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READING AND WRITING STORIES

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?

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READING AND WRITING STORIES

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  1. READING AND WRITING STORIES Chapter 9

  2. 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?

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

  4. 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

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

  6. 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

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

  8. 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.

  9. 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)

  10. 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

  11. 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

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

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

  14. 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

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

  16. 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

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

  18. 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

  19. 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

  20. 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

  21. 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

  22. 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?

  23. 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?

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

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