STAAR

As we get ready for the STAAR test, check out past blog entries, as well as my resources/tutorial links above.

Here I have collected other blogs with sample test questions from the STAAR, as well as games! Have fun with these :)

Sample Test Questions

Grammar Blast

Punctuation Game

Conjunction Game

Prefix & Suffix Game

Verbs and Nouns Game

Grammar Gorillas

Grammar Ninja

Spring Break Grammar Packet Part 3

Moving on to the next few pages...

Complete, Simple, and Compound Subjects

Directions: Underline the complete subject in each sentence. Then, write the simple subject on the line.

1. A wooden feeder for the birds hangs outside my window. ____feeder_____
2. The clear, pleasant whistles of the goldfinches often echo in the trees nearby. _____whistles_____
3. Our chubby, orange kitty watches the birds from the window. _____kitty_____
4. She can't figure out exactly what to do. _____She_____


Directions: Underline the compound subect in each sentence. Circle the verb.
*Note that I can't exactly circle a word through the internet, so I will simply draw a line through the word like this: verb. Remember-- a verb is an action!

1. Myon and I went on a camping trip last fall.
2. Myon and his dad took charge of packing and finding a campground.




Complete, Simple, and Compound Predicates

Directions: Underline the complete predicate in each sentence. Then, write the simple predicate on the line.

1. Ralph's father put the new plants on the ground.                           _____put_____
2. The two gardeners dug a separate hole for each plant.                 _____dug_____
3. Ralph's sister Liz watered the plants generously.                          ____watered___


Directions: Underline the predicate in each sentence. Circle the subject.

1. Alfio Carlucci came out of the house and sat on the porch.
2. He enjoyed life on the farm but was a little lonely.
3. Alfio's friends lived several miles away and rarely visited.




Direct Objects

Directions: Underline the verb in each sentence. Then, write the direct object or objects on the line.

1. My dad earns money catching lobsters.        _____money_____
2. He boards his boat every day at dawn.        _____ boat______
3. The seagulls overhead screech a greeting.    ____  greeting ____


Directions: Write two sentences that each verb. In the first sentence, include a direct object that tell you what. In the second sentnece, include a direct object that tells you who. You may use any verb tense.



Indirect Objects

Directions: Underline the verb in each sentence. Write the direct object on the first line and the indirect object on the second.

1. My parents promised me riding lessons at the local stable.    

     lessons                      me      

2. My awkward attempts only won me a horse laugh from the riding mistress.

     laugh                         me       

3. This dictionary of horse lore offers readers some interesting trivia about horses.

      trivia                         readers        

Spring Break Grammar Packet (Continued)

I was very happy to receive phone calls and e-mails from you. I am also very happy that the videos made the process easier. Right now I am going to go over some of the answers with you, just so that you can make certain you are on the right track. Please spread the word for those who have not checked into my blog :) I will post more answers tonight and for days to come.



Simple Sentences and Word Order

Directions: Write complete or incomplete after each group of words to indicate whether the words express a complete thought.

1.  Have you seen the Meteor Crater in Arizona? ____Complete____
2.  About 4,150 feet across and about 570 feet deep. ___Incomplete___
3. A meteroite crashed there 50,000 years ago. ___Complete___


Directions: Rewrite the sentence fragments you identified above. Be sure to express a complete thought and is punctuated correctly.

*N/A-- I want to see what you are capable of and will assess your answers when you come back.


Directions: Write natural or inverted to indicate the word order in each sentence.

12. Highheels were first worn by men in the 1500s. ____Natural____
13. Do you know how heels were first used? ____Inverted____
14. They helped keep riders' feet in their stirrups.____Natural____



Types of Sentences

Directions: Put the correct punctuation mark at the end of the sentence. Then, write declarative, interrogative, imperative, or exclamatory on the line.

1. Look carefully at the photograph_._            ____Imperative____
2. How did the photographer manage to capture such an unusual shot _?_      ____Interrogative___


Directions: Rewrite each sentence as the kind of sentence indentified in parentheses.

*You can use this as an example for the first one.
1. A llama is not a wild animal. (interrogative) __Is a llama a wild animal?__

Spring Break Grammar Packet

I have given each and every one of you a packet for Spring Break to work on. This, I believe, will help you immensely when the STAAR Writing Exam comes along (April 2nd and 3rd-- oh my!)

Today I will giving you guys some resources on identifying simple, compound, complex, and compound-complex sentences through some examples and videos.

Now, a sentence is a group of words containing a subject and predicate.

As we have learned, we can categorize sentences into four main types on the number and type of clauses they contain:

1. Simple (one independent clause):

   We drove from Connecticut to Tennessee in one day.

2. Compound (more than one independent clause):

   We were exhausted, but we arrived in time for my father's birthday party.

3. Complex (one independent clause and at least one dependent clause):

   Although he is now 79 years old, he still claims to be 65.

4. Compound-complex (more than one independent clause and at least one dependent clause):

   After it was all over, my dad claimed he knew we were planning something, but we think he was really surprised.

Below is a video on sentence types: simple, compound, complex, and compound-complex. Here is a video that will break them down for you in a fun, easy way. Plus, it has Snoopy in it!

I will post more resources in the days to come. Remember, if you have any questions you have my e-mail: claudia_ramos@live.com, as well as my phone number and facebook. I have also told you that I will meet with you anytime/anywhere as long as I received my beauty rest (and breakfast tacos). I hope you have a fun and safe spring break!

7th-- & 8th-- Helping Verbs

Before we left school for our fabulous winter vacation, I played this particular song to you over and over and over and over and over again. People were screaming, ears were bleeding BUT you ended up knowing that song by heart.

Knowing the Helping Verb Song (or Jingle) by heart is imperative because it will help you get an A on your quiz on Wednesday. Below is the lyric video to the song. I have also copied and pasted the lyrics for y'all. Have fun with it!

Helping Verbs!  Helping Verbs!  There are 23....

Am, is are!  Was and were!  Being, been, and be!

Have, has, had!  Do, does, did!  Shall, should, will, and would!

There are 5 more helping verbs:  may, might, must, can, could! 

7th-- & 8th-- Schoolhouse Rock: Verbs!

This week we will be brushing up on our knowledge and skills on verbs! But, first here is a video that will take you along memory lane:

Sing along!

Lyrics to Verb: That's What's Happening:

I get my thing in action (Verb!)
To be, to sing, to feel, to live (Verb!)
(That's what's happenin')

I put my heart in action (Verb!)
To run, to go, to get, to give (Verb!)
(You're what's happenin')

That's where I find satisfaction, yeah! (Yeah!)
To search, to find, to have, to hold
(Verb! To be bold)
When I use my imagination (Verb!)
I think, I plot, I plan, I dream
Turning in towards creation (Verb!)
I make, I write, I dance, I sing
When I'm feeling really active (Verb!)
I run, I ride, I swim, I fly!
Other times when life is easy
(Oh!) I rest, I sleep, I sit, I lie.

(Verb! That's what's happenin')
I can take a noun and bend it,
Give me a noun -
(Bat, boat, rake, and plow)
Make it a verb and really send it!
(Show me how)
Oh, I don't know my own power. (Verb!)

I get my thing in action (Verb!)
In being, (Verb!) In doing, (Verb!)
In saying
A verb expresses action, being, or state of being. A verb makes a statement. Yeah, a verb tells it like it is!

(Verb! That's what's happenin'.)
I can tell you when it's happenin',
(Past, present, future tense)
Ooh! Tell you more about what's happenin',
(Say it so it makes some sense)
I can tell you who is happenin'!
(Verb, you're so intense)
Every sentence has a subject.
(Noun, person, place, or thing)
Find that subject: Where's the action?
(Verb can make a subject sing)
Take the subject: What is it? (What!)
What's done to it? (What!)
What does it say?
(Verb, you're what's happenin')

I can question like: What is it?
(Verb, you're so demanding.)
I can order like: Go get it!
(Verb, you're so commanding.)
When I hit I need an object
(Verb, hit! Hit the ball!)
When I see, I see the object
(Do you see that furthest wall?)

If you can see it there, put the ball over the fence, man!
Go ahead. Yeah, alright.
What?! He hit it. It's going, it's going, it's gone!
(What!)

I get my thing in action.
(Verb, that's what's happenin')
To work, (Verb!)
To play, (Verb!)
To live, (Verb!)
To love... (Verb!...)

7th-- Synthesizing

From this week until the end of our 9 week cycle, we will be working on synthesizing.




Synthesize - combine elements and parts form a whole.

Steps in synthesis:

• Identify similar/related information from multiple texts of the same or different genres
• Draw conclusions and explain the overall connections/relationships between the two
• Support with textual evidence.

This might seem like a very fancy concept/skill, but you are synthesizing constantly when you read! For instance, your understanding is constantly changing and evolving when you encounter new information and ideas. When you put the information together, you synthesize them. You basically create a new meaning (or a new whole). We will discuss this further in class, so don't worry-- we'll have plenty of practice! ;)

7th-- Final Draft and Introductions

Today we will be writing the final draft of our expository (descriptive) essay. We will continue to perfect our craft each week through continuous writing prompts.

For any good essay you need a strong introduction. For some of you, writing an introduction is a piece of cake. For others, it's a challenge. Check out the video below to see how to construct an introduction easily.

7th-- Conjunction Junction

Everyone should be done with their rough drafts for their descriptive essay. Before we get into groups for peer editing, check out this video that will help you with conjunctions! It's a classic and I suspect that most of  you have seen it.

Also, remember the acronym FANBOYS when we are working on conjunctions.

For
And
Nor
But
Or
Yet
So

7th-- Organizational Patterns

 

Today we looked at organizational patterns. We read "Caroline and Carrie in the Civil War," which was written in the comparison-and- contrast order.

Let's review the definitions:

Organizational pattern - the pattern an author constructs as he organizes his or her ideas and provides supporting details.

 

Possible organizational patterns:

• Cause and effect
• Sequential order
• Description
• Order of importance
• Compare-and-contrast
• Logical order
• Classification schemes
• Proposition-and-support
• Problem-and-solution

 

Organizational Patterns for Reading Comprehension

 

 

 

 

 

Organizational Patterns for the Writing Process

 

 

7th-- Reviewing Elements of Expository Texts

So far we have been discovering expository texts:

 

Expository text – A type of informational text that clarifies or explains something.

 

Examples of expository text:

• News articles
• Brochures
• Textbooks
• Trade books
• Reference and research materials
• Periodicals

 

We also discussed how there can be certain biases not only within expository texts, but media as well. There are three examples of biases in expository texts:

Factual claim – a statement that claims truth and contains no value language.

Assertion – a claim or declaration stated with conviction

Opinion – a personal view or belief based on emotions or interpretation of facts

 

To refresh your memory, here is a check list on how to evaluate summaries in expository texts:

• Check to see main ideas from the beginning, middle, and end.
• Check to determine accuracy of information
• Check to determine if all the details are important
• Determine if the main idea is included
• Determine if there are brief, coherent sentences that communicate key information in logical order

7th-- Agenda (Week 15)

Here is your agenda for the week:

Monday:
Objective: TLW begin their rough draft on a descriptive essay and edit each other's using proofreading marks in a coopeartive manner.
Agenda:
-Watch videos on complex/compound sentences and grammar
- Finish rough draft
- Begin peer editing.


Tuesday:
Objective: TLW ask questions before, during, and after reading, and use organizational patterns to form an overview of different kinds of expository texts.
Agenda:
- Finish peer editing
- Introduction to Organizational patterns
- Read "Caroline and Carrie in the Civil War" on page 301

AIM: Begin/Finish Final Draft


Wednesday:
Objective: TLW use organizational patterns to form an overview of different kinds of expository texts.
Agenda:
- Finish questions to "Caroline and Carrie" in the Civil War"
- Review organizational patterns
- Begin reading "The Scoop on Ice-cream Headaches" on page 303.

AIM: Unit 6 Suffixes


Thursday:
Objective: TLW synthesize and make logical connections between ideas across texts and support those findings with textual evidence.
Agenda:
- Discuss/Introduce synthesizing information across texts
- Begin reading "Take Two Robots and Call Me in the Morning" on page 309


Friday:
Objective: TLW synthesize and make logical connections between ideas across texts and support those findings with textual evidence.
Agenda:
- Review organizational patterns and synthesizing information
- Read "Old Enough to Vote" on page 313
- Form debate teams for or against lowering the voting age.

7th -- Supersizing America

Today we are going to read "The Supersizing of America" to read and understand the purpose of expository texts. Are we reading this to be entertained, to be informed, or to be persuaded? We will discuss this further.

Before we dive into the article, let's watch the video below. This was a very popular documentary called "Super Size Me." Some of you might be familiar with this documentary, but for those of you who aren't: it's amazing... and quite disturbing!

7th-- A Titanic Mystery

Today we have reviewed several Reading Comprehension strategies and read a nonfictional text: "A Titanic Mystery." The Titanic continues to fascinate us to this day. Below is a video about Dr. Ballard revisiting the Titanic after 20 years. I encourage each and every one of you to watch the video in its entirety.

7th grade- One Act Play

I reviewed most of your plays and I am so impressed by your creativity and talent! I am so excited to share these with the rest of you.

7-B

Olivia, Emily C., Alexis

7th- Myths

Last week we talked about myths, legends, and urban legends. We discussed our own favorite myths and investigated where most of them came from. It was fun to hear about all the different versions of the boogeyman (or el cucuy) and La Llorona. I will be posting your artwork out on the hall this week to showcase your re-telling of your stories. Some of you, however, have not turned in your project and need to do so ASAP.

In the meantime, here's a fun story about the famous railroad tracks of San Antonio that is supposedly haunted by children who were killed riding the school bus home. Here's a fun video that was on the Discovery Channel.

Today we talked about the conventions of myths. To recap, most myths contain:
1. personification
2. stories on creation/origin/nature
3. a journey, often to a different realm
4. a circular plot

We will finish reading the story of the "Salmon Boy," then investigate and discuss the conventions of epic tales.

7th-- Verbs and Poems

Tomorrow we will be going over regular and irregular verbs. It is very important to learn about verbs so that you can become great writers. Verb tense consistency is key to being successful in writing!

Click on this link to watch a video on verbs!

We will also begin drafting poems about ourselves. Here are some videos that will hopefully guide and inspire you!

 



7th - Literary Language

Today we went over what poetry is and what forms of poetry are out there for us to enjoy. At the end of class I gave each of you the Literary Language Vocabulary Packet. You are to complete sections A and B. We will go over sections C and D together tomorrow. Many of these vocabulary words should be familiar to you, but if you have any questions you may comment on this blog or ask me directly in person tomorrow.


Section A - Figurative Language




Section B - Sensory Language

7th - Forms of Poetry

Hi, everyone! It was a pleasure meeting you all.

Tomorrow we will be going over word parts. This is critical to understanding how English works as the English language is derived from mostly Greek and Latin roots and affixes. We will go into further detail on this tomorrow. The video below features a very creative, fun rap about suffixes, prefixes, and roots. Read the lyrics, sing along. Have fun with word parts!

We will also begin our poetry unit for the 9 weeks. I am eager to show you the various types of poetry that is out there for us to enjoy. I have made a slide for you below that will inform you on different forms of poetry. Next week, you will write a poem about yourself so take into consideration what form of poem you would like to utilize.

What form of poetry is your favorite? What about your favorite poem? Poet? Personally, my favorite poet is Langston Hughes, although I do really enjoy the poetry of Edgar Allan Poe. :)

I believe...

I have my labels in.

#FlippedClassroom