READING AND WRITING STORIES Chapter 9

Essential Questions How do students develop concept of story? What kinds of reading activities are available for students? What kinds of writing activities are available for students? How do students read and write stories as part of the four instructional patterns?

How Students Learn to Write Stories Reading stories Talking about stories By story writing

Elements of Story Structure Plot Students can complete Beginning-Middle-End Cluster Plot Profile Characters / Character Traits Students can complete Character Traits Chart Open-Mind Portraits

Elements of Story Structure Setting Four dimensions Location Weather Time period Time Students can complete Setting Map

Elements of Story Structure Point of View First-person Omniscient Limited omniscient Objective Students can Contrast different viewpoints Retell or rewrite a familiar story from different viewpoint

Elements of Story Structure Theme Underlying meaning Explicit or implicit Usually more than one theme Students can complete Sketch-to-Stretch Story Quilt

Theme Sketch-to-Stretch 1. Read a story. 2. Discuss the story. 3. Draw sketches. 4. Share the sketches. 5. Share some sketches with the class.

Story Genres Types or stories Folklore – fables, folk and fairy tales, myths, legends (Aesop’s Fables; Sleeping Beauty) Fantasy – modern literary tales, fantastic stories, science fiction, high fantasy (Charlotte’s Web; Harry Potter and the Chamber of Secrets) Realism – contemporary, historical fiction (The Watsons Go to Birmingham)

Teaching Students About Stories Teach by reading and writing stories talking about stories completing graphic organizers, diagrams, charts minilessons on story structure, genres, literary devices

Writing Stories Intertextuality – shaping of texts' meanings by other texts students read and discuss stories they take ideas from stories they read to incorporate into their stories others hear the stories and incorporate some of the ideas into their writing

Intertextual Links Use specific story ideas or specific genres Copy the plot Write a new story about a character from a previously read story

Intertextual Links Write a retelling of the story Incorporate content from an information book into a story Combine stories to make a new story

1. Writing Retellings Rewriting a story in one’s own words Can be collaborative or individual Can be dictated or written independently Can be written from another point of view

2. Innovations on Texts Using the repetitive pattern or refrain of a known text to create a new text

2. Innovations on Texts Read a story Discuss the repetitive pattern or refrain of the text Model using the repetitive pattern or refrain Write own text using pattern

3.Writing Sequels Writing additional adventures for a known story Discuss and graph story Use graph to plan another adventure (model) Independent planning & writing

4.Genre Writing Using the characteristics of a particular literary genre to write stories: Read a story of a particular genre Teach the characteristics of the genre Model planning/writing a genre story Independent planning/writing

Writing Original Stories Students begin to write original stories after writing personal narratives and retellings Students learn to write more effective stories by examining elements of story structure, reading lots of stories Writing stories themselves

Assessing Students’ Stories Teachers consider four components in assessing students’ stories Students’ knowledge of the elements of story structure Their applications of the elements in writing Their use of the writing process Quality of the finished stories

Assessing Students’ Stories In regard to learning about the story elements, teachers should consider whether the student Defined or identified the characteristics of the element Explained how the element was used in a particular way Applied the element in the story that he or she wrote

Assessing Students’ Stories Teachers observe students as they write to answer the questions Did the student write a rough draft? Did the student participate in a writing group? Did the student revise the story according to feedback received from writing group?

Assessing Students’ Stories Did the student complete a revision checklist? Did the student proofread the story and correct as many mechanical errors as possible? Did the student share the story?

Assessing Students’ Stories To assess the quality of the story, teachers should ask Is the story interesting? Is the story well organized?