Student Facing Checklist For Narrative . - Reading Rockets
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 schoolsDRAFT
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 schoolsDRAFT
Student Facing Checklist for Narrative Writing, Grades K-10Narrative ChecklistKindergartenYes!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, andhow 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 schoolsDRAFT
Student Facing Checklist for Narrative Writing, Grades K-10Narrative ChecklistGrade 1Yes!I wrote about when I did something.My story has a beginning.I put my pages in order. I used words like and andthen, so.After I wrote the last thing I did, I wrote how I feltabout it.I wrote my story across a few pages.I put the picture from my mind onto the page. Ihave details in pictures and words.I used all I know about words to help me spellwell.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 schoolsDRAFT
Student Facing Checklist for Narrative Writing, Grades ationDescriptionSpellingPunctuationNarrative ChecklistGrade 2How Does My Story Go?I wrote about one time when I did something.I thought about how to write a good beginningand chose a way to start my story.I told the story in order by using words like when,then, after.I chose the action, talk or feeling that would makea good ending.I wrote more than just a line or two on most pagesof my story.I tried to bring my people to life with details, talk,and actions.Yes!StartingToI chose words that would help people picture mystory.How Did I Make My Writing Easy to Read?To spell a word, I used what I know about similarwords. 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 inthe 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 schoolsDRAFTNot Yet
Student Facing Checklist for Narrative Writing, Grades ationDescriptionSpelling andPunctuationNarrative ChecklistGrade 3StructureI told the story bit by bit.The beginning shows a person saying or doingsomething.I told my story in order by using phrases like alittle later, or after that.I chose the action, talk or feeling that would makea good ending, and worked to write it well.I worked on the beginning, middle, and end of mystory.DevelopmentI worked to show what was happening to (and in)my characters.Yes!StartingToI didn’t just tell my story, I wrote my story in waysthat got readers to picture what was happening andto bring my story to life.Language ConventionsI used what I know about word families andspelling rules to help me spell and edit.I punctuated dialogue correctly, with commas andquotation marks. I used punctuation to fix my runon sentences.I wrote in ways that helped readers read withexpression, reading some parts quickly, someslowly, some parts in one sort of voice and otherin another. 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 schoolsDRAFTNot Yet
Student Facing Checklist for Narrative Writing, Grades ationDescriptionNarrative ChecklistGrade 4StructureI wrote the important part of an event, bit by bitand took out unimportant parts.I wrote a beginning that shows what is happeningand where. It gets the reader into the world of thestory.I used words and phrases to show how much timewent by, with phrases that mark time, like justthen, suddenly (to show when things happenedquickly) or after a while, a little later (to showwhen a little time passed).What happens at the end of the story connects tothe beginning or the middle.Yes!StartingToI used action, dialogue, or feeling to bring my storyto a close.I used paragraphs to separate the different partsor times of the story, or to show when a newperson is speaking.DevelopmentI added more to the heart of my story, includingnot only actions and dialogue but also thought andfeelings.I showed why characters do what they do byincluding their thinking.I made some parts of the story go quickly, someslowly.I included precise and sometimes sensory detailsand used figurative language (simile, metaphor,personification) to bring my story to life.SpellingPunctuationI used a storytelling voice and conveyed theemotion or tone of my story through description,phrases, dialogue, and thoughts.Language ConventionsI used what I know about word families andspelling rules to help me spell and edit. I used theword wall and dictionaries to help me whenneeded.When writing long, complex sentences, I usedcommas 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 schoolsDRAFTNot Yet
Student Facing Checklist for Narrative Writing, Grades K-10Narrative ChecklistGrade Yes!StartingToI wrote a story of an important moment. It readslike a story, even though it might be a trueaccount.The beginning not only shows what is happeningand where, it also gives some clues to what will laterbecome a problem for the main character.I used transitional phrases to show passage oftime in complicated ways. I might show thingshappening at the same time (meanwhile, at the sametime) or flashback and flash-forward (early thatmorning.or three hours later).I connected the ending back to the main part of thestory. The character says, does or realizessomething at the end which comes from what hashappened in the story.I gave the reader a sense of closure.I used paragraphs to separate different parts ortime of the story and to show when a new person isspeaking. Some parts of the story are longer and moredeveloped than others. *DevelopmentElaborationDescriptionI developed characters, setting, and plotthroughout my story, especially the heart of thestory. To do this, I used a blend of description, action,dialogue and thinking.I showed why characters do what they do byincluding their thinking and their responses towhat happens.I slowed down the heart of the story. I made lessimportant parts shorter and less detailed and Iblended storytelling and summary as needed.*I included precise details and used figurative languageso that readers can picture the setting, people, andthe events. I used some objects or actions as symbolsto bring forth my meaning.*I varied my sentences to create the pace and tone ofmy narrative. 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 schoolsDRAFTNot Yet
Student Facing Checklist for Narrative Writing, Grades K-10Language ConventionsSpellingI used what I know about word families andspelling rules to help me spell and edit.I used the word wall and dictionaries when needed.PunctuationI used commas to set off introductory arts ofsentences. (One day at the park, I went on the slide.)I also used commas to show talking directly tosomeone (Are you mad, Mom?). 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 schoolsDRAFT
Student Facing Checklist for Narrative Writing, Grades K-10Narrative ChecklistGrade Yes!StartingToI used storytelling to tell a story that has tensionand resolution and realistic characters, and toconvey an idea or lesson.The beginning not only sets the plot/story in motion, italso hints at the larger meaning the story will convey.I used transitional phrases to connect what happened towhy it happened (If he hadn’t.he might not have.,because of., although. or little did she know that).I wrote an ending that connects to what the story isreally about.I gave the reader a sense of closure by showing a newrealization or insight or a change in thecharacter/narrator.I used paragraphs purposefully (perhaps to showtime or setting changes, new parts of the story, or tocreate suspense for my reader)* I created a sequenceof events which is clear.DevelopmentElaborationDescriptionI developed realistic characters, and developed thedetails, action, dialogue and internal thinking thatcontribute to the deeper meaning of the story.I developed character traits and emotions through whatcharacters say and do. I developed some relationshipbetween characters to show why they act and speak asthey do. I told the internal, as well as the external story.I chose several key parts to stretch out and several tomove through more quickly.*I wove together precise descriptions, figurativelanguage, and symbolism to help the reader picturethe setting, actions and events and to bring forthmeaning.Not only did I vary my sentences to create the paceand tone of my narrative and to engage my reader, Ialso used language that fits my story’s meaning, (e.g.in parts that have dialogue in my story, differentpeople use different kinds of language).*Language ConventionsSpellingPunctuationI used resources to be sure the words in my writing arespelled correctly.I used punctuation to help me set a mood, conveymeaning and or build tension in my story. 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 schoolsDRAFTNot Yet
Student Facing Checklist for Narrative Writing, Grades K-10Narrative ChecklistGrade 7StructureOverallI created a narrative that has realistic characters,tension and change, and that not only conveys, butalso develops an idea or lesson.LeadThe beginning not only sets the story in motion, italso grounds it in a place or situation. It includesdetails that will later be important to the storyTransitionsI used transitional phrases to alert my reader tothe passage of time, to connect parts of thestory,(and suddenly, if only, meanwhile)EndingI wrote an ending that conveys change and thatclarifies the meaning (develops the issue, idea,moral, or lesson)Yes!StartingToI have the reader a sense of closure by showing clearlyhow the character or place has changed or the problemhas been resolved.OrganizationI used narrative paragraphs to clarify when timechanges, when the setting changes, or fordramatic impact.The narrative structure is mostly conventional andlinear, and the sequence of events is clear.DevelopmentElaborationI developed the action, dialogue, details, and innerthinking to develop the issue, idea, moral, orlesson.I developed the central character as well as thesetting and the character’s relationship to thesetting.DescriptionI developed characters’ motivations and showedwhy characters do what they do. I developed some ofthe complexity and change in characters.I used specific details to help the reader picture theplace and the mood.I stretched out parts that seemed significant to themeaning, and summarized parts that act as transitions.I varied my language and sentence structure tomatch the tone and the characters. 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 schoolsDRAFTNot Yet
Student Facing Checklist for Narrative Writing, Grades K-10Language ConventionsSpellingPunctuationI used the technological and other sources at handto check spelling of literary and high frequencywords.I used punctuation to help me change mood,convey meaning and/ or build tension in mystory. I punctuate dialogue accurately. 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 schoolsDRAFT
Student Facing Checklist for Narrative Writing, Grades K-10Narrative ChecklistGrade ToI not only created a narrative with characters,tension, change, and an idea/lesson, but I alsomade the characters complex.In establishing the situation and place, I hint at abigger context for the story (issues that have beenbrewing, a time in history, one out of many points ofview). When the story starts, I also hint at what willcome later in the story, including not just the plot butthe ideas.I used transitional phrases to alert my reader tothe passage of time, to connect parts of the story, toimply cause and effect, to raise questions (and so,thereabouts, whenever, wherever, in spite of)I wrote an ending that continues to develop themeaning and that suggests a stance on the issue, idea,moral, lesson, or theme.I gave the reader a sense of closure by showingcharacter change or a resolution of one of theproblems. Something clearly changes.OrganizationI used narrative paragraphs to clarify dialogue,time change, shifts in the setting or mood, and fordramatic impact.The narrative structure may offer shifts in time orparallel narratives and the sequence of events iscarefully managed and clear.DevelopmentElaborationI developed the action, dialogue, details, and innerthinking to develop the issue, idea, moral, orlesson or theme. Details clearly relate to andconvey meaning.I developed the central character as well as thesetting and the character’s relationship to thesetting. 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 schoolsDRAFTNot Yet
Student Facing Checklist for Narrative Writing, Grades K-10DescriptionI conveyed the pressures that are felt bycharacters as well as their hopes and dreams. Irelated their actions to what they want and how theytend to behave. I developed characters that arecomplicated and who change.I used specific details to show a place and itsatmosphere and how it changes or feels to thecharacters.I varied the pacing to increase tension andmanage time.I matched my language and sentence structure to thetone of parts of the story, and to different characters.Language ConventionsSpellingI used technological and other sources to check thespelling of literary, historical, geographical words.PunctuationI used punctuation to help me change mood,convey meaning and/ or build tension in my story aswell as develop dialogue and characterization. Ipunctuate complex dialogue accurately. 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 schoolsDRAFT
Student Facing Checklist for Narrative Writing, Grades K-10Narrative ChecklistGrade 9/10StructureOverallLeadYes!StartingToI not only created a narrative with characters, tension,change, and an idea/lesson, and made the charactercomplex, I also developed particular perspectives, orpoints of view.The beginning defines a situation, place, atmosphere,sets it within some kind of context, foreshadows theproblem(s), and raises questions about issues, ideas,morals, lessons, and themes. It also introduces aparticular narrative voice and point of view.TransitionsI used transitional phrases to alert my reader tothe passage of time, to connect parts of the story,to imply cause and effect, to raise questions anddoubts, to make allusions (as when, just as, whereby,without realizing, ever afterward)EndingI wrote an ending that develops the meaning and mayact as social commentary.I gave the reader a sense of closure by showingcharacter change, multiple perspectives, or ifproblems are not resolved, there is a sense ofbearing witness.OrganizationI used narrative paragraphs and font changes toclarify dialogue, times change, shifts in the setting ormood, interior dialogue, and for dramatic impact.The narrative structure may include non-linear parts,including shifts in time, parallel narratives, dreamsequences, multiple perspectives - and these areclear.DevelopmentElaborationI developed the action, dialogue, details, and innerthinking to develop the issue, idea, moral, lesson, ortheme. Details clearly relate to and suggest meaning.They may foreshadow and hint at symbolism.I developed minor as well as central characters as wellas a sense of place. 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 schoolsDRAFTNot Yet
Student Facing Checklist for Narrative Writing, Grades K-10DescriptionI developed characters over scenes, letting the readerget to know their tendencies and emotions, their hopes,their troubles. I showed how they respond to trouble andcreated characters that are complicated, changing, andcompelling.I created a mood as well as a physical setting, andshowed how the place changed, or its relationships tothe characters changes.I varied the pace to increase tension, develop meaning,and manage time.I matched my language and sentence structure to thetone of parts of the story, to convey time and place,and to develop different characters.Language ConventionsSpellingSpelling has been checked for accuracy, includingdouble checking homonyms and technologicalmishaps.PunctuationI control conventions and use them accurately andartfully to enhance meaning. 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 schoolsDRAFT
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 schoolsDRAFT
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 Narrative Checklist Grade 1 Yes! I wrote about when I did something. My story has a .
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Paragraph checklist Narrative writing Paragraph checklist Narrative writing Paragraph checklist Narrative writing Paragraph checklist q Provided a topic sentence that introduces the story. q Used descriptive details. q Used transition words. q Organized to flow smoothly. q Provided a closing sentence to end the story. q Used complete sentences.
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