In this assignment, students practice writing Personal Narratives and Reflective Pieces to develop authentic writing following TELPAS guidelines. The rubrics are from the Grades 2-12 Proficiency Level Descriptors from the TELPAS assessment.

This assignment also provides reflection and practice in Social Emotional Learning and focuses on the SEL competency of Relationship Skills. When students reflect on Relationship Skills, they consider their ability to:

• establish and maintain healthy relationships;
• focus on and respect diversity and diverse views; and
• communicate, collaborate, and work together to resolve conflict.

When writing Personal Narratives and Reflective Pieces, students practice Narrative writing skills such as considering and developing point-of-view; elaborating with details, dialogue, and descriptions; and choosing words carefully.

Duration: 45–60 minutes

In this assignment, students practice writing Personal Narratives and Reflective Pieces to develop authentic writing following TELPAS guidelines. The rubrics are from the Grades 2-12 Proficiency Level Descriptors from the TELPAS assessment.

This assignment also provides reflection and practice in Social Emotional Learning and focuses on the SEL competency of Self-Management. When students reflect on Self-Management, they consider their ability to:

• manage stress;
• manage their own emotions, thoughts, and behavior; and
• have their voices heard.

When writing Personal Narratives and Reflective Pieces, students practice Narrative writing skills such as developing a strong introduction; using sensory language; and elaborating with descriptive details.

Duration: 45–60 minutes

In this assignment, students write a True Story in response to a prompt, developing authentic writing samples as indicated in the TELPAS guidelines. The TELPAS guidelines require students to produce an extended piece of writing from language arts classes, develop descriptive writing about a familiar topic, and create writing that elicits use of the past tense. The rubrics are from the Grades 2-12 Proficiency Level Descriptors from the TELPAS assessment.

In this assignment, students practice extended writing about a language arts topic, developing authentic writing samples as indicated in the TELPAS guidelines. The TELPAS guidelines require students to produce expository or extended writing from language arts classes. The rubrics are from the Grades 2-12 Proficiency Level Descriptors from the TELPAS assessment.

For their extended writing, students read the nonfiction article "Jungle Life." The article explains why tropical rain forests are important, as well as why they are in danger. Students use their imaginations and details from the article to write a Short Story about an adventure in the jungle. This assignment gives students practice writing extended pieces in the Narrative genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 580.

In this assignment, students write a Sensory Description about a familiar topic--a person, a place, or an event. Depending on the prompt selected, students may write in the past tense. These assignments help develop authentic writing samples as specified by the TELPAS guidelines. The TELPAS guidelines require students to produce a descriptive piece of writing about a familiar topic, an extended piece of writing from a language arts class, and writing that elicits use of past tense. The rubrics are from the Grades 2-12 Proficiency Level Descriptors from the TELPAS assessment.

In this assignment, students write a True Story in response to a prompt, developing authentic writing samples as indicated in the TELPAS guidelines. The TELPAS guidelines require students to produce an extended piece of writing from language arts classes, develop descriptive writing about a familiar topic, and create writing that elicits use of the past tense. The rubrics are from the Grades 2-12 Proficiency Level Descriptors from the TELPAS assessment.

In this assignment, students write a Sensory Description about a familiar topic--a person, a place, or an event. Depending on the prompt selected, students may write in the past tense. These assignments help develop authentic writing samples as specified by the TELPAS guidelines. The TELPAS guidelines require students to produce a descriptive piece of writing about a familiar topic, an extended piece of writing from a language arts class, and writing that elicits use of past tense. The rubrics are from the Grades 2-12 Proficiency Level Descriptors from the TELPAS assessment.

In this assignment, students practice informational writing about a social studies topic, developing authentic writing as indicated in the TELPAS guidelines. The rubrics are from the Grades 2-12 Proficiency Level Descriptors from the TELPAS assessment.

Students watch a four-minute video about Sacajawea. They consider the information, identifying main idea and supporting details. Then students write a Short Biography, using details from the video to support their writing. Students demonstrate understanding of a Social Studies topic as they learn who Sacajawea was, and how she helped explore the American frontier.

[Note: This video contains a brief mention of Sacajawea being married to a man at the age of 11.]

Duration: 45–60 minutes

In this assignment, students practice informational writing about a Social Studies topic, developing authentic writing as indicated in the TELPAS guidelines. The TELPAS guidelines require students to produce a procedural or expository piece of writing in the Social Studies, Science, or Math content areas. The rubrics also require a piece of writing using past tense. The rubrics are from the Grades 2-12 Proficiency Level Descriptors from the TELPAS assessment.

Students watch a four-minute video about Abraham Lincoln. They consider the information from the video, identifying the video's major themes. Then students write a Short Biography. Students use details from the video to support their writing. Students demonstrate understanding of a Social Studies topic as they learn about who Abraham Lincoln was and how he led the country through the Civil War.

Duration: 45–60 minutes

In this assignment, students practice informational writing about a science topic, developing authentic writing samples as indicated in the TELPAS guidelines. The rubrics are from the Grades 2-12 Proficiency Level Descriptors from the TELPAS assessment.

Students read a nonfiction book, "Sea Star," by Buffy Silverman, and write a report about what they learned. Students follow the prompt and begin by describing an interesting fact about sea stars to engage readers. Then students write several paragraphs, each describing different information about sea stars. Students support each topic with interesting details and information from their reading. Use this assignment to have students practice, and to assess, expository writing based on a science topic.

This text has a Lexile level of 590.

In this assignment, students practice informational writing about a science topic, developing authentic writing samples as indicated in the TELPAS guidelines. The rubrics are from the Grades 2-12 Proficiency Level Descriptors from the TELPAS assessment.

Students read the article by Amy Tao, "What's a Germ?," and write an expository text based on a science topic. Students follow the prompt and write about different aspect of germs. They divide their writing into paragraphs, each paragraph beginning with a topic sentence and followed by facts and information from the reading. Students use content-vocabulary from the text to help readers understand the topic. Use this assignment to have students practice, and to assess expository writing based on a science topic, while practicing skills such as analyzing a text for information, organizing nonfiction writing into paragraphs of related ideas, and using specialized vocabulary.

This text has a Lexile Level of 630.

In this assignment, students practice writing about a familiar process, developing authentic writing as indicated in the TELPAS guidelines. The TELPAS guidelines require students to write about a familiar process or develop procedural writing from a science, social studies or math topic. The rubrics are from the Grades 2-12 Proficiency Level Descriptors from the TELPAS assessment.

Students read the nonfiction article, "Accidentally Delicious," by Marcia Amidon Lusted and write about a process by developing a Mixed-Up Recipe inspired by the article. Students develop a step-by-step recipe, describing the treats they want to create. Practicing skills such using a text as a model, writing about a familiar process, and organizing information into sequential steps will prepare students for process writing in the Information genre.

This text has a Lexile Level of 970.

In this assignment, students write a How-To Essay—also known as a Process Essay—about a familiar topic. Choose from multiple prompts on a variety of topics or create your own. These assignments help develop authentic writing samples as specified by the TELPAS guidelines. The TELPAS guidelines require students to produce process writing about a familiar topic. The rubrics are from the Grades 2-12 Proficiency Level Descriptors from the TELPAS assessment.

In this assignment, students practice informational writing about a social studies topic, developing authentic writing as indicated in the TELPAS guidelines. The rubrics are from the Grades 2-12 Proficiency Level Descriptors from the TELPAS assessment.

Students watch a four-minute video about Sacajawea. They consider the information, identifying main idea and supporting details. Then students write a Short Biography, using details from the video to support their writing. Students demonstrate understanding of a Social Studies topic as they learn who Sacajawea was, and how she helped explore the American frontier.

[Note: This video contains a brief mention of Sacajawea being married to a man at the age of 11.]

Duration: 45–60 minutes

In this assignment, students practice informational writing about a Social Studies topic, developing authentic writing as indicated in the TELPAS guidelines. The TELPAS guidelines require students to produce a procedural or expository piece of writing in the Social Studies, Science, or Math content areas. The rubrics also require a piece of writing using past tense. The rubrics are from the Grades 2-12 Proficiency Level Descriptors from the TELPAS assessment.

Students watch a four-minute video about Abraham Lincoln. They consider the information from the video, identifying the video's major themes. Then students write a Short Biography. Students use details from the video to support their writing. Students demonstrate understanding of a Social Studies topic as they learn about who Abraham Lincoln was and how he led the country through the Civil War.

Duration: 45–60 minutes