PDF Student Facing Checklist for Narrative Writing, Grades K-10

[Pages:17]Student Facing Checklist for Narrative Writing, Grades K-10

?Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8, by Lucy Calkins and Colleagues (Heinemann, 2013/2014) For distribution only in TCRWP schools DRAFT

Student Facing Checklist for Narrative Writing, Grades K-10

?Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8, by Lucy Calkins and Colleagues (Heinemann, 2013/2014) For distribution only in TCRWP schools DRAFT

Student Facing Checklist for Narrative Writing, Grades K-10

Narrative Checklist

Yes!

Kindergarten

I told, drew, and wrote a whole story.

My story has pages with what happened in order.

My story says who was there, what they did, and how the people felt.

I can read my writing.

I wrote a letter for every sound I hear.

I wrote spaces between words.

I wrote capital letters to start every sentence.

?Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8, by Lucy Calkins and Colleagues (Heinemann, 2013/2014) For distribution only in TCRWP schools DRAFT

Student Facing Checklist for Narrative Writing, Grades K-10

Narrative Checklist

Yes!

Grade 1

I wrote about when I did something.

My story has a beginning.

I put my pages in order. I used words like and and then, so.

After I wrote the last thing I did, I wrote how I felt about it.

I wrote my story across a few pages.

I put the picture from my mind onto the page. I have details in pictures and words.

I used all I know about words to help me spell well.

I ended sentences with a punctuation mark.

I used a capital letter for names.

I used commas in dates and lists.

?Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8, by Lucy Calkins and Colleagues (Heinemann, 2013/2014) For distribution only in TCRWP schools DRAFT

Student Facing Checklist for Narrative Writing, Grades K-10

Narrative Checklist

Yes! Starting Not Yet

Grade 2

To

How Does My Story Go?

Overall

I wrote about one time when I did something.

Lead

I thought about how to write a good beginning

and chose a way to start my story.

Transitions I told the story in order by using words like when,

then, after.

Ending

I chose the action, talk or feeling that would make

a good ending.

Organization I wrote more than just a line or two on most pages

of my story.

Elaboration I tried to bring my people to life with details, talk,

and actions.

Description

I chose words that would help people picture my story.

Spelling Punctuation

How Did I Make My Writing Easy to Read? To spell a word, I used what I know about similar words. Sometimes the word wall helped.

I used a capital letter for names.

I used quotation marks to show what people said.

When I used words like can't and don't, I put in the apostrophe. (`)

?Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8, by Lucy Calkins and Colleagues (Heinemann, 2013/2014) For distribution only in TCRWP schools DRAFT

Student Facing Checklist for Narrative Writing, Grades K-10

Overall Lead

Transitions Ending

Organization

Elaboration

Description

Spelling and Punctuation

Narrative Checklist

Yes!

Grade 3

Structure

I told the story bit by bit.

The beginning shows a person saying or doing

something.

I told my story in order by using phrases like a

little later, or after that.

I chose the action, talk or feeling that would make

a good ending, and worked to write it well.

I worked on the beginning, middle, and end of my

story.

Development

I worked to show what was happening to (and in)

my characters.

I didn't just tell my story, I wrote my story in ways that got readers to picture what was happening and to bring my story to life.

Language Conventions I used what I know about word families and spelling rules to help me spell and edit.

I punctuated dialogue correctly, with commas and quotation marks. I used punctuation to fix my runon sentences.

I wrote in ways that helped readers read with expression, reading some parts quickly, some slowly, some parts in one sort of voice and other in another.

Starting Not Yet To

?Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8, by Lucy Calkins and Colleagues (Heinemann, 2013/2014) For distribution only in TCRWP schools DRAFT

Student Facing Checklist for Narrative Writing, Grades K-10

Overall Lead

Transitions

Ending

Narrative Checklist

Yes! Starting Not Yet

Grade 4

To

Structure

I wrote the important part of an event, bit by bit

and took out unimportant parts.

I wrote a beginning that shows what is happening

and where. It gets the reader into the world of the

story.

I used words and phrases to show how much time

went by, with phrases that mark time, like just

then, suddenly (to show when things happened

quickly) or after a while, a little later (to show

when a little time passed).

What happens at the end of the story connects to

the beginning or the middle.

Organization Elaboration Description

I used action, dialogue, or feeling to bring my story to a close. I used paragraphs to separate the different parts or times of the story, or to show when a new person is speaking.

Development I added more to the heart of my story, including not only actions and dialogue but also thought and feelings. I showed why characters do what they do by including their thinking.

I made some parts of the story go quickly, some slowly.

I included precise and sometimes sensory details and used figurative language (simile, metaphor, personification) to bring my story to life.

Spelling Punctuation

I used a storytelling voice and conveyed the emotion or tone of my story through description, phrases, dialogue, and thoughts.

Language Conventions I used what I know about word families and spelling rules to help me spell and edit. I used the word wall and dictionaries to help me when needed. When writing long, complex sentences, I used commas to make them clear and correct.

?Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8, by Lucy Calkins and Colleagues (Heinemann, 2013/2014) For distribution only in TCRWP schools DRAFT

Student Facing Checklist for Narrative Writing, Grades K-10

Overall Lead

Transitions Ending

Organization

Elaboration Description

Narrative Checklist Grade 5 Structure

I wrote a story of an important moment. It reads like a story, even though it might be a true account. The beginning not only shows what is happening and where, it also gives some clues to what will later become a problem for the main character. I used transitional phrases to show passage of time in complicated ways. I might show things happening at the same time (meanwhile, at the same time) or flashback and flash-forward (early that morning...or three hours later). I connected the ending back to the main part of the story. The character says, does or realizes something at the end which comes from what has happened in the story.

I gave the reader a sense of closure. I used paragraphs to separate different parts or time of the story and to show when a new person is speaking. Some parts of the story are longer and more developed than others. *

Development

I developed characters, setting, and plot throughout my story, especially the heart of the story. To do this, I used a blend of description, action, dialogue and thinking. I showed why characters do what they do by including their thinking and their responses to what happens.

I slowed down the heart of the story. I made less important parts shorter and less detailed and I blended storytelling and summary as needed.*

I included precise details and used figurative language so that readers can picture the setting, people, and the events. I used some objects or actions as symbols to bring forth my meaning.*

I varied my sentences to create the pace and tone of my narrative.

Yes! Starting Not Yet To

?Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8, by Lucy Calkins and Colleagues (Heinemann, 2013/2014) For distribution only in TCRWP schools DRAFT

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