about the What do we do about the picture in the prompt? picture in the prompt? SEESEE

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 DiscoveryMentor Text for Discovery

Read a short literary piece. Read a short literary piece. Examine the text by looking at the Examine the text by looking at the

author’s craft for literary textauthor’s craft for literary text Notice how the plotline develops:Notice how the plotline develops:

Out of this World Plan-It Out of this World Plan-It Pack-It for LiteraryPack-It for Literary

Left side of the folder: Left side of the folder: sentence sentence stripstrip

Inside the sentence strip

Inside right flap—top Inside right flap—top STAAR Rubric STAAR Rubric (Critic’s Corner)(Critic’s Corner)

Each grade level tested will have an Each grade level tested will have an appropriate rubric which you may want to appropriate rubric which you may want to “reword” with your students so that the “reword” with your students so that the rubric reflects what the STAAR is saying rubric reflects what the STAAR is saying but morphed into kid-friendly language.but morphed into kid-friendly language.

Organization/Progression Organization/Progression

Development of IdeasDevelopment of Ideas

Use of Language/ConventionsUse of Language/Conventions

PERSUASIVE WRITINGPERSUASIVE WRITING::

Persuasive texts include:Persuasive texts include:– A position on a narrow topicA position on a narrow topic– An exploration of both sides of the An exploration of both sides of the

issueissue– Strong evidence for the side you Strong evidence for the side you

choosechoose Facts and relevant examplesFacts and relevant examples Logical reasoningLogical reasoning Testimonials from believable expertsTestimonials from believable experts

– Convincing languageConvincing language

Mentor Text for DiscoveryMentor Text for Discovery

Read a piece of persuasive text with the Read a piece of persuasive text with the students. students.

Examine the text by looking at the Examine the text by looking at the author’s craft, development and supportauthor’s craft, development and support– Convincing language (argument/transitions)Convincing language (argument/transitions)– Facts and relevant examplesFacts and relevant examples– Quotations/believable expertsQuotations/believable experts– Logical reasoningLogical reasoning

ProblemAnd

Solution

Foldable for Analysis of Foldable for Analysis of Support Support in a Persuasive Essayin a Persuasive Essay

Facts/relevant Facts/relevant examplesexamples

Quotations/ Quotations/ believable believable expertsexperts

Logical reasoningLogical reasoning Convincing Convincing

languagelanguage

HEADING FOR THE PAPERHEADING FOR THE PAPER

Facts/Relevant Facts/Relevant Quotations/BelievableQuotations/Believable

examplesexamples experts experts (Ethos)(Ethos)

Topic/PositionTopic/PositionLogicalLogical for or against for or against

ConvincingConvincing

Reasoning Reasoning languagelanguage

(Logos) (Logos) (Pathos)(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 Out of this World Plan-It Pack-It for PersuasivePack-It for Persuasive

APPEALAPPEAL Remember:Remember:A Perfect Persuasive Essay--A Perfect Persuasive Essay--

At Last!At Last!

Inside Left: INTRODUCTIONInside Left: INTRODUCTION– Opening statement – Hook your reader Opening statement – Hook your reader – Thesis statement (what you are going to prove)Thesis statement (what you are going to prove)

Inside Center: BODYInside Center: BODY– Ideas and support of your thesis:Ideas and support of your thesis:

Specific, strong, relevant examplesSpecific, strong, relevant examples Topic-specific evidence tightly linked (transitions)Topic-specific evidence tightly linked (transitions) Contrast your point of view with the opposition—(strawman)Contrast your point of view with the opposition—(strawman)

Inside Right: CONCLUSIONInside Right: CONCLUSION– Closing argumentClosing argument

Restate (not word for word) main point & powerful evidenceRestate (not word for word) main point & powerful evidence Remind your reader why this is the “right” position Remind your reader why this is the “right” position

* word choice* transitions to connect and lead to arguments or “proof” * convincing language

C apitalizationU sageP unctuation

S pelling S entences

Inside right flap—topInside right flap—top

STAAR Rubric STAAR Rubric (Jury’s Verdict: The (Jury’s Verdict: The Sentencing!)Sentencing!)

Each grade level tested will have an Each grade level tested will have an appropriate rubric which you may want to appropriate rubric which you may want to “reword” with your students so that the “reword” with your students so that the rubric reflects what the STAAR is saying rubric reflects what the STAAR is saying but morphed into kid-friendly language.but morphed into kid-friendly language.

Organization/Progression Organization/Progression

Development of IdeasDevelopment of Ideas

Use of Language/ConventionsUse of Language/Conventions

SCORING—for all SCORING—for all writing:writing:TAKS compositions -- “perfect agreement” model. Two readers, if TAKS compositions -- “perfect agreement” model. Two readers, if the scores did not agree, a third reader (and sometimes a fourth) the scores did not agree, a third reader (and sometimes a fourth) read the paper to determine the final score.read the paper to determine the final score.

STAAR compositions -- “adjacent scoring” model. Perfect STAAR compositions -- “adjacent scoring” model. Perfect agreement does not have to be reached. Districts receive a more agreement does not have to be reached. Districts receive a more accurate description of each student’s writing performance. accurate description of each student’s writing performance.

Score 1 Score 2 Score Total Score 1 Score 2 Score Total CSR RatingCSR Rating

Test-taking Strategies—for Test-taking Strategies—for all!all!

Circle the “write” statement and Circle the “write” statement and underline important key words.underline important key words.

Use space for planning the essayUse space for planning the essay– Graphic organizer that worksGraphic organizer that works– Decide on direction and focus of the paperDecide on direction and focus of the paper

Rough Draft, keeping in mind the time Rough Draft, keeping in mind the time limit and the lengthlimit and the length– Introduction (one to three sentences)Introduction (one to three sentences)– Main focus (with details—well-developed Main focus (with details—well-developed

section of the paper—may be one or two section of the paper—may be one or two paragraphs)paragraphs)

– Conclusion (one to three sentences)Conclusion (one to three sentences)