6th grade staar essay

STAAR Grade 6 Reading Language Arts (RLA)

Frequently asked questions, welcome to staar grade 6 reading language arts (rla), subject organization, using standards to find questions, question types, classroom use cases, reading quizzes, writing quizzes.

• Extended Constructed Response
• Reading Quiz | Cursive Writing
• Reading Quiz | Books
• Reading Quiz | Watching TV
• Writing Quiz | The History and Art of Snake Charming
• Writing Quiz | Large Animal Veterinarian
• Writing Quiz | Snow Sports
• Extended Constructed Response | Eleven
• Extended Constructed Response | Human Genome Project
• Extended Constructed Response | Cursive Writing
• Multiple Choice
• Multiple Select
• Fill-in-the-blank
• Short Constructed Response

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Help Articles

STAAR Prep: A K-5 Argumentative/Opinion Writing Strategy

As we all know here in Texas, every grade level will have an “extended constructed response” on the STAAR test this school year. This response will either be informational or argumentative and will be an “essay.” Let’s take a look at exemplars and rubrics before we dive into an argumentative/opinion writing strategy for the elementary grades.

STAAR Test Example Responses

Here are some exemplars for grades 3 and 5 (for both short and extended constructed responses) provided by TEA (Texas Education Agency). These prompts and exemplars come from the field test, and this document walks you through the scoring. I go over more information about the constructed responses, STAAR test tools, and provide a few resources in Reading Language Arts STAAR Test Resources .

STAAR Argumentative Writing Rubrics

• RLA Grades 3-5 Argumentative/Opinion Writing Rubric   (10/18/22)
• RLA Grades 3-5 Argumentative/Opinion Writing Rubric-Spanish   (10/18/22)
• RLA Grades 3-5 Informational Writing Rubric   (10/18/22)
• RLA Grades 3-5 Informational Writing Rubric-Spanish   (10/18/22)

What’s the Difference Between Short and Extended Constructive Responses?

Here are exemplars from the stand-alone field test. The 5th grade prompts and responses are for the same passage, “Steam and Sail”. The responses on the left are short constructed responses (SCR), and the one on the right is an extended constructive response (ECR). The grade 3 response is within the writing domain, not the reading domain. There are no exemplars for grades 3 and 4 to reference for ECR in the scoring guide.

How to Teach Argumentative/Opinion Writing

So, of course, there are lots of ways to teach opinion writing to elementary students. But I’m a huge fan of the Gradual Release of Responsibility (GRR) , and I’m also a huge fan of discussion and verbal practice before beginning the writing process. That said, I’m going to walk through using GRR with some resources for teaching opinion/argumentative writing at the elementary level. This strategy is adaptable and meant to be built on over time, so the example given isn’t necessarily 5th grade, score point 5 level, but it can get students there with practice and some adapting!

Review: Fact vs. Opinion

Whether you’re teaching first grade or fifth grade, it’s always good to start with a review of the difference between fact and opinion. Here are a few resources for this.

• Florida Center for Reading Research Fact or Opinion Game
• Factile Fact vs. Opinion Game
• Teaching with a Mountain View: Four Activities to Teach Fact vs. Opinion in Upper Elementary

Talk Before You Write!

This is what I like to call, the “Speak Cycle.” Students may need to practice one or more of these steps, or the whole cycle, multiple times before moving on to writing. Speaking before writing helps students learn to organize their thoughts, look for text evidence, and also familiarizes them with proper sentence structures for opinion writing before they actually start writing. You might think, “Ok, maybe for lower elementary.” Sure, but even older students benefit from verbal practice before writing! It’s a form of rehearsal and planning.

1. Whole Group: Read the text. Discuss opinions as a class. Highlight the evidence.

Before broaching the topic of supporting evidence for an opinion, read the text and discuss opinions. Then ask students for supporting evidence. It’s much easier to talk about supporting evidence than it is to start writing about it from the get go! Here is an example text that works well for third and fourth grade from Education.com . I recommend starting with short texts and then, as stamina improves, introducing longer texts over time.

“Today, we’re going to read a text together about ___________. We’re going to discuss our opinions on ___________ based on what we read, and I’m going to highlight facts from the text to help support our opinion.” [Read the text] [Read the question] “So, what are our opinions?” [Student one offers an opinion.] “Thanks for sharing your opinion! What information in this text led you to think that?” [Highlight what the student references in the text. Repeat this with other examples.] “Ok! So, from our reading today, we formed the opinion ______. And we formed that opinion because [read off highlights of the text].”

In this practice, you are showing the students how to identify and highlight supporting evidence in the text, but this is first a verbal exercise. Start with easier texts and move to more difficult texts as students become more autonomous.

You can create your own questions, but here are a few resources that offer texts with questions for opinion writing.

• Education.com
• Ereadingworksheets.com
• National Council of Teachers of English (NCTE)

2. Small Group: Read the text. Discuss opinions with a small group. Highlight the evidence together.

This works best if you group students on similar reading levels. Give each student in the group the same short text that’s on their reading level. Read it together, discuss an opinion, and have students highlight the supporting facts with your guidance. Then, have students verbalize their opinions and reference the highlighted text evidence. Students should speak using the same sentence structures you want them to use when writing. Having these up as a visual is great for practice! This is all to get students ready to write.

• “I think…”
• “In my opinion,…”
• “I believe that…”
• “This is my opinion because…”
• “According to the text,…”
• “First, the author states…”
• “Second, I read that…”

3. Independently: Students read the text, highlight evidence, and discuss their opinion and supporting evidence with a partner or group.

Have students read a short text, think about their opinion, and highlight facts to support their opinion on their own. Students can discuss an explanation of their opinion and text evidence with a partner, or they can explain it in a small group setting. Students should still be speaking using the same sentence structures you would like them to write with.

It’s Time to Write!

Now that students are familiar with reading, forming an opinion, highlighting evidence to support their opinion, and using sentence structures verbally, it’s time to start writing. But it’s not quite time for them to write independently. First, we will model good writing for them, following a similar process to the speaking cycle.

1. Whole Group: Read the text. Highlight the evidence. Model the writing for the class.

So this step is similar to step one of the speak cycle, but instead of just discussing, you are going to be modeling the writing. Here’s one formula I like to use called, “It’s Peanut Butter Jelly Time!,” and I’ve included an example using the video game article from the beginning of this post.

The Bread: The Introduction (2-3 sentences)

• Write one sentence to state your opinion.
• Write a second sentence introducing two main facts from the text that support your opinion.

“In my opinion, video games are harmful to kids. Video games can be unhealthy. They can also be too violent.” (Just an example! This is not necessarily reflective of my actual opinion on video games.)

The Peanut Butter : Paragraph 2 (2-3 sentences)

• Write a few sentences to support the first fact.

“According to the text, video games can be unhealthy if children play them for too long and don’t move around or exercise. This can make kids overweight and have health issue.”

The Jelly : Paragraph 3 (2-3 sentences)

• Write a few sentences to support the second fact.

“Sometimes, violence can make kids fight, and this can be harmful to friendships. Violence isn’t good for kids’ brains and can lead them to become bullies.”

The Bread: The Conclusion (2-3 sentences)

• Say your opinion – again.
• Say why your opinion is true – again.

“I believe that video games can be harmful to kids. Sitting for too long in front of the game can cause health problems and violence can lead to aggressive behavior. It’s better for kids to be active and be more positive and less violent.”

2. Partnered Writing: Students read the text together, highlight the evidence, and write with a partner.

It’s similar to the whole group exercise, except that students are practicing writing more independently with a writing partner/buddy. In this step, you can offer students graphic organizers or an outline template to help them remember all the elements of their argumentative writing. They can work together to write one essay or they can each write an essay and then review each other’s writing.

3. Independently: Read the text. Highlight the evidence. Write the essay.

At this stage, students are practicing writing on their own. They may or may not need supports like sentence starters, graphic organizers , checklists , and visuals to reference in the room. But the goal is for students to be able to produce writing that expresses their opinion in response to a text and provide text evidence to support that opinion.

Practice, Practice, Practice!

It takes a lot of time and a lot of repetitive practice. As Miguel Guhlin references in his article, Writing Strategies: Insights from a Twitter Chat , discussing, teaching sentence structures/vocabulary, and showing examples isn’t enough. Deliberate, repetitive practice, and time, are key to teaching writing.

Do you have other ideas, strategies, or resources that have worked well for you and your K-5 students when it comes to argumentative/opinion writing? Please share them with us in the chat! We’d love to hear what’s worked in your classroom.

Additional STAAR and TEKS Articles You May Find Useful

Reading Language Arts STAAR Test Resources

The K-5 ELAR TEKS and Free, Editable Spreadsheets

The K-5 Math TEKS and Free, Editable Spreadsheets

A Practical Strategy for Teaching Editing Skills

A Powerful and Easy Strategy for Teaching Text Evidence

Emily has been in education since 2008. Prior to joining TCEA in 2021, she worked as a preK-8 grade principal for four years. Additionally, she taught middle school music, preschool, prekindergarten, and second grade in a trilingual school setting. Before that, she was a K-8 technology integrator and taught second through fifth grade enrichment classes and kindergarten, fifth, and sixth grade technology classes. She has a master’s degree in teaching, specializing in elementary education, and her Certificate of School Management and Leadership (CSML) from Harvard Graduate School of Education. Outside of work, she enjoys seeing movies, attending concerts, going camping and hiking, and spending time with her two cats.

Writing Strategies: Insights from a Twitter Chat

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Loved the succinct info!

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• 6th Grade STAAR

2024 6th Grade STAAR Test

The 6th Grade STAAR Test is an exam administered to all 6th graders attending public school in the State of Texas. The test determines academic ability, and can influence a student's future academic success throughout the State, and even the country. Find out more about the 6th Grade STAAR Math & Reading Tests. Get guidance, explanations, and preparation tips. Free STAAR Sample Questions

Hi, I’m Ariav , TestPrep-Online’s expert for STAAR tests. I have a master’s degree in Education and experience as a teacher and tutor. If you have any questions, feel free to contact me at   [email protected]

About the 6th Grade STAAR Test

6th grade math staar test practice, 6th grade reading staar test practice, 6th grade staar practice tips, prep for the 2024 6th grade staar with testprep-online.

The STAAR Test for sixth grade is designed to assess Reading Standards and Supporting Standards. It is divided into one math and one reading section. Each section has its own designated test day. Below are the 6th Grade STAAR Test dates for 2024:

• Monday, May 13: Math
• Tuesday, May 14: Reading

For each test students have a time limit of four hours. Once a test is completed, a student’s score can fall into one of three performance standards:

• Level I (Unsatisfactory Academic Performance)
• Level II (Satisfactory Academic Performance)
• Level III (Advanced Academic Performance) 

Read more about the STAAR Performance Standards here.

The Sixth Grade STAAR Math Test consists of 52 questions: 48 multiple choice questions, and four open-ended questions. The questions focus on mathematical concepts taught to the students throughout the school year. Examples include numbers and operations, plotting data, and interpreting graphs. To help your sixth grader feel comfortable with standardized tests, try our 6th Grade CogAT Practice Pack , which offers hundreds of questions to work with. Need something more math specific? You can also try our generic math pack, designed to accommodate any level.

The 6th Grade STAAR Reading Test contains 48 questions with 6 passages of about 500-850 words. The passages are varied and fall into both fiction and nonfiction genres. The test is designed to evaluate a student’s grasp of vocabulary, and literary elements, such as theme, purpose and argument. Understanding the testing material and becoming accustomed to its format is important when studying for any test. To improve performance in time for the exam, practicing with various reading materials is important. One strategy that helps a lot of students is to skim through the passage at first, in order to know what each paragraph discusses vaguely (not in detail). Then, go back to each passage according to the questions. Often, some passages have the purpose of finishing a story or an idea, but are not referenced in the questions. To guide you through your preparation process, TestPrep-Online offers a variety of products to suit your preparation goals. Start browsing now .

STAARting your prepping process? Here are some tips to help point you in the right direction:

• Schedule your studying times. We have all had tasks we have avoided, the best thing you can do to prioritize. If there are topics that are easier for you, then focus more on the explanations of the questions in topics you find more challenging. Set a specific time each day, and tell yourself that, no matter what, at this hour you will study. We recommend some time in the morning, when your brain is fresh, and there are less distractions.
• Take breaks. Short breaks, when appropriately scheduled, can be great for a quick brain recharge. Use them wisely and your prepping will improve both in quality and quantity. Breaks can include anything you enjoy, like taking a walk, eating a fruit, or listening to a song you love. Avoid using social media during your breaks, as this can be a little too distracting.
• Keep both body and mind fueled. No matter how many features you have on your phone, you can’t use any of them if you haven’t properly charged it. Your brain is no different. Eating, sleeping, and exercising properly are all vital in ensuring a healthy mind. Always keep your brain ready for battle and the results from studying will come quicker, and more effectively.
• Practice with practice tests. Studying is a lot like learning how to swim. You can learn all you want about technique or stroke, but none of it will mean much until you get into the actual water. Learning the information is important, but so is getting used to the testing format. Make sure to familiarize yourself with the content of the questions, as well as their phrasing.

When preparing for the 6th Grade STAAR Test, it is highly recommended to have a plan of action. Well, plans of action don’t grow on trees. However, they can be sold in convenient online packets that allow the student to prepare anytime, anywhere. All of TestPrep-Online’s preparation packs are tailored specifically for question familiarization, test preparation, and score optimization. Getting accustomed to testing formats is important when preparing for any standardized tests. TestPrep-Online offers CogAT Level 12 Practice Tests , which are grade specific and designed to suit the typical 6th Grader's abilities.

The STAAR and other trademarks are the property of their respective trademark holders. None of the trademark holders are affiliated with TestPrep-Online or this website.

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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.

Take Practice Test

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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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.

STAAR ECR Essay Practice - How to Write a Claim/Central Idea Sentence

• Easel Activity

Description

The claim/central idea sentence is the most important part of the ECR Essay.

This slide deck has everything you need to get your students to ace writing a claim/central idea sentence. There are slides that address what prompts ask, what words to use from the prompt, and even 3 practice slides for students to write in or type in.

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