1. 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.

2. 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.

3. 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

4. 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.
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5. 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.
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6. 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.
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7. Three Text Types
Argument/Opinion
Informative/Explanatory
Narrative 7

8. 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.

9. #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

10. 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 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.
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11. 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.
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12. 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 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?”
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13. 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.
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14. 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?
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15. 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.
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16. 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.
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17. 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.”
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18. The Road Not Taken Here is a good visual image of the road not taken.
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19. 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.
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20. 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. 
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21. 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.
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22. Long Term Writing Research Projects Analytical Writing
Multimedia Projects
Examples of long term writing assignments include research projects, analytical writing and multimedia projects.
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23. 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.
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24. 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.
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25. 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.
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26. 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.
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27. 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.
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28. 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).

29. 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 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.

30. 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.
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31. Conventions
Video about Mice and Men from Teaching Channel. The teacher engages students in the revision and editing process.
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32. Teachers should provide students with writing prompts which are tied to the texts students are given to read.
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33. Resources
The first resource listed is the video you saw from Engage New York.
The second resource is from PARCC.
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34. 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 .
These are the references for this presentation.
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35. Contact
Questions or comments? Please contact English Language Arts Specialists at:
This slide lists the English Language Arts Content Specialists for the Illinois State Board of Education who created the presentation.
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