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Task Objective Assessment Item Blueprint (TOAB

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Learning Task Item and Number Write a 5-paragraph expository essay. Online Learning 0.0 0.0 Explore online learning strategies Objectives Outcome Level Creating Assessment Item

0.0.1 Given appropriate resources, students will learn to navigate WBI and instructional videos.

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Parent and teacher observation during face-to-face session. Completion of practice tasks. Peer-editing Teacher observation Teacher observation

Brainstorning 1.0 0.3 Create idea web or list

0.3.1 Given an example of both an idea web and a list process for brainstorming, the student will select either an idea web or a list to use for their brainstorming process. 0.3.2 Given instruction in the creation of an idea web students will create an idea web with one central topic and a minimum of five connected ideas. 0. 3.3 Given instruction in the creation of list brainstorming students will create a brainstorming list with one central topic in a minimum of five connected ideas. 0.2.1 Given a completed idea web or brainstormed list student will choose a topic for an essay. 0.2.2 Given an essay to students will generate three more narrow topics and select one for their essay. 0.1 .1Given a narrow topic, instruction, and examples, students will draw a three picture outline of the three major points of their essay.

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0.2 Choose and narrow topic

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0.1 Draw three picture outline

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Outlining 1.0

1.07 Write thesis statement.

1.06 Brainstorm vocabulary list

1.05 Identify three main points for essay

1.04 Identify details for each main point

1.0 7.1 Given instruction and a three picture outline and several examples students will write a thesis statement for an expository essay, which contains both a topic and an assertion. 1.0 6.1 Given examples and instruction students will rainstorm a vocabulary list containing specific nouns, strong verbs, and sensory adjectives and adverbs. 1.0 5.1 Given the three picture outline, and appropriate instruction, students will convert scratch that students will create three phrases summarizing the three main points to be made in their essay. 1.0 4.1 Given appropriate instruction, students will be able to identify four methods for writing a detail within an expository essay. 1.0 4.2 Given appropriate instruction, students will write two phrases to indicate details for each of the main points of their expository essay. 1.0 3.1 Given a three picture outline, and the three main ideas selected for their essay, students will identify one controlling word for each paragraph. 1.0 3.2 Given one controlling word for each paragraph, students will identify the two words to be included in transitional statements between paragraphs. 1.0 2.1 Given instruction and appropriate examples, students will be able to list the following choices as appropriate methods for creating a grabber or a hook to introduce an essay: question; fact; action scene;

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1.03 Identify words for paragraph transitions.

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1.02 Choose a grabber format.

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setting; interesting facts; relevant quote. 1.0 2.2 Given instruction and appropriate examples students will select and write a grabber or hook in the form of a question, fact, action scene, setting, interesting fact, or relevant quote. 1.0 1.1 Given appropriate instruction and examples, students will write a sentence which includes information on the importance of their topic and its affect on them or others, as a topic sentence for the closing paragraph of their essay.

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1.01 Write topic sentence for closing.

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Write Rough Draft 2.0 2.8 Complete opening paragraph

2.8 .1 Given a practical template, students will write a question, interesting fact, action scene, setting, or relevant quote, in the first box of the opening paragraph template. 2.8 .2 Students will write one or two sentences which provide background on the topic of their essay, and the box marked “background” on the template. 2.8.3 Given their brainstorming materials, students will write three sentences presenting the three main ideas of their essay in the boxes labeled “Idea 1”,”Idea 2”, and “Idea 3”, on the template. 2.8.4 Given access to their prewriting materials, students will import the thesis statement as the last sentence in their opening paragraph on the template. 2.7.1 Given appropriate instruction and examples, students will write a topic

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2.7 Write 5W sentences for each paragraph

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2.6 Write details

sentence for each body paragraph containing information on the “who-whatwhen-where-why” of the paragraph topic. 2.6.1 Given appropriate instruction and examples, students will identify a detail as a fact or a small story which proves or supports a topic sentence. 2.6.2 Given appropriate instructions and examples, students will write two significant details for each body paragraph. 2.5.1 Given appropriate instruction and examples, students will identify elaborations as more specific details, dialogue, a personal experience, or more specific information related to the detail. 2.5.2 Given appropriate instruction and examples students will write a minimum of one in operation for each of the six details they have written in their body paragraphs. 2.4.1 Given appropriate instruction and examples, students will add a grabber or hook to their closing paragraph. 2.4.2 Given access to pre-writing materials, students will import the closing topic sentence into the closing paragraph. 2.4.3 Given appropriate instruction and examples, students will summarize the content of their essay in one sentence. 2.4.4 Given appropriate instruction and examples,

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2.5 Write elaborations

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2.4 Complete closing paragraph

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students will write a one sentence clincher for their closing paragraph. 2.3 Integrate strong vocabulary 2.3.1 Given frequent prompts throughout instruction on the writing of a rough draft, students will integrate strong vocabulary from their previously created word bank. 2.2.1 Given specific instructions, and appropriate prompts, students will include at least two quotations in the body of their rough draft. 2.1.1 Given specific instructions and several examples, students will build transition sentences between paragraphs consisting of the two appropriate keywords Creating Teacher observation Peer editing

2.2 Add quotations

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2.1 Build transitions

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Revise Rough Draft 3.0 3.8 Check for enough details

3.7 Include four strong verbs in each paragraph

3.6 Vary sentence length

3.5 Vary sentence starters

3.8.1 Given specific instruction and to completed rough draft, students will read, highlight, and ensure that each body paragraph contains at least two significant details. 3.7.1 Given specific instruction and completed rough draft, students will identify, highlight and ensure that each paragraph contains four strong verbs selected from their brainstormed word bank. 3.6.1 Given specific instructions and their completed rough draft, students will read, identify, and highlight one short sentence, one complex compound sentence, and one complex sentence at minimum in each paragraph. 3.5.1 Given specific instructions, and their completed rough draft, students will identify at least

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3.4 Add stylistic elements

three of the following sentence starters in each paragraph: prepositional phrase, adverbial phrase, present participle phrase, transitional word phrase, clause, or a summary word phrase. 3.4.1 Given specific instruction and a completed rough draft students will include at least one metaphor in their essay. 3.4.2 Given specific instructions and examples students will include at least one double adjective, compound noun, or compound verb, in their essay. 3.4.3 Given specific instructions and examples students will include an example of parallel structure within their essay. 3.3.1 Given specific instruction and appropriate practice, students will identify and eliminate any clichés within their writing. 3.2.1 Given specific instruction and appropriate practice, students will identify and eliminate several verbs “of being” and “of having” in their essay. 3.1.1 Given specific instruction, regular prompting and appropriate practice, students will identify all predicate verbs and ensure that they are written in the past tense.

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3.3 Eliminate clichés

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3.2 Eliminate verbs of “being”/“having”

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3.1 Check that all verbs are in past tense.

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Edit Final Copy 4.8 Check that each sentence is complete

4.8.1 Given specific instruction, students will read each sentence

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of their essay aloud. 4.8.2 Given specific instructions, students will read one sentence at a time, beginning with the last sentence of their essay, to ensure that each sentence names something and then tells more. 4.7.1 Given specific instruction in the use of the “find” tool, students will search for and replace overused and empty words in their essay. 4.6.1 Given a list of capitalization rules, students will check their essay for correct usage of these rules. 4.5.1 Given a list of punctuation rules, students will check their essay for correct usage of these rules. 4.4.1 Given examples of appropriate use of quotation formatting, students will check their essay for the correct format of quotations. 4.3.1 Given a list of rules for the correct placement of commas, students will check their essays for the correct usage comes. 4.2.1 Given appropriate instruction and examples, students will create a correctly formatted title for their essay. 4.1.1 Given appropriate instruction and examples, students will c 4.1.1 treat a correctly formatted heading for their essay.

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4.7 Replace overused and empty words

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4.6 Check and correct capitalization

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4.5 Check ending punctuation

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4.4 Check format of quotations

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4.3 Check commas

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4.2 Create title

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4.1 Create heading

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