2013-14 Narrative Writing Fall Benchmark Teacher Guide for K-8

2013-14 – Narrative Writing – Fall Benchmark – Teacher Guide for K-8

Dysart Unified School District Teacher Directions & Guide for the Interactive Narrative Writing Benchmark

K-8 2013-2014

OVERVIEW: The Common Core Standards call for students to write using evidence from reading; therefore, each writing benchmark will include text, graphics, and/or multi- media for students to think through and use as a model for their writing. Common Core Appendix A states, “Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over

Dysart Unified School District – June 2013 Page 1 2013-14 – Narrative Writing – Fall Benchmark – Teacher Guide for K-8 time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students write narrative accounts about individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. In science, students write narrative descriptions of the step-by-step procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. With practice, students expand their repertoire and control of different narrative strategies.”

Common Core Anchor Standards for the Narrative* W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. *Please check your grade-level standards for more specific wording.

GENERAL DIRECTIONS

Primary Grades: Students will write a narrative piece that includes a beginning, middle and end. Upper grade students will write a narrative that will include characters that are developed through dialogue and action. Tell students that you will give them support throughout the process so they can do their best. Teachers should interact with students during the reading. At the primary grades, teachers will probably read most of the selections to the students before discussion; in the upper grades, teachers may have students read

Dysart Unified School District – June 2013 Page 2 2013-14 – Narrative Writing – Fall Benchmark – Teacher Guide for K-8 independently most of the time, but they should also encourage close reading strategies which call for multiple reads and promote discussions. This speaking and listening can be conducted between partners and among member of the larger groups with the teacher. At no time is it appropriate for the teacher to hand out this packet asking students to read and write quietly and independently. Like the social studies DBQ, this is an interactive process.

Guidelines and Information:  All resources here including the articles, videos, photos or stories should be read and discussed in class. The teacher may read all selections with the class. The ultimate goal is to improve student reading, however, so as students are able, they should read the selections themselves. Partner work is a good way to begin with older readers. Close reading strategies are of paramount importance.  Each resource has questions accompanying it which should be answered by the students in class. Teachers can decide whether to do this whole class, in small groups or in pairs. Every student, however, should have an opportunity to ask questions and understand the resources. Discussion is a VERY important component of this process.  Teachers may provide guidance and organizational instruction as needed during the rough draft process. During the revising and editing process, however, teachers should no longer be involved with student work.  It is strongly suggested that students are directed to use the Speaking and Listening Rubrics included in each student packet during every discussion.  The final narrative will be written ONLY on the composition paper (at the end of the packet) in pencil (through 5th grade) OR blue or black ink.  All documents and/or multi-media materials have been determined grade-level appropriate.

Five main components to this benchmark:  Documents should be read using literacy strategies and questions/activities provided.  REMEMBER: the documents for this test are to be considered “mentor” texts. That means they are valuable for: a. Studying the structure with students as a model for their own writing. b. Studying the word choice, sentence structure and punctuation as a model.  As part of the writing process, teachers should allow time for students to complete prewriting graphic organizer(s) and/or prewriting outline(s).  As part of the writing process, teachers should allow time for students to draft a response that answers the prompt remembering the audience and format  Teachers will provide time for students to revise, edit, and publish a final response referring them to the rubric. Teachers should also direct students to PROOFREAD the final draft one last time.

Permitted Resources:  dictionary  thesaurus  internet

Analyze the Prompt:

Dysart Unified School District – June 2013 Page 3 2013-14 – Narrative Writing – Fall Benchmark – Teacher Guide for K-8  Read the prompt and get students excited to write about the topic.  Point attention to the fact that an audience is indicated in the prompt. Student Strategies for Success:  Underline/highlight directional and specific topic words in the prompt. It is important that you fully understand what it is you are responding to. (Role, Audience, Format, Topic)  Each document is important. In the case of narrative writing, you may be able to learn some specific writing skills from the author by carefully reading the document as a writer.  Use the right column of the document pages to pose questions, take notes, point out ideas, organize information, and so forth.  Use summary questions at the bottom to respond to the prompt with the information from the document or the writer’s style. Keep the prompt in mind.  When reading documents, use reading strategies to help you understand. These should include: slow down, write notes, highlight, reread, pose questions, visualize, look for patterns, use punctuation to your advantage, summarize.  Before drafting, know all requirements of the written response by reading the rubric.  Use pencil or blue or black pen to write your final draft. Criteria for Final Draft:  clear and legible writing  use pencil OR blue/black ink  complete on time Student Directions to Submit the Final Draft: 1. Take the cover page off the front of this packet and your final draft from the back of the packet. 2. Staple the cover page to your final draft.

Suggested Timeline and Protocol for Primary – Narrative Day 1-2 Day 3-4 Day 5-6 1. PREVIEW the Benchmark 1. EXERCISE 3: Analyze Source 1. EXERCISE 6: Peer-review  Share the overview of the week: Text  Students utilize the peer-review  Students will read the Source Text. checklist to provide feedback to a

Dysart Unified School District – June 2013 Page 4 2013-14 – Narrative Writing – Fall Benchmark – Teacher Guide for K-8 o At times they will be looking, o Students will write responses classmate listening, and discussing how to 3 questions about the text.  Students can mark on their other authors have written o Students and teacher will partner’s rough draft with colored about similar topics answer questions about the pencils/highlighters o Students will be completing text to allow students to graphic organizers with prepare to write their own 2. EXERCISE 7: Self-review and teacher for comprehension piece. Teacher will model Edit and the prewrite. completing and think though  Students use Checklist and Editing o Students will write a rough the Houghton Mifflin Story Checklist. draft Map 2.  Students use the 6 Trait Rubric to o Teacher and class will support  Refer to the Listening and improve their paper to an revisions to the rough draft Speaking Rubric for collaborative “Exceeds” (5) score. o Students will write a final copy conversations. o Students will present 3. EXERCISE 8: Final Draft EXERCISE 4: Brainstorm/ Pre- o Analyze PROMPT and THINK 2.  Students will use final draft ABOUT planning paper to write their final draft.  Review expectations of the 6-Trait  Students will plan their writing Assessment for Beginning Writers using Houghton Mifflin Story Map 4. PRESENATION: 2. Students brainstorm rubric.  Students may present their writing o Setting o Focus ONLY on the “Exceeds” piece to the class. [5] column. o Characters  THIS MAY BE DAY 7.  Review expectations of the o Plot Listening and Speaking Rubric for o Events 1, 2, 3 collaborative conversations. o Outcome *All work must be done in class. o This will be used throughout GRADES K-5* the assessment 3. EXERCISE 5: Rough draft on students’ own paper 2. EXERCISE 1: Photo Gallery  Addresses the prompt  All students should be able to  Students use their Story Map explain what the prompt asks. to write their story.  Share photos of some ideas that will help students to narrow and focus their ideas for their own piece. Teacher support students as they discuss the photos.  Have students choose their topic.  Refer to the Listening and Speaking Rubric for collaborative conversations.

3. EXERCISE 2: Analyze a video and Sequence  Students will watch a video, with teacher support; students will complete Story Map 3 for the sequencing of the video.  Refer to the Listening and Speaking Rubric for collaborative conversations. *All work must be done in class. GRADES K-5

Suggested Timeline and Protocol for Upper Elementary Grades – Narrative

Day 1-2 Day 3-4 Day 5-6

Dysart Unified School District – June 2013 Page 5 2013-14 – Narrative Writing – Fall Benchmark – Teacher Guide for K-8 1. PREVIEW the benchmark 1. EXERCISE 3: Brainstorm/ 1. EXERCISE 6: Peer-review with students Pre-planning  Students utilize the peer-  Distribute test  Students review the review guide to provide feedback materials (may also display on prompt and their notes to a classmate the projector)  Students  Students mark on their  Explain procedures brainstorm characters and partners’ rough draft with colored  Share criteria for final: how to develop them pencils/highlighters o clear and  Students  Students should be legible writing brainstorm the beginning, checking for elements of a story o use blue/black middle and end (events) (character, plot, setting, point of ink OR type the final  The teacher should view) copy check that each student has o complete on acceptable character(s) and 2. EXERCISE 7: Self-review and time events Editing  Review expectations  Students use the Narrative on the Holistic rubric. 2. EXERCISE 4: Complete the Revision Checklist and Editing o Focus ONLY graphic organizer Checklist. on the Exceeds column.  Students should develop  Students use Dialogue  Read and discuss characters through Guidelines to ensure proper “Strategies for Success.” dialogue, action, and formatting of the required dialogue description.  Students use the holistic 2. EXERCISE 1: Read and  Students should use setting rubric to improve their paper to an analyze the topic, prompt, and effectively to set the mood, “exceeds” score. “think about.” advance plot and support  All students should be characters 3. EXERCISE 8: Final Draft able to explain what the prompt  Students should  Students will use the asks. demonstrate organization included final draft paper in  Students may discuss that would translate to a pencil OR blue/black ink OR word what type of texts and evidence rough draft (beginning, process if that is your preference would be helpful in writing to middle, end).  Student writing should be the prompt. clear and legible  Set a purpose for 3. EXERCISE 5: Rough draft reading. “What will you be on students’ own paper looking for in the sources?”  Addresses the prompt  Includes appropriate 3. EXERCISE 2: Analyze source dialogue texts  Formatted properly for  Sources may be narrative writing read/analyzed whole group, small group, pairs, or individually.  Students should take notes to be used in class discussion.  Students should respond to all questions for each document/video in complete sentences.  Students must participate in discussions of their findings and can make further notes. o USE the “Listening and Speaking Rubric”

Dysart Unified School District – June 2013 Page 6 2013-14 – Narrative Writing – Fall Benchmark – Teacher Guide for K-8

*All work must be done in class. GRADES K-5; grades 6-8 may take reading documents home, but all final writing must be done in class.*

6-TRAITS OF WRITING – PRIMARY RUBRIC – K-2 All Score Point 5

IDEAS ORGANIZATION _____ Presents a fresh/original idea _____ An original title is present (if requested) _____ Topic is narrowed and focused _____ Transitions connect main ideas _____ Develops one clear, main idea _____ The opening attracts _____ Uses interesting, important details for support. _____ An effective ending is tried _____ Writer understands topic well _____ Easy to follow _____ Important ideas stand out VOICE WORD CHOICE _____ Uses text to elicit a variety of emotions _____ Everyday words used well _____ Takes some risks to say more than what is expected _____ Precise, accurate, fresh, original words _____ Point of view is evident _____ Creates vivid images in a natural way _____ Writes with a clear sense of audience _____ Avoids repetition, clichés or vague language _____ Cares deeply about the topic _____ Attempts at figurative language SENTENCE FLUENCY CONVENTIONS _____ Consistently uses sentence variety _____ High frequency words are spelled correctly and _____ Sentence structure is correct and creative very close on other words _____ Variety of sentence beginnings _____ Capitals used for obvious proper nouns as well as _____ Natural rhythm, cadence and flow sentence beginnings _____ Sentences have texture which clarify the important _____ Basic punctuation is used correctly and/or idea creatively _____ Indents consistently to show paragraphs _____ Shows control over standard grammar

Official Scoring Guide: Arizona’s Instrument to Measure Standards HOLISTIC RUBRIC BASED ON SIX TRAITS OF WRITING – Grades 3-12 SCORE POINT 6 SCORE POINT 5 Response is sophisticated and skillful in written Response is excellent and skillful in written communication, communication, demonstrated by demonstrated by  exceptional clarity, focus, and control in topic  clarity, focus, and control in topic development and development and organization that often show organization. insight.  a balanced and thorough exploration of the topic  in-depth and/or creative exploration of the topic using relevant details. using rich, relevant, and credible details.  an inviting beginning and a satisfying sense of  a strong, perhaps creative, beginning and a closure. satisfying conclusion.  a broad range of carefully chosen words crafted  specifically and carefully chosen words that are into varied sentences that sound natural. skillfully crafted into phrases and sentences that  awareness of the reader and commitment to the enhance meaning. audience and topic.  intentional and committed interaction between the  effective use of a wide range of conventions with writer and the reader. few errors.  effective and/or creative use of a wide range of conventions with few errors. SCORE POINT 4 SCORE POINT 3 Response is appropriate and acceptable in written Response is inadequate in written communication, communication, demonstrated by demonstrated by  ideas adequately developed with a clear and  broad or simplistic ideas that are understood but coherent presentation of ideas with order and often ineffective. structure that can be formulaic.  attempts at organizing that are inconsistent or  relevant details that are sometimes general or ineffective; beginnings and endings that are limited; organization that is clear, but predictable. underdeveloped; repetitive transitional devices.  a recognizable beginning and ending, although one  developmental details that are uneven, somewhat or both may be somewhat weak. predictable, or leave information gaps; details are  effective word choice that is functional and, at not always placed effectively in the writing. times, shows interaction between writer and  reliance on clichés and overused words that do not audience. connect with the reader; limited audience  somewhat varied sentence structure with good awareness. control of simple constructions; a natural sound.  monotonous and sometimes misused words;  control of standard conventions although a wide sentences may sound mechanical, although simple range is not used; errors that do not impede constructions are usually correct. readability.  limited control of standard conventions with significant errors.

Dysart Unified School District – June 2013 Page 8 2013-14 – Narrative Writing – Fall Benchmark – Teacher Guide for K-8 SCORE POINT 2 SCORE POINT 1 Response is poor in written communication, Response is inferior in written communication, demonstrated by demonstrated by  overly simplistic and sometimes unclear ideas that  lack of purpose or ideas and sequencing. have insufficiently developed details.  organization that obscures the main point.  sequencing of ideas that is often just a list; missing  an attempt that is too short to offer coherent or ineffective details that require reader inference development of an idea, if it is stated. to comprehend and follow.  extremely limited vocabulary that shows no  missing beginning and/or ending. commitment to communicating a message.  repetitive, monotonous, and often misused words  sentences with confusing word order that may not that are awkwardly strung into sentences that are permit oral reading. difficult to read because they are either choppy or  severe and frequent errors in conventions rambling; most sentences begin with repetitive noun + verb pattern.  lack of audience awareness.  little control of basic conventions resulting in errors impeding readability.

SCORING PROTOCOL – To the Teacher

1. Collect final drafts from students.

2. K-2 teachers will use the “Six Traits Primary Rubric” on iPlan under Writing Resources; 3-8 teachers will use the Holistic Rubric, also on iPlan.

3. A fellow grade-level teacher should score your set of papers first WITHOUT marking on them.

4. Secondly, you should score and mark-up tests as you would for teaching and giving feedback to your students.

5. If the score for a paper is within one point for the two scorers, the lower score should be recorded in iAssess.

6. If the score for a paper or trait is not within one (1) point after being scored twice, a conversation should occur between you and your colleague to discuss the difference of scores for inter-rater reliability. Try to come to an agreement or at least within one point (see above).

7. All other sets of papers for 6-8 teachers may be scored by just the classroom teacher. Scores must be entered into iASSESS and into your grade book. Grade book scores can reflect normal classroom grading practices.

8. Scores must be entered into iASSESS and into your grade book. Grade book scores can reflect normal classroom grading practices.

9. After students have had an opportunity to review your remarks or you have had time to conference with students about their papers, tests should be collected and stored for possible random sampling by the district.

10. If a sample is called for, it will be in May before students leave. If you have not been asked to submit a sample before students leave, YOU WILL BE ASKED TO DESTROY THE ASSESSMENTS FOR SECURITY PURPOSES.

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