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On-Demand Writing

Writing Specifically for Standardized Tests

Parent Helper

Using the California Content Standards Everyday

The Importance of Parent Involvement

What you say matters!

o Parents what you say to your child matters.

o 90% of all learning takes place at home

o Comments such as: “I was never good at math (spelling, reading…etc.)” should be avoided.

Statements like this gives your child permission to fail.

o Positive reinforcement:

o We can work on this for five minutes everyday

o We can learn it together

o We can make it fun and simple

How to Study and Get Results

o Environment that allows the student to focus

o This is individual to each student

o Study should be in regular, doable intervals

o Model: Half hour of work – ten minute break

o Frustration yields no results!

§ Avoid emotional conflict – Step away from the work!

· Take a walk

· Have a snack

· Get out and get moving

§ Then come back and try a different approach

o Learning is active!

o Reading – out loud

o Math – work it out on paper and verbally

Sample Study Schedule

Snack

After School Activity

10 to 30 Minutes of Math

Take a Break

Finish out remaining work

Take a Break

10 to 30 Minutes of Reading

*Incorporate Handbook Activities throughout the day

For More Tips go to www.chapinpinottilearningcenter.com

The Helping Hand Paragraph

A Template for Grades K-3

Helping Hand Paragraph

Finger one: I am the main sentence. I am the come and see what I wrote sentence!

I support finger one AND I’m the idea for the first sentence in the second paragraph
I’m detail about sentence one AND I’m the idea for the first sentence of the third paragraph.
I’m the circling in of the last bit of detail!
Thumbs up for a squasher final sentence! I sum up the paragraph.

My Paragraph

by ______________________________

Pointer:

Finger 2:

Finger 3:

Pinkie:

Squasher:

The Persuasive Essay

In persuasive writing, students construct an argument and present evidence.

Basically, they take a po

sition and argue a point.

They are experts at this! Think about it. They do it every day...with you, their teachers, their coaches…tons of people. They successfully pose arguments and WIN arguments every day.

This is their type of assignment.

Every Persuasive Essay written should contain...

· a clear position...or claim

· a convincing argument

· solid evidence to support your claim

· a reasonable tone

· an approach that puts personal feelings aside

These kinds of evidence will be useful:

Facts: Statements that are generally accepted as true.

Statistics: Data gathered from credible sources.

Authorities: Statements that are supported by citing an authority. When one quotes a respected authority an argument gains more weight.

Anecdotes: Short stories that tell about actual happenings can effectively provide evidence to an argument.

Scenarios: Scenarios answer the question: What if? Scenarios can make arguments more vivid and convincing.

A great essay goes farther by anticipating counterarguments (arguments that go against or represent the other side of your argument) and either refute or, at least, make concessions for them.

Great Essays Ask:

· What will the reader be thinking?

· What will the reader be feeling?

· How will the reader react?

· What objections or challenges can there be to my argument?

Put yourself in the same frame of mind you put yourself in when you ask your parents, guardians, or teachers for permission to do something:

· What do I want?

· What evidence do I have to convince them I should get what I want?

· What could they argue against me?

· What will I use to counter their argument?

· What facts support my argument?

· Don't forget your authorities -- Brittany's mom said she could go. But Mitchell has one. :)

Most importantly, make sure they know the subject they are arguing well!

Take a stand without becoming emotional!

Finally…tell them to enjoy...after all,

we all know they love winning a good argument!

Most students have trouble getting started. Following are templates for students to use. They “fill in the blanks” with their own words…until they are ready to dump the templates and move out on their own.

They are a great tool to get students started as they never have to stare at a blank page!

Writing Persuasive Essays

What is the Link to the California English/Language Standards?

Grade 4: Persuasive

(150-200 Words)

Grade 5: Persuasive

(500-700 Words)

a. State a clear position in support of a proposal.

b. Support a position with relevant evidence.

c. Address reader concerns.

a. State a clear position in support of a proposal.

b. Support a position with relevant evidence.

c. Follow an organization pattern.

d. Address reader concerns.

Grade 6: Persuasive

(150-200 Words)

Grade 8: Persuasive

(500-700 Words)

a. State a clear position or perspective in support of proposition or proposal.

b. Describe the points in support of the proposition, employing well-articulated evidence.

c. Anticipate and address reader concerns and counterarguments.

a. Include a well-defined thesis.

b. Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinion.

c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.

Persuasive Essay Template

*Paragraph 1*
Type of Sentence	Your Sentence

1. Attention Grabber:

2. Your Position

*List the reasons why you feel your position on this argument is a good position. Why is your argument better than any other.*
3. Reason 1:

4. Reason 2:

5. Reason 3

6. Concluding Sentence
Tie it all together

*Paragraph 2 -- Support for Reason 1*
*Words in Red are "transition words" and may be substituted*
Type of Sentence	Your Sentence

1. Restate Reason 1

2. Support Reason 1	For example,

3. Support	Furthermore,

4. Support	Additionally,

5. Concluding Sentence
Tie this paragraph all together

Persuasive Essay Template – Page 2

*Paragraph 3 -- Support for Reason 2*
*Words in Red are "transition words" and may be substituted*
Type of Sentence	Your Sentence

1. Restate Reason 2

2. Support Reason 2	For example,

3. Support	Furthermore,

4. Support	Additionally,

5. Concluding Sentence
Tie this paragraph all together

*Paragraph 4 -- Support for Reason 3*
*Words in Red are "transition words" and may be substituted*
Type of Sentence	Your Sentence

1. Restate Reason 3

2. Support Reason 3	For example,

3. Support	Furthermore,

4. Support	Additionally,

5. Concluding Sentence
Tie this paragraph all together

PERSUASIVE ESSAY TEMPLATE – Page 3

*Paragraph 5 -- Argument the OPPOSITE point of view*
*Words in Red are "transition words" and may be substituted*
Type of Sentence	Your Sentence

1. Counterargument (CA)	However,

2. Support CA	For example,

3. Support CA	Perhaps

4. Restate YOUR Argument	But,

4. Support ORIGINAL argument
Tie this paragraph all together

*Paragraph 6 -- Restate your first paragraph -- bringing everything together*
Type of Sentence	Your Sentence

1. Restate Position

2. This is why paragraph

3. Support

4. Support

5. Concluding Sentence
Tie it all together

Transition Words
*Words used to show location…*
above	behind	by	off
across	below	down	onto
against	beneath	in back of	outside
along	beside	inside	over
among	between	into	throughout
around	beyond	near	under
*Words that show time…*
while	first	meanwhile	later
after	second	today	finally
at	third	tomorrow	then
before	now	yesterday	next
during	until	soon	suddenly
*Words that can compare two things…*
likewise	as	while
like	also	similarly
Words that show contrast…
but	as	although
however	also	otherwise
*Words that emphasize…*
against	truly	especially
to repeat	in fact
Words that summarize…
finally	as a result	in sum
lastly	therefore	all in all
*Words that add information*
against	another	moreover
also	and	for example
as well	besides	additionally
next	finally	other

Remember:

1. Prewrite: Choose a subject and gather details.

2. Write the first draft: Beginning, middle and end.

3. Revise: Proofread, correct and improve your writing.

4. Edit: Check again for style and accuracy.

5. Publish: Write your final draft!

Interpretive Writing

Responding to Literature

This type of writing:

Þ Develops an idea about a story rather than just retells or summarizes

Þ Clearly identifies claims about the subject

Þ Convinces audience that these claims are justified

Þ Demonstrates that the writer knows the subject well

Þ Gather specific and relevant evidence from the text

Þ Has interesting and on target ideas about the subject

Þ Makes it clear when evident matters

Þ Only retells and summarizes when retelling is purposeful – i.e. has evidence to support claims writer is making.

Writer must ask him/herself…”How relevant is my evidence?”

Writing a Response to Literature…Quick Checklist

Did you…

____ Identify the author and the title of the work

____ Begin by summarizing the work

____ State a thesis or argument clearly and concisely

____Organize your argument in a logical way

____ Build your argument by…quoting, paraphrasing, and summarizing specific parts of the story

____ Make connections between your ideas and evidence by explaining how you think the evidence supports you ideas.

____ Organize your essay by providing transitions between paragraphs and sentences

____ Restate your thesis in the last paragraph

Grade 4: Response to Literature

Grade 5: Response to Literature

(500-700 Words)

a. Demonstrate an understanding of the literary work

b. Support judgments through references to both the text and prior knowledge

a. Demonstrate an understanding of the literary work

b. Support judgments through references to both the text and prior knowledge

c. Develop interpretations that exhibit careful reading and understanding

Grade 6: Response to Literature

(500-700 Words)

Grade 7-8: Response to Literature

(500-700 Words)

a. Organize and interpretation that demonstrates careful reading, understanding and insight

b. Organize the interpretation using clear ideas or images

c. Develop and justify the interpretation through examples and evidence from the text

a. Organize and interpretation that demonstrates careful reading, understanding and insight

b. Organize the interpretation using clear ideas or images from other literary work

c. Develop and justify the interpretation through examples and evidence from the text

Link to California English/Language Arts Standards – Reading

3r d Grade:

Narrative Analysis

4^th Grade

Narrative Analysis

5^th Grade

Narrative Analysis

a. Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.

b. Determine what characters are like by what the say or do and by how the author or illustrator portrays them.

c. Determine the underlying theme or author’s message in fiction and nonfiction text.

d. Recognize the similarities of sounds in words and rhythmic patterns (e.g. alliteration, onomatopoeia) in a selection.

a. Identify the main events of the plot, their causes, and the influence of each event on future actions.

b. Use knowledge of the situation and setting of a character’s traits and motivations to determine the causes for that character’s actions.

c. Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar takes in diverse cultures (e.g. trickster takes).

d. Define figurative language (e.g. simile, metaphor, hyperbole, personification) and identify its use in literary works.

a. Identify the main problem or conflict of the plot and explain how it is resolved.

b. Contrast the actions, motives (e.g. loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrast to the plot or theme.

c. Understand that theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works.

d. Describe the function and effects of common literary devices (e.g., imagery, metaphor, symbolism.

6^th Grade:

Narrative Analysis

7^th Grade

Narrative Analysis

8^th Grade

Narrative Analysis

a. Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the ploy and the resolution of the conflict.

b. Analyze the influence of setting on the problem and its resolution.

c. Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.

d. Identify the speaker and recognize the difference between first-and-third-person narration (e.g., autobiography, compared with biography).

e. Identify and analyze features of themes conveyed through characters, actions, and images.

f. Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and non-fictional texts.

a. Identify events that advance the plot and determine how each event explains past or present actions(s) or foreshadows future action(s).

b. Analyze characterizations as delineated through a character’s thoughts, words, speech patterns, and actions: the narrator’s description; and the thoughts, words, and actions of other characters.

c. Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).

d. Contrast point of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work.

a. Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot’s development, and the way in which conflicts are (or are not) addressed and resolved.

b. Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.

c. Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text.

d. Identify and analyze recurring themes (e.g. good versus evil) across traditional and contemporary works.

e. Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer’s style and use those elements to interpret the work.

Literary Analysis – Response to Literature Template

Write your THESIS first! Your THESIS is your idea about the theme of the story or novel you read. A theme is the underlying meaning of a literary work. A theme may be stated or implied.

*Paragraph 1*
Type of Sentence	Your Sentence

1. Attention Grabber

2. Statement introducing or foreshadowing your thesis.

3. Sentence that provides detail or clarification of Sentence 2.

4. Sentence that provides further detail or clarification of Sentences 2 and 3.

5. Detail or quote or figurateive language that supports your thesis.

6. Thesis	Example: Story title tells the story of ____________ by which _______________.


*Paragraph 2 -- Summary of the novel/story as it relates to your THESIS*
Type of Sentence	Your Sentence

1. Topic Sentence stating the novel or story you read and the author.

2. Conflict regarding your thesis.

3. Sentence supporting and detailing the conflict regaring your thesis.

4. Supporting detail.

5. Concluding Sentence: Bring this whole paragraph together.

Literary Analysis – Response to Literature Template

Page 2

*Paragraph 3*
Type of Sentence	Your Sentence

1. Topic sentence to add support and elaborate on your argument. Possible beginning: Furthermore,

2. Restatement of your thesis as it relates to this paragraph. Possible beginning: For example,

3. Sentence supporting and detailing the central idea of this paragraph.

4. Supporting detail.

5. Concluding Sentence: Bring this whole paragraph together.

*Paragraph 4*
Type of Sentence	Your Sentence

1. Topic sentence to add support and elaborate on your argument. Possible beginning: Also,

2. Restatement of your thesis as it relates to this paragraph. Possible beginning: For example,

3. Sentence supporting and detailing the central idea of this paragraph.

4. Supporting detail.

5. Concluding Sentence: Bring this whole paragraph together.

Literary Analysis – Response to Literature Template

Page 3

*Paragraph 5 -- Conclusion*
Type of Sentence	Your Sentence

1. Restate your THESIS and sum up the contents or YOUR paper in five sentences

2

3

4

5. Concluding Sentence -- make it a SQUASHER

Narrative Writing

Painting A Picture With Words

Decide What Happens – Draw Three Pictures of the Main Event

Character Table
Character Name	Characteristics

Summary

Directions:

· Reading the following informational article

· As you read, you may mark the article or make notes. Marks and notes will not be scored.

· After reading the article you will have 60 minutes to read, plan, write and proofread.

· You may reread or go back to the article at any time during the test.

Scoring:

Your writing will be scored on how well you:

· state the main ideas of the article

· identify the most important details that support the main ideas

· use your own words in writing the summary

· use correct grammar, spelling, punctuation and capitalization

Frog or Toad

Some frogs and toads look very much alike. They are cousins in the animal family, but frogs and toads are not the same.

Frogs have round bodies, big heads, and no necks. Their eyes stick out from the tops of their heads. They also have big mouths and sticky tongues. Many types of frogs have teeth on their upper jaws.

Frogs skin is smooth. It also feels wet, as if the frog has just stepped out of a shower. So about every ten days, when their skin becomes too tight, frogs shed their old skin. They have brand new skin underneath.

Frogs have short front legs and long back legs. Their back legs are also very strong. This allows them to move quickly by jumping long distances.

Most types of frogs need to live close to water. Their bodies are made for living in water. During the day, you might find some frogs sitting near water. They never go very far away from it, though.

Toads have stoat bodies, big heads, and no necks. Their eyes sit on top of their heads, and they also have big mouths and sticky tongues. Toads do not have teeth.

Toads have skin that is bumpy and rough. It feels very dry. Toads also take off their old skin. However, they need new skin every three or four days.

Toads have short back lets. They take short hops to get from one place to another. Their back legs are for hopping instead of jumping. It takes them quite awhile to get to where they want to be.

Most toads live on land. Some live many miles away from water. Others go into the water only to lay their eggs. Toads often hide during the day. They like to come out after dark, then go back to their hiding places in the daytime.

Frogs and toads may look the same, but they are different in many ways. No matter which you see, both frogs and toads are fun to watch.

Writing the Summary

Write a summary of the article. Your writing will be scored on how well you:

state the main idea of the article
identify the most important details that support the main ideas
use your own words in writing the summary
use correct grammar, spelling, punctuation, and capitalization.

Summary

Summary
Paragraph 1
Type of Sentence	Your Sentence
1. Topic Sentence

2. Main Point/Story Element 1

3. Main Point/Story Element 2

4. Main Point/Story Element 3

5. Explain Topic Sentence

6. Concluding Sentence -- tie it all together

Summary -- Paragraph 2

Type of Sentence	Your Sentence
1. Restate Main Point/Story Emement 1:

2. Detail or fact:

3. Detail or fact:

4. Explain Detail or fact:

6. Concluding Sentence -- tie this paragraph all together

Summary -- Paragraph 3

Type of Sentence	Your Sentence
1. Restate Main Point/Story Emement 2:

2. Detail or fact:

3. Detail or fact:

4. Explain Detail or fact:

6. Concluding Sentence -- tie this paragraph all together

Summary – page 2

Summary -- Paragraph 4

Type of Sentence	Your Sentence
1. Restate Main Point/Story Emement 3:

2. Detail or fact:

3. Detail or fact:

4. Explain Detail or fact:

6. Concluding Sentence -- tie this paragraph all together

Summary -- Paragraph 5

Type of Sentence	Your Sentence
Conclusion -- Re-read your first paragraph and put it into different words:







6. Concluding Sentence -- tie this paragraph all together