How to
assist your student: read and discuss each type—narrative, summary, response to
literature—on separate days so as to firm your student’s understanding
and not create confusion. Practice
orally: “What do they want you to do with such a writing task?” “How would you start this? What would be your first sentence?” (I find that if a student knows how to begin
the writing task, what the first words should be, he or she usually has an idea
of what should follow next.) “What kind
of a graphic organizer would help you before you write your paragraphs? Should you make lists, or draw a web?” Instill confidence by complimenting what your
child is doing that will lead to success.
Gently make suggestions as choices: “Which might be the better sentence
to help your reader? This…? Or this…?”
Work with 5-sense words—how does it sound, smell, taste, look, feel?
Working
with one of my seventh grade students, I was amazed to see a change in his
writing which appeared to happen overnight (although I suspect his mother’s
oversight in the weeks following helped a great deal). I had requested that he write on one of the
prompts below. I then shared with him an
actual 4-point-earning sample from the State’s website http://www.cde.ca.gov/ta/tg/sr/resources.asp. We read and discussed the commentary for
comparison with his writing. Once he saw
what the scorers were looking for, he adjusted his writing to fit within his
understanding of what the evaluators wanted.
He then wrote on other prompts, comparing the 4-point earners with his
writing and discussing the commentaries.
To
practice in a similar manner, enter http://www.cde.ca.gov/ta/tg/sr/resources.asp, scroll
to the years (I have listed the years next to the prompts in this document) for
4th and 7th grade writing tests. Scan through the .pdf document until you come
to the prompt, writing samples, and commentaries.
Released
7th grade prompts (actual prompts used in prior STAR writing tests):
Fictional Narrative Writing Task
Directions:
In this
writing test, you will respond to the writing task on the following pages.
You will
have time to plan your response and write a first draft with edits.
Only what
you write on the lined pages in this booklet will be scored.
Use only a
No. 2 pencil to write your response.
Scoring:
Your writing
will be scored on how well you:
o
tell
a story about a fictional event;
o
develop
a plot with a beginning, middle, and end;
o
develop
a setting and characters; and
o
use
appropriate strategies such as action, descriptive detail, and, perhaps,
dialogue to make your story interesting.
o
use
correct grammar, spelling, punctuation, and capitalization.
Read the following writing
task. You must write a narrative about
this topic.
Writing a Fictional Narrative
Imagine that in the year 2005 the
world’s technologies suddenly stop working.
Write a narrative about a day in the life of a person if this
occurred. (Mrs. C’s note: you may write
in first and/or third person.) 2001
And another: Read the following
writing task. You must write a fictional
narrative about this topic.
Imagine that you have just moved to
a city under the sea. The next morning
you decide to explore. Write a story
about what happens next. (Write in first
person.) 2005
And another: Imagine that you are an
artist (for example, a musician, a write, a dancer or a sculptor). One day, you wake up with an idea for a new
work of art that you feel will be your best.
Write a story about the creation of that work. (Write in first person.) 2005
And another: Airplanes, trains, ships, and
cars have made it easy for people to travel to places far from their home. If
you were given the opportunity to travel anywhere in the world for one week,
where would you go? Think about a place you would love to visit and write a
narrative describing the events that happen on your trip. 2007
And another: While cleaning out a closet, you discover a treasure m
Persuasive Writing Task
Directions:
In this writing test, you
will write a persuasive letter in response to the writing task on the following
pages.
You will have time to
plan your letter and write a first draft with edits.
Only what you write on
the lined pages in this booklet will be scored.
Use only a No. 2 pencil
to write your response.
Scoring:
Your writing will be scored on how well
you
state your position on
the topic
describe the points in
support of your position, including examples and other evidence
address possible
arguments against your position
use correct grammar,
spelling, punctuation, and capitalization. You may include a salutation and
closing, but the format of the letter will not count as part of your score.
Read the following writing task. You must write a persuasive
letter about this topic.
Practice Prompt: Your school district is thinking about
lengthening the school year by starting two weeks earlier. Do you think adding
extra days to the school year will improve education? Write a letter to the
editor of your school newspaper that will persuade others to accept your
viewpoint. Be sure to address opposing viewpoints in your letter.
Actual Released Prompt:
Your principal wants to
reward your class by taking students on a field trip to some place in
Actual Released Prompt:
Imagine that you have
decided to start an after-school activity club and want to recruit new
members. Think about the club you would
like to start at your school. Then write
a letter to persuade students your age to join the club. Be sure to include specific reasons and
details that would make students want to join your club. 2004
Remember that your
writing will be scored on how well you:
o
state your position on the topic;
o
describe the points in support of your position, including examples
and other evidence;
o
anticipate and address readers’ concerns and arguments against
your position; and
o
use correct grammar, spelling, punctuation, and capitalization.
(Mrs. C’s notes: You may
use the second person: “you” in this type of persuasive—as if in an
advertisement.)
Same as above; different prompt (Actual Released Prompt):
Imagine that your
cafeteria manager is considering removing all fast-food items (for example,
hamburgers, pizza, and French fries) from your cafeteria menu. After thinking about this issue, write your
cafeteria manager a letter persuading him or her to accept your views on the
removal of all fast foods from the cafeteria.
Be sure to include specific reasons and details in support of your
position. 2004
Response
to Literature Writing Task
Read the
following story.
o
As
you read, you may mark the story or make notes. Marks and notes will not be
scored.
o
After
reading the story, write an essay. You have 60 minutes to read, plan, write,
and proofread.
o
You
may reread or go back to the story at any time during the assessment.
“To Sleep
Under the Stars”, “Ask Sam” (2001),
“The Alternate Speaker” “Mama and the Graduation Present” (2003), “Both Sides of the Fence”, “Dancing Miranda” (2006)
Scoring
Your writing
will be scored on how well you write an essay that:
o
shows
your understanding of the author’s message and your insight into the characters
and ideas presented in the story;
o
is
organized around several clear ideas and/or images from the story; and
o
justifies your interpretation
Writing the Essay
Write an essay in which
you present your understanding of the characters and the overall meaning of the
story. Support your ideas with examples and/or evidence from the text.
Your writing will be
evaluated on how well you write an essay that:
o
shows your understanding of the author’s message and your insight
into the characters and ideas presented in the story;
o
is organized around several clear ideas and/or images from the
story; and
o
justifies your interpretation by giving examples and citing
evidence from the text.
(Mrs. C’s notes: When
you begin a response to literature, your very first sentence should start like
this:
In the story, “(write the name of the story between the
quotation marks)”, by (write the author’s name, if mentioned), the (tell a
little about the story and the main characters.
This often involves how characters share a problem, grow or change. Your writing must show how they solve the problem
or grow or change.)
This writing is similar
to a summary in that it is shorter than a narrative or a persuasive argument.
Summary of an Article
Writing Task
Read the following
informational article.
o
As you read, you may mark
the article or make notes. Marks
and notes will not be scored.
o
After reading the article, write a summary of what you have read.
You have 60 minutes to read, plan, write, and proofread your essay.
o
You may reread or go back to the article at any time during the
test.
Scoring:
Your writing will be
scored on how well you:
o
state the main ideas of the article;
o
identify the most important details that support the main ideas;
o
write your summary in your own words, except for quotations; and
o
express the underlying meaning of the article, not just the
superficial details.
(Mrs. C’s notes: Eyeball
1/3 of the original article. Count the
number of words in that one-third [estimate].
Only write approximately that many words: 1/3 the number as in the original.) “Bats” 2001