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!...)

8th-- Procedural Text Project

While we're wrapping up on the unit on procedural texts, we have been working on a project for making our own procedure. Not only must you include a solid goal, but list materials needed, the method, and draw or print graphics since we know how important graphical components are when it comes to procedures. All of you chose fun goals, whether it's on how to tame a feral cat, draw the perfect cat eye with eyeliner, or bake a delicious cake from a recipe that has been passed down from generations, you guys have shown me how creative and fun you are! I can't wait to see you guys present them on Monday and bring in your finished product (I'm hoping there's food for us to munch on!)

Here's a vlog (video blog) on how to make "butterbeer"-- a drink made famous by Harry Potter. Making a vlog and posting it on Youtube is another great way to show me how to do a procedure. Maybe you can do this for your procedure as well?

8th-- Graphics in Procedural Text

For the last two weeks we have been exploring procedural texts and documents. Now we are going to evaluate graphics that will help clarify the text.

Graphics- communicate information through pictures, figures, data, and sometimes words. To be effective, graphics must be clear and must achieve their purpose.



Charts- contains important facts about a subject. The facts are arranged in a way that makes them easy to see and understand. There are many different kinds of charts.

Tables

Pie graphs

Bar graphs

Line graphs

Diagrams- an illustration that shows the parts of something or how something works. Usually, a diagram has labels that identify the names of various parts.

Diagrams

Captions

Maps- shows a geographic location. Political maps show countries, states, capitals, and major cities. you can identify boundaries, mountain ranges, and bodies of water by looking at a map.

Legends

Compass rose

Scale

8th-- Analyzing Procedural Texts and their Graphics

Analyzing Procdural Texts

• Identify the task, problem, or goal
• Determine the necessary steps
• Determine if information is missing
• Determine what information is missing
• Identify extraneous information

Analyzing Graphics in Procedural Text

• Determine the purpose of the graphic
• Determine if the information in the graphic is correct based on the text
• Determine if the graphic is appropriate for the information provided

8th-- Agenda (Week 15)

Here is your agenda for the week:

Monday:
Objective: TLW (the learner will) analyze procedural texts for missing or extraneous information and evaluate graphics for clarity in communicating meaning.
Agenda:
- Review procedural instructions and graphical components
- Begin reading "Changing a Flat Tire" on page 361

Tuesday:
Objective: TLW evaluate graphics for their clarity in communicating meaning/achieving a specific purpose.
Agenda:
-Review Analyzing Graphics in Procedural Text
-Begin reading "How a Gas Engine works" on page 367
-Evaluate the article's graphic components in a group


Wednesday:
Objective: TLW evaluate graphics for their clarity in communicating meaning/achieving a specific purpose.
Agenda:
-Finish evaluating the article's graphic components with your group
-Read "Discovering a New Galaxy" on page 370
-Begin brainstorming for a self-created sequential graphic organzier (details soon!)

*During AIM, you must complete Unit 6 for suffixes. We will be having a quiz over Unit 5 and 6 on Friday.


Thursday:
Objective: TLW analyze, evaluate, and create a self-created sequential graphic organizer with graphics for clarity in achieving a specific purpose.
Agenda:
- Create a sequential graphic organizer and add graphics
- Exchange procedure with a partner to analyze and evaluate


Friday:
Objective: TLW show mastery of procedural and persusasive texts through a STAAR minitest.
Agenda:
- Unit 5 & 6 Quiz
- Persuasive and Procedural Text Minitests

8th-- Ten Basic Comma Rules

Before we move onto worksheets, let's refresh our memory!

 



8th-- Simple, Compound and Complex Sentences

8th-- Tansen's Gift

After reading the Indian legend, "Tansen's Gift," I found a youtube clip of the song Deepak Raga, as well as Megh Raga. I hope you enjoy!

Deepak Raga

8th-- Chief Joseph and Other Social Activists

During our unit on speeches, we have read Susan B. Anthony's "On Women's Right to Vote" and Chief Jospeh's "Chief Joseph Speaks: On a Visit to Washington, D.C., 1879." There are so many amazing social activists who have changed our world in so many ways through the power of words. In you group, I want you to find a speech that has deeply impacted you. You may chose the two speeches above, or the speeches I will provide you.

Lessons of Dr. Martin Luther King, Jr. - Cesar Chavez

I Have a Dream - Martin Luther King, Jr.

Give Me Liberty or Give me Death! - Patrick Henry

You may also research and find a speech of your choosing. Read the speech and implement the literary techniques and symbolism into a social/political poster.

Have fun!

8th - Susan B. Antony

Earlier today we talked about how great speeches are formed, and how they should be analyzed. One of the speeches we will be reading and analyzing tomorrow is Susan B. Anthony's infamous speech, "On Women's Right to Vote," which was written shortly after she was arrested, tried, and fined for voting in the 1872 Presidential Election.

Although voting was against the law, Susan stirred the pot by pointing out that the recently adopted 14th amendment gave everyone the right to vote:

"All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws."

The privileges of citizenship contained no gender qualification and so, by Susan's standards, gave women the constitutional right to vote in federal elections. She was still tried by Supreme Court Associate Justice Ward Hunt, who refused to allow her to even testify on her own behalf. He also ordered the jury to return a guilty verdict and basically made her guilty before she was even on trial. She wasn't sent to prison, but she was ordered to pay a $100 fine, which she never paid. :)

Before we read her speech, click on the video below and enjoy.



8th - The Outsiders

Everyone did an amazing job today on your final exam! I can't wait to show you guys the film. It's a classic, like the book, and it even stars a very young (and sane) Tom Cruise.

Stay Gold, my friends!!

8th-- Personal Narrative

Today we discussed what a personal narrative is. What I want you guys to think about is that very important event in your life that has influenced who you are today. It could be a good event, or a bad one. Remember, everything in life is a lesson and it changes us completely. Here is a video that I want everyone to watch. We will begin brainstorming and drafting our narratives tomorrow.



8th - Greek and Alonquin Mythology

Greek mythology is perhaps one of the most studied mythologies of all time. The stories of Olympus have stood the test of time and are often referenced in music, books, and even in movies. Tomorrow we will read about Orpheus and his love. We will also read an Algonquin myth that is rather similar to the Greek. It is also about a young warrior and his love.

Below are videos on the Greek creation myth, as well as the Algonquin creation myth.

Greek

Algonquin



8th - Introduction to Mythology

Tomorrow we will be reviewing word parts, and then we will be heading straight into mythology. Mythologies have been around for thousands of years and have defined an entire culture of people in regards to their traditions, religion, way of life, etc. For this week, we will be reading a few short myths from the ancient Egyptian world, to Greek, to Native American.

Here is a clip about what mythology is and how it covers a range of topics, such as creation, life, death, purpose, etc.

 

Since we will begin covering an Egyptian myth tomorrow involving Amun and his daughter, Tefnut, I wanted to introduce you guys to how they were created. What is so interesting about Amun (also known as Amun Ra or Ra) is that he basically created himself out of sheer will power. Isn't that awesome?

I have always been fascinated with Egyptian mythology and I hope everyone is looking forward to a productive day tomorrow!

 

Recommended reads: The Kane Chronicles by Rick Riordan

I believe...

I have my labels in.

#FlippedClassroom