English Language Arts and Reading.3.12.A

The student is expected to

compose literary texts, including personal narratives and poetry, using genre characteristics and craft;

composition strand teks talk image

Knowledge and Skills Statement

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

A teacher may wish to pair SE 3.2.D with SE 3.12.A and assess both SEs at the same time. With 3.2.D, students write complete words, thoughts, and answers legibly in cursive leaving appropriate spaces between words, and with SE 3.12.A, students will compose literary texts, including personal narratives and poetry, using genre characteristics and craft. Have students use cursive as they write a poem that includes genre characteristics such rhyme, sound, and rhythm.

Further Explanation

This assessment item requires students to apply their knowledge of the characteristics of literary genres, specifically of poetry. Students make intentional choices when it comes to their use of language, word choice, and structure for use in their own poem to achieve an intended purpose. This activity provides the opportunity for students to also demonstrate their ability to write legibly in cursive.

Literary texts are written works that are generally recognized as having artistic value and have the purpose of entertaining the reader (e.g., prose fiction, drama, poetry, and literary nonfiction). Students are expected to compose a variety of literary texts in verse and prose. When writing personal narratives, students should include elements such as literal and figurative language, point of view, and plot elements to tell a personal story. The story must be well organized and engaging. When writing poems, students are expected to choose words based on how they contribute to the rhythm as well as how they help convey a particular message.
an expressive literary piece written in first person that centers on a particular event in the author’s life and may contain vivid description as well as personal commentary and observations

Research

1. von Koss Torkildsen, J., Morken, F., Helland, W. A., & Helland, T. (2016). The dynamics of narrative writing in primary grade children: writing process factors predict story quality. Reading and Writing. 29(3), 529–554. doi.org/10.1007/s11145-015-9618-4

Summary: In this study of third grade school children,  the association between writing process measures recorded with key stroke logging and the final written product was investigated. Analyses of key strokes showed that while most children made revisions while writing, few revised previously written text. Children with good reading and spelling abilities made more online revisions than their peers. The results show that developing writers’ ability to make online revisions in creative writing tasks is related to both the quality of the final written product and to individual literacy skills.

2. Mantei, J. (2008). Using literature to support narrative writing with young authors. Practically Primary, 13(1), 20+. Retrieved from https://link.galegroup.com/apps/doc/A195013304/PROF?u=tea&sid=PROF&xid=99e1964c

Summary: In this lesson, a student uses characters and language from a familiar story to create her own narrative. Time was provided for the student to revise and further refine her narrative. In the second writing, the student created an independent text that successfully drew on what she learned during the first writing experience.

3. Wong, R. M. F., & Hew, K. F. (2010). The impact of blogging and scaffolding on primary school pupils' narrative writing: a case study. International Journal of Web-Based Learning and Teaching Technologies, 5(2), 1+. Retrieved from https://link.galegroup.com/apps/doc/A237942343/PROF?u=tea&sid=PROF&xid=9e8330dd

Summary: This study investigates if the use of blogging and scaffolding can improve students' narrative writing. Pre- and Post-tests were administered before and after the students had completed their blogging activities. Blogs were used to draft their narrative writings and to comment on their peers' writings. The teacher also used a writing guide that served as a scaffold to help pupils plan their writing on their blogs. Results show that blogging can help improve test scores, and that students prefer the use of blogs for writing in comparison with pen and paper.