1. ta lk:
Bo ok rs
we ams
ns yn Ad
r A y Fall
tte B
Be

2. Th e W
hat &
the W
hy

3. Prew
th e S r itin g
tage : Sett
Succ for in g
ess
Gett
ing S
wi th t ar t e
Foun the d
datio
I
S uc c
ess ns for
P art
Unde
Prom rstandin
pt g the

4. Writ
ing: C
Resp onstr
o nse uctin
G ga
ettin
Bette g started
r An
Step swer with the
1: De Proto
col
II
Intro velo
duct p an
ion
Pa rt
Step
2: Bu
Deta ild a
ils Body
Step of
3 : Dr
Conc aw a
lusio
n

5. The
sand
wich

6. Postw
and riting: A
O ur
Gett
Resp ssessme
ing S onse nt
Asse tarte to It
ssm
Resp ment d w
onse and ith
Cons Its
Asse tructive
II I
ssme
Wha nt
Par t
Resp t to Do W
Asse onding hen…:
ssme to
After nt
word
: Get
Real

7. Powe
rPoin
Temp ts
D
lates
T he C Rubr
ics
Storie
s
Prom
pts
Web
Link
Resp s
onse
s

8. A Sample Lesson Plan:
Prewriting
Lesson I.1
TOPIC: Prompts Are Everywhere: Text-Based and Self-Based
TOPIC:
SCAFFOLDING LEVEL: Modeling/demonstration and guided participation
LEVEL:
GOAL: Students will observe as the teacher demonstrates, and then students will participate in analyzing and
collecting a variety of self-based and text-based prompts.
MATERIALS:
• Projection device • PowerPoint slides for Understanding the Prompt
• Variety of self-based and text-based samples from state websites and living (real-world) prompts (see live links in
the CD’s Resources folder)
• File folder labeled “Collected Prompts” • Chart paper
• Markers
PROCEDURE:
Part 1: Explain what a prompt is and where prompts are found, offering a variety of school and living prompts. Invite
students to share some prompts they’ve heard or read.
Part 2: Use the PowerPoint slides for Understanding the Prompt to discuss the difference between a self-based and
a text-based prompt. Then, show students a variety of prompts and ask partners to decide which are text-based and
which are self-based. Share partner results in a whole-class discussion. (Be sure to also include both kinds of
prompts from your own state’s past assessments.)
CLOSURE:
Part 3: Ask students to collect prompts throughout the next few days—both living and school prompts—so the
class can develop a running list. Each student should add his or her example to the list during free time.

9. Good
read
Easy !
read
Temp
h ts
lates
ho ug Kids b are h
elpfu
uy in
Could to it l
be v
Asses ery e
ffect
smen
Vigne
My t
ts are ive
can’t ettes ge u
seful
imag t lon
reall ine t g–
y pla
Defin ying hem
itely out
reco
mme
nd!