Frustrated by challenges with the new STAAR exams?

"The fact that students will have 26 written lines to execute a complete essay for the STAAR exam is really starting to frustrate me."

This is a quote I found on Twitter and I know this person is not alone in how she feels.  If you are also wondering how best to direct your young language arts students to meet the new tougher criteria, here are some tips I offer you:

I can understand your frustration!  It has always been very difficult for students to be focused when they have TWO pages to work with and now they are asked to condense their essays to ONE.  Since the rubric is very clear that in a personal narrative, the students are to write about ONE experience or one event, limiting them to one page and 26 lines will help make or force this to happen.  Teach them to think of the most interesting event that happened in a specific (GPS) location, then explode THAT idea only, leaving out all the other trivial or less important events.   

     For the purpose of expository, follow the same general idea.  For example, if the students are writing an essay based on the prompt that T.E.A. released, Write about a  special person, only allow the kids to give ONE or TWO related reasons why the person is special, without responding in what I call an exposiSTORY format.

      If you would like any ideas on strategies that would assist you in teaching student to be focused and to develop around a focus, feel free to contact me! 

STAAR Language Arts Store for teachers

Have you checked out the STAAR section of our store lately?


We have continued to create and add new classroom posters, student folders and other teaching aids to help teachers and students alike quickly gear learning towards the new criteria of the Texas STAAR standardized testing for Language Arts.

Visit The Write Prescription store and see what's new!

S.T.A.A.R. Questions & Answers

FAQ regarding the new Texas S.T.A.A.R. Standardized Testing

·        Are breaks allowed during STAAR assessments?

Breaks are allowed during STAAR assessments; however the following breaks must be included in the four-hour time limit.

§  Breaks for water or snacks

§  Bathroom breaks

§  Breaks for physical activity (e.g., standing up and stretching)

§  Routine medical breaks (e.g., to take medicine)

Breaks for lunch are not included in the four-hour time limit; however it is recommended that lunch be scheduled outside of the testing time.

·        How will reporting change when STAAR is implemented?

The implementation of STAAR will bring some key changes to the way information is reported.

For TAKS all reports were provided in hard-copy format with the option to receive online reports for a fee. With the new STAAR program, all reports will be provided online. One copy of each of the Confidential Student Reports (CSRs) and labels will be provided in hard-copy format.

·        What happens to students who arrive late or after testing has begun?

All students must be given the maximum of four hours to complete the tests. Districts will need to determine if the student can test on that day or on a make-up day.

·        For which assessments will make-up testing be available?

For the STAAR program, make-up testing opportunities for students who are absent will be available for all grades, subjects, and courses. Make-up testing opportunities will also be available for all administrations, including the summer administrations.

·        Will the dyslexia bundled accommodations continue to be offered to eligible students taking the STAAR reading assessments?

Two of the three bundled accommodations will be available for students with dyslexia and other reading disabilities on the STAAR reading assessments in grades 3 through high school—the oral reading of item stems/answer options only and extended testing time, if needed. These accommodations do not need to be offered as a bundle; the needs of the student should be considered when determining which accommodations to use. A proper-nouns list like the one used in the TAKS assessments will no longer be provided.

Texas STAAR Teacher Training

Our available dates for language arts teacher training seminars are starting to book up for the fall already.


Especially in Texas, your schools need to be learning how to adjust your teaching focus to help students score well given the new tougher S.T.A.A.R. standards.  That's exactly what Bill MacDonald of "May The Fours Be With You" fame can do for your entire language arts teaching staff.

You may view more information about our on-campus language arts staff development training but most importantly, call us soon to get your dates book.  1-866-398-5605.  You may also email Bill directly with questions.

One more thing: teachers who are responsible for getting a training day booked at your school will earn $100!

S.T.A.A.R. takes over from T.A.K.S. in Texas

Standardized testing for students in Texas is getting a makeover.

The Texas Assessment of Knowledge and Skills (TAKS) is being replaced by the State of Texas Assessment of Academic Readiness (STAAR).

Students in the graduating Class of 2015, who are currently in seventh grade, will be the first students who must meet the end-of-course testing requirements, as well as pass their classes, in order to earn a diploma.

The new tests will be significantly more rigorous than previous tests and will measure a child’s performance, as well as academic growth.

Be prepared and get your teaching staff up to speed on the new standards.

Language Arts Teacher Development: Helping students develop story ideas

Completely Developed Ideas

I came up with a little saying to remind students of the importance of developing their ideas sufficiently. It goes like this:  My age or more to get a good score.”   

Too many kids do what I call developing their ideas horizontally.  For example, they may go to the beach, which is fine, but have 5 to 10 different events instead of just one or two.  The problem with that is that most writing assignments have limited quantity of pages and lines, usually one or two at the most.   If they have too many events, odds are they will only be able to spend two or three sentences on each idea/event.  

 Try this visual idea on your students.  Go to an office supply store and purchase either a 12 fine point set of markers or a box of 16 crayons.  Start with any color by underlining an event that is written about…..usually a topic sentence.  Keep using the same color until the student switches to a new event.  Sometimes you will have used the entire box of crayons or markers by the time you finish the paper! 

I use colored trains as graphic organizers for my students, with yellow being assigned to the introduction, blue for the 1^st event or idea, green for the 2^nd event or idea, and red for the conclusion.  If the beginning middle and end are developed enough, all the space available would only have 3 or 4 colors.  I also use colored blocks, monkeys, plastic balls and anything else I can find at Walmart to show the students visually how much they are developing or NOT developing their essays.  That way, it’s not just theory but practical strategies happening right in front of you with your very own students!   

Allow me the opportunity to model development of ideas with YOUR school soon and see your scores skyrocket!  Call my office to request a teaching training seminar at your school.  1-866-398-5605.

Low Composition Scores: Not enough writing training

The real reason our students are getting low composition scores each year....not enough writing training in the lower grades!!!

Trying to get our students to get higher than a zero, one, or two on their Writing compositions without the pre-requisites needed in the lower grades would be similar to flipping a pyramid up-side down and trying to make it balance on its point. It is nearly impossible! If we want our students to succeed, we must give Writing training to all grade levels, not just the testing grades. 

The training I offer models visual and auditory strategies at the bottom of the pyramid, then oral skills, next the reading, and finally the writing skills.  I can show teachers in all grade levels how to analyze the pyramid level of their students.  They can then give instruction at that level and move up when the students are ready.

Please allow me the honor of coming to your school and showing your teachers how to make the writing connection.