English Language Arts and Reading.4.12.A
The student is expected to
compose literary texts such as personal narrative and poetry using genre characteristics and craft;
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.
Demonstrated Proficiency of ELA.4.12.A
A teacher may wish to pair SE 4.11.D.vii with SE 4.12.A and assess both SEs at the same time. With SE 4.11.D.vii, students correctly use reflexive pronouns. Task students with composing a personal narrative to include genre characteristics such as character descriptions, dialogue, description of a personal experience, and first-person point of view. Within their personal narrative, students should incorporate multiple examples of reflexive pronouns. After the narratives are written, have students trade with a classmate to read the other student's personal narrative. Students should identify the genre characteristics and craft used by their partners. Observe discussions to determine if students are accurately identifying genre characteristics.
Further Explanation
This assessment requires students to compose a personal narrative by applying knowledge of characteristics of personal narrative. Students should know how to use elements including figurative language (e.g., similes), point of view, and anecdotes to tell a story about a personal experience. This knowledge is acquired through practice and experience reading and analyzing personal narrative texts.
Supporting Information for ELA.4.12.A
Research
1. 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 looks at improvements in grade 5 students' writing through the use of blogs. The students used blogs to plan and draft their narratives, and to comment on their peers' narratives. Teachers incorporated scaffolded teacher questions and peer revision scaffolding within the blog format in order to help students improve. The blogs were fun for the students and provided them with an authentic writing format, although there was no statistically significant growth in pupils' narrative writing ability in terms of content generation. However, the short time frame of the study may have been an adverse factor in terms of output.
2. Yamac, A., & Ulusoy, M. (2017). The effect of digital storytelling in improving third graders' writing skills. International Electronic Journal of Elementary Education. [S.l.], 9(1), 59–86. Retrieved from https://iejee.com/index.php/IEJEE/article/view/145
Summary: Research investigated the effects of digital storytelling in improving the writing skills of third grade students in rural primary schools. Students writing performance was measured before and after the teaching. Results of this digital storytelling process showed learners' progress in word choice, fluency, and writing quality; students also showed improved interactions and increased motivation to write. Researchers determined that the opportunity for digital storytelling allowed students to create meaning through multimodal texts; comprehend the nature of multiform texts; and develop their technology, information, and visual literacies.