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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.

Considere juntar las expectativas estudiantiles 4.11.D.viii y 4.12.A y evaluarlas juntas. En la expectativa estudiantil 4.11.D.viii, los estudiantes usan correctamente pronombres reflexivos. Pídales a los estudiantes que escriban una narrativa personal y que incluyan las características del género, como descripción de los personajes, diálogo, descripción de una experiencia personal y el punto de vista de la primera persona. Dentro de sus narrativas personales, los estudiantes deben incorporar múltiples ejemplos de pronombres, incluyendo los pronombres reflexivos. Una vez que los estudiantes hayan escrito sus narrativas personales, pídales que las intercambien con un compañero para leerlas. Los estudiantes deben identificar las características del género y el arte del escritor usado por el compañero. Observe las discusiones que se dan para determinar si los estudiantes están identificando con precisión las características del género.


Further Explanation

Esta evaluación requiere que los estudiantes elaboren una narrativa personal al aplicar su conocimiento de las características de las narrativas personales. Los estudiantes deben saber usar los elementos propios del género, tales como lenguaje figurado (por ej., símiles), puntos de vista y anécdotas para contar una historia acerca de una experiencia personal. Este conocimiento se adquiere mediante la práctica y la experiencia de la lectura, así como mediante el análisis de textos identificados como narrativas personales.

Students will compose a variety of literary texts in verse and prose. When writing personal narratives, students are expected to include elements, such as figurative language (e.g., similes), point of view, and anecdotes, to tell a story about a personal experience. Stories should be well organized and engaging. When composing poems, students are expected to choose words for their sound as well as their meaning.
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)
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
Texto literario expresivo, escrito en primera persona, que se centra en un suceso específico de la vida del autor y que puede contener descripciones vívidas, además de comentarios y observaciones personales.
Trabajos escritos con reconocido valor artístico. Las formas básicas del texto literario son la ficción en prosa, el teatro, la poesía y la literatura de no ficción.

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.