Analyzing+STAAR+Writing+Samples

=Writing Analysis with a STAAR "twist"= 2) I linked the website to my blog. With a partner, they were to analyze the 3's and 4's. There were so many "common themes" that each scorer had written about the "1's and 2's", the students were using the language of the rubric, and I didn't even require them to. 3) They were to record their findings in their journals to be discussed as a class. 4) The class came back together and shared. || -The next lesson will have them use their own writing. For example, if the students score a "2", I will tell them to look at the "3's" and see how they can improve their own writing. ||
 * **Title**: ||< Analyzing STAAR writing samples ||
 * **Subject**: ||< Language Arts/Writing ||
 * **Grade**: ||< 4th ||
 * **Time Frame**: ||< 90 minutes ||
 * **Summary:** ||< As a class, we visited the TEA website and reviewed the rubrics for writing samples. We read through the "1's and 2's" together and discussed the similarities between the samples. We talked about the main differences between the ones and twos as well. I linked the website to my blog and with a partner, they were to go and read the "3's and 4's" and analyze them. We came back as a class and discussed their findings, citing specific examples from the samples. ||
 * **Tasks**: ||< 1) The class analyzed the writing samples that scored ONE or TWO on the TEA website. We made a chart of what was "wrong" with them. We discussed how the 2's were "better" than the ones and how this could impact their own writing.
 * Objectives: ||< Writing narrative and expository compositions. ||
 * Assessment: ||< Class discussion of their findings with their partners. ||
 * Resources: ||< * journals, pencils, ipads, computers ||
 * **Teacher**
 * Reflections:** || The students really got into this. They LOVED reading the other kids samples. It was shocking that they could "critique" someone else's writing, but have the same elements in their own writing.
 * **Examples**: ||< [] ||

Discussion:
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