Expository Writing:

The New Narrative

Literacy Team

The ELAR TEKS require students to “write expository texts to

communicate ideas and information to specific audiences for specific

purposes.” To help students move beyond writing the typical narrative

texts, teachers must provide students with opportunities to write in a

variety of genres…especially expository. During this workshop,

participants will identify how the standards address expository writing,

familiarize themselves with samples of expository mentor texts, review

mini lessons to implement expository writing in their classrooms, and

sample lessons on teaching expository writing.

Workshop goals. . .

Housekeeping• Restrooms

• Cell Phones

• Snacks

Texas Voices: STAAR -gazing

-gazing can get out of hand.

K-W-L

Writing for REAL!

What was the last thing you wrote?

A text message? A social media post? A letter? A description? A referral? A lesson plan? A review? An email message? A thesis paper? Directions?

Mini STAAR Update

Types of Writing Assessed

Grade 4 Personal Narrative Expository (not “how

to”) Grade 7

Narrative with Extension (extension weaved into writing; not added at the end)

Expository

English I Expository

English II Persuasive

English III Analytic

Reading Genres AssessedLiterary Strand Fiction Literary Nonfiction Poetry Drama

Assessed beginning at 4th grade Media Literacy

Embedded

Readiness Genre

Supporting Genre

Supporting GenreSupporting Genre

Reading Genres AssessedInformational Strand Expository Persuasive

Assessed beginning at 5th grade Procedural

Embedded Media Literacy

Embedded

Supporting Genre

Readiness Genre

What’s in a Genre?(as defined by TEA)

Form/Content Sub-Genre

Biography Literary Nonfiction

Speech Literary Non-fiction / Persuasive

Informational Chart Media

How-to Procedural

Picture with Caption Media

Letter of Complaint Expository

Play about a true story Drama

Thank-you note Expository

Folk Tale Fiction

Letter to Influence Attitudes Persuasive

Story about a boy and his dog Fiction

Stop to Process

STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS (STAARTM)

Grades 3−8 ReadingGrades 4 and 7 Writing

English I, II, and III

Victoria YoungDirector of Reading, Writing, and Social Studies AssessmentsTexas Education Agency

STAAR Writing Rubric

Score Point 1—VERY LIMITED

Score Point 2—BASIC

Score Point 3—SATISFACTORY

Score Point 4—ACCOMPLISHED

Teachers and students need to have anin-depth understanding of the writing rubric for each type of writing!

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Writing Scoring Model for STAAR

Rubrics Summed Scores Weighting

Rubrics (used in conjunction with student responses representing each score point) are the basis for assigning scores

Two readers score each student writing response. If there is perfect or adjacent agreement, the two readers’ scores are summed.

Summed scores range from 2−8

(0 = nonscorable)

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Scoring Model for STAAR

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SCORE 1 SCORE 2

SUMMED

SCORE CSR RATING

0 0 0 Nonscorable Performance1 1 2 Very Limited Performance1 2 3 Between Very Limited and Basic Performance2 2 4 Basic Performance2 3 5 Between Basic and Satisfactory Performance3 3 6 Satisfactory Performance3 4 7 Between Satisfactory and Accomplished Performance4 4 8 Accomplished Performance

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From TEA’s Victoria Young….

“You've got to think about this as a continuum. What we're trying to do with summing is to pinpoint more accurately where the kid is on this writing continuum."

STAAR Writing

READ: A short synopsis of some kind or a quote.

THINK: The synopsis or quote generalized and reworded

WRITE: An even more focused rewording

BE SURE TO: A reminder to proof

Reflection

Do you have a thesis statement? Did you find it harder or easier to

write in expository mode? Did you drift into a narrative? Could your essay fit onto the 26-

lined page?

Rubric Dissection

Expository and Literary

Review Column 1 “Limited”

Highlight the most

importantwords or phrases

Review Columns 2 & 3

“Basic” & “Satisfactory

Record key, recurring

words for these score points

Score Point 4“Accomplished”

Work with your team to create main idea statement about these three categories in 10 words or less.

Review a few Released Papers

Score your paper

Check the TEKS

Writing TEKSGrades K – 12, Writing Process: Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

Grade K-12: Writing/Expository Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes.

Grade 7: (17) Writing/Expository Texts. Students write expository [texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to write a multi-paragraph essayto convey information about a topic.

“One cannot develop such intelligence by

osmosis; instead, it requires deliberate

instruction. Writing is often assigned, but if

students are to master this complex craft, it

must be taught.”

(2009) Burke, Jim. Content Area Writing. New York, NY Scholastic

Jim Burk said. . .

Demonstration Lesson –

lots of modeling!

Putting it into practice

In Groups. . .

Take a piece of chart paper and markers

Divide the paper up in four parts

Label each part with the following: Books Television shows Movies Songs

In Groups. . .

Books

TV ShowsMovies

SongsBridge to Terrabithia Lean On Me - Bill Withers

The Golden GirlsHarry Potter

Qualities of Friendship

List the main characters from the books, movies, TV shows and songs just brainstormed

Discuss the qualities of friendship the characters show

Independently, come up with 3 – 5 characteristics that you think is most important

Think Aloud

Encouraging / supportive Honest Challenges me Holds me accountable

Watch as I model how I would begin this piece of writing.

READ the following quotation.   

  

THINK carefully about the following statement.Friendships are important, but everyone has a different opinion of the qualities of a friend. WRITE an essay explaining what makes a person a good friend. Be sure to –Clearly state your controlling ideaOrganize and develop your explanation effectivelyChoose your words carefullyUse correct spelling, capitalization, punctuation, grammar, and sentences

“A friend is one that knows you as you are, understands where you have been,

accepts what you have become, and still, gently allows you to grow.” -

William Shakespeare

Pattern Description Cue Words

Description The author describes a topic by listing characteristics, features, and examples 

for example, characteristics are. . .

Sequence The author lists items or events in numerical or chronological order.

first, second, third; next; then; finally

Comparison The author explains how two or more things are alike and/or how they are different.

different; in contrast; alike; same as; on the other hand

Cause and Effect The author lists one or more causes and the resulting effect or effects.

reasons why; if...then; as a result; therefore; because

Problem and Solution

The author states a problem and lists one or more solutions for the problem. A variation of this pattern is the question- and-answer format in which the author poses a question and then answers it.

problem is; dilemma is; puzzle is solved; question... answer

Stanford University: http://www.stanford.edu/~arnetha/expowrite/info.html

Text Structures

Formula vs. Text

Structures

Formula v. Text Structure

FORMULA

Predetermined number of paragraphs

TEXT STRUCTURES

Student choice

Pattern Description Cue Words

Description The author describes a topic by listing characteristics, features, and examples 

for example, characteristics are. . .

Sequence The author lists items or events in numerical or chronological order.

first, second, third; next; then; finally

Comparison The author explains how two or more things are alike and/or how they are different.

different; in contrast; alike; same as; on the other hand

Cause and Effect The author lists one or more causes and the resulting effect or effects.

reasons why; if...then; as a result; therefore; because

Problem and Solution

The author states a problem and lists one or more solutions for the problem. A variation of this pattern is the question- and-answer format in which the author poses a question and then answers it.

problem is; dilemma is; puzzle is solved; question... answer

Stanford University: http://www.stanford.edu/~arnetha/expowrite/info.html

Text Structures

Examples: Matching Controlling Idea (or

Thesis) to Organizational Structure

This particular prompt asks two questions:

Who is this special person? What makes this person special?

Note - encourage students to go beyond he/she is nice, fun, great, etc. Ask questions like: What makes her great? What does she do to show you that she’s nice?

Central Idea: My sister, Andrea, is special to me because she is the only one in my house who makes time for me.

Possible Structure: Compare/Contrast

Other FamilyMembers

Andrea

They all love me

I love them

Very busy

Kick me out of their rooms

Will not take meanywhere

Won’t watch TV or play games with me unless it’s what they want

Lets me into her room even If she is busy

She will take me places if I tell her ahead of time

Watches TV &plays fun gameswith me

Let’s start it off…

I am the baby of five children in my family. Yep, that’s right! There are seven people in my house! Even though we all love each other very much, everyone is always too busy for me. My sister, Andrea, is special because she’s the only one in my family who makes time for me. When I go to my older brothers’ rooms, I barely get one pinky toe in before they say, “Get out!” They say they are all doing things and they don’t want me in there to ask a lot of questions. This doesn’t happen when I go to Andrea’s room. She tells me to come on in. Even if she is on the phone or reading, she does not mind if I come in and sit on her bed. She will even let me ask a few questions without getting mad at me. My parents work a lot, so they cannot always take me to soccer practice or to programs I have to go to at school. But since Andrea got her license, she will take me to practices and even to my friend’s birthday party if she can…

Central Idea: My friend, Joel, is special because he changed my life for the better.

Possible Structure: Cause-EffectBefore Joel came to our school, I didn’t have any friends. I used to sit by myself in the cafeteria. People didn’t pick me for teams in P.E. I was quiet because I did not know anyone.

Joel’s family moved right next door. We started playing together right that weekend. When school started Monday, we started being friends at school. Now, I always know I have someone to sit next to who will actually talk to me. A lot of people like Joel, so it’s kind of like they talk to me because he’s my friend, too. Joel is special because if it weren’t for him, I would still feel all alone at school.

Central Idea: My father is special because he risks his life to save other people.

Possible Structure: LogicalMany people go to work every day, but not

everyone can say that they are keeping the city safe. My father is special because he risks his life to help other people. He faces danger every day on his job. He is a police officer…His job as an officer never stops. Even when he is not at work, he knows that he has a duty to people no matter where he goes. For example, one time when we were at a baseball game, …

Most people do anything they can to stay our of harm’s way. My dad is special because he does just

the opposite every day.

Back to the Modeling!

Let’s Talk Details

Common Types of Details

Specific or concrete examples

Facts Self-evident

truths Anecdotes Comparisons or

analogies

Authoritative quotes or testimonials

Numbers/statistics

Descriptive details

Definition Graphics

(diagrams, maps, charts, etc.

An Invitation to Notice. . .

Using the Time for Kids Articles, Identify Text Structures, Transitions

and Details

Marcia Freeman said. . .

“Reading and analyzing expository

literature with your students, as an

isolated practice, will not advance

their writing skills. The exercise

must be part of an ongoing

classroom writing workshop.”

“The complexity of the writing process, which

consists of both cognitive and emotional

elements, can leave even the strongest teacher

feeling ineffective, unsure of where to begin or

how to proceed.”

(2009) Burke, Jim. Content Area Writing. New York, NY Scholastic

Jim Burk said. . .

Cognitive Activity

•26 lines

•Using the TAKS writing samples, work with your group to rewrite the samples so that they are no more than 26 line.

The ELAR TEKS require students to “write expository texts to

communicate ideas and information to specific audiences for specific

purposes.” To help students move beyond writing the typical narrative

texts, teachers must provide students with opportunities to write in a

variety of genres…especially expository. During this workshop,

participants will identify how the standards address expository writing,

familiarize themselves with samples of expository mentor texts, review

mini lessons to implement expository writing in their classrooms, and

sample lessons on teaching expository writing.

Workshop goals. . .

Extending

Let’s Plan a Blended Expository Text

Let’s Plan a Blended Expository Text

The Evolving

Publishing Industry

Natural Hair Care

The Fine Art of

Being a Wife

Compare-Contrast self-pub and traditional because two are both prevalent

Sequence – show the process

FAQs – discuss some issues that didn’t get covered in the earlier portions

Practice Strategy: Best Thesis and Supporting Ideas (Using Placematting)

Gives students the opportunity practice forming/evaluating central ideas and supporting evidence.

Best Supporting Ideas (Using Placematting)Each table gets a laminated

“placemat” big enough for 4 people to write on and easily rotate

Each person will need a dry-erase marker

In a moment, we will write the key words from a prompt in the center circle

Each person forms a central idea statement and places it on the placemat space in front of them

Best Supporting Ideas (Using Placematting) cont.

Table turns the placemat Next person must give one

supporting statement under another person’s central idea

Table turns the placemat Repeat

Best Supporting Ideas (Using Placematting)

Modeling Time!

 

Should toymakers create overweight dolls?

Downloading Information

Jayne Knighton, M.Ed.ELA Program Coordinator

jayne.knighton@region10.org972-348-1444

Robyn Fox, M.Ed, MRT K - 12 Consultant specializing in

Primary / Elementary School robyn.fox@region10.org

972-348-1484

Virginia Gonzalez, M.Ed., LDT, CALT State Dyslexia Consultant

virginia.gonzalez@region10.org 972-348-1410

Nancy McGruder, M.Ed.K - 12 Consultant specializing in

Intermediate / Middle School nancy.mcgruder@region10.org

972-348-1404

Gina Mitchell, MLA, LDT, CALT Regional Dyslexia Consultantgina.mitchell@region10.org

972-348-1454

Terry Roper, M.L.S. K - 12 Consultant specializing in

Library Scienceterry.roper@region10.org

972-348-1414

Kay Shurtleff, M.A.K - 12 Consultant specializing in

Middle / High School kay.shurtleff@region10.org

972-348-1756

Joan Vaughan,  M.Ed K - 12 Consultant specializing in

Middle / High Schooljoan.vaughan@region10.org

972-348-1520

Literacy Team

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