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4-3-W-1

Page history last edited by angelatoler@dcsok.org 5 years, 6 months ago

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

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.

4.3.W.1 NARRATIVE Students will write narratives incorporating characters, plot, setting, point of view, conflict (i.e., solution and resolution), and dialogue. 

The following statements are elements of a narrative piece of writing.  While composing, teachers and students need to keep in mind the writing process (4.2.W), word choice (4.4.W), and language (4.5.W).

Student Actions 

Teacher Actions 

  • Students will write a real or imaginary story.
  • Students will create characters and establish a setting (place and time) for their story.
  • Students will establish a point of view, determining if a narrator or other character is telling the story.
  • Students will develop a plot including a conflict and resolution.
  • Students will include character dialogue in their story.
  • Students will  write about a broad event and end up telling instead of showing. To encourage students to be more descriptive, have them begin by focusing on a moment of a longer story. Example: If a student is writing about a trip to an amusement park, have them only write about their favorite ride and that experience.

 

  • Teachers describe the elements of a strong narrative writing piece.
  • Teachers share mentor texts to show how authors
    • Establish characters
    • Establish setting (place and time)
    • Establish point of view
    • Develop a plot (beginning, conflict, rising action, climax, falling action, resolution)
    • Include character dialogue.
  • Teachers model how to write a narrative by thinking aloud through a piece of their own writing.
  • Teachers allow time for students to practice composing narratives while realizing not every piece needs to be taken completely through the writing process.
  • Teachers monitor and provide opportunities for students to receive feedback on their writing regarding characters, plot, setting, the point of view, and conflict.
  • Teachers guide students to be more descriptive, have them begin by focusing on a moment of a longer story. Example: If a student is writing about a trip to an amusement park, have them only write about their favorite ride and that experience. 

Supporting Resource

Teacher Insights

OK ELA Frameworks: Narrative Writing Literacy Progression (webpage)

  • Narrative writing is a piece of writing characterized by a main character in a setting who encounters a problem or engages in an interesting, significant or entertaining activity or experience. Narrative writing tells a story.

  • What happens to this main character is called the plot, which includes a beginning, middle, and ending.  

  • Narrative stories can be fiction or non-fiction.

  • Characters

    • Who are the main characters in the story?

    • Who is telling the story and what is their point of view?

  • Plot

    • What are the main events that occur in the story?

    • In what order do the events happen? Focus on establishing a logical sequence.

    • Build to a climax – bring action to a close.

    • How was the story resolved?

  • Setting

    • When and where does the story take place?

  • Point of View

    • Definition: the way in which an author reveals a viewpoint or perspective.

    • Students will choose a first person point of view for a personal narrative.

    • Students will choose a first or third person point of view for a story.

  • Conflict

    • Definition: struggle or clash between opposing characters, forces, or emotions

    • What problem(s) does the main character have to solve?

    • What is the main character’s goal? What is this character trying to achieve?

    • By the end of the story, the conflict will be resolved in some way.

  • Dialogue

    • Students are asked to include dialogue for the first time at this level.

    • Dialogue adds to a narrative by giving readers a better understanding of characters and/or plot.

  • Introduce students to simple rubrics or checklists. It is helpful to use the OSDE rubric for 5th grade writing and adapt for age appropriateness.

  • Teachers should chose 1-3 skills to focus on for a piece of writing and not overwhelm students with a long list at this beginning stage.

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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