7th grade staar writing essay examples

STAAR Writing Test Mastery: A Parent’s Guide to Preparation

When your child is aged 9 to 13, The State of Texas Assessment of Academic Readiness looms large in their lives. And naturally so, as it assesses how ready they are to move to the next level in the education system.

The assessment is also significant in the parents’ or guardians’ lives. Children might struggle to prepare for the assessment on their own, so naturally, helping them prepare is going to fall on your shoulders.

However, that is more easily said than done. Especially if it is some time since you sat in a classroom or it’s your first time putting a child through the education system.

So if your child struggles with writing, or you just want to make sure they get the best grade they can, read on. We provide more information on the STAAR assessments and resources you can use to help your child prepare.

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Table of Contents

What is tested in the STAAR Writing Assessment?

From grades 3 to 8, children must take the reading test. In grades 4 and 7, they must also do the writing test. Other subjects are added to the list as students move forward in the grades.

The STAAR writing tests are challenging.

Students are tested on their knowledge of the mechanics of the English language.

They can expect to be tested on:

• Punctuation
• Capitalization

They are also asked to write two types of essays:

• An expository essay
• A persuasive essay

In the expository essay, they have to investigate an idea, discuss the evidence for it, and set forth an argument for the idea.

In the persuasive essay, they have to persuade the reader to accept a point of view through their use of rhetorical language and supporting points.

For a twelve-year-old 7th grader, writing these demanding essays may present less of a challenge than it does for the nine-year-old at grade 4. However, the bar is considerably higher at this level in terms of the language they should to use.

The tests vary in difficulty level between the two grades, but things they have in common are:

• Writing the composition
• Revising it

For a child to reach the standards expected, a lot of preparation is required. Inevitably, given the child’s age in each grade, enforcing study falls on the parent or guardian.

How can I help my child prepare for the STAAR Writing Test?

Helping your child prepare for any exam is demanding. You need to become familiar with the exam and find the best resources to help you.

You also find yourself combining the roles of caregiver and educator. However, when you can gain access to the tools required, your job becomes easier.

Reaching out to an examinations preparation company that helps children prepare for school examinations is your best course of action. They are familiar with the tests and have the know-how to approach them.

For children preparing for the STAAR assessments, we recommend using the services of Test Prep Online , a reputable test preparation company with many years of experience in helping children prepare for school tests. Using their services, you get accurate information and exam preparation materials.

Their materials come in a test prep pack containing sample test papers modeled on the real tests, helpful explanations for questions and answers, and a method to check your child’s scores as they work through the tests.

The materials provide practice writing tests modeled on the real thing so they can become familiar with the format and feel calm and prepared.

What else is tested in STAAR tests?

Reading tests increase in difficulty level as your child progresses through the grades.

Students are assessed on material that plays an important role in preparing them for the work at the next grade level. Hence the term “Academic Readiness.”

Reading tests assess their abilities in understanding the plot of a text, deciding on the central meaning of the text, and their understanding of the literary genre. To do well in the test, children need to have a wide vocabulary and analyze a text.

How is the STAAR Writing test scored?

To move on to the next grade, students have to score above Level 11 Performance Level in the test. If the child fails the first time, they get two more chances to pass the STAAR tests.

How can I help my child with the STAAR Writing Test?

Here are some things you can do in your day-to-day life with your child.

Encourage the child to read from a variety of age-appropriate books. Challenge them by introducing them to more difficult books as their reading improves.

Libraries are great places for this information. Bring them with you or on a visit to a bookstore.

Practice reading

Reading regularly will increase the child’s vocabulary.

Children are curious so expect to be bombarded with questions about the meaning of words. Better still, equip them with a dictionary written for their age group.

Increased vocabulary and familiarity with the written word will make them more comfortable writing.

Write down vocabulary

Another useful tactic is to encourage them to keep a notebook for new words and meanings. If they are willing, encourage them to incorporate those words into their conversation or use them in some written work.

Similarly, you know how easily children mimic what they hear adults saying. You will hear the words you use when talking to your child replicated in how they might talk to you.

Ask them to do some written work for you. They could perhaps write about a topic that interests them or keep a diary. Encourage them to ask you about the words they are using or look at their grammar and spelling.

4th graders, in particular, will benefit from having you check over their written work as their test asks them to correct written pieces in a range of multiple-choice questions.

Don’t be afraid to suggest how they might change some of the vocabulary they use.

Encourage them to use their vocabulary notebook as a resource when writing. You could play a game to see who can find the most words to describe something they see or feel.

How do I get my child exam-ready?

Being a parent, you recognize the importance of not allowing exam preparation to eat into too much of the child’s free time or to cancel out activities they enjoy.

The following points should make the process easier:

• It is important to set up a preparation timetable that allows the child to continue to have fun and avoids the build-up of resentment against anything school-related.
• Start the preparation work as early as you can. It will reduce the stress levels if you allow more time to prepare and avoid the panic that comes with a last-minute rush.

Sample papers

Use the sample papers that come with the test prep pack.

• They will let you know what precisely your child is being tested on and give you and your child the confidence of knowing that the child is preparing using material that mirrors the real exam.
• This will give the child the confidence of knowing that nothing surprising will be waiting for them in the real test.
• It will train the child to work within the time allowed for the test, which will benefit them when doing the real test and the many more tests that await them in the future.
• The scoring system that comes with the tests also allows you to monitor the child’s progress from test to test.
• Keeping an eye on the scores will alert you to any difficulties your child may have and allow you to resolve the problems at an early point.
• With each test the child completes, they will gain confidence. Encourage them to compete with themself to increase their scores. Children rise to challenges, and the prospect of doing better than they did in the last test should motivate them to continue preparing.

Support them

Keep an eye out for signs of stress.

For young children embarking on the school testing level can at first be exciting. Suddenly they’re part of the group who do tests.

However, the magic can soon wear off, and they may become anxious as they see the challenge that lies ahead. Unfortunately, children won’t always tell you when they are anxious. This situation will make you combine the roles of caregiver and educator.

Your best option is to pre-empt stress-related problems:

• Ensure the child is getting adequate sleep and good nutrition. Regular breaks out of doors and fresh air also go a long way to keeping them relaxed and healthy and aids learning. A healthy mind in a healthy body is especially relevant for people preparing for tests.
• While you are helping them prepare, make it fun. Children learn best when they are enjoying themselves. Working on finding the correct answers to questions can be turned into a game between you and the child. A game that the child, of course, wins.
• Build in a reward system for the child and try not to limit the reward system to correct answers. A good effort is just as deserving of a reward as is the free time they are giving up for preparation.

You will, no doubt, be greeted with remarks along the line of, “My friend’s mother does it like this.” The most important approach here is to realize children are different, especially when it comes to learning.

What works for one may not for another.

The day before the STAAR Writing Test

The day before the tests begin should ideally be given up to some rest and relaxation. The temptation is to keep on working but a child will find it difficult to learn anything new prior to the test.

A free day is a better guarantee of good test performance than any last-minute cramming.

The child needs to approach the tests well-rested and clear-headed. Fresh air, reassurances that they have done the work, and an early night will help the child capitalize on all the work they have done.

Note: Access the individual STAAR test study guides, by clicking on the links below.

The STAAR Test Day

Test day can be demanding, so to make it a little easier, try the following tips:

• Prepare everything the child needs the night before.
• A solid breakfast will go a long way towards helping the child get through the day.
• Ensure you arrive at the school early.
• If allowed, ensure the child has snacks and a drink to consume during the exam and is wearing comfortable clothing.

After the test

When you pick the child up after the test, make sure you bring a reward, this time for having done the test.

You will want to give them the recognition they deserve for having overcome one of the big challenges of their young lives.

If you have a child preparing for the STAAR , you will find all the resources you need to help you here .

Recommended Reading

• What Grade Do You Actually Need to Pass The STAAR Tests?

Written by Elizabeth O Mahony

With 25+ years’ experience as a teacher and state examinations corrector, Elizabeth now writes for the education and careers industry. Her experience preparing students for examinations and running an academy for supplementary education give her invaluable insights into what it takes for job seekers and graduates to succeed in assessments.

Sarah is an accomplished educator, researcher and author in the field of testing and assessment. She has worked with various educational institutions and organisations to develop innovative evaluation methods and enhance student learning. Sarah has published numerous articles and books on assessment and learning. Her passion for promoting equity and fairness in the education system fuels her commitment to sharing insights and best practices with educators and policymakers around the world.

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STAAR Test Essay Structure: Unleash Your Inner Wordsmith!

• December 21, 2023

Tackling STAAR Test's English essays may seem like a monumental task, almost like scaling the literary Everest, but you need not worry! This comprehensive guide is your seasoned guide, leading you through the intricate steps toward essay mastery. Together, we will dissect the essay structure, unravel the art of brilliance, and enrich your writing with a vocabulary that sings. Bid adieu to writer's block as you prepare to unleash your inner wordsmith and claim the spotlight on the STAAR Test stage – the journey is yours to own!  

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Understanding the Essence of STAAR Test Essay Structure

Before starting the journey we must understand that structure that defines STAAR Test English essays . The standard essay structure comprises an introduction, body paragraphs, and a conclusion. Let's explore each section to unlock the secrets of crafting a compelling essay. 

• Introduction: Setting the Scene The introduction acts as the opening act of your essay, establishing the tone and introducing the central theme. Commence with a hook – a magnetic sentence designed to captivate the reader's attention. Following the hook, provide context and culminate with a crystal-clear thesis statement that outlines the main point or argument of your essay. 
• Body Paragraphs: Crafting the Narrative The body paragraphs form the core of your essay, where ideas flourish, and evidence strengthens your thesis. Each paragraph should center on a single idea or point, commencing with a topic sentence that introduces the central concept. support this with supplementary details, examples, or quotes that bolster your argument. Ensure seamless transitions between paragraphs to maintain a cohesive flow. 
• Conclusion: The Artsy Finale The conclusion serves as your essay's grand finale, bringing all elements together and leaving an indelible impression. Recapitulate your main points without introducing novel information. Conclude with a resounding closing statement that reinforces your thesis and leaves the reader with something substantial to ponder. 

Formulas for Success 

While creativity remains the soul of essay writing, having a formulaic approach can provide a robust scaffold for your ideas. Consider the following blueprint as your guide through the process: 

• Prewriting: Cultivating Ideas Before putting down your thoughts onto paper, invest time in brainstorming ideas. Write down key points, relevant examples, and any thoughts related to your essay topic. This stage allows you to organize your thoughts and chart the course for your essay. 
• Introduction: Capturing attentionInitiate your essay with a compelling hook that captivates the reader. This could be a surprising fact, a pertinent quote, or a rhetorical question. Following the hook, provide context and conclude with a robust thesis statement that outlines your stance or argument. 
• Body Paragraphs: Nurturing IdeasStart with a topic sentence that introduces the concept, followed by supporting details, examples, or evidence. Leverage transitional words for a seamless flow between paragraphs. 
• Conclusion: The Grand Finale Summarize your vital points in the conclusion without introducing fresh information. Conclude with a poignant closing statement that leaves a lasting imprint. Consider the broader implications of your argument or provide a call to action for the reader. 

Enriching Your Vocabulary

A rich and varied vocabulary can elevate your writing to new heights. Here are some tips to amplify your linguistic prowess:

• Diverse Reading: Expose yourself to a diverse array of literature. Books, articles, and essays from different genres and periods can introduce you to new words and expressions. 
• Vocabulary Journal: Maintain a journal to record unfamiliar words and their meanings. Challenge yourself to incorporate these words into your writing, reinforcing your understanding and usage. 
• A Verbal Journey: Utilize a thesaurus to discover synonyms and antonyms for common words. This not only diversifies your vocabulary but also empowers you to choose the most fitting words for your intended tone. 
• Linguistic Exploration: This practice not only sharpens your understanding of their meanings but also allows you to wield them in an adept manner using your writing. 

Unleashing Your Inner Wordsmith

Now that we've explored the structural foundations, formulaic brilliance, and vocabulary enhancements, it's time to unleash your inner wordsmith. Here are additional tips to amplify your writing prowess: 

• Practice Till You Succeed: Writing is a skill that comes with practice. Dedicate time to writing exercises, essays, and creative pieces to refine your craft. 
• The Art of Receiving Feedback:   Share your writing with peers, teachers, or mentors, and welcome constructive feedback. Understanding areas for improvement is pivotal for growth as a writer. 
• Revise, Edit, and Finalize: The first draft is just the beginning. Invest time in revising and editing your essay. Check for clarity, coherence, and consistency. Ensure that your ideas flow logically and that your language is precise. 
• Embrace Creativity: While structure and formula is important, so is creativity. Employ metaphors, similes, and vivid imagery to make your essay memorable.

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Mastering STAAR Test's English essays is an attainable feat with the right strategies and mindset. By comprehending the essay structure, embracing a formulaic approach, enriching your vocabulary, and practicing consistently, you can evolve into a wordsmith extraordinaire.

As you embark on this literary journey, remember that every word you pen is a brushstroke on the canvas of your expression. Unleash your creativity, embrace the writing process, and let your essays resonate on the STAAR Test stage! 

As a parent, we understand you are mindful of the critical importance of quality English Language Education for your child. 98thPercentile is here to help your child succeed!

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• Texas STAAR

STAAR English I – with Information Extended Response Writing

This collection features practice assessments for the new STAAR Reading Language Arts English I Assessment. Each assessment includes a reading selection or text set followed by questions featuring a mix of multiple choice questions and new STAAR item types for English I. Each assessment also includes a Short Constructed Response prompt and an Extended Constructed Response question in the Information genre. Answer feedback is provided for each short-response question. Use the assessments in this collection for formative practice on a variety of skills throughout the year.

STAAR Practice: English I Assignment 1 — Information

This assignment, based on the reading, “Wheels for the Dragon” allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 9/English I assessment. Questions are aligned to the TEKS reading and writing standards for TEKS E1.2C: Understand Common Foreign Words; TEKS E1.4F: Make Inferences ; TEKS E1.4G: Evaluate Details and Key Ideas; TEKS E1.5B: Demonstrate Understanding or Compare/Contrast; TEKS E1.5C: Cite Text Evidence; TEKS E1.5D: Retell/Summarize; TEKS E1.6A: Identify Theme; TEKS E1.6B: Analyze Characters;  and TEKS E1.10B: Compose informational Texts.

Duration: 45–60 minutes 

Skills in this Assignment

• Analyze Character Impact on Plot (TEKS)
• Compose Informational Texts (TEKS)
• Conventions (TEKS)
• Evaluate Details and Key Ideas (TEKS)
• Identify Themes (TEKS)
• Make Inferences (TEKS)
• Respond to Text with Understanding (TEKS)
• Retell with Order and Meaning (TEKS)
• Understand Common Foreign Words (TEKS)
• Use Text Evidence (TEKS)

STAAR Practice: English I Assignment 2 — Information

This assignment, based on the reading “Family Reunion,”  allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 9/English I assessment. Questions are aligned to TEKS E1.2A: Determine Meaning; TEKS E1.2B: Word Meaning; TEKS E1.5B: Demonstrate Understanding or Compare/Contrast;  TEKS E1.8B: Text Structure; TEKS E1.7A: Literary Elements;  and  TEKS E1.10B: Compose Informational Texts.

Duration: 45–60 minutes

• Analyze Text Structure (TEKS)
• Determine Word Meaning (TEKS)
• Identify Word Meaning through Context (TEKS)
• Respond to World Literature (TEKS)

STAAR Practice: English I Assignment 3 — Information

This assignment, based on the readings, “from the Old Greek Folk Stories Told Anew: “Arachne” and “Arachne,” allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 9/English I assessment. Questions are aligned to TEKS E1.2B: Word Meaning - Context ;  TEKS E1.4G: Key Ideas & Details ;  TEKS E1.4H: Synthesize Information ;  TEKS E1.5B: Demonstrate Understanding or Compare/Contrast ;  TEKS E1.7B: Elements of Poetry ;  TEKS E1.8A: Author’s Purpose ; and TEKS 10B: Compose Informational Text .

• Analyze Poetic Structures (TEKS)
• Explain Author's Purpose (TEKS)
• Understand through Synthesis (TEKS)

STAAR Practice: English I Assignment 4 — Information

This assignment, based on the reading “Rigoberta Menchú,”  allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 9/English I assessment. Questions are aligned to TEKS E1.2C: Understand Common Foreign Words ; TEKS E1.4F: Make Inferences; TEKS E1.4G: Key Ideas & Details; TEKS E1.5B: Demonstrate Understanding ;  TEKS E1.7D: Informational Texts ; and TEKS E1.10B: Compose Informational Texts. 

• Identify Thesis and Evidence (TEKS)

STAAR Practice: English I Assignment 5 — Information

This assignment, based on the reading “Looking for Superheroes,”  allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 9/English I assessment. Questions are aligned to TEKS E1.2A: Determine Meaning ;  TEKS E1.2B: Word Meaning – Context ;  TEKS E1.5B: Demonstrate Understanding ;  TEKS EI.7E.i: Analyze Argument - Claims & Appeals ;  TEKS E1.7E.ii: Analyze Argument -  Evidence ;  TEKS E1.8A: Author’s Purpose ;  TEKS E1.8F: Analyze Tone ;  TEKS E1.8G: Rhetorical Devices ; and  TEKS E1.10B: Compose Informational Texts .

• Analyze Claim (TEKS)
• Analyze Evidence (TEKS)
• Discuss Voice (TEKS)
• Understand Literary Devices (TEKS)

STAAR Practice: English I Assignment 6 — Information

This assignment, based on the readings, “The American Promise” from President Lyndon B. Johnson’s Special Message to Congress and “All Together Now,”  allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 9/English I assessment. Questions are aligned to TEKS E1.2B: Word Meaning - Context; TEKS E1.4H: Synthesize & Make Connections; TEKS E1.5B: Demonstrate Understanding; TEKS E1.7E.i, E1.7E.ii & E1.7E.iii: Analyze Arguments; E1.8A: Author’s Craft & Purpose;  and TEKS E1.10B: Compose Informational Texts.

• Identify Audience (TEKS)

STAAR English I – with Argument & Correspondence Extended Response Writing

This collection features practice assessments for the new STAAR Reading Language Arts English I Assessment. Each assessment includes a reading selection or text set followed by questions featuring a mix of multiple choice questions and new STAAR item types for English I. Each assessment also includes a Short Constructed Response prompt and an Extended Constructed Response question in the Argument or Correspondence genres. Answer feedback is provided for each short-response question. Use the assessments in this collection for formative practice on a variety of skills throughout the year.

STAAR Practice: English I Assignment 1 — Correspondence

This assignment, based on the reading, “Wheels for the Dragon” allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 9/English I assessment. Questions are aligned to the TEKS reading and writing standards for TEKS E1.2C: Understand Common Foreign Words; TEKS E1.4F: Make Inferences ; TEKS E1.4G: Evaluate Details and Key Ideas; TEKS E1.5B: Demonstrate Understanding or Compare/Contrast; TEKS E1.5C: Cite Text Evidence; TEKS E1.5D: Retell/Summarize; TEKS E1.6A: Identify Theme; TEKS E1.6B: Analyze Characters;  and  TEKS E1.10D: Compose Correspondence Text.

• Compose Correspondence (TEKS)

STAAR Practice: English I Assignment 2 — Correspondence

This assignment, based on the reading “Family Reunion,”  allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 9/English I assessment. Questions are aligned to TEKS E1.2A: Determine Meaning; TEKS E1.2B: Word Meaning; TEKS E1.5B: Demonstrate Understanding or Compare/Contrast; TEKS E1.8B: Text Structure; TEKS E1.7A: Literary Elements;  and  TEKS E1.10D: Compose Correspondence Texts.

STAAR Practice: English I Assignment 3 — Argument

This assignment, based on the readings, “from the Old Greek Folk Stories Told Anew: “Arachne” and “Arachne,” allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 9/English I assessment. Questions are aligned to TEKS E1.2B: Word Meaning - Context ;  TEKS E1.4G: Key Ideas & Details ;  TEKS E1.4H: Synthesize Information ;  TEKS E1.5B: Demonstrate Understanding or Compare/Contrast ;  TEKS E1.7B: Elements of Poetry ;  TEKS E1.8A: Author’s Purpose ; and TEKS 10C: Compose Argumentative Text . 

• Compose Argumentative Texts (TEKS)

STAAR Practice: English I Assignment 4 — Argument

This assignment, based on the reading “Rigoberta Menchú,”  allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 9/English I assessment. Questions are aligned to TEKS E1.2C: Understand Common Foreign Words ; TEKS E1.4F: Make Inferences; TEKS E1.4G: Key Ideas & Details; TEKS E1.5B: Demonstrate Understanding ;  TEKS E1.7D: Informational Texts ; and TEKS E1.10C: Compose Argumentative Texts. 

STAAR Practice: English I Assignment 5 — Argument

This assignment, based on the reading “Looking for Superheroes,”  allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 9/English I assessment. Questions are aligned to TEKS E1.2A: Determine Meaning ;  TEKS E1.2B: Word Meaning – Context ;  TEKS E1.5B: Demonstrate Understanding ; TEKS EI.7E.i: Analyze Argument - Claims & Appeals ;  TEKS E1.7E.ii: Analyze Argument -  Evidence ;  TEKS E1.8A: Author’s Purpose ;  TEKS E1.8F: Analyze Tone ;  TEKS E1.8G: Rhetorical Devices ; and  TEKS E1.10C: Compose Argumentative Texts .

STAAR Practice: English I Assignment 6 — Correspondence

This assignment, based on the readings, “The American Promise” from President Lyndon B. Johnson’s Special Message to Congress and “All Together Now,”  allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 9/English I assessment. Questions are aligned to TEKS E1.2B: Word Meaning - Context; TEKS E1.4H: Synthesize & Make Connections; TEKS E1.5B: Demonstrate Understanding or Compare/Contrast; TEKS E1.7E.i, E1.7E.ii & E1.7E.iii: Analyze Arguments; E1.8A: Author’s Craft & Purpose;  and TEKS E1.10D: Compose Correspondence Texts.

STAAR English I – Revising & Editing

This collection provides practice for English I students in Revising and Editing, aligned to the TEKS and the revised STAAR assessment.

STAAR Practice Revising & Editing: English I Assignment 1

This assignment provides practice for English I/Grade 9 students in Revising and Editing, aligned to the TEKS and the revised STAAR assessment. Students cover the Revising standard:  TEKS   E1.9C: Revise.  Students also cover the Editing standards:  TEKS E1.9D.i: Sentence Structure ;  TEKS E1.9D.ii: Verb Tense ;  TEKS E1.9D.iii: Pronouns ; and  TEKS E1.9D.vi: Spelling .

• Revise (TEKS)
• Use Complex Sentences (TEKS)
• Use Correct Spelling (TEKS)
• Use Correct Verb Tense (TEKS)
• Use Pronouns Correctly
• Use Revision Skills (TEKS)

STAAR Practice Revising & Editing: English I Assignment 2

This assignment provides practice for  English 1/Grade 9  students in Revising and Editing, aligned to the TEKS and the revised STAAR assessment. Students cover the Revising standard:  TEKS   E1.9C: Revise.  Students also cover the Editing standards:  TEKS E1. 9D.i: Sentence Structure ;  TEKS  E1. 9D.ii: Verb Tense ;  TEKS  E1. 9D.iii: Pronouns ;  TEKS  E1. 9D.v: Punctuation ; and  TEKS  E1. 9D.vi: Spelling .

• Use Correct Punctuation (TEKS)

STAAR Practice Revising & Editing: English I Assignment 3

This assignment provides practice for English I students in Revising and Editing, aligned to the TEKS and the revised STAAR assessment. Students cover the Revising standard:  TEKS   E1.9C: Revise.  Students also cover the Editing standard:  TEKS E1.9D: Conventions, TEKS E1.9.D.ii: Verb Tense, TEKS E1.9.D.v: Punctuation, TEKS E1.9.D.vi: Spelling.

• Use Correct Grammar and Conventions (TEKS)

STAAR Practice Editing: English I Assignment 4

This assignment provides practice for English I students in Editing, aligned to the TEKS and the revised STAAR assessment. Students cover the Editing standards:  TEKS E1.9D: Conventions ;  TEKS E1.9D.ii: Verb Tense ;  TEKS E1.9D.v: Punctuation ; and  TEKS E1.9D.vi: Spelling .

STAAR Practice Revising & Editing: English I Assignment 5

This assignment provides practice for English I students in Revising and Editing, aligned to the TEKS and the revised STAAR assessment. Students cover the Revising standard:  TEKS   E1.9C: Revise.  Students also cover the Editing standards:  TEKS E1.9Diii: Conventions, TEKS E1.9.Di: Complete Sentences,  TEKS E1.9.D.iv: Capitalization, and TEKS E1.9.D.vi: Spelling .

Duration: 45–60 minutes

• Capitalize Proper Nouns (TEKS)
• Use Complete Sentences (TEKS)

STAAR Practice Revising & Editing: English I Assignment 6

This assignment provides practice for English I students in Revising and Editing, aligned to the TEKS and the revised STAAR assessment. Students cover the Revising standard:  TEKS   E1.9C: Revise.  Students also cover the Editing standards:  TEKS E1.9Diii: Conventions, TEKS E1.9.D.vi: Spelling,  TEKS E1.9.Di: Complete Sentences,  TEKS E1.9.D.iv: Capitalization, TEKS E1.9D.v: Punctuation,  and TEKS E1.9D.ii: Verb Usage.

STAAR (Texas) English I Practice - Extended Response Text Sets

This Texas Text Set Collection features writing practice aligned to the State of Texas Assessments of Academic Readiness for English I. Each practice assessment includes Text Sets followed by an Extended Constructed Response question in the Information or Argument genres. Student-friendly feedback is included and teachers can also choose to use AI-assisted feedback for Extended Response questions. Use the assessments in this collection for formative practice aligned to Texas STAAR standards.

STAAR Practice: English I Assignment 1 — Information (Text Set)

This assignment, based on the three-article text set, Women's Right to Vote ,  and including the readings, “Women's Right to Vote,” "Deeds not Words,"  "Journey for Justice,"  and " Front page of Woman’s Journal and Suffrage News, March 8, 1913"   allows students to practice responding to a writing prompt similar to those on the State of Texas Assessments of Academic Readiness. Questions are aligned to the Texas STAAR English Language Arts standards for English I .

STAAR Practice: English I Assignment 2 — Information (Text Set)

This assignment, based on the three-article text set, Exotic Pets ,  and including the readings, “Do You Really Want a Baby Tiger?” "Go Figure! Owning Exotic Pets,"  " No Good Arguments For The Exotic Pet Trade – Just Good Marketing ,"   and " Not a Pet "   allows students to practice responding to a writing prompt similar to those on the State of Texas Assessments of Academic Readiness. Questions are aligned to the Texas STAAR English Language Arts standards for English I .

STAAR Practice: English I Assignment 1 — Argument (Text Set)

Staar practice: english i assignment 2 — argument (text set), staar english ii – with information extended response writing.

This collection features practice assessments for the new STAAR Reading Language Arts English II Assessment. Each assessment includes a reading selection or text set followed by questions featuring a mix of multiple choice questions and new STAAR item types for English II. Each assessment also includes a Short Constructed Response prompt and an Extended Constructed Response question in the Information genre. Answer feedback is provided for each short-response question. Use the assessments in this collection for formative practice on a variety of skills throughout the year.

STAAR Practice: English II Assignment 1 — Information

This assignment, based on the reading,  “False Start”  allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts  Grade 10/English II  assessment. Questions are aligned to  TEKS E2.2B: Word Meaning-Context; TEKS E2.4F: Make Inferences & Cite Evidence; TEKS E2.5B: Demonstrate Understanding; E2.6A: Analyze Theme; TEKS E2.6B: Analyze Characters, Setting, & Events; TEKS E2.6C: Analyze Plot Elements;  and  TEKS E2.10B: Compose Informational Text .  

• Analyze Plot Elements (TEKS)

STAAR Practice: English II Assignment 2 — Information

This assignment, based on the reading, “The Last Lesson,” allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts English II/Grade 10 assessment. Questions are aligned to TEKS E2.2A: Determine Meaning ;  TEKS E2.2B: Word Meaning—Context ;  TEKS E2.5B: Demonstrate Understanding or Compare/Contrast ; TEKS E2.8B: Text Structure; TEKS E2.8E: Point of View ; and TEKS E2.10B: Compose Informational Texts . 

• Analyze Literary Devices (TEKS)

STAAR Practice: English II Assignment 3 — Information

This assignment, based on the reading, “Life in the Treetops,” allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 10/English 2 assessment. Questions are aligned to TEKS E2.2A: Determine Meaning ; TEKS E2.5B: Demonstrate Understanding or Compare/Contrast ; TEKS E2.7E.i—Identify Claims & Appeals; TEKS E2.7E.ii—Analyze Counterarguments; TEKS E2.8G: Rhetorical Devices; and TEKS E2.8A: Author’s Purpose ; and TEKS E2.10B: Compose Informational Text . 

• Analyze Rhetorical Devices (TEKS)

STAAR Practice: English II Assignment 4 — Information

This assignment, based on the reading, “Searching for King Arthur,” allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 10/English 2 assessment. Questions are aligned to TEKS E2.2A: Determine Meaning ; TEKS E2.4F: Make Inferences ;  TEKS E2.4G: Key Ideas & Details; TEKS E2.5B: Demonstrate Understanding ; TEKS E2.5D: Retell/Summarize; TEKS E2.7Di: Informational Text ; and TEKS E2.10B Compose Informational Texts .

STAAR Practice: English II Assignment 5 — Information

This assignment, based on the reading, “Silk Connects the World,” allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts  Grade 10/English 2  assessment. Questions are aligned to TEKS E2.2A: Determine Meaning ; TEKS E2.2B: Word Meaning; TEKS E2.5B: Demonstrate Understanding or Compare/Contrast ;  TEKS E2.7Dii: Informational Text Structure; TEKS E2.8A: Author’s Purpose ;   and TEKS  E2.10B: Compose Informational Text .

• Identify Organizational Patterns (TEKS)

STAAR Practice: English II Assignment 6 — Information

This assignment, based on the readings “America the Beautiful: Congressional Hearing on National Parks”  and “ FDR Radio Address at Two Medicine,”  allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 10/English II assessment. Questions are aligned to TEKS E2.2B: Word Meaning – Context ;  TEKS E2.4H: Synthesize Information ;  TEKS E2.5B: Compare & Contrast ;  TEKS E2.7Ei: Argument - Claim ; and  TEKS E2.7Eii: Argument  -  Counterclaim ;   and  TEKS E2.10B: Compose Informational Texts .

STAAR English II – with Argument & Correspondence Extended Response Writing

This collection features practice assessments for the new STAAR Reading Language Arts English II Assessment. Each assessment includes a reading selection or text set followed by questions featuring a mix of multiple choice questions and new STAAR item types for English II. Each assessment also includes a Short Constructed Response prompt and an Extended Constructed Response question in the Argument or Correspondence genres. Answer feedback is provided for each short-response question. Use the assessments in this collection for formative practice on a variety of skills throughout the year.

STAAR Practice: English II Assignment 1 — Argument

This assignment, based on the reading,  “False Start”  allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts  Grade 10/English II  assessment. Questions are aligned to  TEKS E2.2B: Word Meaning-Context; TEKS E2.4F: Make Inferences & Cite Evidence; TEKS E2.5B: Demonstrate Understanding; E2.6A: Analyze Theme; TEKS E2.6B: Analyze Characters, Setting, & Events; TEKS E2.6C: Analyze Plot Elements;  and  TEKS E2.10C: Compose Argumentative Text .  

STAAR Practice: English II Assignment 2 — Correspondence

This assignment, based on the reading, “The Last Lesson,” allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts English II/Grade 10 assessment. Questions are aligned to TEKS E2.2A: Determine Meaning ;  TEKS E2.2B: Word Meaning—Context ;  TEKS E2.5B: Demonstrate Understanding or Compare/Contrast ; TEKS E2.8B: Text Structure; TEKS E2.8E: Point of View ; and TEKS E2.10D: Compose Correspondence Texts . 

STAAR Practice: English II Assignment 3 — Argument

This assignment, based on the reading, “Life in the Treetops,” allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 10/English 2 assessment. Questions are aligned to TEKS E2.2A: Determine Meaning ; TEKS E2.5B: Demonstrate Understanding or Compare/Contrast ;  TEKS E2.7E.i—Identify Claims & Appeals; TEKS E2.7E.ii—Analyze Counterarguments; TEKS E2.8G: Rhetorical Devices; and TEKS E2.8A: Author’s Purpose ; and TEKS E2.10C: Compose Argumentative Text . 

STAAR Practice: English II Assignment 4 — Correspondence

This assignment, based on the reading, “Searching for King Arthur,” allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 10/English 2 assessment. Questions are aligned to TEKS E2.2A: Determine Meaning ; TEKS E2.4F: Make Inferences ;  TEKS E2.4G: Key Ideas & Details; TEKS E2.5B: Demonstrate Understanding ; TEKS E2.5D: Retell/Summarize; TEKS E2.7Di: Informational Text ; and TEKS E2.10D Compose Correspondence Texts .

STAAR Practice: English II Assignment 5 — Argument

This assignment, based on the reading, “Silk Connects the World,” allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts  Grade 10/English 2  assessment. Questions are aligned to TEKS E2.2A: Determine Meaning ; TEKS E2.2B: Word Meaning; TEKS E2.5B: Demonstrate Understanding or Compare/Contrast ;  TEKS E2.7Dii: Informational Text Structure; TEKS E2.8A: Author’s Purpose ;   and  TEKS E2.10C: Compose Argumentative Text .

STAAR Practice: English II Assignment 6 — Argument

This assignment, based on the readings “America the Beautiful: Congressional Hearing on National Parks”  and “ FDR Radio Address at Two Medicine,”  allows students to practice answering questions similar to those on the newly revised STAAR English Language Arts Grade 10/English II assessment. Questions are aligned to TEKS E2.2B: Word Meaning – Context ;  TEKS E2.4H: Synthesize Information ;  TEKS E2.5B: Demonstrate Understanding ; TEKS E2.7Ei: Argument - Claim ;  TEKS E2.7Eii: Argument -  Counterclaim ;   and  TEKS E2.10C: Compose Argumentative Texts .

STAAR English II – Revising & Editing

This collection provides practice for English II students in Revising and Editing, aligned to the TEKS and the revised STAAR assessment.

STAAR Practice Revising & Editing: English II Assignment 1

This assignment provides practice for English II students in Revising and Editing, aligned to the TEKS and the revised STAAR assessment. Students cover the Revising standard: TEKS E2.9C: Revise.  Students also cover the Editing standards: TEKS E2.9Di: Sentence Structure ; TEKS E2.9Dii: Verb Tense ; TEKS E2.9Div: Capitalization ; TEKS E2.9Dv: Punctuation ; and  TEKS E2.9Dvi: Spelling .  

STAAR Practice Revising & Editing: English II Assignment 2

This assignment provides practice for English II students in Revising and Editing, aligned to the TEKS and the revised STAAR assessment. Students cover the Revising standard: TEKS E2.9C: Revise . Students also cover the Editing standards: TEKS E2.9D: Use Correct Grammar and Conventions ; TEKS E2.9Di: Sentence Structure ; TEKS E2.9Dii: Verb Tense ;  TEKS E2.9Dv: Punctuation ; and  TEKS E2.9Dvi: Spelling .  

STAAR Practice Revising & Editing: English II Assignment 3

This assignment provides practice for Grade 10 students in Revising and Editing, aligned to the TEKS and the revised STAAR assessment. Students cover the Revising standard: TEKS E2.9C: Revise.  Students also cover the Editing standard: TEKS E2.9D: Conventions, TEKS:  E2.9.D.vi: Spelling, TEKS E2.9.D.v: Punctuation.

STAAR Practice Editing: English II Assignment 4

This assignment provides practice for Grade 10 students in Editing, aligned to the TEKS and the revised STAAR assessment. Students cover the Editing standards: TEKS E2.9D: Use Correct Grammar and Conventions ; TEKS E2.9Dii: Verb Tense ;  TEKS E2.9Dv: Punctuation ; and  TEKS E2.9Dvi: Spelling .  

STAAR Practice Revising & Editing: English II Assignment 5

This assignment provides practice for Grade 10 students in Revising and Editing, aligned to the TEKS and the revised STAAR assessment. Students cover the Revising standard: TEKS E2.9C: Revise.  Students also cover the Editing standard: TEKS E2.9D: Conventions, TEKS:  E2.9.D.vi: Spelling, TEKS: E2.9D.i:  Complete Sentences, TEKS E2.9D.iv: Capitalization, TEKS E2.9.D.v: Punctuation.

Duration: 45–60 minutes  

• Capitalize Correct Words (TEKS)

STAAR Practice Revising & Editing: English II Assignment 6

This assignment provides practice for Grade 10 students in Revising and Editing, aligned to the TEKS and the revised STAAR assessment. Students cover the Revising standard: TEKS E2.9C: Revise.  Students also cover the Editing standard: T EKS E2.9.D.v: Punctuation, TEKS E2.9D.iv: Capitalization, TEKS: E2.9.D.vi: Spelling, TEKS E2.9D: Conventions, TEKS: E2.9D.i:  Complete Sentences

STAAR (Texas) English II Practice - Extended Response Text Sets

This Texas Text Set Collection features writing practice aligned to the State of Texas Assessments of Academic Readiness for English II. Each practice assessment includes Text Sets followed by an Extended Constructed Response question in the Information or Argument genres. Student-friendly feedback is included and teachers can also choose to use AI-assisted feedback for Extended Response questions. Use the assessments in this collection for formative practice aligned to Texas STAAR standards.

STAAR Practice: English II Assignment 1 — Argument (Text Set)

This assignment, based on the three-article text set, Annexation of Hawaii ,  and including the readings, “ The Annexation of Hawaii: A Right and a Duty ,” "Why Hawaii Should Not Be Annexed," "Hawaii's Last Queen,"  and  "The Annexation of Hawaii "   allows students to practice responding to a writing prompt similar to those on the State of Texas Assessments of Academic Readiness. Questions are aligned to the Texas STAAR English Language Arts standards for English II .

STAAR Practice: English II Assignment 2 — Argument (Text Set)

This assignment, based on the three-article text set, Protecting Marine Animals ,  and including the readings, “A Ride of a Lifetime: Cruising with a Giant Manta Ray,”  "The Monk Seal: Nature’s Recluse," "Billions of Pieces of Plastic Spread Disease in Coral Reefs,"  and  "Blues in the Bay"   allows students to practice responding to a writing prompt similar to those on the State of Texas Assessments of Academic Readiness. Questions are aligned to the Texas STAAR English Language Arts standards for English II .

STAAR Practice: English II Assignment 1 — Information (Text Set)

Staar practice: english ii assignment 2 — information (text set), staar practice: english ii full assessment (text set).

This assignment, based on the readings “America the Beautiful: Congressional Hearing on National Parks,”  “ FDR Radio Address at Two Medicine,” "How Valuable are National Parks? Evidence from a Proposed National Park Expansion in Alaska,"  and "Should We Allow Development in National Parks?"  allows students to practice responding to reading comprehension questions and writing prompts similar to those on the State of Texas Assessments of Academic Readiness (STAAR). Students respond to reading comprehension questions (Part 1); write an Argument in response to an extended response prompt (Part 2). Questions are aligned to the Texas STAAR English Language Arts Learning Standards for High School.

Duration: 1-2 Class Sessions

• Analyze Author's Craft (IR)
• Analyze Author's Purpose & Perspective
• Make Connections (IR)
• Synthesize (IR)
• Determine Word Meaning (IR)

Standards in this Assignment

Texas english i and english ii: teacher calibration for staar.

This assignment collection provides samples of student work, along with their corresponding scores and explanatory rationales. The purpose of these assignments is to offer examples of extended constructed-response items found on the STAAR, thus enhancing transparency in the scoring of extended constructed responses. These assignments are designed exclusively for educators (not for student use), and can be employed during a Team Grade Event with a group, or used independently by the teacher.

STAAR Informational Rubric Practice Set I (HS)

Practice reviewing and grading writing samples to understand how the rubric applies to specific examples of student work and improves understanding of expectations for student work. The sample responses provided include various combinations of score points across three domains: Organization and Development of Ideas, and Conventions.

• Facilitator Resource Slides

STAAR Informational Rubric Practice Set II (HS)

Texas english i and english ii: peer review practice for staar.

This collection includes a range of student writing samples accompanied by a score and a rationale. Teachers can use these samples with students as peer review assignments allowing students, to review writing and grade the sample. By analyzing the rubrics and the example student responses in this collection, students can gain a clearer understanding of the STAAR rubric and how it applies to writing and practice giving feedback.

STAAR Peer Review Informational Practice Set I (HS)

• Write a Strong Introduction & Conclusion
• Provide a Focus Statement
• Use Transitions
• Elaborate (Info)
• Write to Task & Purpose
• Choose Words Carefully
• Vary Sentence Structure
• Check Spelling & Punctuation
• Use Correct Grammar
• 110.23.b.10.D.vii
• 110.23.b.8.D.i
• 110.23.b.8.D.iii
• 110.23.b.10.D.ix
• 110.23.b.10.B.ii
• 110.23.b.6.F
• 110.23.b.10.D.viii

STAAR Peer Review Informational Practice Set II (HS)

Account details.

Mr. Skipper dot Com

Wri ting  Essays for Class (and STAAR/ ECR)

"The expository essay is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. This can be accomplished through comparison and contrast, definition, example, the analysis of cause and effect, etc."

                                                                                                     - Online Writing Laboratory,

                                                                                                         Purdue University

The 6th-8th [grade] ECR items will be either information, argumentative, or correspondence. The genres of the ECRs will not be released before testing.  The student’s responses will be based on a passage they have read. Information from the passage will be needed to answer other items as well. The student will be expected to cite evidence from the passage in their ECR. Their response can be up to 2300 characters long, not including spaces.  ECRs will be scored by two human scorers*, each using a 5-point rubric.

*We've been told the ECRs would be graded by computers.

Before we begin, here are some "never do's":

Do not use first person;

Do not refer to the reader;

Do not refer to the paper itself.

Avoid writing things like this: In my paper, I'm going to give you three reasons why...; There is a lot of evidence to support my claim; The evidence above...; My reasons prove...

Make sure you have at least three sections: Here's a nice graphic.

I. Introduction (HoTT)

     A. Hook (lead, connect)

     B. Transition (bridge, summary)

     C. Thesis (claim)

            SOaR: Subject, Opinion, Reason

II. Body Paragraph One (TEEC)

     A. Topic Sentence (Reason #1)

     B. Example (HELPS)

     C. Explanation / Elaboration

     D. Concluding Sentence

III. Body Paragraph Two (TEEC)

     A. Topic Sentence (Reason #2)

IV. Conclusion (XYZ)

     A. Explain/ restate the thesis

     B. Why should audience care?

     C. Zing audience with concluding

         thought

Introduction

The introduction has three parts:

1. Hook, Lead, or Connect

2. Transition, Bridge, or Summary

3. Thesis/ Claim (SOaR - Subject, Opinion, and Reason)

The lead is a broad introduction   that starts the reader thinking about the topic. It can "hook" your reader ' s interest or "lead" them into your topic. Use the lead to connect the ideas of your essay to something the reader  may already be familiar  with: t ext-to-text; text-to-self; text-to-world.

The prompts for the  7th grade Writing STAAR test always began with a quote , such as "A famous businessman once said, 'Players win games; teams win championships' ", giving students their lead. (The essay prompt that followed was: WRITE an essay explaining whether it is better to work by yourself or with a group.)

The ThinkCERCA  writing program begins with a  connect , "Describe a time when you argued about something with a parent or teacher. Think about what you did or said to them that was convincing and what wasn't." (The prompt that followed was: How did the SCLC and SNCC successfully work to get the Voting Rights Act passed?)

You can see how, in both cases, the first bits of directions give the students an idea to start their essay with that will get the reader thing in general terms about the topic of the essay.

But what is a student to do when they're given nothing? 

Our beloved Grammarly suggests:

(1)Starting with a shocking or amusing fact

(This doesn't help on a standardized test when students are not allowed outside resources, so I will say nothing else about it.); 

(2) Dramatiz e a scene: 

"The rain pounded against the roof, loudly drowning out any conversations we attempted to have. I’d promised them I’d play the latest song I wrote for guitar, but Mother Earth prevented any concert from happening that night.”  

“Imagine you’ve just gotten off an airplane. You’re hot, you’re tired, you’re uncomfortable, and suddenly, you’re under arrest.”

This I actually like. I o ften start example essays with, "Imagine....."

(3) A quote:

The Writing STAAR, as mentioned above, gave students a quote, but like statistics, if you don't have something memorized, you're out of luck on standardized tests. However, you can certainly use them when you're allowed internet access.

(4) State your thesis directly:

We don't like that in middle school, but at least you'll know you have a thesis.

(5) Ask a question:

This is the most difficult for students. So much so, that a university in New Zeland has this to say:

Responding to an essay question with more questions is annoying. So, try to avoid posing direct rhetorical questions to the reader in an essay. These are usually tiresome to read because they shift the burden of answering the question to the reader when the reader just wants to sit back and let you do that. Rhetorical questions are useful for the person writing the essay (i.e. they help you come to grips with the topic), but it is best to rephrase them as statements or as indirect questions.

In an essay about personality traits, one student wrote

What would someone say if someone asked what your personality is like? Many people struggle to find the right words to describe their personality.

The question adds nothing to the conversation. The student should just begin with the second sentence.

How would you describe your personality? The article discusses the five personality types using the acronym OCEAN.

In this case, not only does the question add nothing to the introduction, it's asked and then ignored.

How many personality traits do you use in your daily life? People are able to have multiple personality traits from the big 5: openness, conscie ntiousness, extraversion, agreeableness, and neuroticism.

Once again, the question does nothing for the reader.

The transition connects the lead to the thesis  by introducing  the text the essay is based on. It bridges the two parts of the introduction and can be a simple summary of the passage.

Going back to the Writing STAAR ,  READ the following quotation  is followed by  THINK carefully about the following statement.

In our example about working in groups, the statement is  Sometimes you can accomplish good things by yourself but better things with other people.

This sentence can serve as the transitio n from the hook to the thesis.

A famous businessman once said, “Players win games; teams win championships" and though it's true that you can achieve a lot with other people, sometimes you can accomplish good things simply by working by yourself.

In  ThinkCERCA , students write a summary of the passage. After writing a connect about convincing parents of this or that, the student incorporates the summary into the introduction.

After explaining to my parents how useful it would be to have my own cellphone, they bought me one. The right persuasive approach/ argument can achieve much. For example, in the early Sixties, Martin Luther King, Jr. and other Black American leaders, along with college students and white supporters, were able to use various persuasive techniques to ultimately lead to the passing of the Voting Rights Act.

When writing a text-based response with no additional assistance, the student can still write a brief summary of the passage as a transition.

The thesis contains the subject of the essay, the opinion that is being discussed, and the supporting reasons. We like the acronym  S OaR: Subject, Opinion, and Reason. It is the answer to the prompt.

The origins of many traditions followed today are often  not known or practiced anymore. Some people celebrate  Christmas without any regard to Jesus, and most girls celebrating their  Quincenera  have no intention of getting married right away. Shirley Jackson's short story "The Lottery," tells about a small village that follows a disturbing  tradition every June. However, the behavior of the characters reinforces  the theme that traditions are often followed long after it's forgotten why they were established because they've forgotten many parts of the lottery and seem much less enthusiastic than they should.

II. (and III.) - The Body Paragraphs

Your body paragraphs are  very  similar to a short answer response: TEEC

The topic sentence is one of the reasons from your thesis, the evidence and explanations are from the text, and the concluding sentence closes out the paragraph.

The body of your paragraph is where you use evidence to prove your answer. Use my page on paraphrasing and quoting for guidance. And my new page here .

(Eventually, I'll have all of this on one or two pages, so there's less jumping around.)

IV. The Conclusion

Don't ignore the conclusion.

It IS the last thing your reader will read so it needs to really put an end to the paper, but you must avoid going overboard.

Focus on three things:

     First, what's your last sentence going to do?

     Second, how does it relate to your thesis?

     Third, how many students end their papers with a "call to action"?

Look at page 10 of this booklet    I made for information or check out this little slideshow someone else made.

(Click the underlined sentences for more information.)

Most Americans use lots of electricity without thinking about it. Two of the biggest culprits are running the air conditioner instead of using fans and forgetting to turn off lights. keeps lights and appliances turned on. This waste puts a huge strain on our energy supply. With the development of a process called fracking, companies have been able to extract natural gas and oil from areas previously unattainable. Despite the benefits of fracking, it should not be used because it harms both the environment and people.

Fracking is bad for the environment because it affects the groundwater with toxins. Fracking pumps millions of gallons of water and toxic chemicals into the earth (7). According to the passage, this creates toxic and potentially radioactive wastewater, “which can seep into the groundwater, poisoning drinking water” (7). Any process that has the potential to poison drinking water is a process that should be avoided.

In addition to the toxic chemicals polluting the earth, it is also dangerous for humans.  The author states that “25% of these chemicals could cause cancer” (8).   Fracking companies seem unconcerned about this risk because they have “found legal loopholes that allow them to circumvent federal environmental protection laws, such as the Safe Drinking Water Act” (8). These loopholes allow this dangerous process to continue, putting lives at risk.

Though fracking has benefits such as job creation and reducing carbon pollution, it poses too many risks to humans and the environment. The text states that improvements are being made, but until the risks are diminished, fracking in the United States should be banned. ​

The Scoring Rubric is actually rather generous.

The new STAAR essay is worth 17% of the total score, and that's a lot. Fortunately, if you have good writing and typing skills, you can get an 8 or 10. (It 's scored from 0 - 5, and then it's doubled.)

There are two sections: Development of Ideas (0-3) and Conventions/ Grammar and Punctuation (0-2). However, if you get a 0 for Development of Ideas, you get a 0 for the whole thing.

7th Grade STAAR ECR Extended Constructed Response Samples and Practice: Poem

Also included in

Description

7th Grade STAAR ECR Extended Constructed Response Samples and Practice

Text: 2021 STAAR "Lake's Promise" (poem)

Prompt and Samples: Informational Extended Constructed Response

Prepare for the EXTENDED CONSTRCUTED RESPONSE on the new STAAR Redesign by establishing consistent writing routines in your classroom, by scaffolding this writing process with examples essays, and by providing your students with multiple opportunities to practice individual parts of the ECR. With a background in curriculum and instruction administration, everything in this resource has been thoughtfully and strategically designed to sufficiently prepare students for the new writing on the RLA STAAR.

Included in this resource:

• 2+ weeks instructional pacing guide
• 4 sample ECRs over this text and with this prompt with color-coded options
• Reading analysis graphic organizer
• Paragraph-by-paragraph breakdown lesson over sample ECR
• missing topic sentences activity
• missing text evidence activity
• missing explanation/analysis activity
• missing intros and conclusions activity
• ECR scavenger hunt with sample ECRs
• ECR revising activity with sample ECRs
• ECR prompt with graphic organizer
• ECR brainstorm page
• A structure is provided, but you can certainly use your own!
• ECR revising guide

Bonus Resources!

• 4 SCR prompts/task cards over this text
• 4 backwards SCRs/task cards over this text

Possible Classroom Lesson Structure

Review, model, and practice with example ECRs

• Read and analyze the text to be covered with analysis graphic organizer
• Structure activity with one of the example ECRs
• Missing sentences gallery walk, stations, or student packet (may take two days)
• ECR gallery walk rubric analysis and revising practice (may take two days)

ONE MORE IDEA!

Depending on the level of students, use these lessons as a scaffold before students write their own essay over the same text and prompt in the following week. For advanced students, consider using a different prompt for the essay in week two.

Write an independent or collaborative ECR by using the student writing packet and the following pacing:

• Reread and analyze the text with analysis graphic organizer or other analysis strategy in alignment with prompt (if needed since this was already done in week one; if not, get a jump start on the writing process)
• Prompt analysis and brainstorm
• Rough drafts/planning page
• Revise and edit
• Typed final copies

Additional ECR Resources:

Check out my ECR Essentials Resource for additional support!

Connect with me:

Visit my website  (and grab my 30 FREE GRAPHIC ORGANIZERS)

Follow me on Facebook

Follow me on Instagram

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Education Service Center

Leadership. partnership. service..

ESC Region 15

2023-2024 RLA STAAR Resources 

• There will be a 75% cap on multiple choice items.  Sample new item types can be found here .
• Informational reading passages will be cross-curricular and tied to other content areas (math, science, social studies, fine arts, technology). In TEKS Resource System, you can find a list of books related to math and science concepts under the "Resources" tab in those content areas.
• All students in grades 3-EOC II will be required to WRITE on the RLA STAAR assessment in response to a reading passage in the form of a short constructed response (SCR) and/or extended constructed response (ECR).  
• Every grade level will have an extended constructed response prompt that will be either informational or argumentative.  
• The 2023 Released STAAR test can be found here .
• Locate additional information including rationales, released items, and answer keys here .
• Find STAAR Redesign information, videos, updated blueprints, and assessed curriculum documents here .

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