staar revision and editing appendix of resources

Unit of Study: STAAR Revision and Editing

Appendix of Resources

Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4

Cy-Fair ISD Curriculum Department STAAR Revision and Editing DRAFT – November 2012 Writing Workshop Unit of Study

Table of Contents of Appendices RESOURCES Personal Narrative Mentor Text: Teeth by Ralph Fletcher .................................A

Repetition in Sentence Beginnings Using Teeth Excerpt .................................... B

STAAR Expository Writing Rubric Score Point 4 ...............................................C

STAAR Personal Narrative Rubric Score Point 4................................................D

Text Structures for Personal Narratives and Essays ........................................... E

Sample Revision Questions and Strategies .......................................................... F

Game Day Words & Teaching Points ...................................................................G

Spelling Rules We Use – Pages 1 & 2 ................................................................... H

Responding to a Personal Narrative Prompt........................................................ I

Personal Narrative Prompt with Star Symbol ...................................................... J

Lined Paper with Star Symbol ...............................................................................K

How to Respond to an Expository Prompt .......................................................... L

Planning Sheet .........................................................................................................M

Expository Writing Prompt with Triangle Symbol............................................ N

Lined Paper with Triangle Symbol........................................................................O


A

Teeth by Ralph Fletcher

1 Mom had a “tooth bank” shaped like a coconut. When one of our teeth came out, she washed off the blood and deposited the tooth into that bank.

2 “Why are you saving our teeth?” Jimmy wanted to know.

3 “Because.” She smiled at him. “They’re precious to me. And so are you.”

4 Great Grandma came to visit two or three times a year. She was old and tiny. Great Grandma always wore a sweatshirt way too big for her and smelled like the gingersnap cookies she baked. She put whole chunks of ginger into the cookies, so when I bit into them, they made my eyes water. I loved her with all my heart and pretended to love those cookies so I wouldn’t hurt her feelings.

5 Great Grandma had a slow walk, and I liked to secretly follow her as she moved through the house or out in the yard. Her hearing wasn’t very good so she never knew when I was spying on her.

6 Early one morning I heard her outside my bedroom, going downstairs. I waited until she reached the bottom stair before I got out of bed and followed her. She padded into the kitchen dressed in slippers and the gray sweatshirt. What was she doing? Getting a snack? Making coffee? Moving closer, careful to stay out of sight, I saw her go into the pantry. I was amazed when she came out holding the tooth bank! She unscrewed the rubber plug on the bottom, emptied some teeth into her hand, and went out the back door.


A

7 I knew if I followed too closely she’d catch me spying, so I eased out the front door and ran around the house. The grass was a cold, wet shock to my bare feet. Stealing from tree to tree, I saw Great Grandma go into the garage. A minute later she came out carrying a trowel, then went to the vegetable garden in back of the house. I crept up until I was thirty feet away, close enough to see her kneel down and start digging a hole in the ground. She put one of the teeth into the hole, covered it with dirt, and patted it down. She did the same thing three more times. Then she turned around and moved slowly back toward the house.

8 I made myself wait five minutes, then five more, before going to the garden spot where she planted our teeth. I don’t know what I expected to see. Finally, I went inside and snuck up to my bedroom.

9 I never told anyone about this, and Great Grandma never said anything, but I had a million questions in my head. Did she plant the teeth figuring they’d bring good luck to our house? Did she thinking they’d fertilize the tomatoes? Was she just plain crazy?

10 Nothing unusual sprouted in the garden that summer. But every time I went past that spot, I’d check to see if one of those teeth had taken root in the soil and started to grow.


B

Repetition in Sentence Beginnings Using Teeth Excerpt

Notice what happens to the flow of ideas when most of the sentences start with the same word and use the same sentence structure.

6 I heard her outside my bedroom early one morning, going downstairs. I waited until she reached the bottom stair before I got out of bed and followed her. She padded into the kitchen dressed in slippers and the gray sweatshirt. I wondered what was she doing. I thought she might be getting a snack or making coffee. I saw her go into the pantry as I moved closer careful to stay out of her sight. I was amazed when she came out holding the tooth bank! She unscrewed the rubber plug on the bottom, emptied some teeth into her hand, and went out the back door.

7 I knew if I followed too closely she’d catch me spying, so I eased out the front door and ran around the house. I felt the cold, wet grass, which was a shock to my bare feet. I saw Great Grandma go into the garage as I moved stealthily from tree to tree. She came out a minute later carrying a trowel and then went to the vegetable garden in back of the house. I crept up until I was thirty feet away, close enough to see her kneel down and start digging a hole in the ground. She put one of the teeth into the hole, covered it with dirt, and patted it down. She did the same thing three more times. She then turned around and moved slowly back toward the house.


C

STAAR Expository Writing Rubric Score Point 4

The essay represents an accomplished writing performance. Organization/Progression The organizing structure of the essay is clearly appropriate to the purpose and

responsive to the specific demands of the prompt. The essay is skillfully crafted because the writer uses organizational strategies that are particularly well suited to the expository task.

The writer establishes a clear central idea. All ideas are strongly related to the

central idea and are focused on the topic specified in the prompt. By sustaining this focus, the writer is able to create an essay that is unified and coherent.

The writer’s progression of ideas is logical and well controlled. Meaningful

transitions and strong sentence-to-sentence connections enhance the flow of the essay by clearly showing the relationships among ideas, making the writer’s train of thought easy to follow.

Development of Ideas The development of ideas is effective because the writer uses details and

examples that are specific and well chosen, adding substance to the essay.

The essay is thoughtful and engaging. The writer may choose to use his/her unique experiences or view of the world as a basis for writing or to connect ideas in interesting ways. The writer develops the essay in a manner that demonstrates a thorough understanding of the expository writing task.

Use of Language/Conventions The writer’s word choice is purposeful and precise. It reflects a keen awareness

of the expository purpose and maintains a tone appropriate to the task. The word choice strongly contributes to the quality and clarity of the essay.

Sentences are purposeful, varied, and well controlled, enhancing the effectiveness of the essay.

The writer demonstrates a consistent command of sentence boundaries and age-appropriate spelling, capitalization, punctuation, grammar, and usage conventions. Although minor errors may be evident, they do not detract from the fluency of the writing or the clarity of the essay. The overall strength of the conventions contributes to the effectiveness of the essay.


D

STAAR Personal Narrative Rubric Score Point 4

The narrative represents an accomplished writing performance. Organization/Progression The form or structure of the narrative is appropriate to the purpose and

responsive to the specific demands of the prompt. The writer uses organizational strategies or literary devices that are particularly well suited to the narrative task. The writer is able to skillfully convey the experience.

All details contribute to the effectiveness of the narrative. The writer focuses on a specific personal experience and sustains that focus, strengthening the unity and coherence of the narrative.

The writer’s narrative presentation is well controlled. Meaningful transitions and strong sentence-to-sentence connections enhance the logical movement of the narrative.

Development of Ideas

Specific, well-chosen details add substance to the narrative. These details contribute significantly to the writer’s portrayal of the experience.

The narrative is thoughtful and engaging. The writer demonstrates a thorough understanding of the writing task by establishing a realistic situation and providing plausible motivations for behavior or actions. The narrative conveys a good sense of why the experience was important to the writer.

Use of Language/Conventions

The writer’s word choice is vivid and expressive. It reflects a keen awareness of

the narrative purpose. Effective word choice enables the writer to recreate the experience in a way that conveys its importance.

Sentences are purposeful, varied, and well controlled, enhancing the effectiveness of the narrative.

The writer demonstrates a consistent command of sentence boundaries and age-appropriate spelling, capitalization, punctuation, grammar, and usage conventions. Although minor errors may be evident, they do not detract from the fluency or clarity of the writing. The overall strength of the conventions contributes to the effectiveness of the narrative.


E

Text Structures for Personal Narratives and Essays

Sequence Description

The author lists items or events in chronological order and/or describes the events or how to do or make something.

The author explains a topic, idea, person, place, or thing by listing characteristics, features, and examples.

Cause and Effect Compare and Contrast

The author lists one or more causes or events and the resulting consequences or effects to explain how or why something happened, exists, or works.

The author explains how two or more things are alike and/or how they are different.

Problem and Solution Question and Answer

The author states a problem and lists one or more possible solutions to the problem.

The author asks a question about the topic followed by an explanation that answers the question.


F

Sample Revision Questions and Strategies

Organization, Progression, and Development of Ideas Revise… Sample Questions Strategies Central Idea in Expository Writing

Hannah wants to add a sentence to the end of her first paragraph (sentences 1-6). Which sentence could she add to clearly state the central idea of her paper?

How can Hannah revise sentence 12 to more clearly state the central idea of this paper?

Which sentence could be added after sentence 8 to strengthen the introduction to this paper?

Look at the clues about the central idea at the top of the page. Think about the composition as a whole and the writer’s purpose. Create your own central idea statement about the paper and then look at the answer choices.

Conclusion Hannah wants to add a conclusion to her paper. Which of the following could BEST follow sentence 21 and close this paper?

Think about the writer’s central idea and what the whole composition is about. Read the final paragraph and think about the best way to close the paper. Read the answer choices and eliminate ones that do not match the topic of the paragraph.

Transitions Hannah needs to add a transition word or phrase to help her readers move from sentence 8 to sentence 9. Which transition could BEST be added to the beginning of sentence 9?

Which transition word or phrase could BEST be added to the beginning of sentence 21 to help conclude this paper?

Read the paragraph in which the sentences are found. Think about the best way to link the ideas by thinking about the topic of the paragraph and/or whole paper.

Development of Ideas / Progression

nah would like to add the wing sentence to the third graph (sentences 11–16).

re is the BEST place to rt this sentence?

nah needs a stronger nection between sentences 7 8 to help the reader better erstand the ideas. Which ence could BEST be added sentence 7?

Read the paragraph. Determine if the sentence will support the topic of the paragraph. Reread the paragraph and insert the sentence in each of the places shown on the answer choices.


F

Organization, Progression, and Development of Ideas Revise… Sample Questions Strategies Coherence – Delete Off-Topic Details

Which sentence in the fourth paragraph (sentences 18–22) should be deleted?

Which sentence does not belong in this paper?

Think about the central idea and main topic of the paper or paragraph. Read each sentence and determine if it helps the reader move from one idea to the next. Identify which sentence does not add to the writer’s ideas about the topic.

Word Choice

Revise… Sample Questions Strategies Precise Word Choice

Look at sentence 7. The phrase get better does not express what Hannah was trying to say. Which word could BEST replace get better and help Hannah improve the meaning of this sentence?

To improve the meaning of sentence 7, Hannah should change get better to —

Read the sentences around the word and think about what the author is trying to say. Think about the meaning of each word and try to find the best fit for the writer’s intended meaning.

Pronoun Reference Sentence 8 is unclear. Hannah can improve the meaning of this sentence by replacing it with —

Hannah can improve the meaning of sentence 8 by changing it to —

The meaning of a pronoun reference is unclear. Look back at the previous sentences to determine what noun the pronoun is replacing. Then substitute the answer choices in the sentence.

Sentence Structure

Revise… Sample Questions Strategies Sentence Combination

Sentences 10 and 11 are choppy. What is the best way to revise these sentences?

What is the BEST way to combine sentences 13 and 14?

Read the sentences and look for words that are repeated or unnecessary. Try combining the sentences in different ways. Think about the meaning the author intended and then look at the answer choices.

Awkward Sentence What is the BEST way to revise sentence 4?

Reread the sentence along with the sentences before and after it. Think about the meaning and then rearrange the words in the sentence. Make sure the answer choice clearly expresses all the ideas in the original sentence.

Cy-Fair I.S.D. Curriculum Department STAAR Revision and Editing DRAFT – December 2012 Writing Workshop Unit of Study

G

Game Day Words & Teaching Points Teacher Reference

Screen on

TumbleBooks Word Teaching Point

1. to, too, two homophones

2. knees silent letters

3. announcer spell base words & roots with affixes

4. limping, crowded, waving spell base words & roots with affixes

5. wondered, scored spell base words & roots with affixes

6. yours plural

7. suddenly spell base words & roots with affixes


9. popped spell base words & roots with affixes

10. city’s possessive

11. tells, touchdowns, happens plural

12. smiled, shyly spell base words & roots with affixes

13. they’re, there, their homophones

14. boys’ possessive spelling


16. carry, funny, dinners spell base words & roots with affixes

17. carries plural

18. guys plural

19. slightly, clothes spell base words & roots with affixes

20. pregame spell base words & roots with affixes

21. ones plural

22. easier spell base words & roots with affixes

23. missing spell base words & roots with affixes

24. their, there, they’re homophones

25. shoes plural

26. dropping, zigzagged spell base words & roots with affixes

27. heavier spell base words & roots with affixes

28. heavily spell base words & roots with affixes

29. someone’s possessive spelling

These page references are to be used with Tumblebooks story Game Day by Tiki and Ronde

Barber. You can also use the actual book, Game Day by Tiki and Ronde Barber available in your school

library.


H

Spelling Rules We Use – Page 1

Concept Rule or Pattern Examples Add –s to most singular nouns boys, dogs, carrots add –es to most singular nouns ending in s,

z, ch, sh, x bosses, buzzes, patches, bushes, foxes

change y to i and add –es to singular nouns ending in consonant + y

cherry to cherries

Plural Words

Change f or fe to v and add –es to singular nouns ending in f or fe

leaf to leaves knife to knives

Irregular Plurals

Change the vowel Change the word Change the ending No change

foot to feet mouse to mice child to children deer to deer

fireman to firemen person to people ox to oxen fish to fish

Double Consonants

Double final consonant of words ending in a vowel and single consonant when adding suffixes that start with vowels: –ed, –ing, –er, –est, –age

Double consonants in middle of two-syllable words with a short vowel sound in the first syllable

hopped, running, bigger, hottest, baggage rabbit, valley, dinner, funny, coffee

Other Ways to Spell sh

Most common way to spell sh at the beginning or end of a word is with sh

Only a few words use sh in the middle of words

Use –ci, –ti, or –si for sh sound in middle of words that add an ending

shallow, selfish

bashful, cushion, fashion mansion, fraction, musician


H

Spelling Rules We Use – Page 2

Silent Letters

Some words have silent vowels: ai, ea, oe,

ie, oa, ie, ue Some words have silent consonants: kn, wr,

gn, mb, ck, dge, ce, qu Words that end in a consonant and –e to

make a long vowel sound

pail, team, toe, pie, boat, believe, guess knee, wrong, sign, comb, black, ledge, science, quilt face, lime, stove, fuse

Base Words & Roots with Prefixes

or Suffixes

ly ion ment dis pre

heavily action enjoyment disconnect preview

Homophones

Words that sound alike, but have different meanings and spellings

there, they’re their two, too, to new, knew, gnu hear, here

Reminder: The anchor chart should be made with student input. The examples in the right column are for examples for the teacher.


I

Student: ___________________________ Date: ____________________________

Responding to a Personal Narrative Prompt

Read and Reflect

1. Reflect on what you already know about the topic by activating your schema.

Determine Task

2. Determine what the prompt is asking you to do – tell a personal story.

Connect Ideas

3. Connect and brainstorm related personal experiences to the topic.

Consider Audience

4. Consider how to grab a reader’s attention with a strong lead and end with a truism.

Select Topic

5. Choose a personal story and use rich details to show the importance of the experience.

Make a Plan

6. Make a plan to help you organize your personal story into focused paragraphs.


J

Look at the picture below.

Giving someone a “high five” is one way to celebrate a successful moment. Write about a time you did something well. Be sure to —

write about a personal experience

organize your writing

develop your ideas in detail

choose your words carefully

use correct spelling, capitalization, punctuation, grammar, and sentences

Personal Narrative Prompt


K

Name: ____________________________________ Date: ________________ Score: ________

Personal Narrative

Cy-Fair ISD Curriculum Department STAAR Revision and Editing DRAFT – December 2012 Writing Workshop Unit of Study

L

Student: ___________________________ Prompt: _____________________________

How to Respond to an Expository Prompt

Read and Reflect

1. Reflect on what you already know about the topic by activating your schema.

Determine Task

2. Determine what the prompt is asking you to do – explain, inform, or describe.

Connect Ideas

3. Connect and brainstorm related ideas to the topic along with specific examples.

Consider Audience

4. Consider ways to capture your reader’s attention with a strong lead and conclusion.

Select Topic

5. Create an engaging central idea statement and choose relevant supporting details to illustrate your point.

Make a Plan

6. Make a plan to help you organize your ideas into thoughtful paragraphs.


M

Name: ________________________________ Date: _____________________

Planning Sheet

Type of Writing (Check One) Writing about

myself Writing to

inform me Writing to inform

others Writing to

persuade

Writing about literature

Put your truism or central idea statement here.

Put your text structure here.

Write your kernel essay here.

1.

2.

3.

4.

5.

6.

Plan for details:

Action Detail Infoshots

snapshots thoughtshots dialogue

sensory details ba-da-bing _____________

description compare/contrast cause/effect before/after

synonyms/antonyms part/whole item/category _____________

Adapted from Gretchen Bernabei’s The Story of My Thinking


N

READ the information in the box below.

Some books stay in our memory long after we turn the last page. These unforgettable books introduce lovable characters and share important life lessons.

THINK about a memorable book that you enjoyed reading. WRITE about a memorable book. Explain what made the book hard to forget. Be sure to – clearly state your central idea

organize your writing

develop your writing in detail

choose your words carefully

use correct spelling, capitalization, punctuation, grammar, and sentences

Expository Writing Prompt


O

Name: ____________________________________ Date: ________________ Score: ________

Expository Writing

staar revision and editing appendix of resources

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