Transcript Slide 1

Common
Core
State
Standards
Narrative
Writing
6-12
Purposes and Outcomes
• Review the 10 Writing
Anchor Standards
• Share Strategies
• Share Resources
Common Core Anchor Standards:
Text Types and Purposes
1. Write arguments to support claims in an
analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine
and convey complex ideas and information clearly
and accurately through the effective selection,
organization, and analysis of content.
3. Write narratives to develop real or imagined
experiences or events using effective technique,
well-chosen details, and well-structured event
sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience.
5. Develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach.
6. Use technology, including the Internet, to
produce and publish writing and to
interact and collaborate with others.
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Research to Build and Present Knowledge
7. Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject
under investigation.
8. Gather relevant information from multiple
print and digital sources, assess the credibility
and accuracy of each source, and integrate the
information while avoiding plagiarism.
9. Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
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Range of Writing
10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks,
purposes, and audiences.
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Three Text Types
• Argument/Opinion
• Informative/Explanatory
• Narrative
Three Types of Writing
Narrative
Explain/
Inform
Opinion/
Argumentative
Elementary
35%
35%
30%
Middle
School
30%
35%
35%
High School
20%
40%
40%
#3: Narrative Text Writing
*The standards require that students be able to incorporate narrative elements effectively
into arguments and informative/explanatory texts. In history/social studies, students must be
able to incorporate narrative accounts into their analysis of individuals or events of historical
importance. In science and tech. subjects, students must be able to write precise enough
descriptions in step-by-step procedures they use throughout their investigations or technical
work so that others can replicate them and (possibly) reach the same results.
6th
7th
8th
9th-10th
11th-12th
• Write narratives to develop real or imagined
experiences or events
• Engage and orient the reader – establish context
and point of view, introduce characters, organize
events in logical sequence
• Use narrative techniques – dialogue, pacing,
description, reflection – to develop experiences,
events, and/or characters
• Use variety of transition words/techniques to
sequence events
• Use precise words/phrases, details, and sensory
language to convey vivid picture of experiences and
events
• Provide conclusion that reflects on narrated
experiences/events
Writing Strategies for Grades 6-12
• Authentic Writing
• Analytical Writing
• Mentor Texts/
Models for Writing
Source: K. Gallagher (2011) Write Like This. Portland: Stenhouse.
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Authentic Writing
• Authentic purposes for writing
• Copies of the local newspaper
• Purpose behind articles
Source: K. Gallagher (2011) Write Like This. Portland:
Stenhouse
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Authentic Writing
Twitter
Edmodo
Blogs
Wikis
Texting
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Analytical Writing
Students interpret Griffith’s painting
The Surrender (See the next slide).
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The Surrender
• Multiple readings of it are done
• Students share their thoughts
Source: K. Gallagher (2011) Write Like This. Portland: Stenhouse
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Analytical Writing
1. What does the painting say?
2. What is the artist’s purpose behind the
painting?
3. What is the artist’s claim?
Source: K. Gallagher (2011) Write Like This. Portland: Stenhouse
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Analytical Writing
• Students analyze Frost’s poem, “The
Road Not Taken”
• They read it four times
• Students explain the author’s claim
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The Road Not Taken
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The Road Not Taken by Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear,
Though as for that the passing there
Had worn them really about the same,
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The Road Not Taken
And both that morning equally lay
In leaves no step had trodden black.
Oh, I marked the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.
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Routine Writing
•
•
•
•
•
Notes
Summaries
Learning Logs
Writing to Learn Tasks
Response to short
selections
• Open ended questions
• Dual Entry Journals
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Long Term Writing
• Research
Projects
• Analytical
Writing
• Multimedia
Projects
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Narrative Elements, Grades 3-11
• Establish a situation
• Organize a logical
sequence of events
• Describe scenes,
objects or characters
• Use appropriate dialogue
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Narrative Elements
Grades 6-11
• Establish a context
• Situate events in a time
and place
• Develop a point of view
• Develop characters’
motives
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Grades 6-11
PARCC Rubric:
Written Expression,
Organization
Clarity
Introduction
Progression
of
Ideas
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Grade 6-11 PARCC Rubric:
Writing, Knowledge of Language and
Conventions
• Demonstrate commands of the
conventions of Standard English
• Meaning is reflected throughout the piece
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Examples of the Narrative Task
• Stories
• Historical accounts
• A series of events
• Experiences
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Understanding the Narrative
Writing Task
• Students read one or two brief texts and answer
a few questions to help clarify their
understanding of the text(s).
• Students then write either a narrative story or a
narrative description (e.g., writing a historical
account of important figures; detailing a scientific
process; describing an account of events,
scenes, or objects).
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Texts Worth Reading?
• Range: Example of assessing literature and helping to satisfy
the 55%-45% split of informational text to literature at the 6-8
grade-band.
• Quality: Julie of the Wolves was a winner of the Newbery
Medal in 1973. This text about a young Eskimo girl surviving
on her own in the tundra by communicating with wolves offers
a story rich with characterization and imagery that will appeal
to a diverse student population.
• Complexity: Quantitatively and qualitatively, the passages
have been validated and deemed suitable for use at grade 6.
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Grade 6 Prose ConstructedResponse Item
In the passage, the author developed a strong character
named Miyax. Think about Miyax and the details the author
used to create that character. The passage ends with Miyax
waiting for the black wolf to look at her.
Write an original story to continue where the passage
ended. In your story, be sure to use what you have learned
about the character Miyax as you tell what happens to her
next.
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Conventions
• https://www.teachingchannel.org/videos/hi
gh-school-writing-lesson-idea?fd=1
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Resources
• http://engageny.org/resource/commoncore-in-ela-literacy-shift-5-writing-fromsources
• http://www.parcconline.org/samples/englis
h-language-artsliteracy/grades-6-11generic-rubrics-draft
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References
K. Gallagher (2011) Write Like This. Portland, OR:
Stenhouse.
National Governors Association/Council of Chief
State School Officers (2010). Common Core
State Standards: English Language Arts.
Retrieved January 11, 2012 from
www.corestandards.org/the-standards .
Contact
Questions or comments?
Please contact English Language Arts
Specialists at: [email protected]
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