Sample Booklet Student Practice Book Writing Grade 7

Transcription

Student Practice Book
Sample Booklet
Grade 7
Writing
Lori Mammen
Editorial Director
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4
Rev. 01/12 SMIFC
Selected pages from
STAAR MASTER
®
Writing, Grade 7
for the State of Texas Assessments
of Academic Readiness
Teacher Guide
Lori Mammen
Editorial Director
ISBN: 978-1-60539-749-8
© 2011 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,
translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,
or otherwise) without prior written permission from ECS Learning Systems, Inc.
Photocopying of graphic organizers by a classroom teacher at a non-profit school who has purchased this publication for his/her own
class is permissible. Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions
and tutoring centers, or for commercial sale is strictly prohibited.
Printed in the United States of America. STAAR MASTER is a registered trademark of ECS Learning Systems, Inc.
ECS Learning Systems, Inc., recommends that the purchaser/user of this publication preview and use his/her own judgment when
selecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity of
your students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,
and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property or
person, that results from the performance of the activities in this publication.
STAAR is a trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc., are not affiliated with or
sponsored by the Texas Education Agency or the State of Texas.
5
Dear Texas Educator,
Since 1982, ECS Learning Systems has created quality K–12 teaching materials, training,
and media. As a Texas-based publisher of the highest quality test-prep materials, we have
always shared your commitment to lead your students to success on Texas tests—
TEAMS, TAAS, TAKS, and now the STAAR™. With STAAR MASTER ®, we continue
our commitment to create research-based content that engages students and makes
teaching easier.
The STAAR MASTER series includes new, challenging content to prepare students for the rigor of the 2012
STAAR. It’s what you have come to expect from the most trusted source in Texas testing. Check our Web site
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Table of Contents
What’s Inside the Student Practice Book? ...................................3
Instructional Strategies .............................................................10
Descriptions of STAAR MASTER® Complexity Levels ................5
Achieving Success in Written Composition ...............................14
How to Use This Book ................................................................6
Ten Tips for Success in Written Composition............................17
Other Suggestions for Instruction ...............................................6
Master Skills List.......................................................................18
Writing Vocabulary .....................................................................7
Answer Key ...............................................................................20
Vocabulary Strategies ..................................................................9
References .................................................................................23
ECS Learning Systems, Inc. • P. O. Box 440 • Bulverde, TX 78163-0440
1.800.688.3224 (t) • 1.877.688.3226 (f ) • customercare@ecslearningsystems.com
STAAR MASTER® Student Practice Book, Teacher Guide—Writing, Grade 7
6
What’s Inside the Student Practice Book?
The STAAR MASTER ® Student Practice Book provides
practice and review material for the Grade 7 Writing
portion of the State of Texas Assessments of Academic
Readiness (STAAR™ assessment).
• The writing selections reflect the kinds of
passages students might encounter on the actual
STAAR assessment. These include the following
types of selections: fiction, literary nonfiction,
expository, and persuasive.
• The writing selections cover a broad range of
topics and ideas of interest to seventh-grade
students.
• The writing selections mimic authentic student
writing, containing multiple errors.
Items in the STAAR MASTER Student Practice Book
address the following writing concepts:
• audience
->13:<C
STAAR MASTER® Student Practice Book—Writing, Grade 7
Reporting Category 2: Revision
1. Patty wants to add a sentence to the
end of the first paragraph (sentences
1–5). Which sentence could she add
to clearly state the controlling idea of
her paper?
A I feel that I am a good hockey
player.
B I feel that middle school is
disappointing.
C I feel that hockey is just as
challenging as other sports.
D I feel that the reasons why I’m not
allowed to play hockey are unfair.
2. What sentence in the fourth
2) should
Reporting Category 3: Editing
3. What change, if any, should be made
in sentence 3?
A
B
C
D
Change younger to more young
Delete the comma
Change boys to boys’
Make no change
in sentence 8?
A
B
C
D
Change Even though to Since
Insert a comma after shot
Change lack to lacking
Make no change
)45= ;-31 8-C 9:> .1 <1;<:0?/10
• Several questions throughout the book address
the same standard/expectation, providing
repeated practice for students in a variety of
contexts.
'1;:<>593
Figure 1: Labels of Practice-Item Reporting Category
This Teacher Guide includes—
• Overview of the Student Practice Book and key
characteristics of the STAAR program
• Explanation of increased rigor in the STAAR
program
• purpose
• point of view
• Descriptions of STAAR MASTER complexity
levels
• organization of ideas
• idea development
• The questions that follow a selection focus on
the 2010 STAAR-eligible ELA-R Texas Essential
Knowledge and Skills writing standards (Texas
Education Agency, 2010c).
Labels of Practice-Item Reporting Category
Each column of practice items is clearly labeled with
the appropriate reporting category (see Figure 1, below)
for easy identification of the TEKS-based content area
addressed in the question.
• Strategies for test preparation and writing
instruction (revision, editing, and composition)
• sentence construction
• standard English usage
• Master list of STAAR-eligible ELA-R TEKS
writing standards
• word choice
• mechanics
Open-ended writing prompts in the Student Practice
Book provide an opportunity for student practice in
the following types of writing:
• Complete Answer Key (with corresponding
complexity levels for the items for each
selection)
• personal narrative
• expository
© ECS Learning Systems, Inc. ■ STAAR MASTER® Writing, Grade 7, Teacher Guide
3
7
Increased Rigor
The STAAR program is described as “significantly
more rigorous” (Texas Education Agency, 2010a) than
the Texas Assessment of Knowledge and Skills (TAKS).
But what does rigor mean in assessment? For the
STAAR program, it means the cognitive complexity of
items will increase to assess skills at a greater depth. The
STAAR MASTER Student Practice Book provides items
written at varying levels of complexity to accommodate
this increase in rigor. (Refer to the “Depth of
Knowledge” section on this page and Box 1 on page 5
for more information about the complexity levels of
practice items.)
)45= ;-31 8-C 9:> .1 <1;<:0?/10
Readiness vs. Supporting Standards
The eligible, or tested, TEKS are divided into
“readiness standards” and “supporting standards,” with
greater emphasis on the former. Readiness standards
address broader, deeper ideas and are deemed more
critical for students to know. Supporting standards
address more narrowly defined ideas and will still be
assessed, although not emphasized. The STAAR
MASTER ® Student Practice Book mirrors this balance
of readiness and supporting standards to provide
meaningful, authentic student practice for the STAAR™
assessment.
Changes to the Writing Assessment
In addition to changes that affect rigor of assessment,
some changes will affect the administration of the
writing assessment. First, the “Revision” and “Editing”
portions will be assessed separately. The STAAR
MASTER Student Practice Book clearly presents the
practice items by reporting category to help teachers
and students conduct targeted practice in each area.
Second, in the “Composition” portion of the writing
assessment, students will respond to two writing
prompts rather than one. The two types of writing
assessed each year are personal narrative and expository.
A variety of open-ended writing prompts are included
in the Student Practice Book for student practice
in skills required for the “Composition” portion. Third,
the assessment will be administered over the course of
two days instead of one.
4
Alignment
According to the mandate of No Child Left Behind
(2001), states are required to develop assessments that
tightly align to their content standards. To ensure that
this requirement is met, states and districts often
conduct alignment studies. In such a study, an
assessment is compared to the state’s content standards.
If an assessment is rigorous, the study will not yield
large disparities between the cognitive demands
of the expectations and those of the assessment.
Depth of Knowledge
Norman Webb’s (2002a) “depth-of-knowledge” model
is currently one of the most influential alignment
models in the field of education. “Depth of knowledge”
describes the degree of complexity of knowledge a
curricular item requires. Webb identifies four levels of
depth of knowledge: recall (Level 1), skill or concept
(Level 2), strategic thinking (Level 3), and extended
thinking (Level 4). Distinct cognitive demands occur
during each activity, or thinking process, level.
The items in the STAAR MASTER Student Practice
Book were aligned to the TEKS using a modified
version of the “depth-of-knowledge” model (see Box 1,
“Descriptions of STAAR MASTER ® Complexity
Levels,” page 5). During the alignment process, the
complexity level of each item (designated “Low,”
“Moderate,” or “High”) was determined. The level of
each practice item can be found in the Answer Key.
8
Descriptions of STAAR MASTER ®
Complexity Levels
The following descriptions provide an overview of
the three complexity levels used to align the STAAR
MASTER ® Student Practice Book items to the eligible
ELA-R TEKS writing standards. Each explanation details
the kinds of activities that occur within each level.
However, they do not represent all of the possible thought
processes for each level.
Low Complexity (L)
Low-complexity items align with the TEKS at Level 1 of
the Webb (2002a) model. Items of low complexity may
involve writing or recalling—but not analyzing—simple
facts or ideas. An item may ask students to apply basic
rules or formats. Items of this complexity may require
identifying misspelled words in a written passage. Some
major writing performances represented at this level
include brainstorming ideas, selecting appropriate
vocabulary, and writing simple sentences. A low-complexity
item may ask students to recite, identify, list, locate, or
define information and concepts.
":A
:8;71B5>C
Moderate Complexity (M)
Moderate-complexity items align with the TEKS at
Level 2 of the Webb model. Items of moderate complexity
require some mental processing. Students begin to
connect ideas using a simple organizational structure for
a limited number of purposes and audiences. At this
cognitive level, students move beyond writing simple
sentences to constructing a variety of sentence types.
Items of this complexity may involve editing final
drafts of compositions for grammar, punctuation, and
capitalization. A moderate-complexity item may ask
students to predict, organize, classify, compare, interpret,
distinguish, relate, or summarize. Some items also require
students to apply low-complexity skills and concepts.
A The Renaissance was the time of
Shakespeare and many scientific
breakthroughs, as it was a period
of great advances in culture.
B The Renaissance was the time of
breakthroughs; it was a period of
great advances in culture.
C The Renaissance, a period of great
advances in culture, was the time
of Shakespeare and many
scientific breakthroughs.
D One of the periods of great
advances in culture called the
Renaissance was the time of
breakthroughs.
534
A Change today’s to todays
B Change expectasions to
expectations
C Change us to we
D Make no change
1. What is the BEST way to combine
sentences 12 and 13?
)45= ;-31 8-C 9:> .1 <1;<:0?/10
in sentence 4?
High Complexity (H)
High-complexity items align with the TEKS at Level 3
and/or Level 4 of the Webb model*. Items of high
complexity require students to use strategic, multi-step
thinking. At this cognitive level, students should show
an understanding of audience and purpose. Students
are asked to organize their ideas into multi-paragraph
compositions and incorporate supporting details.
Items may require students to revise to improve the
quality, organization, and overall effectiveness of the
composition. For example, students may need to improve
fluency by combining related sentences or improve word
choice by substituting a more precise or vivid word.
Student writing should reflect flexible thinking and an
analysis of complex ideas and themes. A high-complexity
item may ask students to plan, reason, explain,
hypothesize, compare, differentiate, draw conclusions, cite
evidence, synthesize, apply, or prove. Some items also
require students to apply low- and/or moderatecomplexity skills and concepts.
:8;71B5>C
*Note: Although state standards may include expectations
that require extended thinking, many large-scale
assessment activities are not classified as Level 4.
Performance and open-ended assessment may require
activities at Level 4.
in sentence 15?
A
B
C
D
Insert a comma after flight
Change are given to is given
Change them to theirselves
Make no change
#:01<->1
:8;71B5>C
Box 1: Descriptions of STAAR MASTER ® Complexity Levels
5
9
How to Use This Book
Other Suggestions for Instruction
Effective Test Preparation
What is the most effective way to prepare students for
any writing competency test? Experienced educators
know that the best test preparation includes three
critical components—
The STAAR MASTER Student Practice Book can serve
as a springboard for other effective instructional
activities that help with test preparation.
• a strong curriculum that is aligned with the
content and skills to be assessed
• effective, relevant, and varied instructional
methods that allow students to learn content
and skills in many different ways
Obviously, a strong curriculum and effective, relevant,
and varied instructional methods provide the
foundation for all appropriate test preparation.
Contrary to what some might believe, merely “teaching
the test” performs a great disservice to students.
Students must acquire knowledge, practice skills, and
have specific educational experiences that can never be
included on tests limited by time and in scope. For this
reason, resources like the STAAR MASTER ® Student
Practice Book should never become the heart of the
curriculum or replace strong instructional methods.
)45= ;-31 8-C 9:> .1 <1;<:0?/10
• targeted practice that familiarizes students with
the specific content and format of the test
Targeted Practice
The STAAR MASTER Student Practice Book does,
however, address the final element of effective test
preparation (targeted test practice). This book
familiarizes students with—
• the specific content of Texas’ competency test
Group Work
Teachers and students work through selected practice
exercises together, noting the kinds of questions and
the range of answer choices. They discuss common
errors for each kind of question and strategies for
avoiding these errors.
Predicting Answers
Students predict the correct answer before reading the
given answer choices. This encourages students to think
through the question rather than focus on finding the
right answer. Students then read the given answer
choices and determine which one, if any, matches the
answer they have given.
Developing Test Questions
Once students become familiar with the format of test
questions, they develop “test-type” questions for other
assigned reading (e.g., science, social studies).
Vocabulary Development
Teachers and students foster vocabulary development
in all subject areas through the use of word walls,
word webs, word games, synonym/antonym charts,
analogies, word categories, “word-of-the-day”
activities, etc. A fluent writer can select appropriate
and diverse vocabulary to convey an intended meaning.
General vocabulary development will improve students’
precision of language.
• the general format of competency tests
When students become familiar with both the content
and the format of a test, they know what to expect on
the actual test. This, in turn, improves their chances
for success.
Using STAAR MASTER ® Products
Used as part of the regular curriculum, the STAAR
MASTER Student Practice Book allows teachers to—
• pretest skills students need for the actual test
• determine students’ areas of strength and/or
weakness
• provide meaningful test-taking practice
for students
• ease students’ test anxiety
• communicate test expectations and content to
parents
6
10
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STAAR MASTER ® Writing References
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23
Selected pages from
STAAR MASTER
®
Writing, Grade 7
for the State of Texas Assessments
of Academic Readiness
Lori Mammen
Editorial Director
ISBN: 978-1-60539-727-6
© 2011 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,
translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,
or otherwise) without prior written permission from ECS Learning Systems, Inc.
Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,
or for commercial sale is strictly prohibited.
Printed in the United States of America. STAAR MASTER is a registered trademark of ECS Learning Systems, Inc.
ECS Learning Systems, Inc., recommends that the purchaser/user of this publication preview and use his/her own judgment when
selecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity of
your students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,
and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property or
person, that results from the performance of the activities in this publication.
STAAR is a trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc., are not affiliated with or
sponsored by the Texas Education Agency or the State of Texas.
13
Table of Contents
“Girl” Sports, “Boy” Sports...........................4
Un-identical Twins .....................................54
A Crab That Climbs Trees ............................6
The Key Ingredients ...................................56
A Fair Share..................................................8
Feathers Not Required................................59
A Key to Ancient Egypt..............................10
The Top of the World.................................62
A Winning Combination ...........................12
The Friendliest Rivalry ...............................65
Black Days in Europe .................................14
Master of Fun.............................................68
Blue Garden ...............................................16
Magical Beans ............................................71
Borrowed Wings ........................................18
Freedom Celebration..................................73
Building Up to a Point ...............................20
Dental Detectives .......................................76
Cute, But Not Cuddly................................22
An Up-and-Down History .........................79
Extinct No More ........................................24
Writing Prompt 1.......................................84
Fighting for Fiction ....................................26
Writing Prompt 2.......................................86
Fossil Finder...............................................28
Writing Prompt 3.......................................88
Go Organic ................................................30
Writing Prompt 4.......................................90
Long Live the Dinosaur Tree ......................32
Writing Prompt 5.......................................92
Native Past .................................................34
Writing Prompt 6.......................................94
Not Just Reporting the Weather .................36
Writing Prompt 7.......................................96
Peel Appeal.................................................38
Writing Prompt 8.......................................98
Pick Not Thy Teeth ....................................40
Writing Prompt 9.....................................100
Rescuing Our Reefs....................................42
Writing Prompt 10...................................102
Sit Down for Family Dinner.......................44
Writing Prompt 11...................................104
The Forgotten Colony................................46
Writing Prompt 12...................................106
The Invasion ..............................................48
Writing Prompt 13...................................108
The Mighty Hunter ...................................50
Writing Prompt 14...................................110
Treetop Adventure......................................52
P. O. Box 440
Bulverde, TX 78163-0440
1.800.688.3224 (t)
1.877.688.3226 (f )
customercare@ecslearningsystems.com
14
Read the selection and choose the best answer to each question.
Brandon read about the rediscovery of the Bornean Bay Cat, which was thought to have been
extinct. He wrote this report to share what he had learned. Read Brandon’s report carefully and
look for any corrections and improvements that he should make. When you finish reading, answer
the questions that follow.
Extinct No More
(1) Every year, thousands of species take a step toward extinction. (2) Many species
actually do become extinct; many more were discovered for the first time. (3) Some are even
rediscovered. (4) As it happens, “extinct” doesn’t always mean extinct.
(5) One of the most recently rediscovered animals is the Bornean Bay Cat, a small reddish
or gray wildcat. (6) It was considered extinct in 2003 but was photographed seven years later
in the wild. (7) In fact, two or three Bornean Bay Cats were photographed at once. (8) Now,
people which help protect nature, called conservationists, even have hope that the species can
thrive again.
(9) Another species mistakenly labeled as extinct is the pygmy tarsier. (10) This animal
weighs less than half an apple and looks like a tiny lemur with very big eyes. (11) For over
80 years, scientists thought that the pygmy tarsier was extinct. (12) Then, a pygmy tarsier
was accidentally trapped and killed by scientists who were catching rats in Indonesia.
(13) That news prompted two Texas scientists to travel to Indonesia. (14) There, the
scientists found two males and two females. (15) Three of the pygmy tarsiers were fitted
with tracking collars, which are helping scientists learn more about these creatures.
(16) An Asian food market is probably the last place a person would expect to see an
extinct animal. (17) Yet, that is exactly where the Arakan forest turtle was rediscovered in
1994. (18) Most Asian turtles are used for home remedies and food. (19) The Arakan forest
turtle is no exception. (20) Consequently, this little creature might soon become extinct.
(21) Rediscoveries of “extinct” animals are not rare. (22) In fact more than one-third of
the species ever classified as extinct have been found again.
24
15
Reporting Category 2: Revision
1. Brandon would like to add the
following sentence to the third
paragraph (sentences 9–15).
Gathering data from tracking collars,
scientists have learned about the behaviors
of many endangered species, such as polar
bears.
Where is the BEST place to insert
this sentence?
At the beginning of the paragraph
After sentence 11
At the end of the paragraph
This sentence should not be
added to the paragraph.
2. Brandon wants to add a conclusion
to his report. Which of the following
could BEST follow sentence 22 and
close this report?
A You never know; you might make
a discovery of your own one day!
B The review process for declaring
an animal extinct follows high
standards.
C Animals become extinct for many
reasons, including habitat
destruction, disease, and hunting.
D Therefore, many scientists believe
it is worth making an effort to
rediscover animals that are feared
to be extinct.
3. What change should be made in
sentence 2?
A Change actually to actual
B Change the semicolon to a
comma
C Insert while after the semicolon
D Change were discovered to are
discovered
in sentence 8?
A
B
C
D
Delete the comma after Now
Change which to who
Change thrive to thriving
Make no change
in sentence 22?
A
B
C
D
Insert a comma after fact
Change than to then
Change one-third to one third
Make no change
16
A
B
C
D
Reporting Category 3: Editing
25
Prompt 1
Personal Narrative
Look at the picture below.
Sometimes, our days do not go as planned.
Write a personal narrative about a day when you had to change your plans. Be sure to write
in detail about why you had to change your plans and describe what happened as a result of
your change in plans.
84
17
Prompt 8
Expository Writing
READ the following quotation.
“If I have seen farther, it is by standing on the shoulders of giants.”
~Isaac Newton (1642–1727)
THINK carefully about the following statement.
Sometimes, we are better able to reach our goals or understand new things when we use
others’ experience as a resource.
WRITE an essay explaining how another person’s knowledge or experience can be a valuable
resource.
Be sure to—
• clearly state your controlling idea
• organize and develop your explanation effectively
• choose your words carefully
• use correct spelling, capitalization, punctuation, grammar, and sentences
98
18
Prompt 9
Expository Writing
READ the information in the box below.
An adaptation is a special characteristic that a plant or animal develops to
help it survive in a particular environment. Sometimes, adaptations help
a plant or animal to endure a temporary condition. Other adaptations
allow a plant or animal to meet its needs despite a permanent condition.
THINK carefully about the following statement.
Sometimes, people have to adapt to their environments to survive.
WRITE an essay explaining why a person might need to adapt to his or her environment to
survive.
Be sure to—
• clearly state your controlling idea
• organize and develop your explanation effectively
• choose your words carefully
• use correct spelling, capitalization, punctuation, grammar, and sentences
100
19
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20
Rev. 03/11 SMIBC

Sample Booklet Student Practice Book Writing Grade 7

Transcription

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