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Expository Writing Deconstructing the Prompt and Additive Scoring Process for STAAR

Expository Writing Deconstructing the Prompt and Additive Scoring Process for STAAR. Presented by Stephanie Churchill Adapted from Alice Nine and Pat Jacoby Revised by Amanda DeMunbrun, Coronado High School. Do this FIRST!. Start with a STUDENT Friendly rubric

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Expository Writing Deconstructing the Prompt and Additive Scoring Process for STAAR

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  1. Expository Writing Deconstructing the Prompt and Additive Scoring Process for STAAR Presented by Stephanie Churchill Adapted from Alice Nine and Pat Jacoby Revised by Amanda DeMunbrun, Coronado High School

  2. Do this FIRST! • Start with a STUDENT Friendly rubric • Students MUST know the rubric for EACH type of writing inside and out • 9th grade Expository (Inform) and Literary (A story) • 10th grade Expository and Persuasive • 11th grade Persuasive and Analytical (best predictor of college readiness and success)

  3. Student Friendly Expository Rubric English I and English II

  4. Deconstructing the Prompt • 1. Read (typically 4th grade synopsis, 7th grade quote, English I Information, quote, fact, excerpt) – The Context • 2. Think (topic) • 3. Write (Charge) • 4. Be sure to – (Rubric)

  5. FUNNEL DOWN PROMPT

  6. Introduces context for thinking Inter-prets the quote Establishes the topic Personalized focus to the prompt Presents assertion options and form Rubric – what assessed on

  7. The MP3 player came out in 1996 • It was different from CD players because it didn’t need a bunch of discs • MP3 players is how people listen to music READ The digital audio player, also known as the MP3 player, first became available to the general public in 1996. Unlike the compact disc player, this technology did not require that music be stored on separate discs. MP3 players have now become the dominant medium for listening to music. Focus on pulling out the nouns and the verbs

  8. Technologies used in everyday life are cell phones, GPS, Laptops, iPads, iPods…. THINK. Think about the new technologies that people use in everyday life. Interprets the quote to establish the topic

  9. Root is Explain which means give reasons I must write about this. The Charge WRITE an essay explaining the effect of one new technology on people’s lives. Evidence could be facts, definitions, or examples! VERB • When I explain I must give REASONS • I must give EVIDENCE • The evidence must SUPPORT my reasons The Reasons are my topic sentences—then give evidence.

  10. Be sure to - Thesis Explanation means evidence Organization and Progression • Clearly state the Thesis • Organize and develop your explanation effectively • Choose your words carefully • Edit your writing for grammar, mechanics, and spelling Word Choice (Language) Conventions

  11. FUNNEL DOWN PROMPT English I Expository Prompt from the STAAR 2012 Study Guide

  12. Additive Scoring Process Steps • 1. Read – just read it once through without the rubric in mind. • 2. Thesis – find and identify the Thesis (highlight or flag it) • 3. + (Strengths) – look for and identify the strengths in the paper • 4. – (weaknesses) – look at the weaknesses of the paper • 5. Score – score the composition according to the rubric (State stops here) • 6. Feedback – Focused revision (2 items MAX!)

  13. Explicit Feedback • Use three different colors to identify strengths and weaknesses in the paper (i.e. pink for organization +’s and –’s, yellow for idea +’s and –”s, and blue for conventions) • Flag the strengths (+’s) on the left side of the paper with specific feedback (i.e. write the detail they used down and label it under ideas) • Flag the weaknesses (-’s) on the right side of the paper (remember to be as specific as possible in your feedback) • Only ask students to work on 2 items MAX at a time. (i.e. Conventions – comma slices and run-on sentences)

  14. Conference • Writing workshop conferences don’t have to take a lot of time (except maybe the first time) • Additive Scoring is the key to saving time on conferencing • Peer conferencing • Feedback

  15. WRITTEN COMPOSITION: Expository • Read the following quotation: “Take risks. Ask big questions. Don’t be afraid to make mistakes; if you don’t make mistakes, you’re not reaching far enough.”—David Packard, co-founder of Hewlett-Packard • [Think carefully about the following:] Taking a risk means acting without knowing whether the outcome will be good. • Write an essay explaining why it is sometimes necessary to take a chance. • Be sure to —• clearly state your thesis• organize and develop your ideas effectively• choose your words carefully• edit your writing for grammar, mechanics, and spelling Page

  16. Write an essay explaining why it is sometimes necessary to take a chance. • Brainstorm: • Listing • Web • Outline • Think of what you need to provide: • When might it be necessary to take a chance / risk? • Global [textual, historical] Example 1 • Global Example 2 • Personal Example (If Exceptionally strong) • Details • Who was involved? • What were the circumstances? • What was the outcome? • Positive? • Negative?

  17. Write an essay explaining why it is sometimes necessary to take a chance. • Introduction: 2-3 sentences (maximum of 3) and make sure that the Thesis (which reflects / responds to the prompt) is the last sentence in the introduction. • Address the big idea • Offer a specific thesis

  18. Write an essay explaining why it is sometimes necessary to take a chance. • Body Paragraphs: Because organization is addressed, be sure to have clear, indented paragraphs with correct topic sentences. • The topic sentence should connect the content of the body paragraph to the thesis statement • The 1st body paragraph should develop one of the ideas—provide the example and explanation—discovered in the brainstorm • The 2nd body paragraph should develop another of the ideas. . . . • SUGGESTION: be sure to choose the strongest examples to illustrate and explain AND put the strongest of these examples and explanations last..

  19. Write an essay explaining why it is sometimes necessary to take a chance. • Conclusion: 2-3 sentences • While it is OK to restate the idea—do not say the EXACT SAME THING • Consider concluding by looking at the examples and commenting on what should be taken away from these—create a complete theme or use a truism

  20. FINALLY. . . Be Sure To Check • If you have: • clearly stated your thesis • organized and developed your ideas effectively • chosen your words carefully • edited your writing for grammar, mechanics, and spelling

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