STAAR Writing Countdown
Grade 7
STAAR Countdown
The goal of this set of lessons is to provide focus and direction for reviewing genres,
strategies, and skills taught to date. For many students, the knowledge and experience they have
gained in regular instruction will be easily transported to the STAAR. However, research suggests that
less capable students need more direct instruction and explicit guided practice to apply what they
know and have learned in new contexts.
STAAR Writing Countdown
Lesson
1
Skills and Strategies
Understanding the Writing Test
2
What Makes a Good Story
3
Writing a Story
4
Revising
5
What Makes an Expository Composition
6
Writing to Explain
7
Editing
8
Test-Taking Strategies
STAAR Writing Countdown
Grade 7
Activity
Time-Frame
Teachers will guide students through
a mini assessment (provided) and
offer tips for using time effectively.
Teachers clarify expectations for the
story by guiding students through an
analysis of Student Writing Samples.
Demonstrate how to improve the
quality of a paper that does not meet
the minimum standard.
Demonstrate a strategy for
interpreting writing prompts,
planning, and writing a 1-page story
in a timed setting.
Review the elements of grammar and
style for revision.
Teachers clarify expectations for the
story by guiding students through an
analysis of Student Writing Samples.
Demonstrate how to improve the
quality of a paper that does not meet
the minimum standard.
Demonstrate a strategy for
interpreting writing prompts,
planning, and writing a 1-page
expository essay in a timed setting.
Review the elements of grammar and
style for revision.
Review the test format, expectations,
and develop a pacing plan for taking
the test.
2 Class Sessions
2 Class Sessions
2 Class Sessions
2 Class Sessions
2 Class Sessions
2 Class Sessions
2 Class Sessions
1 Class Session
1
STAAR Writing Basics
The Writing Test: Day 1 (Scheduled for March 27, 2012)
Base Test
Compositions
Grade
Grade 7
Field Test*
Revision
1 composition
3-4 passages
1 page each-26 lines
16 mc items
Time Limit: 4 hours
Editing
3-4 passages
24 mc items
embedded
within the test
mc-multiple-choice
The Writing Test: Day 2 (Scheduled for March 28, 2012)
Base Test
Compositions
Grade
Grade 7
Field Test*
Revision
Editing
2 compositions
1 page each-26 lines
Time Limit: 4 hours
embedded
within the test
*Field Test: 1 multiple-choice selection with items and 1 writing composition will be embedded. Although
these items will towards the student’s score, they will NOT be differentiated on the test and must be
completed within the 4 hour time limit.
Writing Test Blueprint
Writing
Category 1:Composition
Category 2: Revision
Category 3: Editing
2 compositions
16 multiple-choice
24 multiple-choice
40 multiple-choice
2 compositions
*Field Test Items are reflected in the blueprint and will not count in score.
STAAR Writing Countdown
Grade 7
2
Preparing for the Writing Test
This set of lessons offers teachers an opportunity to focus on the knowledge and skills required to
succeed on the new format of the writing test.
STAAR Writing Test Design
 Students can work through the test in any order each day: composition first or multiple-choice
first.
 Field test items for multiple-choice and an additional composition will be embedded.
 One of the 3 compositions will be a field-test composition; the placement of the field-test prompt
will vary.
 Students may use dictionaries for the entire test (multiple-choice section and the written
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compositions).
Districts must provide at least 1 dictionary for every five students. (Both paper and electronic
dictionaries can be available. Electronic dictionaries cannot be connected to the Internet.
Students may bring dictionaries from home. Although thesauruses are not required they are
allowable.)
Revising and editing portions of the multiple-choice section are separate, allowing students to
focus on one set of skills at a time.
40% of multiple-choice score from Revision (16 items).
60% of score from Editing (24 items).
Students will write three one-page compositions (26 lines maximum) in response to prompts from
the eligible modes for the grade level.
If a student squeezes in more than 26 lines, only the first 26 lines will be scored.
Grade 7 Compositions: Personal Narrative (with extension) and Expository
Compositions will be weighted evenly.
No “gatekeeper” (no automatic fail of the Writing Test for a 1 on a composition)
Information taken from STAAR Overview: Grade 4 and Grade 7 Writing, presented by Barbara Tutt
and Marsha Peters, TEA
STAAR Writing Countdown
Grade 7
3
Writing Lesson 1: Understanding the Writing Test
This lesson should be conducted before administering the Writing Benchmark test so that test
results yield more useful information.
Time: Approximately 60 minutes (Divide the lesson over the course of one or two days as your
schedule permits.)
Materials: Sample Writing Test /Answer Key (Handouts pp. 1-4 & p. 17) highlighters, projection for
demonstrations, pencils
STAAR Standards
In this lesson, students will
Category 1: The student will demonstrate an ability to
compose a variety of written texts with a clear, controlling
idea, coherent organization; sufficient development; and
effective use of language and conventions.
Category 2: The student will demonstrate an ability to
revise a variety of written texts.
Category 3: The student will demonstrate an ability to
edit a variety of texts.
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Analyze the different components of the
STAAR Writing Task.
Learn to read prompts and clarify
expectations for the task, and purpose
Read written texts with an eye for what
needs to be revised or edited as appropriate
for the task.
Distribute copies of the Sample Writing Test. Explain that you are going to help students
understand the expectations of the test and provide a basic review of some of the writing skills
and strategies they need for this test.
Provide an overview of the two-day Writing Test format.
Writing Test Analysis: 10 minutes
Review the components of the test to ensure that students understand the expectations. Show
students how to make a task list in their test booklet (See example below for Guidelines for the Test
Preview). This will teach students how to get an overview of the entire test and organize their time.
Tasks
Guidelines for Test Preview
 Passages with multiple-choice will be either Revising or Editing,
Selection 1________
but not both within the same passage.
 Look through directions to find words in italics (revised or
Selection 2________
mistakes). Briefly explain the difference.
 On the STAAR they can expect 3 to 4 passages that need revision
Real Test 5 more passages
and 3 to 4 passages that need editing to correct mistakes for a
total of 7 passages.
Comp 1_____(type)___
 Day 1 will have one writing prompt.
 Read the prompt and have students highlight the writing task
(write a personal narrative, write an essay). Briefly explain the
difference in kinds of prompts. These examples represent the
kinds of tasks they will be required to complete for the tes.
 Explain that they can take the test in any order that they choose.
STAAR Writing Countdown
Grade 7
4
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Because all of the writing tasks must be completed within the 4-hour time limit, it is important
to guide students in timed-practice sessions for Day 1.
o Revision or Editing Task-approximately 25 minutes each
o Composition-approximately 45 to 60 minutes
It is suggested that students begin with the Writing Prompt, but spend no more than 1 hour
on the task.
Read and analyze the prompt: 20 minutes
Analyze the writing prompts as outlined (pp. and walk them through the expectations. Students will
NOT write to the prompt at this point. The purpose is to ensure that they learn what is expected.
 STAAR writing prompts consist of three or four parts:
o Read/Look: a short passage, quotation, or picture (for narrative)
o Think: A statement that rewords or generalizes the idea. (This may or may not follow
a picture prompt).
o Write: A focused writing charge (write a personal narrative about…, write to explain…)
o Be sure to: statement or bulleted list of elements that must be included.
 Writing on the STAAR test is different from regular writing in two ways only:
o You must plan, draft, write quickly, and finish within four hours
o You only have 26 lines on which to write a complete composition.
o
Guide students through a Revision Sample Passage: 10 minutes
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Tell students to read through the directions and underline the word revision. Explain that to
revise a paper, you must understand what the writer is trying to say. Read the title and
remind students that will help readers get a sense of what the paper is about.
Place students in pairs and tell them that one of them should read the paper aloud paying
attention to author’s message. They should expect the paper to make sense even if some
parts are bit confusing. Give them 1 minute to read.
Ask students to identify the writer’s purpose.
Demonstrate how to answer a question in a think aloud. Underline key words in the stem,
reread the sentence(s) in question and then think aloud as you choose the best answer. Be
sure to read all of the choices and explain your reasons for not choosing them. (It is very easy
to confuse the item number with the sentence number. Therefore, students should always
complete an entire section before filling in the answer key.)
After you have completed the Revision sample passage, check it off your task list.
Guide students through an Editing Passage: 10 minutes
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Tell students to read through the directions and underline the word proofread and mistakes.
To proofread (editing) means to check carefully for grammar, spelling, capitalization, or
punctuation mistakes.
Because editing takes very close reading, for this and only this part of the test, the best way to
approach this part of the test is read the questions first.
STAAR Writing Countdown
Grade 7
5
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Demonstrate how to answer a question in a think aloud. Highlight the sentence in question,
as you read it. (It is very easy to confuse the item number with the sentence number.
Therefore, students should always complete the entire section before filling in the answer
key.)
As you read each choice and explain your thinking. Remind students that they can use a
dictionary but to save time looking up words in the dictionary should be the last consideration
after the other choices have been ruled out.
After you have completed the Editing sample passage, check it off your task list.
Closure: Review the task list (remind students that they can create a list on their test booklet after
the test has officially started.) Reiterate how this will help them plan their time and make the test
easier.
 Collect Sample Test Booklets and Answer Keys to use later in the STAAR Countdown.
Administer the Writing Benchmark Test.
Follow district guidelines as directed.
STAAR Writing Countdown
Grade 7
6
Writing Lesson 2: What Makes a Good Personal Narrative
Time: Approximately 75 minutes (Divide the lesson over the course of one or two days as your
schedule permits.)
Materials: Personal Narrative Examples, Sample Compositions, Personal Narrative Rubric
STAAR Standards
In this lesson, students will
Category 1: (16) Students write about their own
experiences. Students are expected to--16A Personal Narrative -write a personal narrative that has a clearly
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defined focus and communicates the importance of reasons for actions
and consequences
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Be guided through a close examination of
the performance expectations for writing a
personal narrative.
Analyze student samples to internalize the
criteria for the STAAR compositions.
Display the personal narrative prompt from the Grade 7 Benchmark Test.
Analyze the writing prompt using the same guidelines as in Lesson 1.
Discuss the qualities of a good personal narrative (The lesson would be greatly enhanced by
using a student written story to illustrate the elements of structure and qualities of a personal
narrative.)
What makes a Good Personal Narrative? 30 minutes
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The personal narrative on STAAR must have two components:
o Tells a story related to the prompt.
o Communicates the importance of the event.
The Structure of a Story
Choices
Beginning: Stories begin with an exposition which
You can start with
includes
 a question and talk directly to the reader.
 Setting (time and place)
 dialogue and action (the initiating event)
 Introducing characters
 personal reflection (about what you
 An initiating event
learned)
 A mood
 describing the setting
 A clear narrator (Since this a personal
narrative, first person (I) must be used.
Middle: A series of events
You should
 outlining the conflict
 Combine dialogue and narration
 identifying and describing characters
 Stick to the exciting parts of the story
 using dialogue and narration
 Add details to help readers see and
feel your experience
 explaining the turning point/decision
 Explain your thinking or reactions to
the events (Remember you are the
narrator)
 use transitions to show strong
STAAR Writing Countdown
Grade 7
7
Ending
 Describe the results of the story (resolution)
 Explain the significance of the event
sentence-to-sentence connections
You should
 Explain if and how the conflict was
resolved
 Tie up loose ends
You can
 Flash forward and reflect about how you
changed as a result of the action
 Tell what you learned from the
experience
Focused Holistic Scoring: 45 minutes
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Place students in groups of 3 to 4 and distribute a set of the STAAR compositions representing
the 4 score points without scores on them.
Each group should collaboratively read the stories and place them in order from the best to
the least effective.
Have students share and compare their rankings.
Post a writing rubric (and if you wish give students a copy).
Explain the scoring using wording from the rubric.
STAAR Writing Countdown
Grade 7
8
Writing Lesson 3: Writing a Personal Narrative
Time: Approximately 60 minutes
Materials: Writing Sample Test and Answer Booklet (Handouts p 3 and 18) pencils, projection for
demonstration lessons
STAAR Standards
In this lesson, students will
Category 1: (16) Students write about their own
experiences. Students are expected to--16A Personal Narrative -write a personal narrative
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Be guided through the development of a
personal narrative in response to a prompt.
that has a clearly defined focus and communicates
the importance of reasons for actions and
consequences
 Distribute the Sample Writing Test and Answer Sheet from Lesson 1 of the STAAR Writing
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Countdown.
Direct attention to the Personal Narrative Prompt and guide through the planning and writing of
the paper. It is important to follow the pacing guide so that students learn to write within the
time limits of the STAAR test, particularly for Day 1.
Analyze the prompt: 5 minutes
On the STAAR, a student may ask to have any part of the prompt read aloud to him/her. For
example, if a student indicates that he wants the “READ” part of the prompt aloud, the test
administrator should read only that section to the student rather than everything on the
prompt page. Therefore, it is important to inform students that you will not be able to coach
them in any way on the actual STAAR.
Plan: 20 minutes
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As you plan, develop a graphic organizer and have students create their own on the back of
the prompt page. There will be blank pages for planning in STAAR test booklet. If you have
your students to use a different graphic organizer, use yours (See page 21).
Use the Story Structure Outline to trigger ideas for the story.
Write an opening line for your story: Your story may begin with an incident that sets the plot
in motion, with background information, or an incident that happens later in the story.
Rehearse the story: 5 minutes
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After students have completed the plan, instruct them to reread their opening line and then
rehearse the story they have planned to write by reviewing each part. As they examine their
notes, encourage them to jot details or dialogue for those parts of the story. Also, if they
think of new information, jot it down with arrows or lines so they can insert it into the story.
Remind them to check the mood they want to create.
 Before they begin writing on the lined paper, tell them to make a mental map of the story so
that they can be sure that it fits on the 26 lines.
Write the story on the lined paper: 20 minutes
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Tell them that they have 20 minutes to write the story. Remind them to follow the plan they
have made and think about how much space they have for each part.
STAAR Writing Countdown
Grade 7
9
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Also remind them about manuscript form: indent paragraphs, use punctuation, use the
dictionary, and write legibility.
After 15 minutes, announce they have 5 minutes remaining. After 19 minutes, tell them they
have 1 minute to finish. (Although the sections of the test are not individually timed, most
students will benefit from timed practices.)
Reread for editing. 10 minutes
Tell students to proofread their paper and make minor revisions (like inserting a missed word)
and to edit for capitalization, grammar, punctuation, and spelling. As a final touch, have each
student check the spelling of at least one word with a dictionary.
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Collect the papers.
STAAR Writing Countdown
Grade 7
10
Writing Lesson 4: Revising
Time: Approximately 65-90 minutes (Divide the lesson over the course of two or three days as your
schedule permits.)
Materials: Writing Benchmark Test and Answer Booklet, highlighters, pencils, projection for
demonstration lessons, Writing Handouts pp. 7-11.
STAAR Standards
In this lesson, students will
Category 5: Student will demonstrate an ability to revise a
variety of written texts.
Specific SEs are outlined in a handout.
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Review the protocol for answering multiplechoice revision questions.
Examine the student expectations related to
revising.
Develop revision skills.
Apply revision SEs to revise their story.
 Return the Benchmark test.
 Quickly review the suggested protocol for Revising (from Lesson 1 of the Writing Countdown).
o Check each item in a think aloud. Highlight key terms and briefly explain the concepts being
tested.
o You can call on students to do this, but be sure that they are explaining correctly.
Item
Key
Notes
SE
1
A
This sentence as written says that the flag is called Yao Ming. The answer 14C
correctly identifies the subject as Yao Ming as a basketball player.
2
C
This makes the main idea clear—the paper is about how Lin Hao became a 14C
hero.
3
D
The sentence explained what happened after Lin was injured so it must
14C
follow the sentence that explains how he might have been injured.
4
B
This sentence needs a transition that indicates time. The boy did not sing 14C
because of something—he did it while the rescuers worked.
5
C
The paragraph is about Lin as a brave classmate and does not have
14C
anything to do with his mother.
6
A
This sentence needs a transition that indicates time and brings the boy’s
14C
status to the present.
Revise the Personal Narrative: 45 minutes
Return the personal narratives that students wrote to either of the personal narrative prompts (from
the Sample Test or the Benchmark.
 Distribute the Revising Personal handout (See page 5 and 6 in the handout).
 Read through the rubric.
 Point out that the most important criteria for the task is that students have written a focused
complete story and explains what was learned from the experience. Draw a Plot Relationship
Chart on the board and have students do the same for themselves. Tell them to reread their story
and then complete the plot chart.
STAAR Writing Countdown
Grade 7
11
Who
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Wanted
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But
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So
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Then
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Guide students through the revision of the paper following the outlined suggestions.
Have students staple their revisions to the composition. You can grade this as a daily grade if you
wish.
Review Revision Skills (These can be conducted as warm up or mini lessons)
Provide short focused lessons to address some or all the revision standards below. Please note that
the Benchmark/Released Test did not address these standards. You may substitute or supplement
the lessons in this handout with textbook lessons.
 Write a thesis (See page 23 and STAAR Writing Handout p. 7)
 Using transitions (See page 24 and STAAR Writing Handout p. 8)
 Adding Relevant Information (See STAAR Writing Handout p.9)
Take the Revision Practice Test: 20 minutes
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Distribute Practice Test and Answer Key. Remind students of the suggested protocol for the task
(from Lesson 1 of the STAAR Writing Countdown).
Give students 20 minutes to take the test.
Collect papers. You can check them together in class the next day or do this yourself.
Return the papers and provide corrective feedback as needed.
Provide additional practice of revising skills in warm-up or mini-lessons.
STAAR Writing Countdown
Grade 7
12
Writing Lesson 5: What Makes a Good Expository Composition
Time: Approximately 60 minutes (Divide the lesson over the course of one or two days as your
schedule permits.)
Materials: Expository Benchmark Sample Compositions, Expository Rubric
STAAR Standards
In this lesson, students will
Category 1: (17A) Expository write a multi-paragraph essay to
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convey information about a topic that
(i) presents effective introductions and concluding paragraphs
(ii) contains a clearly stated purpose or controlling idea
(iii) is logically organized with appropriate facts and details and includes
no extraneous information or inconsistencies
(iv) accurately synthesizes ideas from several sources
(v) uses a variety of sentence structures, rhetorical devices, and
transitions to link paragraphs
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Be guided through a close examination of
the performance expectations for writing an
expository composition.
Analyze student samples to internalize the
criteria for the STAAR compositions.
Display the expository prompt from the Benchmark Test. Remind students that on the second day
of the STAAR Writing Test that they will write 2 one-page compositions. The prompts may be for
personal narratives or expository.
Analyze the writing prompt as outlined below. Reviewing the basic elements as was done in
Lesson 1.
Discuss the structure of an expository essay: 15 minutes
Essay writing is probably the most widely taught structure in secondary schools. In fact, the “fiveparagraph” composition is sometimes taught as a formula for success. But this formula does not
easily lend itself to the limitations of 26 lines. Students who attempt to write five paragraphs in 26
lines may sacrifice the complete development of ideas so they have space for all of the paragraphs.
Therefore, it is critical that students review the critical elements of a good essay. In any essay, it is
important arrange information in a way that is easy to follow from your thesis to the conclusion.
The Structure of an Essay
The introduction: A paragraph that includes
 information to gain the reader’s attention
 A thesis statement or controlling idea
Body: Two or Three paragraphs to present your
explanation. Each paragraph should
 focus on one single idea
 state the topic of the paragraph in a sentence
 support your topic sentence with different
STAAR Writing Countdown
Grade 7
Choices
You can begin with
 a quotation or proverb
 an anecdote (short personal story)
 a startling or interesting fact
 a question to your readers
You must
 write your thesis in at least one complete
sentence.
You should
 use transitions at the beginning of and within
the paragraphs
 use details and precise language
 use figurative language such as similes or
13
kinds of evidence
o Personal experience
o Facts or details
o Examples
 explain what your example (evidence) means
and why it matters
Conclusion: Write one a paragraph to
 restate your thesis
 draw a conclusion based on the information
you presented
 give your reader a satisfying ending

metaphors
write at least three sentences for each
paragraph
You can
 start with a transition
 summarize your main ideas
 tell your reader why it’s important to his or
her life
 suggest that your reader take some action
Focused Holistic Scoring: 45 minutes
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Place students in groups of 3 to 4 and distribute a set of the Benchmark compositions without
scores on them.
Each group should collaboratively read the stories and place them in order from the best to the
least effective.
Have students share and compare their rankings.
Post a writing rubric (and if you wish give students a copy).
Explain the scoring notes in relation to the rubric.
STAAR Writing Countdown
Grade 7
14
Writing Lesson 6: Writing to Explain
Time: Approximately 60-70 minutes (Divide the lesson over the course of one or two days as your
schedule permits.)
Materials: Grade 7 Benchmark Test, Expository Writing Rubric, TEA Sample Compositions, Writing
Handouts pages p.4 & 19 pp.12 & 13
STAAR Standards
In this lesson, students will
Category 1: (17A) Expository write a multi-paragraph essay to
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convey information about a topic that
(i) presents effective introductions and concluding paragraphs
(ii) contains a clearly stated purpose or controlling idea
(iii) is logically organized with appropriate facts and details and includes
no extraneous information or inconsistencies
(iv) accurately synthesizes ideas from several sources
(v) uses a variety of sentence structures, rhetorical devices, and
transitions to link paragraphs
Be guided through the development of a
expository composition in response to a
prompt.
Responding to an Expository Prompt (60-70 minutes)
 Distribute the Practice Writing Test and Answer Key from Lesson 1 of the STAAR Writing
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Countdown.
Guide students in the development of an expository essay.
Analyze the prompt: 10 minutes
(See notes from Lesson 1.)
 As you read through the prompt, call attention to the components and briefly explain what they
are for? (To stimulate ideas about the topic)
 Read the writing prompt and circle the task.
Plan the expository essay: 30 minutes
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Guide students through the development of a thesis statement (controlling idea)
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Write the topic in a word or phrase.
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Write your opinion about the topic.
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Add a fact or information to the statement.
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Take yourself (I believe) out.
 Thesis: Students should not have to take a standardized test to graduate from high school.
List three reasons in phrases to support your thesis.
Example: (tests don’t show what you have learned in classes)
Develop a SEE outline for your best two reasons.
Statement Write your first reason in a sentence.
Evidence
Back up your reason with a personal example or something you have read or
heard about. (It may take up to three or four sentences to fully write out your
evidence.)
STAAR Writing Countdown
Grade 7
15
Explain
Explain how the example supports your statement.
o Develop a SEE outline for your second reason.
o Reread your thesis and write a sentence that does one of the following:
 Restate your thesis in different words.
 Ask a question that you want your reader to think about.
 Draw a conclusion about what might happen if…
 Tell your reader why it is important to his or her life.
 Suggest that your reader take some action.
Reread the prompt and your thesis.
Write an opening statement that does one of the following. Remind students that thesis should be
part of the introductory paragraph but is usually not the opening sentence.
o Begin with a quotation or proverb.
o Begin with an anecdote (personal example)
o Begin with a startling or interesting fact.
o Begin by posing a question/rhetorical question.
Rehearse the essay: 5 minutes
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After students have completed the plan, instruct them to reread their opening statement and
then rehearse the essay they have planned to write by reviewing each part of the composition.
As they examine their notes, encourage them to jot details or key words that should be included.
Also, if they think of new information, jot it down with arrows or lines so they can insert it into
the composition. Remind them to check their reasons to make sure that they are helping the
reader SEE what you mean.
Before they begin writing on the lined paper, tell them to make a mental map of the story so that
they can be sure that it fits on the 26 lines.
Write the essay on the lined paper: 20 minutes
 Tell them that they have 20 minutes to write the essay. Remind them to follow the plan they have
made and think about how much space they have for each part. This is important so students can
make a mental map of the page so they can write the complete story within the allotted 26 lines.
 After 15 minutes, announce they have 5 minutes to write. After 19 minutes, tell them they have 1
minute to finish. (Although the sections of the test are not individually timed, most students will
benefit from timed practices.)
Reread for editing: 5 minutes
Tell students to proofread their paper and make minor revisions (like inserting a missed word)
and to edit for capitalization, grammar, punctuation, and spelling. As a final touch, have each
student check the spelling of at least one word in his or her paper with a dictionary.
STAAR Writing Countdown
Grade 7
16
Revising the Expository Essay: (optional)
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Return the student students wrote in response to the Benchmark Test or the Sample Test.
Distribute the Revising Your Expository Essay handout (See handout pp. 12 and 13).
Read through the rubric and then guide students through the revision of the paper following the
outlined suggestions.
Have students staple their revisions to the composition. You can grade this as a daily grade if you
wish.
STAAR Writing Countdown
Grade 7
17
Writing Lesson 7: Editing
Time: Approximately 90 minutes (Divide the lesson over the course of two or three days as your
schedule permits.)
Materials: Writing Benchmark Test, highlighters, Editing SEs, pencils, projection for demonstration
lessons, Writing Handouts p. 14 & 15-17
STAAR Standards
In this lesson, students will
Category 3: Student will demonstrate an ability to
edit a variety of texts.
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

Review the protocol for answering multiplechoice editing questions.
Examine the student expectations related to
editing.
Review basic editing SEs.



Return the Benchmark Test.
Quickly review the suggested protocol for Editing (from Lesson 1 of the Writing Countdown).
Check each item in a think aloud. Briefly explain the skills being tested. You can call on students
to do this, but be sure that they are explaining correctly.
Item
Key
Notes
SE
1
A
This is a compound joined with the conjunction and.
Readiness
20B
2
A
Subject verb agreement (cinematographers-weren’t)
Supporting
19A
3
C
Needs a past tense verb. (had)
Supporting
19A
4
C
Plural possessive needs—apostrophe
Readiness
20B
5
B
Spelling error must be detected.
Readiness
21A
6
C
Needs a semicolon to join the clauses in the compound.
Supporting
20B
7
D
Simple sentence with a modifier.
Readiness
19C
8
B
Dialogue is not punctuated correctly.
Readiness
20A
Match the standards to examples.


Display or distribute the Basic Skill Review handout (Handouts p. 14). (It may not be necessary to
have students distinguish between Readiness and Supporting SEs. However, be mindful as you
review that 60% -70% of the multiple-choice test questions will test Readiness SEs.)
Read through the standards and have students match the questions to the standards. (This will
help the students focus on the kinds of questions that may be asked.)
Take the Practice Test for Editing: 20 minutes





Distribute Practice Editing Test and Answer Sheet (Handouts pp. 15-17). Remind students of the
suggested protocol for the task (from Lesson 1 of the STAAR Writing Countdown).
Give students 20 minutes to take the test.
Collect papers. You can check them together in class the next day or do this yourself.
Return the papers and provide corrective feedback. Have students match the question examples
to the Category 3: Editing SEs.
Provide practice of revising skills in warm up or mini lessons.
STAAR Writing Countdown
Grade 7
18
Writing Lesson 8: Test-Taking Strategies
Time: Approximately 30 minutes
Materials: Benchmark Test and Practice Test
Review the STAAR Writing Test expectations.

Redistribute the Benchmark Writing Test.

Remind students how to create a Task List (See Lesson 1) and then ask them to make one for this
test. It can be written anywhere on the test booklet, but students cannot be directed to do this
the test day. Discuss its value as a test-taking strategy. (Helps students gauge time and keep track
of the different components of the test if they chose to do them out of the presented order.)

Suggest that students complete an entire selection multiple-choice selection before bubbling in
the answer sheet. This is especially important on the Writing Test because of the potential
confusion of question numbers and sentence numbers.
Review each part of the test and have students note the suggested time allocation for each part.
Section
Expectation
Number of
questions
Time Suggested
Revising multiple-choice
3 to 4 passages
16 to 22 questions
20-25 minutes per passage
Editing multiple-choice
3-4 passages
24-30 questions
20-25 minutes per passage
Day 1
Total -7 passages
Prompts –
140-180 minutes -2 ½ -3 hours
Personal Narrative or
Expository
26 lines each
60 minutes per composition
Personal Narrative or
Expository
2 compositions
2 hours
(Use extra time to write a rough
draft and/or use dictionary to find
synonyms and check spelling.)
Day 2
*This includes Field Test items that will not be differentiated on the test.
Go over scoring.
o It is extremely important to answer all questions. If an answer is left blank, it will be counted off.
o The teacher will be posting time remaining so it’s important to watch the time so that all multiplechoice answers are filled in and all prompts are attempted.
o You can score a 1 on a Written Composition as long as you address the prompt and attempt to
meet the charge (Write a personal narrative, Write to explain).
o Some questions or prompts will be challenging and others will be easy. The test is not arranged
from easy to difficult items; therefore, if you get stuck--choose an answer, dash off something on
the lined paper and keep working.
o There is no minimum score set so it is important to do your very best.
STAAR Writing Countdown
Grade 7
19
STAAR Writing Countdown: Grade 7
Lesson 1: Understanding the Writing Test
Prompt for Personal Narrative
Look at the picture below.
The prompt may or may be not be
identified.
Ask students to jot two or
three words or phrases
that the picture brings to
mind.
Explain that picture is
there to stimulate
thinking about topic.
This is not the prompt!
A statement like this
may (or may no)t be
included) to help
stimulate about the
topic. This is not the
prompt!
Friendships are important to middle school students.
Write a personal narrative about a time when you learned the meaning of true friendship. Be
sure to write in detail about the events that lead to your understanding of what friendship is and
what you learned from the experience.
Circle the task. (Write a
Underline the elements or critical
personal narrative). Discuss
features.
potential topics.
 Personal experience
o Relate events (your story)
o Explain what you learned
Guide students to brainstorm ideas for the task and have them jot notes.
 Make a list of experiences you might write about.
 Choose 1 event.
 Take a few minutes to recall the experience: where were you, who was there, what
happened, what were you feeling.
 What did you learn or how are you different as a result of the experience?
STAAR Writing Countdown
Grade 7
20
STAAR Writing Countdown: Grade 7
Lesson 1: Understanding the Writing Test
Prompt for Expository Writing
The prompt may or may be not be
identified.
READ the information in the box below.
The Read
information is not
the prompt!
Students should
incorporate the
quote in the paper.
Fifty-eight percent of kids say that someone has been
mean or hurtful to them online. Fifty-three percent of kids say
that have been mean or hurtful to another person online.
THINK carefully about the following statement.
Experts say online communication can bring out
your mean side.
WRITE an essay explaining whether you think that online
The Think statement is
provided to stimulate
thinking and does not
need to be directly
addressed in the essay.
communication encourages mean behavior or if being online has nothing to do with mean or hurtful
behavior.
Be sure to—




Clearly state your controlling idea
Organize and develop your explanation effectively
Choose your words carefully
Use correct spelling, capitalization, grammar, and sentences
This is the prompt. Notice
that the task is to explain.
Although you will need to
clearly state an opinion,
the goal is to help your
reader understand what
has lead you to that
opinion.
It is important for students to understand how to develop a thesis (It will be
reviewed later in the countdown. ) but meantime, do this.
Turn the prompt into a question. Does online communication…
Answer the question in a sentence: I think kids are mean and being online
has nothing to do with it.
Take the (I think ) off: Kids who are mean will be just as mean in person as
online.
Now the task is to explain why you believe as you do. You can relate
personal experiences, examples, and information to explain your ideas.
STAAR Writing Countdown
Grade 7
21
Lesson 3: Writing
Planning Your Personal Narrative
Part 1: 10 Minutes
What is the story about?
True meaning of friendship
List 3 experiences that helped you learn about what it means to be a friend.
1.
2.
3.
(Think about which would make the best story and star that one.)
Outline the story.
What
happened?
Who
When
Where
Why
Write 1 sentence stating what you learned from the experience.
_________________________________________________________________________________
Part 2: 20 minutes
Create a “phrase draft” of the story. (This step helps students develop a voice for the story and bring
details to the surface without having them write the story.)
Beginning:
Middle:
End:
Opening
line:___________________________________________________________
STAAR Writing Countdown
Grade 7
22
STAAR Writing Countdown: Grade 7
Lesson 4: Revising
Thesis Statements
The key to any essay is in the thesis statement.
A thesis statement is an opinion-based sentence that names the topic of your paper. It should
clearly state what you plan to support, discuss, or prove.
Explain the examples and non-examples:
A thesis is NOT a title or topic
Thesis
I am going to write about using cell phones in
schools.
Students should be allowed to use cell phones in
school.
I am going to write about playing on team sports.
Team sports teaches you how to get along with
others.
A thesis is NOT a statement of fact or merely an observation
Fact or Observation
Thesis
Everybody tells lies.
Sometimes it is ok to tell a lie.
It takes courage to stand up to a bully.
It is time that kids take a stand against bullying.
Follow the steps to write a thesis statement for a writing prompt.
Prompt: Write an essay to explain why honesty is important in a friendship.
1. Ask a question about the prompt. Why is honesty important to friendships?
2. Answer the question based on your opinion. I think a true friend will tell you the good and the
bad to help you.
3. Take out yourself ( I think ) out. A true friend will tell you the good and the bad to help you.
.
STAAR Writing Countdown
Grade 7
23
STAAR Writing Countdown: Grade 7
Lesson 4: Revising
Using Transitions
Transition words and phrases can help you maintain good clear flow in your writing. They can be
used to connect paragraphs, sentences, and parts of sentences. The lists below provide some of the
most common transitions. In your writing, be sure to use transitions to show how ideas are
connected to one another.
Add
Illustration/
Contradict/
Time/
Conclusions
Information
Example
Contrast
Sequence
And
For example
But
First of all
Therefore
Also
For instance
However
Second
Finally
Another
Such as
Instead
Finally
In conclusion
Furthermore
To illustrate
Nevertheless
As a result
As a result
Moreover
To demonstrate
Still
Consequently
In summary
Too
In other words
Yet
Meanwhile
In general
In addition
If
In contrast
Next
As you can see
In fact
So
On the contrary
Then
Without a doubt
And then
Because
On the other hand
While
After all
Too
Similarly
Even if
Before
Generally
Neither, nor
Even when
After
It seems
Either, or
Otherwise
Last
As I said
Besides
Or
Today
In other words
Again
Though
Tomorrow
To be sure
Rather
At last
In fact
Immediately
Clearly
Eventually
Of course
Certainly
STAAR Writing Countdown
Grade 7
24
STAAR Countdown Answer Key
Sample Items
1. C
2. C
3. B
4. C
Practice Test
1. A
2. C
3. C
4. A
5. B
6. C
7. A
8. D
9. B
10. B
11. B
12. D
13. B
14. B
STAAR Writing Countdown
Grade 7
25