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
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
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
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
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.”
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
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.”
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
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
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.
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
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?
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
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
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
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
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.
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
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
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
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
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
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
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
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
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…
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.