1. ATTACKING THE PROMPT

2. Using all the strategies you know already, prewrite for the STAAR- styled prompt on your table. Your goal is to be ready to write your first draft by the end of the time.

3. How did it go? (debrief) What did you notice? (compare)

4. Writing is thinking on paper!

7. STEP 1: COLLECT DATA Give them the prompt cold. The only way to know what you need to address is to see the mistakes being made. During class: make note of people who stop to think, people who use reference materials for the prompt, people who use reference materials when writing, students to instantly begin drafting After: make note of people who used some form of prewriting. Read essays to see major issues that may need to be addressed

8. STEP 2: Analyze data What are the most immediate needs of my students? What errors am I seeing a majority of students doing? Create a celebration list with specific student names.

9. STEP 3: MODEL-DO-SHARE Model not only annotations but THINKING. Students are under the misconception that people just instantaneously understand the prompt. Showing you stopping and thinking is powerful. It lets the students know they can slow down

10. STEP 4: Debrief

11. Persuasive Narrative Expository

12. Use the following academic language as well as anything you notice to compare and contrast the three forms of writing Theme Controlling Idea/ Central Idea Evidence Show, don’t tell Character Real person Organized (chronological/ cause and effect/problem solution, etc.) Transition words Dialogue Quotations

13. Controlling idea/central idea For each station, read the problem with the controlling ideas. Pick one of the controlling ideas (A, B, or C) and work together to revise the controlling idea in order to fix the problem Write the new one on your paper

14. Write your controlling idea/central idea Looking back on your prompt, write your own controlling idea for your essay. Make sure it is specific but not too broad and takes a stand.

15. Reread the prompt, check to make sure your controlling/central idea addresses ALL parts of the prompt.

16. Controlling/Central Idea Conferencing In your group, take turns sharing with your members the controlling/central idea. As you listen, look at the prompt the person is sharing. On a post-it, write the phrase that most applies to that person’s prompt: – I’ m not sure if your controlling/central idea addresses the prompt – Your controlling /central idea is clear – Your controlling/central idea confuses me

17. Mini-lessons and discussions to have leading up to the test Audience (when you ask your students who reads the STAAR essays, you will be surprised by the responses. Knowing audience is an important piece of information for any writer. I personally noticed students writing their essays as if another 7 th grader would read it.) Purpose – if you notice students are trying to write persuasive essays, it is time to bring students back to their mentor texts. Real-life application – ask students about what they want to be when they grow up. Help make connections between desired career and expository reading and/or writing Controlling idea stations Creating a checklist Have the students remove the controlling idea from their essay and then have them read to their group. Their group members write on a post-it what they think the controlling idea of the essay is.