NJ ASK LANGUAGE ARTS 2014

NJ ASK LANGUAGE ARTS 2014
NJ ASK LANGUAGE
ARTS 2014
Presented by: Jaime Means
Literacy Coach,
MacAfee Road
March 26, 2014
M
LITERACY CLUSTER AREAS
NJ ASK is divided into 2 cluster areas:
 Cluster 1-Writing
 Narrative Prompt: 30 minutes (10 points)
 Informative/Explanatory or Opinion Writing Prompt: 30 minutes
(10 points)
 Cluster 2- Reading- There will be 3 reading passages on the NJ ASK.
Students will be asked to read both literature and informational texts
in the reading sections. Students will have 30 minutes to read and ask
questions.
 Each passage will have 10 multiple choice and 2 open ended
questions
 Passages can be a mix between Fiction and Non fiction
OPEN ENDED QUESTIONS
UNDERSTANDING THE THREE PARTS
OF THE OPEN-ENDED QUESTION:
 Each question has three parts to it:
(1) the set-up,
(2) the first question, and
(3) the second question
 The set-up is going to place you somewhere in the text.
 The first question will either ask you about something specific
in the text or tell you to explain, identify, or describe something
related to the text.
 The second question is usually a question that asks you to
write about something beyond the text. The answer will not be
found in the text. You will be asked to “give your opinion” by
predicting, identifying, or explaining possible future
consequences.
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EACH BULLET WILL PROBABLY REQUIRE A
DIFFERENT KIND OF ANSWER. THERE ARE
DIFFERENT TYPES OF WRITING THAT YOU MAY
BE ASKED TO DO, SO READ THE QUESTION
CAREFULLY!
 Literal questions (text-based or "in the book") ask you to
provide specific information from the text. If it is asking you
to explain the main ideas/points of the reading, find multiple
details and examples that show the main point.
 Inferential questions (thought-based or "in your head") ask you
to come up with an answer that cannot be found in the story,
but which requires you to use details from the story to help
you explain how you arrived at your answer. If it is asking for
your opinion, provide it and back it up.
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MODEL OF AN OPEN-ENDED QUESTION:
(FROM A SELECTION TITLED “A LESSON
LEARNED” ON BULLYING)
Bullying occurs in schools everywhere and educational
programs have been put into place to stop this
horrible abuse.
Would you consider the cafeteria incident in this
passage to be a form of bullying? Why or why not?
What might Sara have done differently when she first
felt that strange, unpleasant feeling coming over her?
Use specific information from the story and any
additional insight to support your response.
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OPEN-ENDED QUESTION MODEL
ANSWER:
Bullet 1/Paragraph 1:
The incident in the cafeteria is a form of bullying.
First, a student is sitting all alone in isolation with no
one paying any attention to her. Another event that
occurs in the text that shows bullying, was when the
students are ostracizing her in that they never tried to
approach her and invite her to eat with them. These
are indirect forms of bullying. The taunting and teasing
were direct forms of harassment, and the students did
this with every intention of hurting Fran’s feelings.
They have been judging Fran by her looks and her
clothing alone, without ever getting to know her.
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Bullet 2/Paragraph 2:
Once Sara felt that unpleasant feeling come over
her, she realized that what was occurring was wrong.
It was very difficult to stand up to a group of bullies,
especially when they are your friends. Sara knew she
should have stopped the teasing, but was worried
about her own reputation. Sara might have started by
talking to her twin sister or just one of her friends,
asking them to just “cut it out and leave her alone.” It
would have been a start, and if she was able to get
one student on her side, she might have had a chance
of stopping the taunting. She also might have gone to
get a teacher immediately before the incident
insightfulescalated.
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THE FOUR CRITERIA OF A WELLWRITTEN OPEN-ENDED RESPONSE:
1.
2.
3.
4.
Demonstrates an understanding of the task: Respond only to the
specific questions you are being asked; do not include ideas that
are off topic or not on task.
Complete all requirements: Your response will suffer greatly if
you do not do ALL of what has been asked of you.
Be aware of plurals ("give examples", "provide details") - you have
to give MORE THAN ONE.
Provide an insightful explanation/opinion that links to or extends
aspects of the text: If you are insightful about something, it means
you know something about it. Try to connect some idea to
something else you have read, witnessed, or experienced yourself
to enhance your explanation.
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OPEN ENDED QUESTION: HOLISTIC
SCORE
 4 = Clearly demonstrates understanding of the task, completes all
requirements, and provides insightful explanation/ opinion that links
to or extends aspects of the text.
 3 = Demonstrates an understanding of the task, completes all
requirements, and provides some explanation/opinion using
situations or ideas from the text as support.
 2 = May address all of the requirements, but demonstrates a partial
understanding of the task, and uses text incorrectly or with limited
success resulting in an inconsistent or flawed explanation.
 1 = Demonstrates minimal understanding of the task, does not
complete the requirements, and provides only a vague reference to
or not use of the text.
 0 = Irrelevant or off-topic
NARRATIVE WRITING TASK
NARRATIVE WRITING TASK
Narrative writing is when you speculate/tell a story.
The story can be fictional or it may be true.
The narrative prompt presents a brief scenario which
students use as a springboard to write a story.
Students will have 30 minutes to write the narrative
story
As students plan, their stories should have a clear
setting, developed characters, and unfold a plot that
includes a story problem, rising action and a concludes
with a solution.
SAMPLE NARRATIVE PROMPT
When Tony arrived home after school, the large
package was there waiting for him on the kitchen
table. He had been waiting for days for it to arrive
and now he had it in his hands. Quickly he tore
open the package and examined the contents.
Write a story about the reason for Tony’s
excitement.
8 GOLDEN RULES FOR A NARRATIVE PROMPT
1.
You need to tell a STORY--with a beginning, middle, and end.
Don’t just describe. The directions are really asking for
a story!
2.
Don’t worry about telling the CORRECT story. There is no
correct story—and there is always more than one story buried
in the prompt. You will not be wrong as long as your story is
reasonable and connected to the prompt.
3.
Tell the events in a clear sequence.
4.
Use details that help the reader see the characters and their
actions. You can describe how things, look, feel, sound, taste, and
smell. This helps the reader to form a picture in his/her mind.
Try to create suspense in your story.
 5. To keep things interesting, add a plot complication—something
else that has to be solved or overcome.
 6. Dialogue shows what the characters are thinking and doing. It grabs
the reader’s attention. (i.e. “Grandpa!” I exclaimed. “You have to wake
up! The boat is going to capsize!”)
7. The story shouldn't’t just stop. Give the reader a chance to see how the
characters think and feel after the main action is complete. A clear
ending helps by showing the significance of the event. Think of it as
the theme or point of the story.
7. Interesting words, especially verbs, make your writing more exciting.
For instance, instead of having a character leave, let your character
storm off, exit in a hurry, jump on a skateboard, or slip away silently.
EXPLANATORY WRITING TASK
SAMPLE INFORMATIVE/EXPLANATORY
WRITING PROMPT
(Students first read the Holly Davis poem, “Lucky
Grandma!”.)
The child in the poem “Lucky Grandma!” helps her
grandmother with many things. Think about a time
when you helped someone. Write a composition
about that time.
In your composition, be sure to:
Explain who the person was.
Describe what you did to help.
Explain why you liked helping this person.
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SAMPLE INFORMATIVE/EXPLANATORY WRITING
PROMPT
Scientists report that gray squirrels find hundreds
of nuts each week that they bury in different
places. Then the squirrels dig up all those nuts
and bury them again in new spots. They also dig
some holes that they don’t ever use for storing
nuts. What problems could these actions cause
for a gray squirrel?
Write a composition discussing the problem
squirrels could have because of the way they bury
their nuts. Analyze or explain why squirrels
might dig holes they do not want to use.
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“I WAKE TODAY” BY KENN NESBITT
I wake today,
Get out of bed,
Then stretch and yawn
and scratch my head.
I find my clothes.
I pull them on
while stifling
another yawn.
When I arrive
I’m truly shocked.
The lights are off.
The door is locked.
I check my watch.
It’s me, not them.
I woke too soon.
It’s 4am.
I grab a breakfast
bar for fuel,
and hoist my pack
and head to school.
WRITING TASK
In “I Wake Today,” the poet Kenn Nesbitt writes
about a day that began in an unexpected way. At one
time or another, most of us have experienced a day
that did not turn out as we had expected. Write a
composition about a time in your life when you had
such a day.
In your composition, be sure to:
 Describe the things that happened to you.
 Discuss the problems that may have come from them.
 Explain what you learned from your experience.
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MODEL: HAPPY BIRTHDAY TO ME!
June 28, 2006, the day of my tenth birthday, was unlike other days. It
certainly did not turn out as expected. Yet when I went to bed that night,
could honestly say I had a great day!
“Wake up, birthday girl. It’s 9:30. You don’t want to miss another
minute of your special day,” sang my mother as she breezed into my
bedroom.
“What? Huh?” I mumbled. “It’s still dark outside.” A quick glance at
my alarm clock confirmed my mom was right. “Oh no! It’s raining!” I cried
“What about my party?”
“We’ll figure something out,” she replied. That was the beginning of a
day I will never forget.
Every detail was planned to the minute for my backyard
barbeque and pool party. One glance at the muddy backyard and I
knew we would not be swimming today. My brain was raining trying
to brainstorm what we could do instead.
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Just then, the telephone ran. My best friend Judy croaked
a weak “Happy Birthday! Sorry about the rain, but I have even
worse news. I won’t be able to make it to your party today.
My mother won’t let me out of bed because I have a fever. I
am really sorry.”
The last words of her conversation were lost as lightning
crackled and a loud boom of thunder knocked out the
electricity in my entire home. “What next?” I exclaimed. It
seemed that everything that could go wrong did. “Mom, my
birthday cake is in the freezer. The ice cream will melt if we
don’t get the power back soon.” I was ready to cry. With the
power out, there was no way to contact my party guests to let
them know we would have to move the date.
By 2 o’clock that afternoon, we still had no power
and the guests were due to arrive in half an hour. Mom
kept telling me not to worry—she would think of
something. I had no choice but to trust her. I stomped
up to my room and threw myself across the bed. Within
minutes the doorbell began to ring. One by one my
friends were arriving for what would surely be a soggy
celebration. I realized that I could not leave them alone
with my mom, so I headed downstairs, feeling sorry for
myself.
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I could not have prepared myself for the surprise my mom
had created. She had lit every candle she owned and had a path
from the front door to the family room. I followed the trail of
light into the family room, where a fire was roaring in the
fireplace and hot dogs were roasting on sticks my dad had
gathered from the yard. Dad had pulled out his old guitar, and
he and mom were teaching old camp songs to my friends.
When they saw me in the doorway, the song changed to “Happy
Birthday!” I felt the smile creep across my face. This was
certainly not the barbecue that I had hoped for, but it looked
like everyone was having fun. I joined the crowd in front of the
fireplace and hoped for the best.
Later, when Mom walked in with what was left of my ice
cream cake, I could not help but laugh at all that had happened
that day. I realized that it was the people who love me and not
the things that we do that make us happy. That night, as I
crawled back into bed with silly camp songs still running through
my head, I had to admit that after all that, I had a great day.
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ANALYSIS OF HAPPY BIRTHDAY TO
ME:
 The writer immediately “hooks” the reader.
 The story clearly unfolds for the reader.
 The final paragraph resolves the problem.
 There are plenty of descriptive words (i.e.
mumbled, crackled, soggy).
 Transition words used throughout the essay (i.e.
Just then, Later).
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EXPLANATORY ESSAY
NJ ASK EXPLANATORY—
PERSONAL PROMPT
Many students enjoy doing something special for their family
and friends. For example, they may take care of their younger
sibling, or help to cook a favorite meal.
Write an essay that (1) describes something special that you
would like to do for your family or friends. Explain (2) why
this would be something special and (3 )how your family or
friends might react. Be sure to include details and facts to
support your explanation.
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EXPLANATORY PERSONAL PROMPT TEACHER MODEL
Many students, like me, enjoy doing something special for
their family or friends once in a while. One special thing that I
would like to do for my family is to make a scrapbook that I could
duplicate and share with everyone. In this scrapbook, I would
include a family tree, showing all of the relationships between the
members of our family. I would include pictures showing what
each person looks like at the time the scrapbook was made.
Additionally, I would include in the scrapbook cherished family
recipes that have been handed down through the generations.
Some examples would be my grandmother’s cole slaw and my
aunt’s special Chex Mix. Finally, I would take photos of some
family heirlooms to include on the pages, and create a caption for
each photo that explains the importance of the item to the
person it belonged to originally, as well as the whole family. This
scrapbook could be a very special item once it is complete.
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THE OPINION WRITING TASK
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WRITING ABOUT AN OPINION
When you write to persuade, you are expected to
state your opinion about a topic.
This is called an opinion statement.
Your opinion statement is the main idea of your
paper.
After you write your opinion statement, you try to
convince your readers to agree with your opinion.
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STUDENT OPINION ESSAY
MODEL #1
4th Grade Prompt: Some districts have yearround school. The students in these districts don’t
get a three-month summer break. Instead they get
several shorter breaks throughout the year. Other
districts hold school for nine months and give
students the summer off. Which schedule would
you prefer? Write a persuasive paper that will
convince readers to agree that a year-round
schedule or nine-month schedule is best.
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GIVE YEAR-ROUND SCHOOL A TRY
(STUDENT WRITING)
I think a year-round school schedule with lots
of short breaks is best. I have several reasons for
this.
One reason is that a big problem with having a
summer break is that kids forget everything they
learned. When I get back to school, I always have
a hard time remembering the things I learned the
year before. If the breaks were shorter, I would
not have this problem.
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Another reason is that sometimes school can seem
like it drags on for a really long time in February and
March. It would be nice to have a short break when
it’s cold outside. Kids need time to have some fun
when the weather is bad. That would help everyone
learn better.
One more reason is that families could take
vacations at different times. In the summer, museums
and parks are really crowded. One summer my family
went to Disney World, and there were millions of
people there. If we had vacation other times, my family
could go places when not so many people were there.
That would be more fun.
For all those reasons, I think a year-round schedule
for school would be best. I hope our school tries it.
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