STAAR Revision And Editing Appendix Of Resources
Unit of Study:STAAR Revision and EditingAppendix of ResourcesCypress-Fairbanks Independent School DistrictElementary Language Arts Department, Grade 4
Table of Contents of AppendicesRESOURCESPersonal Narrative Mentor Text: Teeth by Ralph Fletcher .ARepetition in Sentence Beginnings Using Teeth Excerpt . BSTAAR Expository Writing Rubric Score Point 4 .CSTAAR Personal Narrative Rubric Score Point 4.DText Structures for Personal Narratives and Essays . ESample Revision Questions and Strategies . FGame Day Words & Teaching Points .GSpelling Rules We Use – Pages 1 & 2 . HResponding to a Personal Narrative Prompt. IPersonal Narrative Prompt with Star Symbol . JLined Paper with Star Symbol .KHow to Respond to an Expository Prompt . LPlanning Sheet . MExpository Writing Prompt with Triangle Symbol. NLined Paper with Triangle Symbol.OCy-Fair ISD Curriculum DepartmentDRAFT – November 2012STAAR Revision and EditingWriting Workshop Unit of Study
Teeth by Ralph FletcherMom had a “tooth bank” shaped like a coconut. When one of our1teeth came out, she washed off the blood and deposited the tooth into thatbank.2“Why are you saving our teeth?” Jimmy wanted to know.3“Because.” She smiled at him. “They’re precious to me. And so areyou.”4Great Grandma came to visit two or three times a year. She was oldand tiny. Great Grandma always wore a sweatshirt way too big for her andsmelled like the gingersnap cookies she baked. She put whole chunks ofginger into the cookies, so when I bit into them, they made my eyes water. Iloved her with all my heart and pretended to love those cookies so Iwouldn’t hurt her feelings.5Great Grandma had a slow walk, and I liked to secretly follow her asshe moved through the house or out in the yard. Her hearing wasn’t verygood so she never knew when I was spying on her.6Early one morning I heard her outside my bedroom, goingdownstairs. I waited until she reached the bottom stair before I got out ofbed and followed her. She padded into the kitchen dressed in slippers andthe 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. Iwas amazed when she came out holding the tooth bank! She unscrewedthe rubber plug on the bottom, emptied some teeth into her hand, andwent out the back door.Cy-Fair ISD Curriculum DepartmentDRAFT – November 2012ASTAAR Revision and EditingWriting Workshop Unit of Study
7I knew if I followed too closely she’d catch me spying, so I eased outthe front door and ran around the house. The grass was a cold, wet shockto my bare feet. Stealing from tree to tree, I saw Great Grandma go into thegarage. A minute later she came out carrying a trowel, then went to thevegetable garden in back of the house. I crept up until I was thirty feetaway, close enough to see her kneel down and start digging a hole in theground. She put one of the teeth into the hole, covered it with dirt, andpatted it down. She did the same thing three more times. Then she turnedaround and moved slowly back toward the house.8I made myself wait five minutes, then five more, before going to thegarden spot where she planted our teeth. I don’t know what I expected tosee. Finally, I went inside and snuck up to my bedroom.9I never told anyone about this, and Great Grandma never saidanything, but I had a million questions in my head. Did she plant the teethfiguring they’d bring good luck to our house? Did she thinking they’dfertilize the tomatoes? Was she just plain crazy?10Nothing unusual sprouted in the garden that summer. But every timeI went past that spot, I’d check to see if one of those teeth had taken root inthe soil and started to grow.Cy-Fair ISD Curriculum DepartmentDRAFT – November 2012ASTAAR Revision and EditingWriting Workshop Unit of Study
Repetition in Sentence Beginnings Using Teeth ExcerptNotice what happens to the flow of ideas when mostof the sentences start with the same word and use thesame sentence structure.6I heard her outside my bedroom early one morning, goingdownstairs. I waited until she reached the bottom stair before I got out ofbed and followed her. She padded into the kitchen dressed in slippers andthe gray sweatshirt. I wondered what was she doing. I thought she mightbe getting a snack or making coffee. I saw her go into the pantry as I movedcloser careful to stay out of her sight. I was amazed when she came outholding the tooth bank! She unscrewed the rubber plug on the bottom,emptied some teeth into her hand, and went out the back door.7I knew if I followed too closely she’d catch me spying, so I eased outthe front door and ran around the house. I felt the cold, wet grass, whichwas a shock to my bare feet. I saw Great Grandma go into the garage as Imoved stealthily from tree to tree. She came out a minute later carrying atrowel and then went to the vegetable garden in back of the house. I creptup until I was thirty feet away, close enough to see her kneel down andstart 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 moretimes. She then turned around and moved slowly back toward the house.Cy-Fair ISD Curriculum DepartmentDRAFT – November 2012BSTAAR Revision and EditingWriting Workshop Unit of Study
STAARExpositoryWritingRubricScorePoint4The essay represents an accomplished writing performance.Organization/Progression The organizing structure of the essay is clearly appropriate to the purpose andresponsive to the specific demands of the prompt. The essay is skillfully craftedbecause the writer uses organizational strategies that are particularly wellsuited to the expository task. The writer establishes a clear central idea. All ideas are strongly related to thecentral idea and are focused on the topic specified in the prompt. By sustainingthis 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. Meaningfultransitions and strong sentence-to-sentence connections enhance the flow of theessay by clearly showing the relationships among ideas, making the writer’strain of thought easy to follow.Development of Ideas The development of ideas is effective because the writer uses details andexamples that are specific and well chosen, adding substance to the essay. The essay is thoughtful and engaging. The writer may choose to use his/herunique experiences or view of the world as a basis for writing or to connectideas in interesting ways. The writer develops the essay in a manner thatdemonstrates 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 awarenessof the expository purpose and maintains a tone appropriate to the task. Theword choice strongly contributes to the quality and clarity of the essay. Sentences are purposeful, varied, and well controlled, enhancing theeffectiveness of the essay. The writer demonstrates a consistent command of sentence boundaries and ageappropriate spelling, capitalization, punctuation, grammar, and usageconventions. Although minor errors may be evident, they do not detract fromthe fluency of the writing or the clarity of the essay. The overall strength of theconventions contributes to the effectiveness of the essay.Cy-Fair ISD Curriculum DepartmentDRAFT – November 2012CSTAAR Revision and EditingWriting Workshop Unit of Study
STAARPersonalNarrativeRubricScorePoint4The narrative represents an accomplished writing performance.Organization/Progression The form or structure of the narrative is appropriate to the purpose andresponsive to the specific demands of the prompt. The writer usesorganizational strategies or literary devices that are particularly well suited tothe narrative task. The writer is able to skillfully convey the experience. All details contribute to the effectiveness of the narrative. The writer focuses ona specific personal experience and sustains that focus, strengthening the unityand coherence of the narrative. The writer’s narrative presentation is well controlled. Meaningful transitionsand strong sentence-to-sentence connections enhance the logical movement ofthe narrative.Development of Ideas Specific, well-chosen details add substance to the narrative. These detailscontribute significantly to the writer’s portrayal of the experience. The narrative is thoughtful and engaging. The writer demonstrates a thoroughunderstanding of the writing task by establishing a realistic situation andproviding plausible motivations for behavior or actions. The narrative conveys agood 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 ofthe narrative purpose. Effective word choice enables the writer to recreate theexperience in a way that conveys its importance. Sentences are purposeful, varied, and well controlled, enhancing theeffectiveness of the narrative. The writer demonstrates a consistent command of sentence boundaries and ageappropriate spelling, capitalization, punctuation, grammar, and usageconventions. Although minor errors may be evident, they do not detract fromthe fluency or clarity of the writing. The overall strength of the conventionscontributes to the effectiveness of the narrative.Cy-Fair ISD Curriculum DepartmentDRAFT – November 2012DSTAAR Revision and EditingWriting Workshop Unit of Study
Text Structures for Personal Narratives and EssaysSequenceThe author lists items or events inchronological order and/or describes theevents or how to do or make something.DescriptionThe author explains a topic, idea, person,place, or thing by listing characteristics,features, and examples.Cause and EffectCompare and ContrastThe author lists one or more causes orevents and the resulting consequences oreffects to explain how or why somethinghappened, exists, or works.The author explains how two or morethings are alike and/or how they aredifferent.The author states a problem and lists oneor more possible solutions to theproblem.The author asks a question about thetopic followed by an explanation thatanswers the question.Problem and SolutionCy-Fair ISD Curriculum DepartmentDRAFT – November 2012Question and AnswerESTAAR Revision and EditingWriting Workshop Unit of Study
Sample Revision Questions and StrategiesOrganization, Progression, and Development of IdeasRevise Sample QuestionsCentral Idea inExpository Writing Hannah wants to add a sentenceConclusion Hannah wants to add aTransitionsStrategiesLook at the clues about the centralidea at the top of the page. Thinkto the end of her first paragraphabout the composition as a whole(sentences 1-6). Which sentencecould she add to clearly state the and the writer’s purpose. Createyour own central idea statementcentral idea of her paper? How can Hannah revise sentence about the paper and then look atthe answer choices.12 to more clearly state thecentral idea of this paper? Which sentence could be addedafter sentence 8 to strengthen theintroduction to this paper?Think about the writer’s centralconclusion to her paper. Which of idea and what the wholethe following could BEST follow composition is about. Read thesentence 21 and close this paper? final paragraph and think aboutthe best way to close the paper.Read the answer choices andeliminate ones that do not matchthe topic of the paragraph. Hannah needs to add a transition Read the paragraph in which theword or phrase to help herreaders move from sentence 8 tosentence 9. Which transitioncould BEST be added to thebeginning of sentence 9? Which transition word or phrasecould BEST be added to thebeginning of sentence 21 to helpconclude this paper?Development ofnah would like to add theIdeas / Progression wing sentence to the thirdgraph (sentences 11–16).re is the BEST place tort this sentence?nah needs a strongernection between sentences 78 to help the reader bettererstand the ideas. Whichence could BEST be addedsentence 7?Cy-Fair ISD Curriculum DepartmentDRAFT – November 2012Fsentences are found. Think aboutthe best way to link the ideas bythinking about the topic of theparagraph and/or whole paper.Read the paragraph. Determine ifthe sentence will support the topicof the paragraph. Reread theparagraph and insert the sentencein each of the places shown on theanswer choices.STAAR Revision and EditingWriting Workshop Unit of Study
Organization, Progression, and Development of IdeasRevise Sample QuestionsCoherence – DeleteOff-Topic DetailsRevise Precise WordChoice Which sentence in the fourthparagraph (sentences 18–22)should be deleted? Which sentence does not belongin this paper?Word ChoiceSample Questions Look at sentence 7. The phrase get Pronoun Reference Sentence StructureRevise SentenceCombinationSample Questions Sentences 10 and 11 are Awkward Sentencebetter does not express whatHannah was trying to say. Whichword could BEST replace getbetter and help Hannah improvethe meaning of this sentence?To improve the meaning ofsentence 7, Hannah should changeget better to —Sentence 8 is unclear. Hannah canimprove the meaning of thissentence by replacing it with —Hannah can improve the meaningof sentence 8 by changing it to —choppy. What is the best way torevise these sentences?What is the BEST way tocombine sentences 13 and 14?StrategiesThink about the central idea andmain topic of the paper orparagraph. Read each sentenceand determine if it helps thereader move from one idea to thenext. Identify which sentence doesnot add to the writer’s ideas aboutthe topic.StrategiesRead the sentences around theword and think about what theauthor is trying to say. Thinkabout the meaning of each wordand try to find the best fit for thewriter’s intended meaning.The meaning of a pronounreference is unclear. Look back atthe previous sentences todetermine what noun the pronounis replacing. Then substitute theanswer choices in the sentence.StrategiesRead the sentences and look forwords that are repeated orunnecessary. Try combining thesentences in different ways. Thinkabout the meaning the authorintended and then look at theanswer choices. What is the BEST way to revise Reread the sentence along withCy-Fair ISD Curriculum DepartmentDRAFT – November 2012the sentences before and after it.Think about the meaning and thenrearrange the words in thesentence. Make sure the answerchoice clearly expresses all theideas in the original sentence.sentence 4?FSTAAR Revision and EditingWriting Workshop Unit of Study
Game Day Words & Teaching PointsTeacher ReferenceScreen onTumbleBooks1.to, too, two WordTeaching Pointhomophones2.kneessilent letters3.announcerspell base words & roots with affixes4.limping, crowded, wavingspell base words & roots with affixes5.wondered, scoredspell base words & roots with affixes6.yoursplural7.suddenlyspell base words & roots with affixes8.to, too, twohomophones9.poppedspell base words & roots with affixes10.city’spossessive11.tells, touchdowns, happensplural12.smiled, shylyspell base words & roots with affixes13.they’re, there, theirhomophones14.boys’possessive spelling15.to, too, twohomophones16.carry, funny, dinnersspell base words & roots with affixes17.carriesplural18.guysplural19.slightly, clothesspell base words & roots with affixes20.pregamespell base words & roots with affixes21.onesplural22.easierspell base words & roots with affixes23.missingspell base words & roots with affixes24.their, there, they’rehomophones25.shoesplural26.dropping, zigzaggedspell base words & roots with affixes27.heavierspell base words & roots with affixes28.heavilyspell base words & roots with affixes29.someone’spossessive spellingThese page references are to be used with Tumblebooks story Game Day by Tiki and RondeBarber.You can also use the actual book, Game Day by Tiki and Ronde Barber available in your schoollibrary.Cy-Fair I.S.D. Curriculum DepartmentDRAFT – December 2012GSTAAR Revision and EditingWriting Workshop Unit of Study
Spelling Rules We Use – Page 1ConceptPlural WordsRule or PatternExamples Add –s to most singular nounsboys, dogs, carrots add –es to most singular nouns ending in s, bosses, buzzes, patches, bushes, foxesz, ch, sh, x change y to i and add –es to singular nounsending in consonant yIrregular Plurals Change f or fe to v and add –es to singularnouns ending in f or feleaf to leaves Change the vowelfoot to feetfireman to firemenchild to childrenox to oxen Change the wordOther Ways toSpell shknife to knivesmouse to mice Change the endingDoubleConsonantscherry to cherries No changeperson to peopledeer to deerfish to fish Double final consonant of words ending in a hopped, running, bigger, hottest, baggagevowel and single consonant when addingsuffixes that start with vowels: –ed, –ing, –er, –est, –agerabbit, valley, dinner, funny, coffee Double consonants in middle of twosyllable words with a short vowel sound inthe first syllable Most common way to spell sh at thebeginning or end of a word is with shshallow, selfish Only a few words use sh in the middle ofwords Use –ci, –ti, or –si for sh sound in middle ofwords that add an endingbashful, cushion, fashionmansion, fraction, musicianCy-Fair I.S.D. Curriculum DepartmentDRAFT – December 2012HSTAAR Revision and EditingWriting Workshop Unit of Study
Spelling Rules We Use – Page 2 Silent LettersBase Words &Roots with Prefixesor Suffixes Some words have silent vowels: ai, ea, oe,ie, oa, ie, uepail, team, toe, pie, boat, believe, guess lyheavily mentenjoymentknee, wrong, sign, comb, black, ledge, science, quilt Some words have silent consonants: kn, wr,gn, mb, ck, dge, ce, quface, lime, stove, fuse Words that end in a consonant and –e tomake a long vowel soundaction iondisconnect disHomophones pre Words that sound alike, but have differentmeanings and spellingspreviewthere, they’re theirtwo, too, tonew, knew, gnuhear, hereReminder: The anchor chart should be made with student input. The examples in the right column are for examples for the teacher.Cy-Fair I.S.D. Curriculum DepartmentDRAFT – December 2012HSTAAR Revision and EditingWriting Workshop Unit of Study
Student:Date:Responding to a Personal Narrative PromptRead and Reflect1. Reflect on what you alreadyDetermine Task2. Determine what the prompt isasking you to do – tell apersonal story.know about the topic byactivating your schema.Connect Ideas3. Connect and brainstormConsider Audience4. Consider how to grab areader’s attention with a stronglead and end with a truism.related personal experiences tothe topic.Select Topic5. Choose a personal story andMake a Plan6. Make a plan to help youorganize your personal storyinto focused paragraphs.use rich details to show theimportance of the experience.Cy-Fair I.S.D. Curriculum DepartmentDRAFT – December 2012ISTAAR Revision and EditingWriting Workshop Unit of Study
Personal Narrative PromptLook 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 sentencesCy-Fair I.S.D. Curriculum DepartmentDRAFT – December 2012JSTAAR Revision and EditingWriting Workshop Unit of Study
Personal NarrativeName:Cy-Fair I.S.D. Curriculum DepartmentDRAFT – December 2012KDate:Score:STAAR Revision and EditingWriting Workshop Unit of Study
Student: Prompt:How to Respond to an Expository PromptRead and Reflect1.Determine TaskReflect on what you already 2.know about the topic byactivating your schema.Connect Ideas3.4.Connect and brainstormrelated ideas to the topicalong with specific examples.Create an engaging centralidea statement and chooserelevant supporting detailsto illustrate your point.Cy-Fair ISD Curriculum DepartmentDRAFT – December 2012Determine what the prompt isasking you to do – explain,inform, or describe.Consider AudienceSelect Topic5.Consider ways to captureyour reader’s attention with astrong lead and conclusion.Make a Plan6.LMake a plan to help youorganize your ideas intothoughtful paragraphs.STAAR Revision and EditingWriting Workshop Unit of Study
Name:Date:Planning SheetType of Writing (Check One) Writing aboutmyself Writing toinform me Writing to informothers Writing topersuade Writing aboutliteraturePut 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 DetailInfoshots snapshots sensory details description synonyms/antonyms thoughtshots ba-da-bing compare/contrast part/whole dialogue cause/effect item/category before/after Adapted from Gretchen Bernabei’s The Story of My ThinkingCy-Fair ISD Curriculum DepartmentDRAFT – December 2012MSTAAR Revision and EditingWriting Workshop Unit of Study
Expository Writing PromptREAD the information in the box below.Some books stay in our memory long after we turn the lastpage. These unforgettable books introduce lovable charactersand 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 sentencesCy-Fair ISD Curriculum DepartmentDRAFT – December 2012NSTAAR Revision and EditingWriting Workshop Unit of Study
Expository WritingName:Cy-Fair ISD Curriculum DepartmentDRAFT – December 2012ODate:Score:STAAR Revision and EditingWriting Workshop 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
THE STAAR MASTER DIFFERENCE RIGOROUS DESIGN STAAR MASTER is the most rigorous STAAR curriculum on the market today . STAAR MASTER content carefully exceeds the level of difficulty of the STAAR to ensure success . STANDARDS ALIGNED STAAR MASTER materials are 100% alig
CHANGES TO STAAR IN 2017 Only one form of test—paper or online (no more STAAR A or STAAR L) . may need significant support next year. Phase-in Level II: Satisfactory Approaches Grade Level . Grade 5 Grade 8 Biology Hays CISD STAAR Science Scores 2015 2016 2017. STAAR SOCIAL STUDIES 57%
Issue of orders 69 : Publication of misleading information 69 : Attending Committees, etc. 69 : Responsibility 69-71 : APPENDICES : Appendix I : 72-74 Appendix II : 75 Appendix III : 76 Appendix IV-A : 77-78 Appendix IV-B : 79 Appendix VI : 79-80 Appendix VII : 80 Appendix VIII-A : 80-81 Appendix VIII-B : 81-82 Appendix IX : 82-83 Appendix X .
Prepared for District 5 Toastmasters By Mark Kramer, DTM Original Version July 2007 1st Revision June 2008 2nd Revision November 2008 3rd Revision June 2009 4th Revision May 2010 5th Revision May 2011 6th Revision May 2012 7th Revision May 2013 8th Revision May 2014 9th Revision Nov
Appendix G Children's Response Log 45 Appendix H Teacher's Journal 46 Appendix I Thought Tree 47 Appendix J Venn Diagram 48 Appendix K Mind Map 49. Appendix L WEB. 50. Appendix M Time Line. 51. Appendix N KWL. 52. Appendix 0 Life Cycle. 53. Appendix P Parent Social Studies Survey (Form B) 54
from: howstuffworks.com Inside This Article 1. Introduction to How Video Editing Works 2. Digital Camcorders 3. Video-Editing Computers 4. Video Editing: Basic Concepts 5. Running Adobe Premiere 6. Editing a Video: Capture and Clips 7. Editing a Video: Timeline and Transit
TEKSING TOWARD STAAR GRADE 8 MINI-ASSESSMENTS Table of Contents TEKSING TOWARD STAAR 2014 Page 6 Expressions, Equations, and Relationships 8.(9) Expressions, Equations, and Relationships The student applies mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations. STAAR .
Forget about day trading for a while. Build your trading system and trade on the 4h/daily charts until you start to add to your account consistently. Components With the above in mind, the next thing you should decide is what you will include in your trading system from the technical point of view to help you win as many trades as possible. Decide what will be the core technical parts of your .
