Common Core State Standards Narrative Writing 6-12 This session will cover the Common Core State Standards for Writing in grades 6 through 12 as well as their implications for instruction.

Purposes and Outcomes Review the 10 Writing Anchor Standards Share Strategies Share Resources Begin by reviewing the College and Career Readiness Anchor Standards for Writing in order to lay the foundation for the strategies that will be presented. Suggest to participants that a list of resources will also be provided for teachers to use in their writing lessons.

Common Core Anchor Standards: Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. There are 10 College and Career Readiness Standards for Writing which can be divided into four categories. This presentation focuses on the text type and purpose of narrative structure. Strategies and the development of this particular writing form will be discussed throughout although narrative is designed to have elements overlap into all the text types. 3

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. As we move through the writing standards, expectations are rooted in the same design. Organization and purpose must be identified and adhered to while the writing process is to include planning, revising, editing and rewriting. New approaches are encouraged such as the use of technology and collaboration with others as in the case of Writers’ Workshop. These types of approaches are also encouraged during the production and publishing stages as well. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Three Text Types Argument/Opinion Informative/Explanatory Narrative 7

Three Types of Writing Narrative Explain/ Inform Elementary 35% 30% Opinion/ Argumentative Elementary 35% 30% Middle School High School 20% 40% While narrative writing is given prominence in early grades, as the grade level increases, the standards shift focus to writing arguments or informational pieces that analyze sources including writing about research students have performed. The standards and the Model Content Frameworks are organized with the expectation that students will respond to high quality, text dependent prompts about what they have read by framing a debate or informing the reader about what they have learned through writing. If the question comes up that these are the breakdown of the assessment items on the PARCC tests: To our knowledge, in elementary, students write narrative 35% of the time and gradually decrease to 20% in high school. This is in an instructional recommendation from NAEP (National Assessment of Educational Progress), not necessarily the breakdown of the PARCC assessment requirements.

#3: Narrative Text Writing *The standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analysis of individuals or events of historical importance. In science and tech. subjects, students must be able to write precise enough descriptions in step-by-step procedures they use throughout their investigations or technical work so that others can replicate them and (possibly) reach the same results. 6th Write narratives to develop real or imagined experiences or events Engage and orient the reader – establish context and point of view, introduce characters, organize events in logical sequence Use narrative techniques – dialogue, pacing, description, reflection – to develop experiences, events, and/or characters Use variety of transition words/techniques to sequence events Use precise words/phrases, details, and sensory language to convey vivid picture of experiences and events Provide conclusion that reflects on narrated experiences/events 7th 8th 9th-10th 11th-12th

Writing Strategies for Grades 6-12 Authentic Writing Analytical Writing Mentor Texts/ Models for Writing Source: K. Gallagher (2011) Write Like This. Portland: Stenhouse. Further research on the strategies for supporting adolescent writers can be found in George Hillocks book (included in the Narrative Writing Shift Kit) Narrative Writing: Learning a New Model for Teaching, Write Like This by Kelly Gallagher, and Writing Next http://www.all4ed.org/files/WritingNext.pdf This report (by the Carnegie Foundation) offers a number of specific teaching techniques that research suggests will help 4th- to 12th-grade students in our nation’s schools. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Authentic Writing Authentic purposes for writing Copies of the local newspaper Purpose behind articles Source: K. Gallagher (2011) Write Like This. Portland: Stenhouse Basic lessons in writing can begin by presenting students with authentic purposes for writing. Using copies of the local newspaper, students can search for the purposes behind which various articles were written such as editorials. These articles have definitive narrative personal narrative structures. Modeling this type of writing with several opportunities to analyze the texts before asking students to write is expected. One way is asking the purpose for writing but also looking at the articles paragraph by paragraph and identifying the structure. What does the author do to introduce his/her article? What does the author points to support the topic are made? How is time or sequence honored to keep the article continuing? What concluding statements are made to end the articles? What are the bias statements? Dissecting several articles in this manner will assist students in mirroring this style of writing. It also gives them an authentic purpose for writing authentically in a variety of scenarios because often times editorial styles or argumentative pieces may be required in other content areas. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Twitter Edmodo Blogs Wikis Texting Authentic Writing Students are connected to multimedia and if we offer opportunities through digital media through narrative writing, we are also providing authentic writing purposes. Kelly Gallagher suggests blogs, wikis, texting, or Twitter accounts be employed. ELL students can utilize Voki or Edmodo or even more secure Intranet sites that are set up through school districts. Narrative writing is deeply set in real or imagined experiences or asks for the writer to employ certain aspects such as time, descriptions that blend sensory imaging and vivid language, and sometimes, draws on personal events. Middle school and high school students can be reflective of the events in their lives and those events going on in the day to day news. Posting those items through social media that is monitored is trending and many ideas can be found at kellygallagher.org or fisheranfrey.com. Gallagher suggests posting a Twitter topic at the beginning of class. Choose a student to pick a number between 75 and 125. The student chooses 113 for example. The topic then is written about in 113 characters. The topic Mr. Gallagher begins every school year with is “How do you feel about writing?” Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Students interpret Griffith’s painting Analytical Writing Students interpret Griffith’s painting The Surrender (See the next slide). Another way to provide students with an analytical writing experience is to have them put themselves in the shoes of an artist. Present them with Griffith’s painting The Surrender. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Take a look at this painting Take a look at this painting. What do you notice in it if you glance at it briefly? What can you interpret about it after you study it for a while? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

The Surrender Multiple readings of it are done Students share their thoughts Source: K. Gallagher (2011) Write Like This. Portland: Stenhouse Both “literal” and interpretative readings of the painting are done and students share their thoughts. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

1. What does the painting say? Analytical Writing 1. What does the painting say? 2. What is the artist’s purpose behind the painting? 3. What is the artist’s claim? Source: K. Gallagher (2011) Write Like This. Portland: Stenhouse Students are then asked to respond to these questions about the painting. Share your answers to these questions with your neighbor. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Students analyze Frost’s poem, “The Road Not Taken” Analytical Writing Students analyze Frost’s poem, “The Road Not Taken” They read it four times Students explain the author’s claim Once students have completed the tasks of interpreting charts and paintings, you can move into having them interpret written texts such as poetry. Source: K. Gallagher (2011) Write Like This. Portland: Stenhouse. An example of a poem which you can use is Robert” Frost’s poem, “The Road Not Taken.” Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

The Road Not Taken Here is a good visual image of the road not taken. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

The Road Not Taken by Robert Frost Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim Because it was grassy and wanted wear, Though as for that the passing there Had worn them really about the same, Here is the poem. As you read through it, compare how your interpretation would compare with that of some of your students. Share your thoughts with your neighbor. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

The Road Not Taken And both that morning equally lay In leaves no step had trodden black. Oh, I marked the first for another day! Yet knowing how way leads on to way I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I, I took the one less traveled by, And that has made all the difference.  Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Routine Writing Notes Summaries Learning Logs Writing to Learn Tasks Response to short selections Open ended questions Dual Entry Journals This slide lists the various types of routine writing which you can provide for students in your classroom. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Long Term Writing Research Projects Analytical Writing Multimedia Projects Examples of long term writing assignments include research projects, analytical writing and multimedia projects. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Narrative Elements, Grades 3-11 Establish a situation Organize a logical sequence of events Describe scenes, objects or characters Use appropriate dialogue Narrative elements for grades 3 through 11 include establishing a situation, organizing a logical sequence of events, describing scenes, objects or characters, and using appropriate dialogue. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Narrative Elements Grades 6-11 Establish a context Situate events in a time and place Develop a point of view Develop characters’ motives These elements should be present in narrative pieces from grade 6 through grade 11. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Grades 6-11 PARCC Rubric: Written Expression, Organization Clarity Introduction Progression of Ideas In addition, students in those grade levels will be required to demonstrate clarity, develop a strong introduction and include logical progressions of ideas in their writing. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Demonstrate commands of the conventions of Standard English Grade 6-11 PARCC Rubric: Writing, Knowledge of Language and Conventions Demonstrate commands of the conventions of Standard English Meaning is reflected throughout the piece Students will also be expected to demonstrate the correct use of conventions and write so that meaning is reflected throughout the piece. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Examples of the Narrative Task Stories Historical accounts A series of events Experiences Examples of the narrative task include writing stories, historical accounts or describing a series of events or experiences either real or imaginary, including details. The Narrative Task broadens the way in which students may use this type of writing. Narrative writing can be used to convey experiences or events, real or imaginary. In this task, students may be asked to write a story,  detail a scientific process, write a historical account of important figures, or to describe an account of events, scenes or objects, for example. Grade 6 EBSR from Narrative Writing Task (Vocabulary) Grade 6 EBSR from Narrative Writing Task Grade 6 TECR from Narrative Writing Task Grade 6 Prose Constructed Response from Narrative Writing Task The Research Simulation Task is an assessment component worthy of student preparation because it asks students to exercise the career- and college- readiness skills of observation, deduction, and proper use and evaluation of evidence across text types. In this task, students will analyze an informational topic presented through several articles or multimedia stimuli, the first text being an anchor text that introduces the topic.  Students will engage with the texts by answering a series of questions and synthesizing information from multiple sources in order to write two analytic essays. END-OF-YEAR ASSESSMENT On the end-of-year assessment, students have the opportunity to demonstrate their ability to read and comprehend complex informational and literary texts. Questions will be sequenced in a way that they will draw students into deeper encounters with the texts and will result in more thorough comprehension of the concepts. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Understanding the Narrative Writing Task Students read one or two brief texts and answer a few questions to help clarify their understanding of the text(s). Students then write either a narrative story or a narrative description (e.g., writing a historical account of important figures; detailing a scientific process; describing an account of events, scenes, or objects).

Texts Worth Reading? Range: Example of assessing literature and helping to satisfy the 55%-45% split of informational text to literature at the 6-8 grade-band. Quality: Julie of the Wolves was a winner of the Newbery Medal in 1973. This text about a young Eskimo girl surviving on her own in the tundra by communicating with wolves offers a story rich with characterization and imagery that will appeal to a diverse student population. Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 6.

Grade 6 Prose Constructed-Response Item In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her. Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Conventions https://www.teachingchannel.org/videos/high-school-writing-lesson-idea?fd=1 Video about Mice and Men from Teaching Channel. The teacher engages students in the revision and editing process. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Teachers should provide students with writing prompts which are tied to the texts students are given to read. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Resources http://engageny.org/resource/common-core-in-ela-literacy-shift-5-writing-from-sources http://www.parcconline.org/samples/english-language-artsliteracy/grades-6-11-generic-rubrics-draft The first resource listed is the video you saw from Engage New York. The second resource is from PARCC. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

References K. Gallagher (2011) Write Like This. Portland, OR: Stenhouse. National Governors Association/Council of Chief State School Officers (2010). Common Core State Standards: English Language Arts. Retrieved January 11, 2012 from www.corestandards.org/the-standards . These are the references for this presentation. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Contact Questions or comments? Please contact English Language Arts Specialists at: plscomments@gmail.com This slide lists the English Language Arts Content Specialists for the Illinois State Board of Education who created the presentation. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License