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.
Spanish Language Arts.3.12.A
The student is expected to
compose literary texts, including personal narratives and poetry, using genre characteristics and craft;
Artes del lenguaje y lectura en español.3.12.A
Se espera que el estudiante
redacte textos literarios, incluyendo narraciones personales y poesía, utilizando el arte del escritor y las características del género para escribir;
Knowledge and Skills Statement
Demonstrated Proficiency of SLA.3.12.A
Considere juntar las expectativas estudiantiles 3.2.D y 3.12.A y evaluarlas al mismo tiempo. En la expectativa 3.2.D, los estudiantes escriben palabras y pensamientos completos y respuestas legibles en letra cursiva dejando espacios apropiados entre las palabras; en la expectativa 3.12.A, los estudiantes elaborarán textos literarios, incluyendo narrativas personales y poesía, usando las características del género, como rima y ritmo.
Further Information
Esta actividad de evaluación requiere que los estudiantes usen su conocimiento de las características de los géneros literarios, como la poesía. Los estudiantes eligen intencionadamente el uso del lenguaje, el vocabulario y la estructura del texto para usarlos en su propia creación poética buscando un propósito específico. Esta actividad también ofrece a los estudiantes la oportunidad de demostrar su capacidad para escribir usando letra cursiva legible.
Supporting Information for SLA.3.12.A
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.