WRITING: Language Arts Resources

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Master opinion and argument essays for state writing exams with structured templates, evidence strategies, and practice prompts to build persuasive skills.

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Reading Sage: Opinion & Argument Essay Writing Guide for State Assessments

Overview of State Writing Assessments {#overview}

State writing assessments evaluate students' ability to construct well-organized, evidence-based written responses. Most states administer English Language Arts assessments that include writing components for grades 3-8 and high school, with specific focus on three main writing types: argumentative/opinion, informative/explanatory, and narrative writing.

Current Assessment Landscape (2024-2025)

  • Common assessments include: SBAC (Smarter Balanced), PARCC-based tests, state-specific assessments
  • Testing windows: Typically spring (March-May) with some states offering fall testing
  • Format: Most assessments are computer-based with typed responses
  • Time allocation: Usually 60-90 minutes for writing tasks

πŸ“– Related Reading Sage Resources:

Types of Writing on State Tests {#types-of-writing}

1. Opinion/Argument Writing

Purpose: Present the main argument, state your opinion, and convince the reader why your stance is the right one

Key Features:

  • Clear thesis statement or opinion
  • Supporting reasons with evidence
  • Acknowledgment of opposing viewpoints (in argument essays)
  • Logical organization with transitions
  • Persuasive language and strong conclusion

Grade Level Progression:

  • Grades 3-5: Opinion pieces with reasons and examples
  • Grades 6-8: Arguments with claims, counterclaims, and evidence
  • Grades 9-12: Complex arguments with sophisticated reasoning

πŸ“– Reading Sage Resources:

2. Informative/Explanatory Writing

Purpose: Inform, describe, explain, or define a topic for the reader

Key Features:

  • Clear introduction of topic
  • Well-organized supporting details
  • Use of facts, definitions, and examples
  • Objective tone (avoid first-person pronouns)
  • Sequential or logical organization

πŸ“– Reading Sage Resources:

3. Narrative Writing

Purpose: Tell a story or recount events in an engaging way

Key Features:

  • Clear sequence of events
  • Character development
  • Setting and plot
  • Descriptive language
  • Satisfying conclusion

Essential Strategies for Success {#strategies}

The STEAL Method for Character Development

This proven strategy helps students develop rich, detailed writing across all genres:

  • S - Speech/Speaking/Dialogue: What characters say
  • T - Thoughts/Feelings/Attitudes: Internal experiences
  • E - Effects on Others/Emotions: How characters impact others
  • A - Actions: What characters do and how they behave
  • L - Looks/Settings/Imagery: Visual descriptions and environment

The ZOMBIES Strategy for Test Preparation

  • Z - Zone in on your prompt (read carefully)
  • O - Organize your opinions and evidence
  • M - Make connections between ideas
  • B - Build strong paragraphs
  • I - Include specific examples
  • E - Edit and revise your work
  • S - Support your claims with evidence

Best Practices for State Writing Success

Time Management

  • Spend 10-15% of time planning
  • 70-80% writing
  • 10-15% revising and editing

Planning Phase

  • Use graphic organizers
  • Identify key points before writing
  • Consider your audience

Writing Phase

  • Follow your plan
  • Use transition words
  • Vary sentence structure
  • Include specific examples

Revision Phase

  • Check for clarity and organization
  • Ensure evidence supports claims
  • Fix grammar and spelling errors

πŸ“– Reading Sage Resources:

Graphic Organizers & Planning Tools {#graphic-organizers}

The "Silver Bullet" STEAL Graphic Organizer

Proven Results: 96% Meets or Exceeds on State Writing Test | 25% Exceeding

For Narrative Writing with Expository Elements

EXPOSITION - Topic Sentence W.W.W. (Who, What, Why)

  • S - Speech/Speaking/Dialogue
  • T - Thoughts/Feelings/Attitudes
  • E - Effects on Others/Emotions
  • A - Actions
  • L - Looks/Settings/Imagery

RISING ACTION - Repeat STEAL structure CLIMAX - Repeat STEAL structure FALLING ACTION - Repeat STEAL structure RESOLUTION - Repeat STEAL structure

Opinion/Argument Essay Organizer - HOTEL Method

Component Purpose Example
Hook Grab reader's attention Question, startling fact, or quote
Opinion State your position clearly "All students should have access to technology..."
Thoughts Explain your reasoning "Technology enhances learning because..."
Emotions Appeal to feelings "Students without access feel left behind..."
Logic Provide evidence and facts Statistics, expert opinions, examples

Five-Paragraph Essay Structure for Expository Writing

Paragraph 1: Introduction

  • Hook to engage reader
  • Background information
  • Clear thesis statement

Paragraphs 2-4: Body Paragraphs

  • Topic sentence with main point
  • Supporting evidence and examples
  • Detailed explanation of evidence
  • Smooth transition to next paragraph

Paragraph 5: Conclusion

  • Restate thesis in new words
  • Summarize main supporting points
  • End with call to action or final thought

Sentence Starters & Transitions {#sentence-starters}

Opinion Sentence Starters

Introducing Your Opinion:

  • "My opinion is..."
  • "I believe that..."
  • "From my perspective..."
  • "It is clear that..."
  • "Without a doubt..."
  • "Only a fool would believe that..." (for strong disagreement)

Presenting Evidence:

  • "For example..."
  • "According to research..."
  • "Studies show that..."
  • "Evidence suggests..."
  • "Statistics indicate..."
  • "Experts agree that..."

Addressing Counterarguments:

  • "Some might argue..."
  • "Critics claim..."
  • "While others believe..."
  • "Although some say..."
  • "Despite opposing views..."
  • "However, this argument fails because..."

Concluding:

  • "In conclusion..."
  • "To summarize..."
  • "Ultimately..."
  • "For these reasons..."
  • "Therefore..."
  • "Finally..."

πŸ“– Reading Sage Resources:

Transition Words and Phrases

Addition & Support:

  • Furthermore, moreover, in addition, besides, also, additionally
  • These help students connect ideas effectively

Contrast & Opposition:

  • However, nevertheless, on the other hand, although, yet, despite
  • In contrast, conversely, while, whereas

Cause & Effect:

  • Therefore, consequently, as a result, because, thus, hence
  • For this reason, due to, since

Time & Sequence:

  • First, then, next, finally, meanwhile, afterward
  • Subsequently, previously, eventually

Practice Prompts by Grade Level {#practice-prompts}

Elementary (Grades 3-5)

Opinion Prompts:

  1. Should students be allowed to have cell phones in school? Write an essay stating your opinion and give reasons to support your view.

  2. What is the best way to spend a snow day? Write an essay explaining your opinion with specific examples.

  3. Should homework be given on weekends? State your opinion and provide three strong reasons.

  4. Which season is the best and why? Support your opinion with details and examples.

Middle School (Grades 6-8)

Argument Prompts:

  1. Should schools require students to wear uniforms? Write an argumentative essay that examines both sides of this issue and takes a clear position.

  2. Is social media more helpful or harmful to teenagers? Develop an argument using evidence from your reading and experience.

  3. Should the school day be extended by one hour? Write an argument supporting your position with evidence and addressing counterarguments.

  4. Are standardized tests an effective way to measure student learning? Present your argument with supporting evidence.

High School (Grades 9-12)

Complex Argument Prompts:

  1. Should artificial intelligence be regulated by government? Write a well-reasoned argument that acknowledges multiple perspectives while advocating for your position.

  2. Analyze the role of standardized testing in education. Develop an argument about whether current testing practices should be maintained, modified, or eliminated.

  3. Should colleges consider social media profiles in admissions decisions? Construct a nuanced argument that weighs privacy concerns against institutional interests.

Assessment Rubrics & Scoring {#rubrics}

Four-Point Scoring Rubric for State Assessments

Score 4 - Advanced/Exceeding

  • Clear, compelling thesis with sophisticated reasoning
  • Strong evidence and examples that fully support claims
  • Acknowledges and effectively refutes counterarguments
  • Sophisticated transitions and varied sentence structure
  • Few or no errors in grammar, usage, and mechanics

Score 3 - Proficient/Meeting

  • Clear thesis with adequate reasoning
  • Sufficient evidence and examples
  • Some acknowledgment of opposing views
  • Generally effective organization and transitions
  • Minor errors that don't interfere with meaning

Score 2 - Developing/Approaching

  • Thesis present but may lack clarity
  • Some evidence provided but may be insufficient
  • Limited acknowledgment of other perspectives
  • Basic organization with simple transitions
  • Errors may occasionally interfere with meaning

Score 1 - Beginning/Below

  • Unclear or missing thesis
  • Little or no evidence provided
  • Lacks acknowledgment of opposing views
  • Poor organization and few transitions
  • Frequent errors that interfere with understanding

Six Traits of Writing Assessment

  1. Ideas and Content: Clarity of argument, quality of reasoning
  2. Organization: Logical structure, effective transitions
  3. Voice: Appropriate tone, audience awareness
  4. Word Choice: Precise, varied vocabulary
  5. Sentence Fluency: Varied sentence structure
  6. Conventions: Grammar, spelling, punctuation

Reading Sage Resources {#reading-sage-resources}

πŸ“ Core Writing Strategies & Test Prep

✍️ Sentence Starters & Writing Tools

πŸ“š Writing Prompts & Creative Activities

🎯 Assessment & Student Samples

πŸ”§ Writing Graphic Organizers & Tools

πŸŽͺ Special Populations & Accessibility

πŸ“– Additional Resources

Academic Vocabulary for Writing Success

Tier 3 Academic Writing Terms

Analysis Terms: analyze, evaluate, compare, contrast, synthesize, interpret, examine, assess Evidence Terms: support, justify, validate, substantiate, corroborate, verify, authenticate Argument Terms: claim, counterclaim, refute, concede, acknowledge, assert, maintain, contend Organization Terms: sequence, hierarchy, transition, structure, framework, coherence, unity Evaluation Terms: criteria, assessment, judgment, appraisal, critique, analysis, review

Key Phrases for Academic Writing

  • "The evidence suggests..."
  • "This example demonstrates..."
  • "In contrast to this view..."
  • "Furthermore, research indicates..."
  • "Consequently, it can be concluded..."
  • "According to the data..."
  • "As illustrated by..."
  • "This supports the claim that..."

Conclusion

This comprehensive guide provides the tools and strategies needed for success on state writing assessments. The Reading Sage resources linked throughout offer detailed support materials, practice opportunities, and proven methodologies. Regular practice with these techniques, combined with exposure to quality mentor texts and consistent feedback, will help students develop the skills necessary to excel on opinion and argument writing tasks.

Key Success Factors:

  • Systematic use of graphic organizers like STEAL and HOTEL
  • Daily practice with sentence starters and transitions
  • Regular exposure to writing prompts at appropriate grade levels
  • Consistent formative assessment and feedback
  • Integration of academic vocabulary into writing instruction

Quick Reference Guide for Educators

πŸš€ Start Here for New Teachers

  1. Writing Strategies & Tips - Foundation strategies
  2. Zombies Writing Strategy - Systematic test prep approach
  3. Writing Graphic Organizers - Essential planning tools

πŸ“ Daily Classroom Use

🎯 Test Preparation

πŸŽͺ Special Needs Support

πŸ“Š Assessment Tools

Visit Reading Sage for the complete collection of writing resources and instructional materials.


Reading Sage: WRITING TEST PREPReading Sage: Story Starters Writing Prompt. Free PDF Story Starters for all GRADES! Use this free collection of Illustrated Stories Starters to teach writing in a ...

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WRITING TEST 1-12

How to Pass any State Writing Test: Tips on Passing Writing Test Grades 3, 4, 5, 6, 7, 8 and 9.

501 Writing Prompts 501 Writing Prompts! This book is designed to provide you with a variety of writing topics and model essays.
Most State standardized writing test are divided into two parts: Writing test part one, response to a prompt, writing test part two multiple choice English Language Arts test.

Who, What, Why and How to do your Best on The Multiple Choice Part?

Students mast have time to prepare for state writing test, so if you are studying the night before your test, you need to study the ELA tier 3 academic testing vocabulary.

The fastest way to prepare for the multiple choice English Language Arts portion of the test is playing games. Reading / ELA Vocabulary Games

Doing your Best on The Written Response Part! Practice with traditional writing outlines and test specific graphic organizers!

The secret to passing ALL State writing test is thinking like a apprehensive student, students need formative practice with test prep that give students quality feedback without the fear of failing. Daily practice with a well thought-out graphic organizers, close analytical reading and a mastery knowledge of key word outlines is essential, Using a similar or previously released writing test whenever possible will give students confidence when they must take the high stakes writing test on their own. School districts that administer High Stakes Test usually administer some form of summative assessments looking at the final scores, skipping all the writing steps that students need to know when writing competently. Formative writing test gives students and the teachers more ways to evaluate the entire writing process. My students practice and rehearse “writing success” with tools designed to make the writing process kid friendly.

Sit down with your team and design a graphic organizer that the kids can use. Start out with a simplified version and gradually make it more structured and competent.

The students in my class use a simple STEAL chart with pictures of lips for the S in speech, a picture of a brain for the T in thoughts and so on. Again the secret is formative assessment with lots of feedback and a graphic organizer to match the assessment.

In Short! Students must practice using a systematic graphic organizer that covers expository, persuasive, and or narrative writing depending on the test they take. Students must also learn the critical tier 3 vocabulary that they will find on the multiple choice section of the writing test. Students must be given the tools to succeed!

I use a STEAL Characterization chart to enhance the students understanding of the structures of writing whenever possible and to prepare students for state testing. My students have to take three normed writing assessment every year. Teaching them to use a systematic graphic organizer and sorry to say formulaic writing process has gained my students some of the highest writing scores in the state! Our class has the highest number of students that exceed and meets compared to other Title one schools. The past 4 years my students have had an amazing passing rate of 94% on state writing test. I also expose my students daily to the academic writing vocabulary.

Best Practices in the Teaching of Writing
A Prezi on Expository writing 4th Grade Expository Benchmark Model
Six Traits Writers Work Shop Handbook


Types of Writing Test

Narrative writing is a constructive format that describes a sequence of non-fictional or fictional events in a story. The word "story" may be used as a synonym of "narrative", but can also be used to refer to the sequence of events described in a narrative. A narrative can also be told by a character within a larger narrative.

Expository writing is a type of writing where the purpose is to inform, describe, explain, or define the author's subject to the reader. Expository text is meant to deposit information and is the most frequently used type of writing by students in colleges, high schools, middle schools, elementary schools and universities. A well-written exposition remains focused on its topic and lists events in chronological order. Examples of expository writing include driving directions and instructions on performing a task. Key words such as first, after, next, then, last, before that, and usually signal sequential writing. Second-person instructions with "you" are acceptable.However, the use of first-person pronouns should be avoided ( For example, I, I think etc...). Expository essays should not reveal the opinion of the writer.

Persuasive writing, also referred to as a creative writing or an argument, is a piece of writing in which the writer uses words to convince the reader of his/her view regarding an issue. Persuasive writing sometimes involves convincing the reader to perform an action, or it may simply consist of an argument(s) convincing the reader of the writer’s point of view. Persuasive writing is one of the most used writing types in the world. Persuasive writers employ many techniques to improve their argument and show support for their claim. Simply put, persuasive writing is "an essay that offers and supports an opinion".

Please use the sample STEAL chart below or design your own to start getting your students ready to pass the FCAT, CRCT, MCAS, PASS, CRT, AIMS, STAAR, TAKS, PAWS, STA 10, CSAP, CMT, ISTEP, SOL, NJ ASK, NC EOG, OAA, ... Writing Test this spring.


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101 worksheets for English Grammar


Academic ELA Vocabulary Tier 3 Writing Glossary
PDF
Word

Develop your own graphic organizers that help your students master persuasive/expository/personal narrative writing. 

“The Silver Bullet” STEAL Graphic Organizer | Characterization Chart
96% Meets or Exceeds on State Writing Test | 25% Exceeding on State Writing Test 
EXPOSITION| RISING ACTION| CLIMAX| FALLING ACTION| RESOLUTION 
Narrative and a bit of Expressive writing  
WORD CHOICE
Verbs and Adverbs
EXPOSITION Topic Sentence W.W.W. Who, What, and WHY!  What: My first roller coaster ride Who:I am Alone Why: My parents are afraid to ride the Matterhorn
Topic Sentence It introduces the main idea of the paragraph
WORD CHOICE
Nouns and Adjectives
Debated decided dedicated valued chose cleaned
S – Speech/ Speaking / Dialogue
Speech What does the character say (YOU, FRIENDS, FAMILY)?
swift ancient modern bitter sweet alert sane
vaulted viewed visualized volunteered Captured cared for carried caught categorized challenged
T – thoughts/feelings/attitudes
Thoughts What is important about the character’s thoughts and feelings (YOU, FRIENDS, FAMILY)?
attractive sticky fuzzy giant fresh  graceful harsh whispering puny harsh noisy quiet shrill
championed changed checked cleared closed coached commanded commended
E – emotions/effects on others
Effect How do other characters feel or behave or react to the characters?
teeny massive careful cheap expensive rainy crystal sore dangerous combative
concentrated confronted constructed consulted continued controlled convinced cooperated copied corrected counseled
A – actions
Actions What does the character do? How does the character behave?
weary dull drab dim aggressive mellow fancy excited scared filthy superior lazy excited hungry crazy
created customized joined judged observed tackled talked targeted tasted taught obtained offered translated


L – looks/ settings/ imagery/ what
Looks What do you see? What do the characters look like? How does the character dress?
poor rich busy anxious steep skinny petite tiny miniscule salty delicious terrible dead alive huge tremendous elderly handsome ugly beautiful shiny
WORD CHOICE
Verbs and Adverbs

RISING ACTION Topic Sentence W.W.W. Who, What, and WHY!
WORD CHOICE
Nouns and Adjectives

S – Speech/ Speaking / Dialogue


T – thoughts/feelings


E – effects/emotions on others


A – actions


L – looks/ settings

WORD CHOICE
Verbs and Adverbs
RISING ACTION Topic Sentence W.W.W. Who, What, and WHY!
WORD CHOICE
Nouns and Adjectives

S – Speech/ Speaking / Dialogue


T – thoughts/feelings


E – effects/emotions on others


A – actions


L – looks/ settings
“The Silver Bullet II” STEAL Students Graphic Organizer
96% Meets or Exceeds on State Writing Test | 25% Exceeding on State Writing Test

Expository Writing with a bit of Narrative to meet the Six Traits of Writing
 Narrative with a bit of Expository Structures
WORD CHOICE

INTRODUCTION Topic Sentence It introduces the main idea of the paragraph
Ideas

POINT #1 (SUPPORTING DETAIL)
S – Speech/ Speaking / Dialogue
elaboration (mini-story)Speech What are people saying (YOU, FRIENDS, FAMILY)?


POINT #2 (SUPPORTING DETAIL)
T – thoughts/feelings/attitudes
elaboration (mini-story)
Thoughts What is important about the thoughts and feelings (YOU, FRIENDS, FAMILY)?


POINT #3 (SUPPORTING DETAIL)
E –effects on others / emotions/
elaboration (mini-story)
Effect How do other characters feel or behave or react to the characters?


POINT #4 (SUPPORTING DETAIL)
A – actions
Actions What are people doing? What are their actions? How does the character behave?


POINT #5 (SUPPORTING DETAIL)
L – looks/ settings/ imagery/
Looks What do you see? What do the events and action look like?


CONCLUSION / Transitions



Persuasive Essay Graphic Organizer
HOTEL Chart

Prompt Topic

Should all kids go to academic summer camp?

Hook |
pester / persuade / plea
Academic summer camps increases academic performance, resiliency, critical thinking, and problem solving skills.
Opinion |
judgment / attitude / belief
Giving all students a leg up is critical if we want to remain a first world nation not slide into a third world nation.
Thoughts |thoughts/feelings/attitudes
We need to find a way that all students have the opportunity to attend summer camp or “SuperCamp” not just a very small percentage of rich children.
Emotions |emotions/effects on others
Effect

If we are going to sentence our children to 16 years of school we should have the decency to make it a truly amazing 16 years not just testing factories.
Logic |deduce/convince/  reason 
The new Common Core Standards are designed to help bridge the academic achievement gap and prepare US students for the increasingly complex information age but they are just words if students are not exposed to many academic opportunities.


Cause and Effect Graphic Organizer
Compare/Contrast Graphic Organizer
Concept Definition Map Graphic Organizer
Drawing Conclusions Graphic Organizer
Identifying Author’s Purpose Graphic Organizer
Main Idea and Supporting Details Graphic Organizer
Making Inferences Graphic Organizer
Summarizing Graphic Organizer
Clock
Cluster/Word Web 1
Cluster/Word Web 2
Cluster/Word Web 3
Describing Wheel
E-Chart
Fact and Opinion
Five W's Chart
Flow Chart
Four-Column Chart
Garden Gate
Goal-Reasons Web
Ice-Cream Cone
Idea Rake
Idea Wheel
Inverted Triangle
ISP Chart
(Information, Sources, Page)
KWL Chart
KWS Chart
Ladder
Observation Chart
Persuasion Map
Planning Chart
Problem-Solution Chart
Sandwich
Sense Chart
Sequence Chart
Spider Map
Step-by-Step Chart
Story Map 1
Story Map 2
Story Map 3
T-Chart
Ticktacktoe
Time Line
Time-Order Chart
Tree Chart
Venn Diagram

CCSS ELA Response to Literature | Response to Literature Grades 3, 4, 5, 6, 7, and 8

 Purpose of Daily Academic Reading Journals: Student Response to Literature
  • Daily Response to Literature lessons supports the lowest quartile students as they learn the challenging CCSS ELA reading and writing curriculum. 
  • Daily Response to Literature lessons accelerates the student’s acquisition of the reading process, tier 1, 2, and 3 vocabularies, reading comprehension, and a higher order of thinking that looks deeper into the writing processes. 
  • Daily Response to Literature lessons accelerates the student’s acquisition/understanding of the Six Traits of Writing, develops academic communication skills that are critical for transitioning to the new CCSS ELA standards.
Response to Literature or academic journaling is an essential instructional tool. I use Response to Literature or reading journals to: 1) encourage a life-long love of reading and writing; 2 ) teach the structures and strategies of close reading, the close writing process "Response to Literature" and Socratic seminar/inquiry; 3) teach students to be academic risk-takers, motivated learners, virtuous thinkers, curious questioners, academically responsible and interdependent learners; 4) accelerate the acquisition of the CCSS ELA Response to Literature process; and 5) turn students great potential into real academic writing achievement.

Mentor Text to Teach Reading and Writing!

Why Use Mentor Text to Teach Writing! Mentor Text Will Teach Readers and Writers to Analyze and Deepen Understanding of All Aspects of Written Communication.

What are Mentor Texts? A mentor text is a quality piece of writing that is used to teach students writing structures and reading/writing strategies. Mentor text gives exemplars of writing with engaging ideas, proper conventions, varied structures and types, rhetorical modes, organization, combining styles of writing or any aspect or domain of writing.

Teachers, parents and students that need to pass or exceed yearly standardized writing assessments must use mentor text with targeted skills based writing composition lessons that are explicitly taught and mastered by students. Analysing mentor text using keyword outlines or graphic organizers are a great tool to give students the skills they need to succeed on writing assessments. The best writing practice is to spiral through writing composition structures all year to prepare students for the ever more difficult State writing assessments.

Nobody but a reader ever became a writer.

 Close reading is the careful, analytical, sustained interpretation of a brief passage of text to enhance understanding and reading comprehension. Such close reading places great emphasis on the single particular over the general, paying close attention to individual words, syntax, and the order in which sentences and ideas unfold as they are read. 

My favorite close reading strategy is selecting key words from a mentor text and organizing them into a key word outline. This strategy will help your students build reading comprehension strategies and speed writing competency. The close reading strategy can be used for all mentor text, text excerpts, short stories, paragraph or poem: Select three or four key words from each sentence that will help you understand, comprehend and remember the content of that sentence. These words should be selected based on interest and importance to the reader and don't have to be teacher directed. Fill your key word outline with you three words from each sentence, separated by commas, on line number one of the key word outline. see model below
   After the reader selects 1-4 key words from each sentence or line of text and puts them in a key word outline. They put the original text away and practice summarizing what they just read. After summarizing the passage orally with a partner or the teacher they create a new paragraph from the key word outline of the original text. When students practice summarizing, rewriting or retelling the story, ideas, facts, opinions from their key word outline they vastly improve reading comprehension. 

The Boy Who Cried Wolf

The fable Summary

The tale concerns a shepherd boy who repeatedly tricks nearby villagers into thinking a wolf is attacking his flock. When one actually does appear and the boy again calls for help, the villagers believe that it is another false alarm and the sheep (or, in some versions of the story, the boy) are eaten by the wolf.

A shepherd-boy, who watched a flock of sheep near a village, brought out the villagers three or four times by crying out, “Wolf! Wolf!” and when his neighbors came to help him, laughed at them for their pains. The Wolf, however, did truly come at last. The Shepherd-boy, now really alarmed, shouted in an agony of terror: “Pray, do come and help me; the Wolf is killing the sheep”; but no one paid any heed to his cries, nor rendered any assistance. The Wolf, having no cause of fear, at his leisure lacerated or destroyed the whole flock. 

Example of Key Word Outline

I. shepherd-boy, watched , sheep

   1. brought, villagers, crying, “Wolf!

   2. neighbors, laughed, them 

   3. Wolf, truly, come

   4. Shepherd-boy, shouted, terror

   5. Wolf, killing, sheep

   6. his, cries, assistance

   7. Wolf. lacerated, destroyed, flock

Use the keyword outline provided or write your own and rewrite the story in your own words and post it to the blog!

Review:
An efficacious close reading strategy in any form starts with a mentor text (short story, expository text or poem) that might be a few hundred words up to a maximum of a thousand words. The reader or teacher reads a quality mentor text with a stated purpose before reading the text. The reader or teacher selects a paragraph that they rank as important, interesting or containing a great example of writing and practice and model close reading strategies. 

  1. Introduction/Topic/Opener 
    1. Select 1-4 key words from each sentence or line of text
    2. Select 1-3 key words from each sentence
    3. Select 1-3 key words from each sentence 
    4. Select 1-3 key words from each sentence
      1. Key Word Questions or Ideas 
      2. Whom/which/who/whose
      3. What
      4. Where
      5. When
      6. Why
      7. How
      8. Who
      9. Conflict
      10. Problem
      11. Best? Worst?
      12. Facts
      13. Opinions
      14. ...
      15. ...

A U T O B I O G R A P H Y

OF

B E N J A M I N

F R A N K L I N

How did  B E N J A M I N F R A N K L I N Lear to Write? 

"He was naturally more eloquent, had a ready plenty of words, and sometimes, as I thought, bore me down more by his fluency than by the strength of his reasons. As we parted without settling the point, and were not to see one another again for some time, I sat down to put my arguments in writing, which I copied fair and sent to him. He answered, and I replied. Three or four letters of a side had passed, when my father happened to find my papers and read them. Without entering into the discussion, he took occasion to talk to me about the manner of my writing; observed that, though I had the advantage of my antagonist in correct spelling and pointing (which I ow'd to the printing-house), I fell far short in elegance of expression, in method and in perspicuity, of which he convinced me by several instances. I saw the justice of his remarks, and thence grew more attentive to the manner in writing, and determined to endeavor at improvement.

About this time I met with an odd volume of the Spectator. It was the third. I had never before seen any of them. I bought it, read it over and over, and was much delighted with it. I thought the writing excellent, and wished, if possible, to imitate it. With this view I took some of the papers, and, making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, try'd to compleat the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand. Then I compared my Spectator with the original, discovered some of my faults, and corrected them. But I found I wanted a stock of words, or a readiness in recollecting and using them, which I thought I should have acquired before that time if I had gone on making verses; since the continual occasion for words of the same import, but of different length, to suit the measure, or of different sound for the rhyme, would have laid me under a constant necessity of searching for variety, and also have tended to fix that variety in my mind, and make me master of it. Therefore I took some of the tales and turned them into verse; and, after a time, when I had pretty well forgotten the prose, turned them back again. I also sometimes jumbled my collections of hints into confusion, and after some weeks endeavored to reduce them into the best order, before I began to form the full sentences and compleat the paper. This was to teach me method in the arrangement of thoughts. By comparing my work afterwards with the original, I discovered many faults and amended them; but I sometimes had the pleasure of fancying that, in certain particulars of small import, I had been lucky enough to improve the method of the language, and this encouraged me to think I might possibly in time come to be a tolerable English writer, of which I was extremely ambitious. My time for these exercises and for reading was at night, after work or before it began in the morning, or on Sundays, when I contrived to be in the printing-house alone, evading as much as I could the common attendance on public worship which my father used to exact of me when I was under his care, and which indeed I still thought a duty, thought I could not, as it seemed to me, afford time to practise it."
Writing With Mentor Texts Webinar
Mentor Texts: The 7 Elements of a Differentiated Writing Lesson
20 Strategies to Teach Text Structure
Show Me How! Using Mentor Test to Guild Readers and Writers

Frequent writing about what you have read can develop and expand comprehension and vocabulary.

Expressing important ideas in writing helps the student organize ideas and strengthens connections to vocabulary.

Well-taught writing can help students' reading, Poorly taught writing can hinder students' reading

Response to literature Process for Intermediate Students Abstract
My students use response to literature journals daily during close reading instruction and Socratic inquiry. It begins with teaching students to select quality/challenging non-fiction, fiction, poetry, prose, or any well-written literature suitable for analysis. Next, we examine author’s purpose, literary elements, poetic devices or any other ELA domain through a collaborative Socratic inquiry process. Reading and writing instruction in my opinion should be used to build critical and strategic thinking and is always taught holistically in my class. We move into the complex task/skill of responding to a set of literary criterion “The TEST” that may be as simple as predicting the next set of events, adding or continuing the authors ideas, analytical summarization or analysis of complex literary elements. The students work with a partner or as a whole class to develop strategic graphic organizers, summarizing important facts, evaluating characters' opinions, identifying turning points, compare or contrast, evaluating the author's points of view, identifying author’s main ideas, noting key literary details, and choosing pertinent quotations. All the reading and writing instruction is focused through the lens of formative inquiry and enrichment to reinforce critical thinking, reading comprehension and the writing process. 

Part one is creating the Response to literature Journals or reading journals: The Reading Journals consists of close reading strategies, graphic organizers, interesting or important vocabulary, important sequential details, or Socratic questions that students want to ask during the weekly teacher conference. Tier 2 words are also listed and identified plus ten to fifteen detailed notes on the key literary elements are recorded for each response to literature by each student. Students then summarize the main ideas, authors’ purpose or other literary areas that are being analyzed. The use of the Six Traits Rubrics, Socratic seminar, cooperative structures and strategies and traditional paragraph structure instruction are modeled throughout the process. Response to literature can best be taught using a collaborative or cooperative learning model. Evaluation of author's main purpose or any other complex concept must be modeled and modeled in a collaborative format. The younger students always start with the basics of who, what, where, when, why and how! More advanced students create literary topics of discussion to share with student colleagues and teacher during the Socratic seminar. Advanced students may work independently and do additional analysis, critiques, margin notes, re-imagining a new literary ending, character summaries, connections they have made between other genres, books or poems.

Students conference with the teacher weekly and use their reading journals as an ongoing learning portfolio and as a collaborative tool with other students. The weekly conferences and journals are also used to insure that students are accountable, participating/collaborating and completing learning task and comprehending the assigned readings. An extended conference is scheduled as needed to support students who are not making gains in the close reading and “close” writing processes. Throughout this process, students are always given suggestions on how to improve their close reading skills, reading comprehension, modeled response to literature strategies, cooperative writing opportunities and improve their critical and strategic thinking.

By the end of the first 20 days of my Title I 4th grade class, students are often completing two full pages of responses for each selected close reading passage and Socratic seminar. The goal at this point is to have completed literary responses that are rich, exact, with cogent connections to the explicit stated goal of the literary response. Students are constantly instructed on how to work collaboratively, and build interdependent and independent work skills. All instruction is integrate with a Finnish model of instruction the to build a classroom team that can succeed and exceed. The reading process and the writing process must be taught as one, “One is none and two is one!” The ultimate goal is for students to become motivated, independent learners, exactly the type of students we want them to be.

Part two in this process includes revising, drafting, and editing each of the literary responses. The students collaborate with peers in an informal read aloud to a partner and the sharing of pre-edited responses. The students give each other feedback and as always when something is read aloud they find errors.  The teacher can participate as a listening only letting the student read their response out loud and giving verbal feedback.  Rereading editing and rereading gives students more freedom to try new things without the fear of failure. Using a sounding board model builds collaboration and can usually find structural errors and quality issues in a more formative learning environment. Students can review the author's main ideas, important facts, character development, settings, events, and turning points in the fear free writing zone.

Formative Conferences
Quick formative conferences, or spot checks, can be used at any time to check student’s on-task behavior, collaboration, understanding and accountability. Teachers or cooperative teams can do quick conferences to insure students comprehend the passage, vocabulary, important facts, literary devices, author’s ideas/purpose, main ideas, important outcomes/turning points, characters, settings, events, and even enjoyment. Students who show poor reading skills, collaborative skills, focus, and or comprehension of the literature are placed with a competent student, teacher, tutor or classroom parent. Students are asked to cooperate, collaborate and develop critical academic skills like taking quality notes, developing cogent questions, comprehending the literature they read, talking with peers using complete sentences, discussing academic ideas with the class, and as a teacher I am always looking for role models that demonstrate these skills to praise in front of the class. Students who fail to find the success are reinstructed one-on-one in an extended conference and are ask to model expected outcomes with other strong students.

Teachable Moments
Unknown vocabulary and important background information is explained to the entire class in detail to insure deeper meaning and understanding. Students are asked to never erase notes, responses, summaries, but to salvage what they have and use the margins for new ideas. The final part of the response to literature process is looking for teachable moments that the class can use to extended learning and critical thinking.


Value of Response to Literature Lessons | Read and Response Journaling

Journaling as you read is the most effective way of understanding a work of literature and strengthening understanding of the writing process at the same time. With journaling you integrate reading and writing, and you will find that you can relate to the story more completely, and experience every image, every conversation, every character, and every interesting adventure. Avoid hasty reading or skimming because it can prevent you from understanding the meaning of the book as a whole. Investigate everything fully; be prepared to learn and be inspired. Never skip a word you don’t know. Stop! Write it down! Seek the meaning! If you do skip the meaning, you are leaving a great treasure behind. Seek those characteristics that skilled writers observe in real life and integrate them into your journals, essays, letters and reports: perseverance, conflict, justice, injustice, challenge, courage, character, adversity, and apprehension. Engaging writing includes exciting precise vocabulary, captivating dialogue, well organized plot, varied complex sentences, and grammatically refined prose with fresh original ideas. When you discover the deeper meaning and relate it to the content, you'll be on your way to understanding and loving books. Using great works of literature to examine, and compare and contrast with your own writing, will build knowledge of how to write great passages and prose yourself.


Homework Journals
Keep a response journal (homework journal) for all study areas, including art, music, science, social studies, and even field trips. Write your feelings, first impressions, funny moments, jokes, sketches, relationships, questions, quotations, and great topic sentences-anything that helps you start to look at professional writing structure. Learn to truly read and then learn to truly write.

Conclusion

Writing about reading makes students more conscious of making meaning as readers. It gives them insight into the reading and writing processes. Writing about reading accelerates, reinforces, and streamlines vocabulary acquisition and retention. Writing about reading makes struggling students more secure
and comfortable to write with the support of the author’s vocabulary and paragraphs. Writing about reading makes students more independent,competent, motivated, and involved in all forms of academic text.

Writing about reading gives students ideas for their own texts. They reread and reflect upon their writing, which sparks fuller learning. Writing about reading supports students to take charge of their learning and make connections between different areas of learning. Seeing teachers and parents write in their own reading journals and sharing their writing reinforces the vital importance of writing for life-long learning. It also emphasizes the public nature of writing. Journal coaching supports the students as they reach for
more complexity in their reading and writing. Journal coaching supports the students as they acquire the vocabulary and background knowledge to truly understand and enjoy the reading. 

Reading Sage: Opinion & Argument Essay Writing Guide for State Assessments

Table of Contents

  1. Overview of State Writing Assessments
  2. Types of Writing on State Tests
  3. Essential Strategies for Success
  4. Graphic Organizers & Planning Tools
  5. Sentence Starters & Transitions
  6. Practice Prompts by Grade Level
  7. Assessment Rubrics & Scoring
  8. Reading Sage Resources

Overview of State Writing Assessments {#overview}

State writing assessments evaluate students' ability to construct well-organized, evidence-based written responses. Most states administer English Language Arts assessments that include writing components for grades 3-8 and high school, with specific focus on three main writing types: argumentative/opinion, informative/explanatory, and narrative writing.

Current Assessment Landscape (2024-2025)

  • Common assessments include: SBAC (Smarter Balanced), PARCC-based tests, state-specific assessments
  • Testing windows: Typically spring (March-May) with some states offering fall testing
  • Format: Most assessments are computer-based with typed responses
  • Time allocation: Usually 60-90 minutes for writing tasks

πŸ“– Related Reading Sage Resources:

Types of Writing on State Tests {#types-of-writing}

1. Opinion/Argument Writing

Purpose: Present the main argument, state your opinion, and convince the reader why your stance is the right one

Key Features:

  • Clear thesis statement or opinion
  • Supporting reasons with evidence
  • Acknowledgment of opposing viewpoints (in argument essays)
  • Logical organization with transitions
  • Persuasive language and strong conclusion

Grade Level Progression:

  • Grades 3-5: Opinion pieces with reasons and examples
  • Grades 6-8: Arguments with claims, counterclaims, and evidence
  • Grades 9-12: Complex arguments with sophisticated reasoning

πŸ“– Reading Sage Resources:

2. Informative/Explanatory Writing

Purpose: Inform, describe, explain, or define a topic for the reader

Key Features:

  • Clear introduction of topic
  • Well-organized supporting details
  • Use of facts, definitions, and examples
  • Objective tone (avoid first-person pronouns)
  • Sequential or logical organization

πŸ“– Reading Sage Resources:

3. Narrative Writing

Purpose: Tell a story or recount events in an engaging way

Key Features:

  • Clear sequence of events
  • Character development
  • Setting and plot
  • Descriptive language
  • Satisfying conclusion

Essential Strategies for Success {#strategies}

The STEAL Method for Character Development

This proven strategy helps students develop rich, detailed writing across all genres:

  • S - Speech/Speaking/Dialogue: What characters say
  • T - Thoughts/Feelings/Attitudes: Internal experiences
  • E - Effects on Others/Emotions: How characters impact others
  • A - Actions: What characters do and how they behave
  • L - Looks/Settings/Imagery: Visual descriptions and environment

The ZOMBIES Strategy for Test Preparation

  • Z - Zone in on your prompt (read carefully)
  • O - Organize your opinions and evidence
  • M - Make connections between ideas
  • B - Build strong paragraphs
  • I - Include specific examples
  • E - Edit and revise your work
  • S - Support your claims with evidence

Best Practices for State Writing Success

Time Management

  • Spend 10-15% of time planning
  • 70-80% writing
  • 10-15% revising and editing

Planning Phase

  • Use graphic organizers
  • Identify key points before writing
  • Consider your audience

Writing Phase

  • Follow your plan
  • Use transition words
  • Vary sentence structure
  • Include specific examples

Revision Phase

  • Check for clarity and organization
  • Ensure evidence supports claims
  • Fix grammar and spelling errors

πŸ“– Reading Sage Resources:

Graphic Organizers & Planning Tools {#graphic-organizers}

The "Silver Bullet" STEAL Graphic Organizer

Proven Results: 96% Meets or Exceeds on State Writing Test | 25% Exceeding

For Narrative Writing with Expository Elements

EXPOSITION - Topic Sentence W.W.W. (Who, What, Why)

  • S - Speech/Speaking/Dialogue
  • T - Thoughts/Feelings/Attitudes
  • E - Effects on Others/Emotions
  • A - Actions
  • L - Looks/Settings/Imagery

RISING ACTION - Repeat STEAL structure CLIMAX - Repeat STEAL structure FALLING ACTION - Repeat STEAL structure RESOLUTION - Repeat STEAL structure

Opinion/Argument Essay Organizer - HOTEL Method

Component Purpose Example
Hook Grab reader's attention Question, startling fact, or quote
Opinion State your position clearly "All students should have access to technology..."
Thoughts Explain your reasoning "Technology enhances learning because..."
Emotions Appeal to feelings "Students without access feel left behind..."
Logic Provide evidence and facts Statistics, expert opinions, examples

Five-Paragraph Essay Structure for Expository Writing

Paragraph 1: Introduction

  • Hook to engage reader
  • Background information
  • Clear thesis statement

Paragraphs 2-4: Body Paragraphs

  • Topic sentence with main point
  • Supporting evidence and examples
  • Detailed explanation of evidence
  • Smooth transition to next paragraph

Paragraph 5: Conclusion

  • Restate thesis in new words
  • Summarize main supporting points
  • End with call to action or final thought

Sentence Starters & Transitions {#sentence-starters}

Opinion Sentence Starters

Introducing Your Opinion:

  • "My opinion is..."
  • "I believe that..."
  • "From my perspective..."
  • "It is clear that..."
  • "Without a doubt..."
  • "Only a fool would believe that..." (for strong disagreement)

Presenting Evidence:

  • "For example..."
  • "According to research..."
  • "Studies show that..."
  • "Evidence suggests..."
  • "Statistics indicate..."
  • "Experts agree that..."

Addressing Counterarguments:

  • "Some might argue..."
  • "Critics claim..."
  • "While others believe..."
  • "Although some say..."
  • "Despite opposing views..."
  • "However, this argument fails because..."

Concluding:

  • "In conclusion..."
  • "To summarize..."
  • "Ultimately..."
  • "For these reasons..."
  • "Therefore..."
  • "Finally..."

πŸ“– Reading Sage Resources:

Transition Words and Phrases

Addition & Support:

  • Furthermore, moreover, in addition, besides, also, additionally
  • These help students connect ideas effectively

Contrast & Opposition:

  • However, nevertheless, on the other hand, although, yet, despite
  • In contrast, conversely, while, whereas

Cause & Effect:

  • Therefore, consequently, as a result, because, thus, hence
  • For this reason, due to, since

Time & Sequence:

  • First, then, next, finally, meanwhile, afterward
  • Subsequently, previously, eventually

Practice Prompts by Grade Level {#practice-prompts}

Elementary (Grades 3-5)

Opinion Prompts:

  1. Should students be allowed to have cell phones in school? Write an essay stating your opinion and give reasons to support your view.

  2. What is the best way to spend a snow day? Write an essay explaining your opinion with specific examples.

  3. Should homework be given on weekends? State your opinion and provide three strong reasons.

  4. Which season is the best and why? Support your opinion with details and examples.

Middle School (Grades 6-8)

Argument Prompts:

  1. Should schools require students to wear uniforms? Write an argumentative essay that examines both sides of this issue and takes a clear position.

  2. Is social media more helpful or harmful to teenagers? Develop an argument using evidence from your reading and experience.

  3. Should the school day be extended by one hour? Write an argument supporting your position with evidence and addressing counterarguments.

  4. Are standardized tests an effective way to measure student learning? Present your argument with supporting evidence.

High School (Grades 9-12)

Complex Argument Prompts:

  1. Should artificial intelligence be regulated by government? Write a well-reasoned argument that acknowledges multiple perspectives while advocating for your position.

  2. Analyze the role of standardized testing in education. Develop an argument about whether current testing practices should be maintained, modified, or eliminated.

  3. Should colleges consider social media profiles in admissions decisions? Construct a nuanced argument that weighs privacy concerns against institutional interests.

Assessment Rubrics & Scoring {#rubrics}

Four-Point Scoring Rubric for State Assessments

Score 4 - Advanced/Exceeding

  • Clear, compelling thesis with sophisticated reasoning
  • Strong evidence and examples that fully support claims
  • Acknowledges and effectively refutes counterarguments
  • Sophisticated transitions and varied sentence structure
  • Few or no errors in grammar, usage, and mechanics

Score 3 - Proficient/Meeting

  • Clear thesis with adequate reasoning
  • Sufficient evidence and examples
  • Some acknowledgment of opposing views
  • Generally effective organization and transitions
  • Minor errors that don't interfere with meaning

Score 2 - Developing/Approaching

  • Thesis present but may lack clarity
  • Some evidence provided but may be insufficient
  • Limited acknowledgment of other perspectives
  • Basic organization with simple transitions
  • Errors may occasionally interfere with meaning

Score 1 - Beginning/Below

  • Unclear or missing thesis
  • Little or no evidence provided
  • Lacks acknowledgment of opposing views
  • Poor organization and few transitions
  • Frequent errors that interfere with understanding

Six Traits of Writing Assessment

  1. Ideas and Content: Clarity of argument, quality of reasoning
  2. Organization: Logical structure, effective transitions
  3. Voice: Appropriate tone, audience awareness
  4. Word Choice: Precise, varied vocabulary
  5. Sentence Fluency: Varied sentence structure
  6. Conventions: Grammar, spelling, punctuation

Reading Sage Resources {#reading-sage-resources}

Core Writing Resources

Sentence Development Tools

Reading Comprehension Support

Writing Prompts and Practice

Grade-Specific Resources

Academic Vocabulary for Writing Success

Tier 3 Academic Writing Terms

Analysis Terms: analyze, evaluate, compare, contrast, synthesize, interpret, examine, assess Evidence Terms: support, justify, validate, substantiate, corroborate, verify, authenticate Argument Terms: claim, counterclaim, refute, concede, acknowledge, assert, maintain, contend Organization Terms: sequence, hierarchy, transition, structure, framework, coherence, unity Evaluation Terms: criteria, assessment, judgment, appraisal, critique, analysis, review

Key Phrases for Academic Writing

  • "The evidence suggests..."
  • "This example demonstrates..."
  • "In contrast to this view..."
  • "Furthermore, research indicates..."
  • "Consequently, it can be concluded..."
  • "According to the data..."
  • "As illustrated by..."
  • "This supports the claim that..."

Conclusion

This comprehensive guide provides the tools and strategies needed for success on state writing assessments. The Reading Sage resources linked throughout offer detailed support materials, practice opportunities, and proven methodologies. Regular practice with these techniques, combined with exposure to quality mentor texts and consistent feedback, will help students develop the skills necessary to excel on opinion and argument writing tasks.

Key Success Factors:

  • Systematic use of graphic organizers like STEAL and HOTEL
  • Daily practice with sentence starters and transitions
  • Regular exposure to writing prompts at appropriate grade levels
  • Consistent formative assessment and feedback
  • Integration of academic vocabulary into writing instruction

Visit Reading Sage for the complete collection of writing resources and instructional materials.

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