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  • UnitofStudy:

    CraftingInsightful,PromptBasedEssays

    AppendixofResourcesCypressFairbanksIndependentSchoolDistrict

    ElementaryLanguageArtsDepartment,Grades3,4and5eArtsDepartment,Grades3,4and5

  • Curriculum Department CraftingInsightful,PromptBasedEssays Cypress-Fairbanks I.S.D. February 2011 - DRAFT Writing Workshop Unit of Study

    Name: _________________________________________________________________

    Six TraitsTM Checklist for

    Expository Writing Ideas: The heart of my message is woven throughout the piece. The topic is narrow and manageable. The ideas are clear and make sense. The details are specific and relevant to the topic. The writing stays focused on the topic. All parts of the writing are well-developed. Organization: My ideas are arranged in a thoughtful manner. The writer responds to the prompt in a way that is appropriate. The writing has an inviting beginning that states the thesis. The details and examples support the main ideas. Meaningful transitions connect ideas in sentences and paragraphs. The writing has a meaningful ending that summarizes the thesis. Word Choice: My words sparkle vividly and precisely. Specific and descriptive words are used. The vocabulary is interesting and imaginative. The writing paints a picture with words. Sentence Fluency: My sentences flow with rhythm and variety. The sentences have different beginnings and patterns. The writing includes a variety of sentence lengths. The piece is easy to read aloud. Voice: My personality shines through my words and ideas. The writing matches the purpose and audience. The author cares about the writing. The tone and style are engaging. Conventions: My language usage and mechanics are polished. Spelling is correct. Punctuation is present and accurate. Capitals are used correctly. Grammar and usage are correct. Logical paragraphing is present.

    Name: _________________________________________________________________

    Six TraitsTM Checklist for

    Expository Writing Ideas: The heart of my message is woven throughout the piece. The topic is narrow and manageable. The ideas are clear and make sense. The details are specific and relevant to the topic. The writing stays focused on the topic. All parts of the writing are well-developed. Organization: My ideas are arranged in a thoughtful manner. The writer responds to the prompt in a way that is appropriate. The writing has an inviting beginning that states the thesis. The details and examples support the main ideas. Meaningful transitions connect ideas in sentences and paragraphs. The writing has a meaningful ending that summarizes the thesis. Word Choice: My words sparkle vividly and precisely. Specific and descriptive words are used. The vocabulary is interesting and imaginative. The writing paints a picture with words. Sentence Fluency: My sentences flow with rhythm & variety. The sentences have different beginnings and patterns. The writing includes a variety of sentence lengths. The piece is easy to read aloud. Voice: My personality shines through my words & ideas. The writing matches the purpose and audience. The author cares about the writing. The tone and style are engaging. Conventions: My language usage and mechanics are polished. Spelling is correct. Punctuation is present and accurate. Capitals are used correctly. Grammar and usage are correct. Logical paragraphing is present.

    Appendix A

  • Curriculum Department CraftingInsightful,PromptBasedEssays Cypress-Fairbanks I.S.D. February 2011 - DRAFT Writing Workshop Unit of Study

    Appendix B: Six Traits of Writing Definitions Pg. 1

    Ideas

    The heart of my message is woven throughout the piece.

    Organization

  • Curriculum Department CraftingInsightful,PromptBasedEssays Cypress-Fairbanks I.S.D. February 2011 - DRAFT Writing Workshop Unit of Study

    Appendix B: Six Traits of Writing Definitions Pg. 2

    My ideas are arranged in a thoughtful manner.

    Sentence Fluency

    My sentences flow with rhythm and variety.

  • Curriculum Department CraftingInsightful,PromptBasedEssays Cypress-Fairbanks I.S.D. February 2011 - DRAFT Writing Workshop Unit of Study

    Appendix B: Six Traits of Writing Definitions Pg. 3

    Word Choice

    My carefully-chosen words sparkle vividly and precisely.

    Voice

  • Curriculum Department CraftingInsightful,PromptBasedEssays Cypress-Fairbanks I.S.D. February 2011 - DRAFT Writing Workshop Unit of Study

    Appendix B: Six Traits of Writing Definitions Pg. 4

    My personality shines through my words and ideas.

    Conventions

    My language usage and mechanics are polished.

  • Curriculum Department CraftingInsightful,PromptBasedEssays Cypress-Fairbanks I.S.D. February 2011 - DRAFT Writing Workshop Unit of Study

    Appendix C

    Accomplished STAAR Essay Slide Show

  • Curriculum Department CraftingInsightful,PromptBasedEssays Cypress-Fairbanks I.S.D. February 2011 - DRAFT Writing Workshop Unit of Study

    Organization/Progression2Basic 3Satisfactory 4Accomplished1VeryLimited

    No structure Essay is unclear Thesis statement is missing Details are missing or

    random Repetition, wordiness, and

    no meaningful transitions make essay unclear

    Some structure Essay is somewhat clear Thesis statement is weak Some details may be off-

    topic Some repetition; token or

    weak transitions

    Mostly organized structure Essay is mostly clear Thesis statement is clear Details are mostly focused Mostly meaningful

    transitions that make sense

    Well organized structure Essay is very clear Thesis statement is clear Details are completely

    focused and thoughtful Meaningful transitions make

    ideas flow

    DevelopmentofIdeas2Basic 3Satisfactory 4Accomplished1VeryLimited

    No details or examples Weak development of ideas Lack of understanding of

    expository writing Essay is thin and weak Vague or confusing

    approach

    Brief details and examples Slight development of ideas Limited understanding of

    expository writing Limited or no depth of

    thought Formulaic approach

    Specific details and examples

    Good development of ideas Good understanding of

    expository writing Some depth of thought Original approach (not

    formulaic)

    Well-chosen details and examples

    Effective development of ideas

    Deep understanding of expository writing

    Thoughtful and engaging Approaches topic from a

    unique/unusual perspective

    UseofLanguage&Conventions2Basic 3Satisfactory 4Accomplished1VeryLimited

    Word choice is general or inappropriate

    Simplistic or uncontrolled sentences

    Regular errors in C. U. P. S. create problems with fluency and meaning.

    Word choice is simplistic Awkward or somewhat

    uncontrolled sentences Some errors in C. U. P. S.

    create occasional problems with fluency and meaning.

    Word choice is mostly effective

    Varied and generally controlled sentences

    General command of C. U. P. S. adds to clarity.

    Any errors create few problems with fluency or meaning.

    Word choice is effective Purposeful, varied, and well-

    controlled sentences Strong command of C. U. P.

    S. adds to clarity. Minor errors do not interfere with fluency or meaning.

    Appendix D

  • Curriculum Department CraftingInsightful,PromptBasedEssays Cypress-Fairbanks I.S.D. February 2011 - DRAFT Writing Workshop Unit of Study

    Appendix E Grade-Level Expository Writing Prompts

    Refer to the expository writing prompts found in the separate handout for your grade level. With the exception of lessons 1-3, please use the prompts designated for your grade for the teacher modeling and student practice during this unit of study. Additionally, select and reserve one prompt that all students will use to develop a single page, prompt-based essay.

  • Curriculum Department CraftingInsightful,PromptBasedEssays Cypress-Fairbanks I.S.D. February 2011 - DRAFT Writing Workshop Unit of Study

    Appendix F Analyzing an Expository Prompt Slide Show

  • Curriculum Department CraftingInsightful,PromptBasedEssays Cypress-Fairbanks I.S.D. February 2011 - DRAFT Writing Workshop Unit of Study

    Student: ___________________________________________ Date: _________________________

    Appendix G: Analyzing an Expository Prompt The Prompt My Thoughts READ.

    Read and Reflect. What do I already know about the topic?

    WRITE.

    Determine Task. What are the key words? What is the prompt asking me to do?

    THINK.

    Connect Ideas. What thesis statement and supporting ideas might I connect to the topic in the prompt?

    REMEMBER.

    Consider Audience. How might I interest my readers and make my writing clear?

  • Curriculum Department CraftingInsightful,PromptBasedEssays Cypress-Fairbanks I.S.D. February 2011 - DRAFT Writing Workshop Unit of Study

    Student: ___________________________________ Date: _________________________

    Appendix H Sample Expository Prompt

    READ.

    Pets are fun to own, and they make great friends. Pets also teach us how to be responsible. Some pets are furry. Others have feathers, scales, or shells. Think of a pet you have owned or would like to own. Write a paper describing the ways that the pet is important to you.

    WRITE.

    Write a composition explaining the ways that a special

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