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STAAR Grade 4 Writing Assessment

Reporting Category 1:

Composition

The student will demonstrate an ability to compose a variety of written texts with a clear, central idea; coherent organization; sufficient development; and effective use of language and conventions.
(15)Writing/Writing Process.

Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to

  • B.develop drafts by categorizing ideas and organizing them into paragraphs; Readiness Standard
  • C.revise drafts for coherence, organization, use of simple and compound sentences, and audience; Readiness Standard
  • D.edit drafts for grammar, mechanics, and spelling [using a teacher-developed rubric]. Supporting Standard
(17)Writing.

Students write about their own experiences. Students are expected to

  • A.write about important personal experiences. Readiness Standard
(18)Writing/Expository [and Procedural] Texts.

Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to

  • A.create brief compositions Readiness Standard that
    • establish a central idea in a topic sentence;
    • include supporting sentences with simple facts, details, and explanations; and
    • contain a concluding statement.

    Genres Represented in the Revision and Editing Sections of the Test:

    • Literary

    • Fiction
    • Literary Nonfiction
    • Informational

    • Expository
    • Persuasive

Reporting Category 2:

Revision

The student will demonstrate an ability to revise a variety of written texts.
(15)Writing/Writing Process.

Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to

  • C.revise drafts for coherence, organization, use of simple and compound sentences, and audience. Readiness Standard
(18)Writing/Expository [and Procedural] Texts.

Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to

  • A.create brief compositions that
    • establish a central idea in a topic sentence; Supporting Standard
    • include supporting sentences with simple facts, details, and explanations; Supporting Standard
    • contain a concluding statement. Supporting Standard

Reporting Category 3:

Editing

The student will demonstrate an ability to edit a variety of texts.
(15)Writing/Writing Process.

Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to

  • D.edit drafts for grammar, mechanics, and spelling [using a teacher-developed rubric].Readiness Standard
(20)[Oral and] Written Conventions/Conventions.

Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to

  • A.use and understand the function of the following parts of speech in the context of reading, writing, and speaking:Readiness Standard
    • verbs (irregular verbs); Supporting Standard
    • nouns (singular/plural, common/proper); Supporting Standard
    • adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest); Supporting Standard
    • adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot); Supporting Standard
    • prepositions and prepositional phrases to convey location, time, direction, or to provide details; Supporting Standard
    • reflexive pronouns (e.g., myself, ourselves); Supporting Standard
    • correlative conjunctions (e.g., either/or, neither/nor); Supporting Standard
    • use time-order transition words and transitions that indicate a conclusion; Supporting Standard
  • B.use the complete subject and the complete predicate in a sentence;Readiness Standard
  • C.use complete simple and compound sentences with correct subject-verb agreement.Supporting Standard
(21)[Oral and] Written Conventions/Handwriting, Capitalization, and Punctuation.

Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to

  • B.use capitalizationReadiness Standard
    • historical events and documents; Supporting Standard
    • titles of books, stories, and essays; Supporting Standard
    • languages, races, and nationalities; Supporting Standard
    • languages, races, and nationalities; Supporting Standard
  • C.recognize and use punctuation marksReadiness Standardincluding
    • commas in compound sentences; Supporting Standard
    • quotation marks. Supporting Standard
(22)[Oral and] Written Conventions/Spelling.

Students spell correctly. Students are expected to

  • A.spell words with more advanced orthographic patterns rules:Readiness Standard
    • plural rules (e.g., words ending in f as in leaf, leaves; adding -es); Supporting Standard
    • irregular plurals (e.g., man/men, foot/feet, child/children); Supporting Standard
    • double consonants in middle of words; Supporting Standard
    • other ways to spell sh (e.g., -sion, -tion, -cian); Supporting Standard
    • silent letters (e.g., knee, wring); Supporting Standard
  • B.spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-);Supporting Standard
  • C.spell commonly used homophones (e.g., there, they’re, their; two, too, to);Supporting Standard
  • D.use spelling patterns and rules [and print and electronic resources] to determine and check correct spellings.Supporting Standard