getting ready for staar writing english i eoc writing

Getting Ready for STAAR Writing

English I EOC Writing

Not just any writing…

But STAAR Writing!

TEA Online Resources

www.tea.state.us/student.assessment/staar

Assessed curriculum*Blueprints*Released Test Questions*Writing and English I, II, III*Dictionary/Thesaurus policies*

TEA Online Resources, continued

Rubrics*Test design schematics*Question and answer document (FAQs)Much more

Assessed CurriculumReadiness Standards

• Essential for success in the current grade/course

• Important for preparedness for the next grade/course

• Support college and career readiness

• Necessitate in-depth instruction

• Address broad and deep ideas

Assessed CurriculumSupporting Standards

• Introduced in the current grade or course, emphasized in a subsequent year

• Reinforced in the current grade or course, emphasized in a previous year

• Play a role in preparing students for the next grade or course, but not a central role

• Address more narrowly defined ideas

STAAR WritingOnline “Look Fors”

• Blueprint – reporting categories, number of standards, number of questions

• Test Design Schematics – information about genres assessed, field test items

• Released Test Questions– some questions and answers (full STAAR test not released until 2014)

STAAR Writing (also Reading)Resources for English I, II, III

• Dictionary Policy – available for all students - one for every

better: one for every

best: one for each • Thesaurus – allowed either as part of

dictionary or separate, available for all students - one for every

Most Significant DifferencesSTAAR/TAKS

Rigor of items has been increased (assessing skills at a greater depth and level of cognitive complexity)

Total number of test items increased for most grades, subjects, and courses

Four-hour time limit on STAAR as opposed to TAKS which was untimed

Part of Four Hours• bathroom breaks

• water breaks

• snack breaks

• short physical/mental breaks

Not Part of Four Hours• Lunch

• Emergency situations

• Consolidation/movement to another area

• Medical breaks to nurse

Revising and Editing

English I

15 revision multiple choice questions

15 editing multiple choice questions

Field test revision and editing items imbedded

STAAR Written Composition

Students will write two one-page compositions

Additional field test composition in Grade

7 and English EOCs

26 lines maximum

Different types of writing

STAAR Written Composition

English I−literary story and expository essay

STAAR Written Composition

English II−expository and persuasive (2013)

English III−persuasive and analytical (2014)

STAAR Written Composition

Essays will be weighted equally

No “gatekeeper”

(automatic fail of writing test for a 1)

STAAR Writing Prompts

Literary, expository, persuasive, and analytical prompts contain a stimulus and are scaffolded:

ReadThink

Write Be Sure to

STAAR Writing Prompts

READ Sometimes a statement (There are people in our lives

who are special to us. Sometimes this person is a teacher or coach, a parent, a brother or sister, or even a friend.)

Sometimes a quote ( A famous businessman once said, “Players win games; teams win championships.”)

Sometimes an image

STAAR Writing Prompts

THINK (Sometimes it’s hard to make a decision because there are so many choices.)

The synopsis or quotation

generalized and reworded

Clarification of READ

Idea starters

STAAR Writing Prompts WriteAn even more focused rewordingOften called the “charge”

Be Sure to –Reminder bullets, appear in rubrics

(different rubric for each type of writing)

STAAR Writing - What the field tests revealed…

Score Point 3 or 4 Papers

* Good form/purpose match

* Introduction and conclusion short/effective

* No wasted words

* Well crafted

* Narrow and deep focus

* Specific use of language and appropriate tone for purpose

* Clear beginning, middle and end

* Strong conventions

STAAR Writing - What the field tests revealed…

Score Point 1 or 2 Papers

* Wrong form/purpose

* Meaningless introduction and/or conclusion

* Wasted space (repetition, wordiness, meandering, extraneous details of examples)

* Poorly crafted

* General/vague use of language or inappropriate tone for purpose

* Weak conventions

What do Maurice Sendak, Ernest Hemingway and William Faulkner

have in common?

They never made their point in 26 lines!

o However, that doesn’t mean it can’t be done!

o Texas students will be expected to complete each composition in 26 lines or less.

We don’t want the 26 line limit to create “Blah” sentences.

• He walked through the door.

“Explode the moment” sentences, although wonderful, likely won’t fit.

• He grasped the cold doorknob and turned it slowly to the right. He pushed the door inward. The hinges squeaked and cold air rushed past the opening door. The room was dark. His eyes darted to the right. Nothing. He pushed the door open a little farther, and slowly moved his right foot into the room. His shoe creaked a bit as it hit the polished hardwood floor.

Precise and concise is what we need on the STAAR.

• He crept through the door, hoping to be as quiet as a mouse.

Keys to Success for Students

• Being able to contrast “Explode the Moment” writing with precise and concise writing

• Being able to identify examples and non-examples of concise and precise writing in reading passages and their own writing

Next Step: Practice STAAR Writing Skills

By providing purposeful, thoughtful assignments – based on the assessed TEKS and Student Expectations

Guiding students through the process from modeling to independent practice

Allowing our students to showcase their writing talents (revising, editing, and writing compositions)

Composition/Writing/Literary Texts

• English I 14A: write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot.

Mini-lessons on areas of need, with independent use of the strategies the goal

Teacher-Made Rubric Literary Text

1 2 3 4

Engaging story

Well –developed conflict and resolution

Interesting believable characters

Range of literary strategies

Devices to enhance plot

Composition/Writing/Expository Texts

• English I 15A: write an essay of sufficient length that includes:

(i) effective introductory and concluding paragraphs and a variety of sentence structures;

(ii) rhetorical devices, and transitions between paragraphs;

(iii) a controlling idea or thesis;

(iv) an organizing structure appropriate to purpose, audience, and context;

(v) relevant information and valid inferences.

Mini lessons on areas of need, with independent use of the strategies the goal

Teacher-Made RubricExpository Texts

1 2 3 4

Essay of sufficient length

Effective introductory and concluding paragraphs

Variety of sentence structures

Rhetorical devices

Transitions between paragraphs

Controlling idea or thesis

Organizing structure appropriate to purpose, audience, and context

Relevant information

Valid inferences

TEA Scoring of Written Compositions

• 4 page rubric to score students STAAR writing compositions – one page per score point

• Each genre has a separate rubric

• Familiarize yourself with these

Questions?

Contact Information:

Beverly Richard

Curriculum and Instructional Specialist

832-223-0146

brichard@lcisd.org