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2-3-W-1

Page history last edited by Danielle Calvin 5 years, 6 months ago

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.).

WRITING: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.
2.3.W.1 NARRATIVE Students will write narratives incorporating characters, plot (i.e., beginning, middle, end), and a basic setting (i.e., time, place) with guidance and support.

Student Actions 

Teacher Actions 

With guidance and support:

  • Students will establish the setting and characters for a story.

  • Students will establish the plot of a story and an organized sequence of events.
  • Students will use appropriate transitional words and phrases to establish chronology.
  • Students will write a conclusion to a story.

 

 

 

Students at this level require guidance and support during instructional opportunities for this objective.

  • Teachers provide examples of narratives, pointing out and discussing the incorporation of setting and characters.
  • Teachers model how to establish the setting and characters for a story when writing.
  • Teachers provide opportunities for students to write narratives that incorporate basic setting of time and place and characters.
  • Teachers monitor and provide opportunities for students to receive feedback about the setting and characters as students are writing.
  • Teachers provide examples of narratives, pointing out and discussing the plot of a story (beginning, middle, and end) and an organized sequence of events.
  • Teachers model how to establish the plot of a story and an organized sequence of events when writing.
  • Teachers provide opportunities for students to write narratives that incorporate plot through writing a specific beginning, middle, and end.
  • Teachers monitor and provide opportunities for students to receive feedback about the plot as students are writing.
  • Teachers provide examples of narratives, pointing out and discussing transitional words and phrases that establish chronology.
  • Teachers model how to use the appropriate  transitional words and phrases that establish chronology when writing.
  • Teachers provide opportunities for students to write narratives that incorporate appropriate transitional words and phrases to establish chronology.
  • Teachers monitor and provide opportunities for students to receive feedback as  students are writing using appropriate transitional words and phrases to establish chronology.
  • Teachers provide examples of narratives, pointing out and discussing  conclusions to stories.
  • Teachers model how to write a conclusion to a story.
  • Teachers provide opportunities for students to write narratives that incorporate conclusions.
  • Teachers monitor and provide opportunities for students to receive feedback as students are writing conclusions to stories.

 

Supporting Resources 

Teacher Insights 

OK ELA Frameworks: Narrative Writing Literacy Progression (webpage) 
  • Students are continuing to build upon narrative writing. Students will still need teacher guidance and support.  

  • Characters, plot, and setting are can be basic within narratives at this level.

    • Student can use himself or herself  as the main character of the story.

    • The plot is a simple beginning, middle, and end of their story.  

    • The setting is a simple description of the event.

      • Ex: One hot, sunny day my family and I went to the park to play.

  • Narrative writing tells a story. The writing is often anecdotal, experimental, and personal, allowing students to express themselves in creative and, quite often, moving ways.

 

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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