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Unit of Study: Crafting Insightful, PromptBased Essays Appendix of Resources CypressFairbanks Independent School District Elementary Language Arts Department, Grades 3, 4 and 5 e Arts Department, Grades 3, 4 and 5

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Page 1: Crafting Insightful, Prompt Based Essays Appendix of Resourcesstorage.schoolnet.com/cfisd/LANG_3-5_ALL_Expository Prompt_MAT... · Prompt‐Based Essays Appendix of Resources

  

 

 

 

 

 

 

  

 

Unit of Study:  

Crafting Insightful,  

Prompt‐Based Essays  

 

 

 

Appendix of Resources  Cypress‐Fairbanks Independent School District 

Elementary Language Arts Department, Grades 3, 4 and 5 e Arts Department, Grades 3, 4 and 5 

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Curriculum Department Crafting Insightful, Prompt‐Based Essays 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

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Curriculum Department Crafting Insightful, Prompt‐Based Essays 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

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Curriculum Department Crafting Insightful, Prompt‐Based Essays 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.”

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Curriculum Department Crafting Insightful, Prompt‐Based Essays 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

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Curriculum Department Crafting Insightful, Prompt‐Based Essays 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.”

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Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Appendix C

Accomplished STAAR Essay Slide Show

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Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Organization/Progression 2 – Basic  3 – Satisfactory  4 ‐ Accomplished 1 – Very Limited 

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

Development of Ideas 2 – Basic  3 – Satisfactory  4 ‐ Accomplished 1 – Very Limited 

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

Use of Language & Conventions 2 – Basic  3 – Satisfactory  4 ‐ Accomplished 1 – Very Limited 

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

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Curriculum Department Crafting Insightful, Prompt‐Based Essays 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.

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Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Appendix F Analyzing an Expository Prompt Slide Show

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Curriculum Department Crafting Insightful, Prompt‐Based Essays 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?

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Curriculum Department Crafting Insightful, Prompt‐Based Essays 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 pet is important to you.

THINK.

What pets have you owned or would like to own? What are the special qualities of the pet? Why is the pet important to you?

The information in the box below will help you remember what you should think about when you write your composition.

REMEMBER. – YOU SHOULD write a composition explaining the ways that a special pet is important to

you

make sure that each sentence you write helps the reader understand your composition

write about your ideas in detail so that the reader really understands what you are saying

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

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Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Student: _________________________________________________________ Date: ___________________________

Appendix I: Boxes and Bullets Plan for Expository Writing

Conclusion

Supporting Idea #3 Supporting Idea #2 Supporting Idea #1

Introduction to Thesis

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Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Appendix J How to Respond to an Expository Prompt Slide Show

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Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Appendix J – continued How to Respond to an Expository Prompt Slide Show

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Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Student: ___________________________ Prompt: _____________________________

Appendix K 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. Choose an appealing thesis statement and supporting details to illustrate your point.

Make a Plan

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

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Curriculum Cypre

Department Crafting Insightful, Prompt‐Based Essays ss-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Appendix L Dr. Revision - Slide Show

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Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Appendix L – continued Dr. Revision - Slide Show

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Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Appendix M

Writing Health Check Up Dr. Revision’s Cures for First Drafts   

 

Organization / Progression  “Prescription” 

Student: ___________________________ Date: _______________

Some or no structure makes essay somewhat unclear

Organize ideas into paragraphs with topic sentences

Thesis statement is missing or weak

Add strong thesis statement in the introduction

Topic sentence(s) is missing or weak

Add strong topic sentence to each paragraph

Some details may be off-topic

Delete off-topic details &/or add specific details about topic

Some repetition or wordiness Combine sentences &/or delete repeated words or ideas

Weak or token transitions Add transitions to link one sentence to the next within a paragraph

Add transitions between paragraphs to connect ideas

Development of Ideas  “Prescription” 

Brief or no details and examples create a limited depth of thought

Add specific details or examples

Slight or weak development of ideas

Add a “snapshot” or “thoughtshot” to help the reader picture the ideas or event

Limited understanding of expository writing

Make sure purpose is to inform, explain, or describe

Vague, confusing, or formulaic approach

Revise sentences by varying beginnings and length

Elaborate, add, delete, or rearrange sentences

Language Use  “Prescription” 

Word choice is simplistic, general, or inappropriate

Replace “worn out” words with specific, “sparkling” words

Simplistic, awkward or somewhat uncontrolled sentences

Rearrange the words in a sentence to make the ideas more clear

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Appendix N

Grade 3 - Class Pet Prompt: Write a composition that explains what animal you would choose for your class pet and tell why.

“I Would Pick a Rabbit”

If I could pick a class pet for my class I would pick a rabbit

because its quite, clean, and easy to feed.

First, its quite. One thing it can do is hop around the cage.

Maybe it will just eat. It would not make any noise like cats or

dogs. The would eat some jucy carrots

Second, rabbits are very clean. You don’t have to wash it

with water it will clean itself. It cleans by licking its fur.

Finally, its easy to feed. The water fountens are down the

hall so its easy to get it water. Next we can get carrots or leados

from the lunch room. Another thinking is we can take turns

getting food for the rabbit.

In conclusion a rabbit is a perfect for my class its quite,

clear and easy to feed. These are the reasons a rabbit would be a

perfect class pet.

Source: Released Sample from FCAT Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

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Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Appendix O Grade 4 – Future Job

Prompt: Write a composition about a job that you would like to have one day and explain why.

“Pro Skateboarder”

When I grow up I want to be a pro-skateboarder. I think it

would be loads of fun to be on television. I would get to have lots

of fan mail. I would also get paid a lot if I was good. Maybe if

I’m good enough I could be sponsored?

It would be really fun to have people want to have my

autograph. If I was really good maybe I could be on a video

game. I sure hope I’ll be on a video game.

Swoosh! I can picture it. Going back and forth on my One

Fifty One board doing a rock and roll. It would be even more fun

if one of my friends were pro too. Then we could practice

together.

I hope to be a pro-skateboarder when I grow up. You also

know some reasons why I’d like to skate when I grown up.

Possibly my friends might do it but, if they don’t, I will still do it.

Source: Released Sample from Oregon State Assessment

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Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Appendix P Coach Edit’s Fitness Test - Slide Show

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Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Appendix P – continued Coach Edit’s Fitness Test - Slide Show

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Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Student: __________________________________________

Appendix Q Writing Fitness Test

Coach Edit’s Convention Workout 

Some or regular errors in C.U.P.S create problems with fluency and meaning.

Convention “Workout Routine”

Capitalization Capitalize sentence beginnings

Capitalize the pronoun “I”

Capitalize proper nouns, including titles of people & written works

Usage Make sure all verbs agree with the subject

Use the same verb tense

Check parts of speech use: adjectives, adverbs, double negatives, pronoun reference, conjunctions

Punctuation Punctuate sentence endings

Add quotation marks and correct punctuation in dialogue

Use commas in a series

Add periods to abbreviations

Add apostrophes to possessives & contractions

Spelling Check spelling of high frequency words & familiar patterns

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Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Name:____________________________ Essay:__________________________

Appendix R Writing to an Expository Prompt Self-Reflection

Professor and writer Edward Tufte says, “The point of the essay is to change things.” Think about what have learned during the expository writing unit. Use the sentence starters below to help you think about and describe the ways that you have grown as a writer.

One thing I discovered about essay writing is… One challenge I faced in writing to an essay prompt was… One way that I might overcome the challenge is…

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Curriculum Department Crafting Insightful, Prompt‐Based Essays Cypress-Fairbanks I.S.D. – February 2011 - DRAFT Writing Workshop Unit of Study

Name: _________________________________ Date: _____________________

Appendix S

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.