READING AND WRITING STORIES

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READING AND WRITING STORIES

• Chapter 9

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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?

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How Students Learn to Write Stories

• Reading stories
• Talking about stories
• By story writing

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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

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Elements of Story Structure

• Setting
• Four dimensions
• Location
• Weather
• Time period
• Time
• Students can complete
• Setting Map

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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

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Elements of Story Structure

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

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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.

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Story Genres

• Types or stories
• Folklore fables, folk and fairy tales, myths,
  legends (Aesops Fables Sleeping Beauty)
• Fantasy modern literary tales, fantastic
  stories, science fiction, high fantasy
  (Charlottes Web Harry Potter and the Chamber of
  Secrets)
• Realism contemporary, historical fiction (The
  Watsons Go to Birmingham)

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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

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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

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Intertextual Links

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

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Intertextual Links

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

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1. Writing Retellings

• Rewriting a story in ones own words
• Can be collaborative or individual
• Can be dictated or written independently
• Can be written from another point of view

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2. Innovations on Texts

• Using the repetitive pattern or refrain of a
  known text to create a new text

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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

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3. Writing Sequels

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

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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

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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

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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

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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

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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?

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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?

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Assessing Students Stories

• To assess the quality of the story, teachers
  should ask
• Is the story interesting?
• Is the story well organized?