New Jersey ASK Language Arts Grades 6-8 2014

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New Jersey ASK Language ArtsGrades 6-82014

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Three Fundamental Beliefs About Preparing
Students for Testing (An authentic and
meaningful way to prepare students for
standardized testing)

• Successful test takers must first be smart
  readers and writers (Standardized reading and
  writing tests are not a mystery students can
  succeed if they apply general and genre specific
  reading and writing strategies.)
• Successful test takers must be able to translate
  the unique language of the test (In order to
  understand the directions, we must teach students
  the specific vocabulary of the test.)
• 3. Learning to be a successful test taker
  can be fun! (Students need to be actively engaged
  in the test-preparation processwe must make
  learning a multi-sensory, engaging process.)

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Everything You Wanted to Know About NJ ASK 2014

• But Were Afraid to Ask!!!!

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WHAT IS THE ASK?

• The ASK stands for Assessment of Skills and
  Knowledge. Lets break that down a bit. When
  teachers give an assessment, they evaluate the
  students work. So the ASK evaluates whether or
  not you have the necessary skills to succeed in
  the future!

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WHY?
NCLB- No Child Left Behind 2002 Every state
must have an assessment for annual tests in
reading/language arts and math in grades 3-8 in
place by the 2005-06 school year. Assess every
student in science by 2007- 08 at least once in
each of these grade spans 3-5, 6-9,
10-12. However, the New Jersey ASK is being
phased/transitioned to the new PARCC Assessment
as part of the Common Core State Standards (CCSS)
Initiative.
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WHO?

• All students enrolled in New Jersey public
  schools must be tested.
• English Language Learner students and special
  education students are included.

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WHAT?

• LANGUAGE ARTS ASSESSMENT
• Writing
• - Persuasive/Argument Task-45 minutes
• - Informative/Explanatory Task-30 minutes OR
• Narrative Task -30 minutes
• 4 Reading Passages
• - Literature Texts-30 minutes each
• - Informational Texts-30 minutes each
• with open-ended questions and multiple choice
  questions
• Each multiple choice question is worth 1 point
  and each open-ended question is worth
  up to 4 points.

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WHEN?

• GRADE 7 April 28- May 1, 2014
• Day 1 - Mon. April 28 - Language Arts
• Day 2 - Tues. April 29 - Language Arts
• Day 3 - Wed. April 30 - Math (7th-8th Day1)
• Day 4 - Wed. May 1- Math (7th Day 2)
• Day 4 - Thurs. May 1 - Science (8th Day 1)

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How is the test data utilized by the school and
district?

• To compare data from similar districts
• To analyze and compare data over the years to
  identify areas of strengths and weaknesses
• To examine test scores to identify areas of
  strengths and weaknesses on a grade level and for
  individual students.
• To analyze data to direct instruction
• To plan instruction based on student needs
• To intervene for student improvement
• To integrate test taking strategies across the
  curriculum
• 
  
  

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How to Interpret Test Scores

• ISR- Individual Student Reports
• Identifies areas of proficiency in LA, Math and
  Science (grade 4 and 8, only)
• Advanced Proficient 250 - 300
• Proficient 200 - 249
• Partially Proficient 100 - 199

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What is the New Jersey ASK actually testing?

• The ASK evaluates three major skills
• A students critical reading skills.
• A students ability to write clearly and
  maturely.
• A students potential to be an independent
  thinker.
• All three of these skills are essential not only
  in high school, not only in college, but also in
  LIFE!

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The Language Arts Literacy (LAL) Section of the
NJ ASK is divided into two cluster areas. Each
of these clusters reflects knowledge and skills
specified in New Jerseys Core Curriculum Content
Standards.
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CLUSTER 1 WRITING

• Grades 6-8
• Persuasive or Argument Task 45 minutes (12
  points)
• Informative/Explanatory or Narrative Prompt 30
  minutes (6 points)

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CLUSTER 2 CRITICAL READING

• Critical reading is a process. When we read, we
  often have difficulty staying focused on what we
  are reading, even if it is something really good.
  When we read critically, we read actively. That
  means we read with a pen, pencil, or highlighter
  in hand. Sometimes we take notes on the text
  itself if we are given permission or, otherwise,
  on a separate piece of scratch paper.

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CLUSTER 2 READING PASSAGES

• Grades 6-8
• There will be 4 Reading Passages on the Grades
  6-8 Reading Section of the NJ ASK. Students will
  be asked to read both literature and
  informational texts in the reading sections.
  Each reading passage will require the students to
  spend 30 minutes on task.
• The purpose for reading nonfiction text is to
  provide the reader with information about a
  specific topic. An example of informational text
  would be your science textbook.
• The literature text on the NJ ASK will tell a
  story and will usually be fictional, but a
  biography is also considered a literature text.
• It is helpful for students to understand what
  type of passage they are reading and use
  strategies to help them comprehend text.

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CLUSTER 2 READING PASSAGES (Continued)

• Students will have 30 minutes on each reading
  passage to do the following tasks
• Read the passage
• Answer 10 multiple-choice questions
• Answer 2 open-ended questions

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FIVE GOLDEN THOUGHTS FOR GUARANTEED SUCCESS ON
THE ELA NJASK TEST

1. Remember, pay attention to the amount of time you
   have for each section. Do not leave out any
   multiple choice questions or open-ended
   questions.
2. A Rule of Thumb Quantity is important when
   writing an essay The more you write, the
   better!
3. However, quality is also important. If you do
   not proofread and your essays have a lot of
   grammatical/mechanical mistakes, your grade will
   be lowered.
4. Proofread your writing out loud in your head!
5. Finally, have confidence in taking the ELA NJASK
   test. You have been prepared better than any
   other students in New Jersey! Relax and go with
   what you have been taught.

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CLUSTER 1 THE WRITING SECTION
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What do our students need to know about the NJASK
Writing Section?

• First, students must first understand the
  importance of the NJASK Writing Test
• -All they have learned about writing comes
  together for this two day test when they are
  asked to write about a prompt.
• -They know that they must consider the TAP
  (Task What you are trying to explain Audience
  Who will be reading this? Purpose Why are you
  writing this?) of the given prompt.
• -They know that the audience wants to know what
  the writer knows about complete thoughts, main
  ideas and supportive details, and other
  grammatical skills.

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What do our students need to know about the NJASK
Writing Section? (Continued)

• Second, students must understand that there are
  times when we expect them to write on a given,
  on-demand topic in a timed situation.
• -In order for them to do their best on this type
  of writing, there is a model (a template) that
  they can follow to succeed when writing their
  essay.
• -They also need to understand that their essay
  will be scored using the NJASK scoring rubric,
  and they must understand the criteria used to
  score their essays.

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A Checklist of Questions Students Should Be
Thinking About As They Think About and Write
Their Essay

• What am I being asked to write about?
• What form should this take?
• Who will be reading this?
• How should I plan my writing?
• Is there anything in particular I have to include
  in my writing?
• How much time should I spend on planning?
• Am I ready to write my draft?
• Do I think Ive written enough?
• Have I addressed the prompt?
• Can I improve some of my word choices?
• Is there variety in my sentences and paragraphs?
• Have I checked my work?

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WRITING PART 1The Persuasive Task
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• Writing Task
• The persuasive writing tasks elicit the students
  point of view or opinion regarding a given
  controversy.
• Students will write in response to a current
  controversy related to an interpersonal,
  school/community, or societal issue.
• This piece of writing may be required to be in
  the form of a letter, a formal essay, an
  editorial, or a speech.

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Types of Persuasive Writing Prompts

• Interpersonal controversies- when two or more
  individuals disagree about choices, decisions,
  behaviors, or ideas. Example You and a friend
  are arguing about whether or not to attend a
  party this weekend.
• School/Community controversies- when two or more
  groups of people disagree about rules, behaviors,
  procedures, conditions, or ideas. Example
  Proposition of including an ASK Class as a
  requirement for all students.
• Societal controversies- when people disagree
  about laws, conditions, and ideas. Example
  Mandatory curfew for teenagers.

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A Well Written Persuasive Essay is Well Focused
Well Organized and Well Explained

• Well focused Stick to one-topic and write a
  persuasive essay in which your point of view is
  crystal clear. (Are you for/against the topic?)
• Well organized You must write a clear opening
  and closing to your essay. You must develop a
  logical progression of ideas in the body that are
  connected with appropriate transition words.
• Well explained The scorers want to read
  paragraphs in which the ideas and details are
  well developed, well detailed, and explicitly
  explained. (Ideas include facts, opinions,
  reasons, comparisons, and anecdotes.)

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SAMPLE PERSUASIVE WRITING PROMPT GRADES 6-8

• WRITING SITUATION
• Your state is considering whether to charge a 2
  fee for each person to enter and use parks and
  community playgrounds. The money would be used
  to maintain and improve buildings, fields,
  courts, and playground equipment. The proposal
  is controversial, and many citizens have strong
  opinions about the idea.
• You decide to write an editorial for the local
  newspaper expressing your opinion about whether
  to charge a 2 fee for each person to enter and
  use parks and community playgrounds.
• WRITING TASK
• Write an editorial for the local newspaper
  expressing your opinion about whether to charge a
  2 fee for each person to enter and use parks and
  community playgrounds. Be sure to include
  reasons, facts, examples, and/or other evidence
  to support your position.

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Prewriting is the Key!

• The key to writing a persuasive/argument essay
  that is well focused, well organized, and well
  explained is to set aside time to prewrite and to
  utilize the space provided for prewriting.
• Unfortunately, many students do not take time to
  properly prewrite.
• Students who just jump right in and start writing
  their essay cant possible have planned out their
  essays.
• On the NJ ASK, you will be given a whole page of
  prewriting space. This is your space to use and
  plan. It is not graded however, using the space
  wisely will lead to writing a strong essay.

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Persuasive Essay Prewriting Plan

• Read the Directions For Writing and figure out
  what MODE (format- for example, a letter) you
  should be writing in. Then decide on a position-
  you should choose whichever will be easier to
  write about, even if you do not necessarily agree
  with it.
• Complete a T-chart. (Think about both sides of
  the issue. But you will only write about one
  side of the issue in your essay.)
• Complete a TAP Chart
• My Writing Task I need to write a (task) to
  (audience) which will state (purpose).
• TType of writing needed? (essay letter
  speech)
• AAudience
• PPurpose (Why are you writing the essay? State
  the pro for and con against sides of the
  issue.)
• Example I need to write a letter to my
  principal which will state whether or not I
  support the practice of randomly spot-checking
  backpacks and lockers.
• Write your introduction.
• Write three body paragraphs.
• Write your conclusion.

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Practice Persuasive Essay
Topic Recently, a student in your school was
suspended for carrying a knife in his backpack.
The knife was discovered when he left the back
pocket open during class and a teacher saw it
sticking out of the bag. As a result of the
event, your schools administration is
considering doing spot checks of backpacks and
lockers periodically. They believe that these
spot checks will ensure school safety. Write a
letter to your principal explaining why you do or
do not support the practice of randomly
spot-checking backpacks and lockers. Give clear
reasons for your support or criticism of this
possible school policy. Make sure to develop
each of your reasons fully and completely. You
have 45 minutes to complete this essay.
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BUILDING YOUR ESSAY
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Brainstorm ideas and examples for your essay
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PROS- for random spot- checking
CONS- against random spot- checking

• Invasion of privacy

• can find dangerous objects

• Causes profiling

• will make everyone in the school feel safer

• No benefit of the doubt

• will help administration and teachers to have
  better control of the school

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NOW, CHOOSE THE STRONGER SIDE OF THE Argument
BASED ON THE PROS AND CONS THAT YOU GENERATED.
THEN, CHOOSE THE THREE BEST REASONS. EACH REASON
WILL BE A BODY PARAGRAPH FOR YOUR ESSAY.
NOW, YOU ARE READY TO PLAN YOUR ESSAY
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PLANNING AND ORGANIZING YOUR ESSAY
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CONCLUSION
1. Rephrase thesis
2. Review three reasons
Reason 1
Reason 2
Reason 3
(best one)
(okay one)
(weakest one)
Topic sentence Supporting details/examples
Topic sentence Supporting details/examples
Topic sentence Supporting details/examples
3 BODY PARAGRAPHS
INTRODUCTION
Give background (paraphrase the writing prompt)
State the issue State your thesis. (Optional
preview three main examples)
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HERE IS A SAMPLE PLANNING HOUSE BASED ON RANDOM
SPOT-CHECKING OF BACKPACKS AND LOCKERS
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CONCLUSION
2. Review three body paragraphs

• Random checking of backpacks is an invasion of
  privacy

Best Example
Okay Example
Weakest Example
Invasion of privacy
Will cause profiling
Does not give students the benefit of the doubt
3 BODY PARAGRAPHS
1. Give background Present problems regarding
the policy on random spot- checking backpacks. 2.
State the issue Requiring students to have their
back packs randomly searched. 3. State your
thesis North Bergen should not require all of
its students to have their backpacks searched
randomly. 3. Preview invasion of privacy
causes profiling no benefit of the doubt.
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Writing Your Introduction
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GIVE BACKGROUND INFORMATION

• Would you please open up your purse and show me
  everything thats inside it? Id like to see if
  theres anything in there that might make me
  suspect that you are a criminal. How did it make
  you feel to be asked that question?

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STATE THE ISSUE

• You can definitely imagine how it makes me feel
  knowing that I could come to school every day and
  have my personal things rifled through by someone
  I really dont know. This would be the case if
  the new school policy allowing random spot-checks
  of backpacks and lockers is instituted in our
  school.

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THESIS STATEMENTS
Your Thesis states the main point of your paper.
It lets the reader know what point you are trying
to make.
Sample Thesis Statements
Random spot-checking of backpacks and lockers in
the North Bergen School District is a good idea.
The North Bergen School District should not allow
random spot-checking of backpacks and lockers.
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PREVIEWING YOUR THREE MAIN POINTS
2. Will cause profiling
3. No benefit of the doubt
1. Invasion of privacy
Reasons
The random spot-checking of backpacks and
lockers is an invasion of privacy, will cause
profiling, and does not give the student the
benefit of the doubt. (In one sentence)
The random spot-checking of backpacks and
lockers is an invasion of privacy. In addition,
the policy will also cause profiling in the
school. Lastly, the policy does not give the
student the benefit of the doubt. (In three,
separate sentences)
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INTRODUCTORY PARAGRAPH MODEL

• Dear Principal,
• Would you please open up your purse and show
  me everything thats inside it? Id like to see
  if theres anything in there that might make me
  suspect that you are a criminal. How did it make
  you feel to be asked that question? You can
  definitely imagine how it makes me feel knowing
  that I could come to school every day and have my
  personal things rifled through by someone I
  really dont know. This would be the case if the
  new school policy allowing random spot-checks of
  backpacks and lockers is instituted in our
  school. The North Bergen School District should
  not allow random spot-checks of backpacks and
  lockers. This proposed policy would be an
  invasion of privacy. In addition, the policy
  will also cause profiling in the school. Lastly,
  the policy does not give the student the benefit
  of the doubt.

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BODY PARAGRAPHS
THE ROOMS OF YOUR HOUSE
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START EACH BODY PARAGRAPH WITH A TOPIC SENTENCE
This policy is an invasion of privacy.
(Now, take 4-5 sentences to explain how this
policy is an invasion of privacy)
At home, my parents trust me to finish my
homework, remember my lunch, and do a lot of
other things that dont require their constant
supervision. I follow their rules because I
respect them as my parents. In the same way, I
follow your rules because I respect you as my
principal. If you do a good job, then you
shouldnt have to worry about me breaking the
rules.
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NOW, PUT YOUR TOPIC SENTENCE AND YOUR 4-5
SENTENCES OF EXPLANATION TOGETHER AND YOU HAVE
A..
BODY PARAGRAPH!
This policy is an invasion of privacy. At home,
my parents trust me to finish my homework,
remember my lunch, and do a lot of other things
that dont require their constant supervision. I
follow their rules because I respect them as my
parents. In the same way, I follow your rules
because I respect you as my principal. If you do
a good job, then you shouldnt have to worry
about me breaking the rules.
.
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WRITING YOUR CONCLUSION
PUTTING ON THE ROOF!
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WRITING YOUR CONCLUSION
STEP ONE REPHRASE YOUR THESIS
The North Bergen School District should not allow
random spot-checks of backpacks and lockers.
becomes.
Allowing random spot-checking of backpacks and
lockers in the North Bergen School District would
be a very bad policy.
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STEP TWO REVIEW YOUR 3 MAIN POINTS
The random spot-checking of backpacks and
lockers is an invasion of privacy. In addition,
the policy will also cause profiling in the
school. Lastly, the policy does not give the
student the benefit of the doubt.
Rephrase into new sentences
Random spot-checking of backpacks and lockers
will be an invasion of our students privacy,
cause profiling, and take away the trust that
exists in our school system.
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STEP THREE ADD A THEME/MESSAGE AND CLOSING
REMARK

• Allowing random spot-checking of backpacks and
  lockers in the North Bergen School District would
  be a very bad policy. Random spot-checking of
  backpacks and lockers will be an invasion of our
  students privacy, cause profiling, and take away
  the trust that exists in our school system. As a
  final reflection, I will offer you this thought.
  Teachers are always telling us not to judge a
  book by its cover. If you allow this policy to
  be in effect, this will be the very practice that
  you promote. Thank you for taking the time to
  read my letter, and I hope that you will
  definitely consider my point of view.
• Sincerely,
• John Q. Student

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The Entire Persuasive EssayIntroduction

• Dear Principal,
• Would you please open up your purse and show me
  everything thats inside it? Id like to see if
  theres anything in there that might make me
  suspect that you are a criminal. How did it make
  you feel to be asked that question? (This hook is
  a successful compositional risk. It grabs the
  readers attention and draws the reader into the
  argument). You can definitely imagine how it
  makes me feel knowing that I could come to school
  every day and have my personal things rifled
  through by someone I really dont know. This
  would be the case if the new school policy
  allowing random spot-checks of backpacks and
  lockers is instituted in our school. The North
  Bergen School District should not allow random
  spot-checks of backpacks and lockers. (Thesis
  statement) This proposed policy would be an
  invasion of privacy. In addition, the policy
  will also cause profiling in the school. Lastly,
  the policy does not give the student the benefit
  of the doubt.

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Body Paragraphs

• This policy is an invasion of privacy. At home,
  my parents trust me to finish my homework,
  remember my lunch, and do a lot of other things
  that dont require their constant supervision. I
  follow their rules because I respect them as my
  parents. In the same way, (transition word) I
  follow your rules because I respect you as my
  principal. If you do a good job, then you
  shouldnt have to worry about me breaking the
  rules.
• Another reason why I strongly disagree wit this
  policy is that it will cause profiling. Even in
  the subways of New York City, people say that
  they feel profiling exists during bag checks. If
  the police do it, then so can you. Lets suppose
  that I have a friend who has a decal for the band
  The Killers on his backpack. Will you assume
  when you see that decal that my friend is a
  violent person? Will the kids with tie-dyed
  backpacks be considered hippies? Will you
  suspect that they do drugs? (Offering
  hypothetical situations is an effective
  persuasive strategy to convince the reader) Just
  because a student might look a certain way or
  dress a certain way doesnt mean that the student
  behaves like that stereotype.
• Thirdly, this policy does not give the students
  the benefit of the doubt. If we are supposed to
  feel safe in schools, doesnt safety start with
  trust? If I carry a water gun in my backpack, it
  may be for a skit Im doing for drama class. If
  I have a picture of marijuana in my locker, it
  might be for a project Im doing for science
  class. That can of spray paint you see in the
  side pocket of my backpack is going to get used
  after school when we make signs for the car wash.
  Could I really get suspended for being a good
  student and a model school citizen? (The writer
  uses rhetorical questions throughout the essay to
  reveal his stance) Its possible if these spot
  checks are permitted.

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Conclusion

• Allowing random spot-checking of backpacks and
  lockers in the North Bergen School District would
  be a very bad policy. Random spot-checking of
  backpacks and lockers will be an invasion of our
  students privacy, cause profiling, and take away
  the trust that exists in our school system. As a
  final reflection, I will offer you this thought.
  Teachers are always telling us not to judge a
  book by its cover. If you allow this policy to
  be in effect, this will be the very practice that
  you promote. Thank you for taking the time to
  read my letter, and I hope that you will
  definitely consider my point of view. (Your
  closure need not be long, but make sure that it
  is evident. Only essays with both opening and
  closure will score a 6 on the rubric.)
• Sincerely,
• John Q. Student

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Writing Part 2 The Informative/Explanatory
Writing Task
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Informative/Explanatory Prompt Essay Based on a
Quote

• Task Students will read a quote, adage or
  universally accessible topic and respond in an
  educated, thought-provoking essay.

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Early to bed, early to rise
Harder, better faster, stronger
To be or not to be
Types of Prompts       Quotes- famous
quotations by historians, authors, politicians,
etc. Example Do not be too timid and squeamish
about your actions. All life is an
experiment.     Adages- short, memorable
sayings that have great meaning attached.
Example Life is ten percent what happens to you
and ninety percent how you react to it.    
Universally Accessible Topic- Food for thought
that is not attached to curriculum or studies,
but rather an idea formed from life experience.
Example Some say that love is the most powerful
emotion. Others think love is simply a reaction.
???Can your imagination reach its full potential
on this picture???
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What is an Informative/Explanatory Essay?

• An explanatory writing prompt asks the writer to
  explain his/her ideas to the reader. In other
  words, explain what he/she knows.
• Informative/explanatory prompts are based on
  topics familiar to students and ask them to
  describe, discuss, explain, or analyze some
  aspect of the topic. Students are able to draw
  on their own experience or opinions and what they
  know to develop ideas for their writing.
• There are two formats for assessing
  informative/explanatory writing One format uses
  a quotation or adage to introduce a topic. The
  second format introduces a topic on a familiar
  subject in a brief prompt and asks students to
  write a piece about that topic.
• How are narrative and speculative writing similar
  to informative/explanatory writing?
  Narrative/Speculative writing asks you to guess,
  or speculate, about what might happen in a story.
  Informative/Explanatory writing will ask you to
  explain what you think about a topic or
  situation.

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How to Respond to aNJ ASK ExplanatoryQuote
Response

• An explanatoryquote prompt means that you will
  have to write an essay explaining a quote that
  relates to a life topic.
• You will need to
• -Write a four paragraph essay that (1) explains
  the quote, (2) explains a connection that can be
  made to the quote (quote to self quote to
  world/society/literature/history/current
  events/movies) OR quote to someone you know
  personally) and lastly, (3) explains how the
  quote can be applied to your life in the near or
  distant future.
• -Complete the writing process in 30 minutes.
• Responding Guidelines
• -Read the prompt carefully by analyzing the
  quote and making a basic, logical sense of its
  meaning.
• -Plan for the three parts of the essay by
  creating a three column chart and listing bullet
  notes pertaining to the purpose for each
  paragraph (see bolded numbers 1-3 above).
• -Write a four paragraph essay. All paragraphs
  need topic and closing sentences with sufficient
  elaboration in between, such as facts, examples,
  and/or anecdotes.
• -Read through your essay to revise and edit.

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TIPS FOR AN INFORMATIVE/ EXPLANATORY ESSAY

• Aim for a 5-paragraph response which uses various
  cohesive devices (think- transitions!).
• Remember that this is all expository
  (explanatory) not narrative (telling a story).
• You will need an opening and a closing a
  well-developed, cohesive, single focus
  organization and logical progression.
• You will also need at least two well-developed
  examples, using vivid details, that directly
  relate to the prompt (try to use examples from
  the world, society, literature, history, science,
  current events, and movies).

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SAMPLE INFORMATIVE/EXPLANATORY QUOTE WRITING
PROMPT (GRADES 6-8)

• Anne Frank once said, How wonderful it is that
  nobody need wait a single moment before starting
  to improve the world.
• Think about what Anne Frank is saying regarding
  how people can improve the world around them.
• Write an essay about how people can improve the
  world around them. Use your knowledge and your
  own experience or observation to develop your
  essay. Use details, reasons, and examples in
  your explanation.

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TRANSITIONS (Linking Words)

• Last
• Most importantly
• Nevertheless
• Next
• Now
• of course
• On one hand
• On the other hand
• Or
• Otherwise
• Second
• Similarly
• Specifically
• Still
• Surely
• Then
• Therefore
• Third

• Above all
• Again
• Also
• As a result
• As an illustration
• At other times
• Besides this
• Certainly
• Consequently
• Equally important
• Finally
• First
• For example
• For instance
• For this reason
• Furthermore
• Generally
• However
• In addition

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Introduction

• Grab the readers attention
• Integrate the quote, adage or topic
• Find background information to introduce the
  topic
• Thesis statement or main idea

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Body Paragraph

• Example(s) from the world, society, literature,
  history, science, current events, and movies.
• You can actually study for this part, because
  themes are UNIVERSAL.
• Think about some major novels/stories that you
  have read thus far and/or some historical
  figures. Figure out what they stand for, what
  themes they exemplify, and be ready to work that
  into whatever prompt presents itself.

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Body Paragraph

• Example(s) from your own experience or
  observation.
• You will write this as an explanation, not a
  narration.
• Do not be tempted to relive the story speak
  about it with an academic voice.

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Conclusion

• Generate final remarks without introducing brand
  new examples
• Unify and Summarize your ideas
• Remind the audience of your main point/thesis
• Use a satisfactory close/clincher (could tie back
  into intro.)

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Writing Good Closings(Dos, Donts, and How To
Be Interesting)

• A closing should
• Use closing words
• Restate your opinion, purpose, position or topic
• Briefly restate your supporting information
• Be as interesting as possible
• Do not say
• Thank you for reading my essay
• This essay was about
• I hope you enjoyed my essay
• I hope you learned something
• I told you
• This is my opinion. What do you think?

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• Closing words
• As you can see
• To sum it up
• There is no doubt that
• In conclusion
• From my point of view
• Be interesting with
• Quotations
• Recommendations or solutions
• An opinion or reaction (for non-persuasive
  writing)
• One more thing
• Do not include new ideas or information in the
  closing! That is what the body of your writing
  piece is for!

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NJ ASK ExplanatoryQuote Response

• Carefully read the quote below. Write an essay
  that explain s what it means and what it means to
  you.
• Whats joy to one is a nightmare to another.
  -Bertolt Brecht

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Planning - Teacher Model

• Carefully read the quote below. Write an essay
  that explains what it means and what it means to
  you. Whats joy to one is a nightmare to
  another. -Bertolt Brecht

Quote Meaning Quote Connection How Quote Applies to my Future
Individuals may like things that others do not Each person is unique I love to watch movies as a hobby, my best friend hates watching anything more than once Use the quote as adviceI could go to an opera show with a friend, even though I hate it, because were friends
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Explanatory Quote Teacher Model

• Bertolt Brecht once said, Whats joy to one is
  a nightmare to another. In my opinion, this
  quote means that each individual person has his
  or her own likes that may not be enjoyable to
  someone else. Each person is born and created
  with a mind that grows as they grow. As one
  grows older, he or she establishes hobbies that
  suits and satisfies their preferences, opinions,
  and recreational needs. Because everyone enjoys
  different things that fit their own personality,
  its also safe to say that everyone will not like
  the same things. Ive had my own experience that
  clearly supports this statement and I could even
  see this as a piece of advice that I should take
  as I mature and have new experiences.

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• Understanding the meaning of this quote brings
  me to make a connection to my own personal life.
  Something that I thoroughly enjoy and take great
  pleasure in is watching films. I like different
  genres, for instance, action, comedy, drama,
  thriller, etc. Not only do I love watching
  movies and the different types, I collect them on
  DVD and will watch them a number of times. To
  me, seeing a film just once isnt enough. If it
  entertained me the first time I saw it, usually
  it entertains me just as much and more if I watch
  it again, and again. My best friend cannot stand
  to see anything for a second time. To him, he
  would much rather spend his time reading articles
  on the internet because that is one of his
  hobbies. He thinks that it is senseless and a
  waste of time to sit through any program or movie
  more than once. Even though we are good friends,
  this is an area that we dont see eye to eye on.
  Through this experience, it clearly demonstrates
  the true meaning of the quote, which is that one
  persons pleasure, may certainly be anothers
  pain.

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• Furthermore, this quote is not only something
  that I can understand and relate to, but I can
  also look at it as if it were a piece of advice
  that I can use in the future. If I am ever in a
  situation where I feel that Im engaged in
  something that I find to be a nightmare, or
  painful to sit through, then I can think of this
  quote and compromise. Since I know that not
  everyone enjoys what I do, there will be times
  that I wont enjoy something that another does
  but I should understand. For example, if someone
  close to me requests that I tag along and be
  their guest at an opera show, Ill just have to
  take a deep breath and realize that this is
  something that is loved by my loved one. In that
  case, I should be supportive of it at times
  because thats what friends and family are for.
• All in all, I think this quote sends the
  message that one may not always enjoy what others
  do, but if you were to look a little deeper, its
  okay to share those things with the people you
  care about.

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How to Respond to aNJ ASK ExplanatoryPersonal
Prompt

• An explanatorypersonal prompt means that you
  have to write an essay explaining a topic that
  connects personally to you.
• You will need to
• -Write a four paragraph essay that addresses the
  topic and elaborates on each of its parts.
• -Complete the writing process in 30 minutes.
• Responding Guidelines
• -Read the prompt carefully and break it into
  parts. Circle, underline, or number each part
  that you would have to address in your essay.
• -Plan for the parts of the prompt by using
  specific information/details for each.
• -Write a four paragraph essay. Each paragraph
  should represent one part and should be logically
  organized. All paragraphs need topic and
  closing sentences with sufficient elaboration in
  between, such as facts, examples, and/or
  anecdotes.
• -Read through your essay to revise and edit.

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Outline for an Informative/ Explanatory Essay
based on a topic

• Introductory Paragraph
• Open with a creative idea to get your reader
  interested.
• Briefly state what you believe to be the story.
• State details to support your ideas.
• Second Paragraph
• Who are the people and what are they doing?
• When and where is the action taking place? Under
  what conditions?
• What is the problem?
• Third Paragraph
• Why does the situation exist?
• How might the story continue after the instance
  captured in the scenario?
• Conclusion
• Restate what you believe to be the story.
• Summarize the prompt details that prove your
  ideas.
• Close with a creative statement.

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Informative/Explanatory Prompt Essay Based on a
TOPIC

• Directions It often seems that children are
  much better at ignoring their parents than they
  are at paying close attention to them. Think of
  a situation you have been in where this was true.
  Then, tell the full story in your composition.
  Keep the following in mind
• Establish a clear sense of the place where the
  incident happened.
• Write in detail about the people involved (in
  this case at least one parent and one child).
• Explain why the child was happier ignoring,
  rather than paying attention to, his or her
  parent(s).
• Describe how the parent(s) handled the situation.
• Defend the parent(s) and/or the child.

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Introductory Paragraph

• What child has not, at one time or another,
  eaten something when his parents tell him not to?
  (Hook the reader with a rhetorical question.)
  It is human nature to do what is forbidden,
  especially in children. In this case, a son
  confesses to his father that he has eaten his
  fathers chocolate cake, something that he was
  forbidden to do, but chose to ignore.

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Second Paragraph

• After they have done something wrong, children
  often feel remorseful. As a result, they go to
  tell their parents about their misconduct right
  away. In this case, a son goes to tell his
  father that he has eaten his fathers piece of
  chocolate cake. (This sentence establishes both
  who the characters are and what the problem is.)
  Knowing how much his father loves chocolate cake,
  the boy is scared. However, he is close enough
  to his father to feel safe telling him the truth.
  It is the fathers birthday party, so he is
  already in a good mood and will likely be able to
  get another piece of cake!

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Third Paragraph

• Following the sons confession, the father
  would most likely clean up his son and order
  himself another slice of chocolate cake. (This
  addresses the question of how the conflict might
  be solved.) Most likely, the boy will not be
  punished because of the sincerity and honesty he
  shows is father. While the father is waiting for
  his cake to come, he might even play with his
  son. At first, the fathers expression is stern,
  but there is also a half smile at the side of his
  mouth that shows that he can have a sense of
  humor.

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Conclusion

• There is a unique relationship between a father
  and a son. It is a good relationship, and both
  of them value honesty. Evidently, a good
  relationship can be a piece of cake. (Creative
  closure and an effective compositional risk.)

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Writing Part 3 The Narrative Task

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NARRATIVE ESSAY TASK

• Narrative writing is when you speculate/tell a
  story. The story you write on the NJ ASK may be
  true or fictional.
• The narrative prompt presents a brief scenario
  which students use as a springboard for writing a
  story, drawing on literature they have read as
  well as their own experiences and imagination to
  develop ideas.
• Student will have 30 minutes to write their
  narrative story.
• As students plan for their writing, they should
  describe a clear setting, develop characters with
  vivid personality traits, and unfold a plot that
  includes a story problem, rising action, climax,
  and concludes with a solution.

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CREATE A STORY MAP
What is the story?
Who/what is the main character?
Where is the action happening?
What is the main action?
Details about the place
What does the action show?
Details about the main character
Hypothesis/ Questions About the main Character
Hypothesis about the place
Hypothesis about the action
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TIPS FOR THE NARRATIVE PROMPT
1. Speculate means to guess. Use your
imagination and experiences to tell a story or
describe what is happening.
2. Organize essay into a three-part story a
beginning, middle and end or a before, during and
after. Write a lot!
3. Write about mood, people, objects, events,
messages revealed using precise words.
4. Try to relate the prompt to any story,
novel, television show, or movie you have seen.
5. Revise and edit your story using the
Writers Checklist.
6. Use dialogue within your story and end with a
theme!
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SEVEN GOLDEN RULES FOR A SUCCESSFUL NARRATIVE
PROMPT

• 1. You need to tell a STORY--with a
  beginning, middle, and end. Dont just describe.
  The directions are really asking for a story!
• 2. Dont worry about telling the CORRECT
  story. There is no correct storyand there is
  always more than one story buried in the prompt.
  You will not be wrong as long as your story is
  reasonable and connected to the prompt.
• Use details that help the reader see the
  characters and their actions. Try to create
  suspense in your story.
• Tell the events of the story in a clear sequence.
  The events should be arranged in time order
• To keep things interesting, add a plot
  complicationsomething else that has to be solved
  or overcome. After all, no action-adventure
  movie worth its summer success has only one plot
  complication.
• Dialogue shows what the characters are thinking
  and doing.
• The story shouldnt just stop. Give the reader a
  chance to see how the characters think and feel
  after the main action is complete. A clear
  ending helps by showing the significance of the
  event. Think of it as the theme or point of the
  story.

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COMPOSITIONAL RISKS(Use these techniques to
raise your score!)

• Showing not telling
• The many uses of said (i.e. yelled,
  whispered)
• The use of imagerywords and phrases that
  appeal to the senses.
• Simile, metaphor, and personification usage to
  create comparison.
• The use of common, favorite, or famous quotes
  related to the topic.
• The extended metaphor approach.
• The use of dialogue in moderation.
• The use of sentence variety.
• The inclusion of personal anecdotes or examples
  related to the topic.
• The use of extensive vocabulary. (Add 2/3 big
  words)
• The use of appropriate humor and/or irony.

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NJ ASKNarrative Prompt
A word prompt will sound something like this You
are walking home from school and notice there is
a paper bag on the sidewalk. When you look into
the bag you discover a large sum of money. You
walk home daydreaming about the new video game
system you will buy for yourself. At home you
further inspect the bag and discover a bank
deposit slip with the name Mrs. Sara Horton.
Write a story about what happens next, including
a problem and a solution.
Beginning Middle End
walking home from school main character (me) is thinking about a bad grade on a math test main character stumbles upon a bag with money in it daydreaming about internal conflictme vs. the guilt of possibly keeping the money to buy a Wii for myself me, sitting on my bed debating what to do the next morning, the main character is home and Googles the name of the owner of the missing property returns the bag of money without taking a reward
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Strong Beginnings for a Narrative Essay

• 1. State your belief or opinion
• A cozy cup of hot chocolate is the best treat on
  a cold rainy day.
• There is no doubt in my mind that middle school
  students should have recess.
• 2. Use a single word followed by a brief
  explanation
• Chocolate. The perfect companion to a cold rainy
  day, the cure for a broken heart, the taste of
  paradise.
• Ireland. It was always a dream of mine to visit
  the country of my ancestors, but when my dream
  came true, the reality was better than anything I
  had imagined.
• 3. Provide an interesting fact
• The word chocolate comes from the Aztec word,
  xocolatl, which means bitter water.
• Twenty-five chips in every cookie. Impossible?
  Not if its one of my homemade chocolate chip
  cookies, the best cookie there is.
• 4. Capture a moment in time
• Our car perched at the top of the rickety roller
  coaster for a moment before it plunged down the
  incline, everyone on board screaming in delight.

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• 5. Describe a sound (onomatopoeia) and tell
  where it came from.
• Crunch! Pop! Snap! Something large and heavy
  was moving through the woods.
• Screech! Crash! Kaboom! Car accidents can
  happen anywhere, usually without warning, which
  is why its so crucial to wear a seatbelt anytime
  you ride in a car
• 6. Ask a question
• What would it be like to have a pet?
• Does the city of Chicago have interesting
  landmarks? Anyone who goes to Chicago should
  definitely visit Sears Tower, the Navy Pier and
  Millennium Park.
• 7. Use a quotation and state why it applies
• An old saying states, A dog is mans best
  friend. Dogs teach responsibility, caring and
  loyalty, which is why I want a furry best friend
  of my own.
• 8. Provide a vivid, detailed description
• Slightly crispy outside, thick and chewy inside,
  overflowing with gooey semi-sweet chocolate
  chips. Can you taste it? Its one of my homemade
  chocolate chip cookies, the best cookie there is.

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9. Tell a related incident or anecdote We sat
around the dinner table crying. We werent sad,
rather laughing over a joke my brother told. The
joke had made no sense, which is why we laughed
so hard, and that describes my family we find
something to laugh about with each other every
day. 10. Mystery Statement There is a door in my
house that leads to a dangerous place. It is a
door which must be opened with care, a door which
all should think twice about opening, for this
door can lead to great peril. 11.
Dialogue Mom, can I go over to Erins house? I
ask my mom nearly every day after school after I
get off the bus. Nearly every day shell reply,
Is your homework done yet Morgan? No, I
sigh. Then you know the answer, mom continues.
Your homework has to get done first. 12.
Humorous statement There is a door in my house
that leads to a dangerous place. It is a door
which must be opened with care, a door which all
should think twice about opening, for this door
can lead to great peril. This door is the door
tomy bedroom closet. What lurks in the back of
my closet? Well, Im not really sure, since I
havent been able to get there in years.
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Writing a Great Beginning

• The beginning of your story should be
  interesting, so that the reader will want to keep
  reading. Here are some ideas. Make sure the
  beginning is appropriate for the story.
• 1. Make a creepy statement An eerie chill
  filled the room, drifting like a silent ghost.
• 2. Describe the location of your subject Out
  behind the shed was an old rusty, wrecked Ford
  truck.
• 3. Describe what someone was doing Mrs.
  Johnson was shouting at me!
• 4. Begin with a question When did you first
  notice he was missing, Mrs. Green?
• 5. Take readers back into the past When I was
  a little girl, I loved to visit Grandpa.
• 6. Use foreshadowing If James had only known
  what he was getting into.
• 7. Begin with a sound Clunk. Clunk. Clunk.
• 8. Describe the weather Rain spattered against
  the windows.
• 9. Begin with a thought I always thought I
  would grow up to be a doctor.
• 10. Begin with an exclamation Watch out,
  Kate!
• 11. Describe your setting West Ninth Street
  was quiet that day.
• 12. Pinpoint a specific time The tragedy
  occurred on December 11th at 400 PM.
• 13. Begin with a startling statement I had no
  intention of losing my little brother
• that day it just sort of happened.
• 14. Begin with a tense situation We had been
  trying to find our way out of the
• jungle for days.
• 15. Begin with a smell The kitchen was filled
  with the sweet aroma of chocolate

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Story Map for the Narrative Prompt

• What is the story?
• Who is the main character? Myself (the
  narrator).
• Details about the main character Upset because
  of bad grades I school.
• Hypothesis/questions about the main character
  How is she going to get her Wii?
• Where is the action happening? Walking home from
  school.
• Details about the place Finds a bag with money
  in it.
• Hypothesis about the place How did the money get
  there?
• Main action? Me, sitting on my bed debating what
  to do.
• What does the action show? Internal conflictme
  vs. the guilt of possibly keeping the money to
  buy a Wii for myself.
• Hypothesis about the action Decides it is
  better to return the bag of money.

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Narrative Model

• As I walked home from school, I kept thinking
  about the awful grade on my math test. Im so
  stupid! I mumbled to myself, angrily kicking at
  a rock. I was upset, because I knew my parents
  would never buy me that new Wii with this kind of
  grades. Just then, I tripped over something on
  the sidewalk. Great, just what I needed, I
  mumbled, noticing the rip in my jeans. Irritated,
  I looked down and saw a paper bag. Hesitantly, I
  picked it up. It was heavy! Curious, I opened the
  bag just a little, afraid that something gross
  would pop out. When nothing did, I opened the bag
  a little further. Oh, my god! I shouted, my
  eyes nearly popping out of my head. Inside the
  bag was what looked like thousands of dollars. I
  looked around, trying to see whether anyone might
  have dropped it. When I realized the street was
  deserted, I ran home, clutching the bag tightly
  and running as fast as my legs would take me.
  Finally reaching my house, I sprinted up the
  steps and through the door. Ignoring my mothers
  curious glance, I continued up the staircase and
  into my room. Panting, I slammed the door behind
  me and ran to the bed. I turned the bag over,
  watching the money tumble onto my sky blue
  comforter. Just as I was about to start counting,
  a slip of white paper caught my eye. What could
  that be? I muttered. I picked it up, and notice
  the words Deposit Slip written across the top.
  Underneath, in messy handwriting, was scrawled
  the name Mrs. Sara Horton.

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• Oh no.this cant be! I whispered to myself.
  Remembering my class trip to the bank in second
  grade, I knew that a deposit slip meant someone
  was handing money into the bank to go into their
  account. Immediately, I could feel my dreams of
  owning that new Wii going down the drain.
  Somewhere, Mrs. Sara Horton must have been
  frantically looking for this bag, wondering where
  her money was. I felt guilty, picturing an
  elderly woman roaming around, confused and
  distraught. The longer I sat, however, the more
  that image began to be replaced by the thought of
  myself planted in front of the television with my
  new Wii. I realized suddenly that nobody knew I
  had the money, and nobody could ever find out
  that I had found it. I could just keep the money
  for myself, and nobody would be the wiser. The
  thought excited me, but the guilt kept creeping
  back in. All that evening, I went over and over
  the problem in my mind. What should I do? I
  decided to sleep on it.
• The next morning, I bounded down the stairs,
  relieved to have finally made up my mind. Mom,
  can I borrow your laptop? I shouted.

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• Of course, honey. Just put it back when you
  are done, she replied.
• I immediately typed the words Sara Horton into
  Google. Up came her address. It turned out she
  lived just a block away! After letting my mom
  know I was heading out, I hopped on my bike, the
  bag tucked under my arm. I rang the doorbell, and
  a young woman answered the door with a small
  child gripping onto her leg. When I asked for
  Sara Horton, she answered, Thats me!
  Surprised, I handed her the bag, explaining how I
  came to find it.
• Oh, I am so grateful you returned it! What an
  honorable thing to do! That was our rent money
  for the month, and we were going to lose our home
  without it. Thank you so much. Here, let me give
  you some money as a reward, she said.
• Ohno thank you, I replied, realizing that
  she needed the money much more than I did. I
  walked away, shaking my head at my video game
  fantasy. As I headed for home, I felt a lightness
  in my heart that wasnt there before. Knowing I
  made the right decision, I smiled, whistling a
  happy tune and looking downward for my next piece
  of good fortune.

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Writing Part 4 Argument Writing

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Argumentation

• The writing tasks for argument ask the student to
  support or oppose a claim or position on a given
  issue arising from interpersonal,
  school/community, or social contexts.
• Used for many purposes
• -To change the readers point of view.
• -To bring about some action on the readers
  part.
• -To ask the reader to accept the writers
  explanation or evaluation of a concept, issue or
  problem.
• An argument is a reasoned, logical way of
  demonstrating that the writers position, belief,
  or conclusion is.

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SAMPLE ARGUMENT WRITING PROMPT GRADES 6-8

• WRITING SITUATION
• Education researchers claim that student
  learning will improve if all printed textbooks
  are replaced with electronic textbooks, known as
  e-textbooks. Based on the researchers findings,
  students in your school will be issued an
  e-textbook reader, which is a device that
  displays electronic books.
• WRITING TASK
• Write an essay either supporting or opposing the
  claim that student learning will improve if all
  student textbooks are replaced with electronic
  reading books. Use your knowledge and your own
  experience or observation to develop your essay.
  Use reasons, facts, examples and/or other
  evidence to support your position.

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General Characteristics Argument Writing

• Thesis states a narrowed and defined argument
• Is text- and research-based
• Evidence to support reasoning and position is
  clearly and accurately written
• Refutes opposing arguments
• Has a conclusion
• Restates premise and summarizes

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Argument vs. Persuasion

• When writing to persuade, writers employ a
  variety of persuasive strategies
• -Appeals to the credibility, character, or
  authority of the writer (or speaker)when writers
  establish that they are knowledgeable and
  trustworthy, audiences are more likely to believe
  what they say.
• -Appeals to the audiences self-interest, sense
  of identity, or emotions, any of which can sway
  an audience.
• -Persuasive writing never acknowledges that
  there is another side to the argument.

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Argument vs. Persuasion

• A logical argument, on the other hand, convinces
  the audience because of perceived merit and
  reasonableness of the claims and proofs offered
  rather than either the emotions the writing
  evokes in the audience or the character or
  credentials of the writer.
• The standards place special emphasis on writing
  logical arguments as a particularly important
  form of college- and career-ready writing.
• In summation, persuasive writing is not as
  rigorous because it allows students to write
  solely based on their experiences and emotions,
  without having to gather evidence and facts or
  consider the other side.

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The Argument Essay Checklist (v)

• RememberThe argument essay, while similar to
  the
• persuasive essay, also has a few differences
  most importantly, the argumentative essay uses
  evidence to both show ones own position and to
  refute the opposing argument. One way to organize
  this kind of essay is what we call the claim and
  counter-claim format. You should try to write at
  least five paragraphs for the argument essay
• v Start by introducing the topic and state
  or explain your position.
• v Then use one paragraph to state each of
  your points (supporting reasons), following your
  statement with the evidence (facts/examples)
  that proves or supports your points. You should
  try to have a minimum of 3 supporting
  reasons/paragraphs.
• v Then follow your supporting reasons with
  at least one paragraph with an opposing view
  (opposing claim) and evidence that supports the
  objection. In this paragraph, you should also
  rebut your counter claim(s) (counter point) and
  its/their evidence (response to opposing claim).
• v Conclusion restate your claim or
  position include a summary of
• supporting points, and an assessment of
  rebuttals.

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Argument Map

• Introduce your claim (Be sure to state the
  topic)
• Supporting reason 1 Evidence (facts or examples)
  to support reason 1.
• Supporting reason 2 Evidence (facts or examples)
  to support reason 2.
• Supporting reason 3 Evidence (facts or examples)
  to support reason 3.
• Opposing claim Response to opposing claim
• Conclusion

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Argument Essay

• Claim Counter Claim

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Remember..

• The argument essay, while similar to the
  persuasive essay, also