Manuals, Tutorials, and More

Home > Revision Assistant > Revision Assistant for Learning Management Systems > Prompt Library > A Story About Patience > A Story About Patience: Learning Standards

A Story About Patience: Learning Standards

Standards

Virginia

6th Grade    7th Grade    8th Grade    

 

Common Core

Narrative

 

6th Grade

Common Core Standards

http://www.corestandards.org/ELA-Literacy/W/6/ (Adopted 2010)

 

Grade 6

 

NARRATIVE ESSAYS

 

CCSS.ELA-LITERACY.W.6.3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

 

CCSS.ELA-LITERACY.W.6.3.A

Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

 

CCSS.ELA-LITERACY.W.6.3.B

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

 

CCSS.ELA-LITERACY.W.6.3.C

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

 

CCSS.ELA-LITERACY.W.6.3.D

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

 

CCSS.ELA-LITERACY.W.6.3.E

Provide a conclusion that follows from the narrated experiences or events.

 

CCSS.ELA-LITERACY.W.6.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

 

CCSS.ELA-LITERACY.W.6.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)

 

CCSS.ELA-LITERACY.W.6.10

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 discipline-specific tasks, purposes, and audiences.

 

7th Grade

Common Core Standards

http://www.corestandards.org/ELA-Literacy/W/7/ (Adopted 2010)

 

Grade 7

NARRATIVE ESSAYS

 

CCSS.ELA-LITERACY.W.7.3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

 

CCSS.ELA-LITERACY.W.7.3.A

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

 

CCSS.ELA-LITERACY.W.7.3.B

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

 

CCSS.ELA-LITERACY.W.7.3.C

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

 

CCSS.ELA-LITERACY.W.7.3.D

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

 

CCSS.ELA-LITERACY.W.7.3.E

Provide a conclusion that follows from and reflects on the narrated experiences or events.

 

CCSS.ELA-LITERACY.W.7.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

 

CCSS.ELA-LITERACY.W.7.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.)

 

CCSS.ELA-LITERACY.W.7.10

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 discipline-specific tasks, purposes, and audiences.

 

8th Grade

Common Core Standards

http://www.corestandards.org/ELA-Literacy/W/8/ (Adopted 2010)

 

Grade 8

NARRATIVE ESSAYS

 

CCSS.ELA-LITERACY.W.8.3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

 

CCSS.ELA-LITERACY.W.8.3.A

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

 

CCSS.ELA-LITERACY.W.8.3.B

Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

 

CCSS.ELA-LITERACY.W.8.3.C

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

 

CCSS.ELA-LITERACY.W.8.3.D

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

 

CCSS.ELA-LITERACY.W.8.3.E

Provide a conclusion that follows from and reflects on the narrated experiences or events.

 

CCSS.ELA-LITERACY.W.8.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

 

CCSS.ELA-LITERACY.W.8.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 here.)

 

CCSS.ELA-LITERACY.W.8.10

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 discipline-specific tasks, purposes, and audiences.

 

Alaska

Narrative

 

6th Grade
ALASKA

 

Grade 6

 

Narrative Essays

 

Use narrative writing to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

 

a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that     unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

e. Provide a conclusion that follows from the narrated experiences or events.

 

Production and Distribution of Writing

 

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)

 

Range of Writing

 

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 discipline-specific tasks, purposes, and audiences.

 

7th Grade

ALASKA

https://education.alaska.gov/standards/  (Adopted 2012)

 

Grade 7

 

Narrative Essays

 

Use narrative writing to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to advance the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

 

Production and Distribution of Writing

 

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.)

 

Range of Writing

 

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 discipline-specific tasks, purposes, and audiences.

 

8th Grade

ALASKA

https://education.alaska.gov/standards/  (Adopted 2012)

 

Grade 8

 

Narrative Essays

 

Use narrative writing to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

 

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to advance the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

 

Production and Distribution of Writing

 

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.  (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

 

Range of Writing

 

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 discipline-specific tasks, purposes, and audiences.

Arizona

Narrative

6th Grade
ARIZONAEdit section

http://www.azed.gov/standards-practices/englishlanguageartsstandards/  (Adopted 2010)

 

Grade 6

 

Narrative Essays

 

Text Types and Purposes

 

  1. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

 

  1. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

  2. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

  3. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

  4. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

  5. Provide a conclusion that follows from the narrated experiences or events. (6.W.3)

 

Production and Distribution of Writing

 

  1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above. (6.W.4)

 

  1. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.) (6.W.5)

 

Range of Writing

 

  1. 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. (6.W.10)

 

7th Grade

ARIZONA

http://www.azed.gov/standards-practices/englishlanguageartsstandards/  (Adopted 2010)

 

Grade 7

 

Narrative Essays

 

Text Types and Purposes

 

  1. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

 

  1. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

  2. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

  3. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

  4. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

  5. Provide a conclusion that follows from and reflects on the narrated experiences or events. (7.W.3)

 

Production and Distribution of Writing

 

  1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above. (7.W.4)

 

  1. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.) (7.W.5)

 

Range of Writing

 

  1. 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. (7.W.10)

 

8th Grade

ARIZONA

http://www.azed.gov/standards-practices/englishlanguageartsstandards/  (Adopted 2010)

 

Grade 8

 

Narrative Essays

 

Text Types and Purposes

 

  1. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

 

  1. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

  2. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

  3. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

  4. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

  5. Provide a conclusion that follows from and reflects on the narrated experiences or events. (8.W.3)

 

Production and Distribution of Writing

 

  1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above. (8.W.4)

  2. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.) (8.W.5)

 

Range of Writing

 

  1. 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. (8.W.10)

 

Indiana

 

Narrative

 

6th Grade
INDIANA

http://www.doe.in.gov/standards/englishlanguage-arts  (Adopted 2014)

 

Grade 6

Narrative Essays

 

6.W.3.3

Write narrative compositions in a variety of forms that –

 

● Engage and orient the reader by developing an exposition (e.g., describe the setting, establish the situation, introduce the narrator and/or characters).

 

● Organize an event sequence (e.g., conflict, climax, resolution) that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

 

● Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

 

● Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

 

● Provide an ending that follows from the narrated experiences or events.

 

6.W.4

Apply the writing process to –

 

● Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults.

 

7th Grade

INDIANA

http://www.doe.in.gov/standards/englishlanguage-arts  (Adopted 2014)

 

Grade 7

 

Narrative Essays

 

7.W.3.3

Write narrative compositions in a variety of forms that –

 

● Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.

 

● Organize an event sequence (e.g., conflict, climax, resolution) that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

 

● Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

 

● Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

 

● Provide an ending that follows from and reflects on the narrated experiences or events.

 

7.W.4

Apply the writing process to –

 

● Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults.

 
8th Grade

INDIANA

http://www.doe.in.gov/standards/englishlanguage-arts  (Adopted 2014)

 

Grade 8

 

Narrative Essays

 

8.W.3.2

Write narrative compositions in a variety of forms that –

 

● Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.

 

● Organize an event sequence (e.g., conflict, climax, resolution) that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

 

● Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

 

● Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

 

● Provide an ending that follows from and reflects on the narrated experiences or events.

 

8.W.4

Apply the writing process to –

 

● Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults.  

 

Iowa

Narrative

6th Grade

IOWA

https://iowacore.gov/iowa-core/subject/literacy  (Adopted 2012)

 

Grade 6

 

Narrative Essays

 

1. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

    

  1. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

  2. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

  3. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

  4. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.            

  5. Provide a conclusion that follows from the narrated experiences or events.

  6. Provide a concluding statement or section that follows from the information or explanation presented.  

 

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. (Grade-specific expectations for writing types are defined in standards 1–3 above)

 

5.  With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6)

 

9.  Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

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 discipline-specific tasks, purposes, and audiences.

7th Grade

IOWA

https://iowacore.gov/iowa-core/subject/literacy  (Adopted 2012)

 

Grade 7

 

Narrative Essays

 
  1. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

 
  1. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

  2. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

  3. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

  4. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

  5. Provide a conclusion that follows from and reflects on the narrated experiences or events.

 

Productions and Distributions of Writing

 

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above)

 

5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7)

 

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

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 discipline-specific tasks, purposes, and audiences.

8th Grade

IOWA

https://iowacore.gov/iowa-core/subject/literacy  (Adopted 2012)

 

Grade 8

 

Narrative Essays

 

3.  Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

 
  1. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

  2. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

  3. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts, from one time frame or setting to another, and show the relationships among experiences and events.

  4. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

  5. Provide a conclusion that follows from and reflects on the narrated experiences or events.

 

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. (Grade-specific expectations for writing types are defined in standards 1-3 above)

 

5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8)

 

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

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 discipline-specific tasks, purposes and audiences.

 

Nebraska 

Narrative

6th Grade

NEBRASKA

http://www.education.ne.gov/AcademicStandards/index.html (Adopted 2014)

 

Grade 6

Narrative Essays

 

LA 6.2 Writing: Students will learn and apply writing skills and strategies to communicate.

 

LA 6.2.1  Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.

 

LA 6.2.1.a

Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, and answer questions.

LA 6.2.1.b

Generate a draft that develops a clear topic suited to the purpose and intended audience and organizational pattern, including a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.

LA 6.2.1.d

Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.

LA 6.2.1.e

Revise to improve and clarify writing through self-monitoring strategies and feedback from others.

LA 6.2.1.g

Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.

LA 6.2.1.h

Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).

LA 6.2.1.i

Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.

 

LA 6.2.2  Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.

 

LA 6.2.2.a

Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.

LA 6.2.2.d

Use precise word choice and domain-specific vocabulary to write in a variety of modes.

 

7th Grade

NEBRASKA

http://www.education.ne.gov/AcademicStandards/index.html (Adopted 2014)

 

Grade 7

 

Narrative Essays

 

LA 7.2     Writing: Students will learn and apply writing skills and strategies to communicate.

 

LA 7.2.1  Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.

 

LA 7.2.1.a    Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, and answer questions.

 

LA 7.2.1.b    Generate a draft that conveys complex ideas through analysis and use of organizational patterns that are suited to the purpose and intended audience, and includes a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.

 

LA 7.2.1.d    Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.

 

LA 7.2.1.e    Revise to improve and clarify writing through self-monitoring strategies and feedback from others.

 

LA 7.2.1.g    Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.

 

LA 7.2.1.h    Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).

 

LA 7.2.1.i    Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.

 

LA 7.2.1.j    Publish a legible document using a variety of media, and apply formatting techniques to enhance the readability and impact of the document (e.g., fonts, spacing, design, images, citations).

 

LA 7.2.2    Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.

 

LA 7.2.2.a    Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.

 

LA 7.2.2.b    Provide evidence from literary or informational text to support analysis, reflection, and research.

 

LA 7.2.2.d    Use precise word choice and domain-specific vocabulary to write in a variety of modes.

 

8th Grade

NEBRASKA

http://www.education.ne.gov/AcademicStandards/index.html (Adopted 2014)

 

Grade 8    

 

Narrative Essays

 

LA 8.2  Writing: Students will learn and apply writing skills and strategies to communicate.

 

LA 8.2.1    Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.

 

LA 8.2.1.a    Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, answer questions, and synthesize information.

 

LA 8.2.1.b    Generate a draft that conveys complex ideas through analysis and use of organizational patterns that are suited to the purpose and intended audience and includes a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.

 

LA 8.2.1.c    Gather and use relevant information and evidence from multiple authoritative print and/or digital sources including primary and secondary sources to support claims or theses.

 

LA 8.2.1.d    Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.

 

LA 8.2.1.e    Revise to improve and clarify writing through self-monitoring strategies and feedback from others.

 

LA 8.2.1.f    Provide oral, written, and/or digital descriptive feedback to other writers.

 

LA 8.2.1.g    Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.

 

LA 8.2.1.h    Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).

 

LA 8.2.1.i    Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.

 

LA 8.2.1.j    Publish a legible document using a variety of media, and apply formatting techniques to enhance the readability and impact of the document (e.g., fonts, spacing, design, images, citations).

 

LA 8.2.2    Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.

 

LA 8.2.2.a    Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.

 

LA 8.2.2.b    Provide evidence from literary or informational text to support analysis, reflection, and research.

 

LA 8.2.2.c    Conduct and publish both short and sustained research projects to answer questions or solve problems using multiple primary and/or secondary sources to support theses.

 

LA 8.2.2.d    Use precise word choice and domain-specific vocabulary to write in a variety of modes.

 

LA 8.2.2.e    Analyze various mentor texts and/or exemplars in order to create a similar piece.

 

Oklahoma 

Narrative

6th Grade
OKLAHOMA

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Adopted 2014)

 

Grade 6    

 

Narrative Essays

 

*Standard 1: Writing Process. The student will use the writing process to write

coherently.

 

1. Use a variety of prewriting strategies such as brainstorming, webbing, or using other graphic organizers to develop an idea appropriate for the intended audience, purpose, and topic.

2. Add details, examples, reasons, and evidence to develop and support an idea.

3. Use organizational patterns such as spatial, chronological/sequential, cause and effect or climactic as appropriate to purpose.

4. Use effective transitions for effective blending of sentences and paragraphs.

5. Use precise and vivid word choices, including figurative language, that convey specific meaning and tone.

6. Use a variety of sentence types and lengths to contribute to fluency and interest.

7. Using standard editing marks, edit for errors in Standard English usage, sentence structure, mechanics, and spelling.

8. Publish and present to peers and adults.

 

*(2) Standard - modes and forms of writing. The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes. At Grade 6, write narrative, expository, persuasive, argumentative, reflective, and descriptive modes of at least 500 to 700 words, demonstrating a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

 

1. Compose fictional, biographical, and autobiographical narratives that:

a. establish and develop a plot and setting with a distinct beginning, middle, and ending.

b. establish and develop a setting, characters, and point of view appropriate for the narrative.

c. use a range of narrative devices, such as dialogue or suspense.

d. adjust tone and style as necessary to make writing interesting and engaging to the audience.

 

6. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting. Example: Write stories, reports, and letters showing a variety of word choices, or review a favorite book or film.

 

9. Use appropriate essay test-taking and time-writing strategies that:

a. address and analyze the question (prompt).

b. use organizational methods required by the prompt.

c. utilize an editing checklist or assessment rubric, if provided.

 

7th Grade

OKLAHOMA

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Adopted 2014)

 

Grade 7

Narrative Essays

 

Standard 1: writing process. The student will use the writing process to write coherently.

 

1. Use a writing process to develop composition skills. Students are expected to use prewriting strategies, write and revise multiple drafts, edit, and share their compositions.

2. Use details, examples, reasons, and evidence to develop an idea.

3. Use spatial, chronological, and climactic organizational patterns as appropriate to purpose.

4. Use effective transitions between sentences and paragraphs.

5. Use precise word choices, including figurative language, that convey specific meaning and tone.

6. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.

7. Edit for errors in Standard English usage, sentence structure, mechanics, and spelling.

8. Publish and present writing to peers and adults.

 

*Standard 2: Modes and Forms of Writing. The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes. At Grade 7, write narrative, expository, persuasive, argumentative, reflective, and descriptive modes of at least 500 to 750 words. Introduce biographical and autobiographical narratives and write summaries of grade-level-appropriate reading material. The writing demonstrates a command of Standard English and the research, organization, and drafting strategies outlined in the writing process as well as an awareness of the audience (intended reader) and purpose for writing.

 

1. Compose fictional, biographical or autobiographical narratives that:

a. establish a plot using an action segment to create an effective sequence of events.

b. establish and develop character(s) and setting.

c. maintain a consistent point of view.

d. use a range of narrative devices including dialogue, suspense, anecdotes, or foreshadowing.

e. adjust tone and style as necessary to make writing interesting and engaging to the audience.  Example: After reading a biography or an autobiography of someone who has had special influence on others, use the structure to compose an autobiography of your own.

 

7. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting.

 

Example: Write stories and reports showing a variety of word choices, or review a favorite book or film.

 

9. Use appropriate essay test-taking and time-writing strategies that:

a. address and analyze the question (prompt).

b. use organizational methods required by the prompt.

c. utilize an editing checklist or assessment rubric, if provided.

 

8th Grade

OKLAHOMA

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Adopted 2014)

 

Grade 8

 

Narrative Essays

 

Standard 1: Writing Process - The student will use the writing process to write coherently.

 

1. Use a writing process to develop and refine composition skills. Students are expected to use a variety of prewriting strategies such as brainstorming, outlining, free writing, discussing, clustering, webbing, using graphic organizers, notes, logs, and reading to generate ideas and gather information.

2. Develop a main idea/thesis through use of details, examples, reasons, anecdotes, and use patterns as appropriate to purpose such as spatial, chronological, and climactic.

3. Blend paragraphs, with effective transitions, into larger text.

4. Use precise word choices, including figurative language, that convey specific meaning and tone.

5. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest

6. Revise multiple drafts individually and with peers.

7. Edit for errors in Standard English usage, sentence structure, word choice, mechanics, and spelling.

 

Standard 2: Modes and Forms of Writing - The student will write for a variety of

purposes and audiences using creative, narrative, descriptive, expository, argumentative, persuasive, and reflective modes.

 

At Grade 8, write creative, narrative, expository, argumentative, persuasive, reflective, and descriptive papers of at least 500 to 750 words and introduce technical documents. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined (intended reader) and purpose for writing.

 

1. Compose narrative text to include short stories, fictional, biographical or autobiographical narratives that:

a. create and develop a plot or sequence of events using well-chosen details that reveal the significance of each event.

b. create and develop a character (s), including comparisons, that show the character’s (s’) beliefs and qualities.

c. create and develop an appropriate point of view (e.g., third person limited or first person point of view).

d. create and maintain a setting that enhances the narration.

e. adjust tone and style to make writing more interesting and engaging to the audience.

f. use a range of narrative devices including dialogue, internal monologue, suspense, specific action, physical and background descriptions, and foreshadowing.

g. reveal the writer’s attitude about the subject.

h. use sensory details and precise word choice. Example: Write an autobiographical account of one of your most memorable first days of school. Describe the day and its importance clearly enough so the reader can see and feel the day from your perspective.

 

6. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting.

 

Example: Write stories, poetry, and reports, showing a variety of word choices, or review a favorite book or film.

 

8. Use appropriate essay test-taking and time-writing strategies that:

a. budget time for prewriting, drafting, revising, and editing.

b. prioritize the question/prompt.

c. identify the common directives from the prompt (Identify command verbs: explain, compare, evaluate, define, and develop, etc.).

d. analyze the question or prompt and determine the appropriate mode of writing.

e. apply appropriate organizational methods to thoroughly address the prompt.

f. utilize an editing checklist or assessment rubric, if provided.

 

Pennsylvania

Narrative

Edit section
6th Grade

PENNSYLVANIA CORE STANDARDS

http://www.pdesas.org/standard/PACore (Amended 2014)

 

Grade 6

Narrative Essays

 

1.4  Writing - Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

 

CC.1.4.6.M

Write narratives to develop real or imagined experiences or events.

 

CC.1.4.6.N

Engage and orient the reader by establishing a context and introducing a narrator and/or characters.

 

CC.1.4.6.O

Use narrative techniques such as dialogue, description, and pacing to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

 

CC.1.4.6.P

Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from the narrated experiences and events.

 

CC.1.4.6.Q

Write with an awareness of the stylistic aspects of writing.

  • Vary sentence patterns for meaning, reader/listener interest, and style.

  • Use precise language.

  • Develop and maintain a consistent voice.

 

CC.1.4.6.R

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

 

CC.1.4.6.T

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

 

CC.1.4.6.X

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 discipline-specific tasks, purposes, and audiences.

 

7th Grade

PENNSYLVANIA CORE STANDARDS

http://www.pdesas.org/standard/PACore (Amended 2014)

 

Grade 7

 

Narrative Essays

 

1.4  Writing - Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

 

CC.1.4.7.M

Write narratives to develop real or imagined experiences or events.

 

CC.1.4.7.N

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.

 

CC.1.4.7.O

Use narrative techniques such as dialogue, description, and pacing to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

 

CC.1.4.7.P

Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from and reflects on the narrated experiences and events.

 

CC.1.4.7.Q

Write with an awareness of the stylistic aspects of writing.

  • Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

  • Use sentences of varying lengths and complexities.

  • Use precise language.

  • Develop and maintain a consistent voice.

 

CC.1.4.7.R

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

 

CC.1.4.7.T

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

 

CC.1.4.7.X

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 discipline-specific tasks, purposes, and
audiences.

 

8th Grade

PENNSYLVANIA CORE STANDARDS

http://www.pdesas.org/standard/PACore (Amended 2014)

 

Grade 8

 

Narrative Essays

 

1.4  Writing - Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

 

CC.1.4.8.M

Write narratives to develop real or imagined experiences or events.

 

CC.1.4.8.N

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.

 

CC.1.4.8.O

Use narrative techniques such as dialogue, description, reflection, and pacing to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

 

CC.1.4.8.P

Organize an event sequence that unfolds naturally and logically using a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another and show the relationships among experiences and events; provide a conclusion that follows from and reflects on the narrated experiences or events.

 

CC.1.4.8.Q

Write with an awareness of the stylistic aspects of writing.

  • Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects.

  • Use sentences of varying lengths and complexities

  • Create tone and voice through precise language

 

CC.1.4.8.R

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

 

CC.1.4.8.T

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

 

CC.1.4.8.X

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 discipline-specific tasks, purposes, and audiences.

 

South Carolina 

Narrative

6th Grade

SOUTH CAROLINA

http://ed.sc.gov/instruction/standards-learning/english-language-arts/standards/  (Adopted 2015)

 

Grade 6

 

Narrative Essays

 

Fundamentals of Writing

Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.

Interact and collaborate with peers and adults to develop and strengthen writing.

Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.

Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.

Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

 

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

 

3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:

 

a. develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences;

b. engage and orient the reader by establishing a context and introducing a narrator and/or characters;

c. organize an event sequence that unfolds naturally and logically;

d. use dialogue, pacing, and manipulation of time to develop experiences, events, and/or characters;

e. use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another;

f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;

g. use imagery, precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events and develop characters;

h. provide a conclusion that follows from and reflects on the narrated experiences or events.

 

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

 

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.

 
7th Grade

SOUTH CAROLINA

http://ed.sc.gov/instruction/standards-learning/english-language-arts/standards/  (Adopted 2015)

 

Grade 7

 

Narrative Essays

 

Fundamentals of Writing

Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.

Interact and collaborate with peers and adults to develop and strengthen writing.

Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.

Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.

Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

 

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

 

3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:

 

a. develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences;

b. engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;

c. organize an event sequence that unfolds naturally and logically;

d. use dialogue, pacing, and manipulation of time to develop experiences, events, and/or characters;

e. use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another;

f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;

g. use imagery, precise words and phrases, relevant descriptive details, and sensory language to capture the action, convey experiences and events and develop characters;

h. provide a conclusion that follows from and reflects on narrated experiences or events.

 

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

 

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.

 

8th Grade

SOUTH CAROLINA

http://ed.sc.gov/instruction/standards-learning/english-language-arts/standards/  (Adopted 2015)

 

Grade 8    

 

Narrative Essays

 

Fundamentals of Writing

Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.

Interact and collaborate with peers and adults to develop and strengthen writing.

Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.

Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.

Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

 

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

 

3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:

 

a. develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences;

b. engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;

c. organize an event sequence that unfolds naturally and logically;

d. use dialogue, pacing, manipulation of time, and reflection, to develop experiences, events, and/or characters;

e. use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events;

f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;

g. use imagery, precise words and phrases, relevant descriptive details, and sensory language to capture the action, convey experiences and events, and develop characters;

h. provide a conclusion that follows from and reflects on the narrated experiences or events.

 

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames

 

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.


Texas

Narrative

6th Grade

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

http://tea.texas.gov/curriculum/teks/ (Amended 2010)

 

Grade 6

 

Narrative Essays

 

(14)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A)  plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

(B)  develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

(C)  revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

(D)  edit drafts for grammar, mechanics, and spelling; and

(E)  revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(15)  Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

(A)  write imaginative stories that include:

(i)  a clearly defined focus, plot, and point of view;

(ii)  a specific, believable setting created through the use of sensory details; and

(iii)  dialogue that develops the story; and

 

(16)  Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

7th Grade

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

http://tea.texas.gov/curriculum/teks/ (Amended 2010)

 

Grade 7

 

Narrative Essays

 

(14)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A)  plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

(B)  develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

(C)  revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;

(D)  edit drafts for grammar, mechanics, and spelling; and

(E)  revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(15)  Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

(A)  write an imaginative story that:

(i)  sustains reader interest;

(ii)  includes well-paced action and an engaging story line;

(iii)  creates a specific, believable setting through the use of sensory details;

(iv)  develops interesting characters; and

(v)  uses a range of literary strategies and devices to enhance the style and tone; and

(16)  Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

8th Grade

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

http://tea.texas.gov/curriculum/teks/ (Amended 2010)

 

Grade 8

 

Narrative Essays

(14)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A)  plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

(B)  develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

(C)  revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;

(D)  edit drafts for grammar, mechanics, and spelling; and

(E)  revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(15)  Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

(A)  write an imaginative story that:

(i)  sustains reader interest;

(ii)  includes well-paced action and an engaging story line;

(iii)  creates a specific, believable setting through the use of sensory details;

(iv)  develops interesting characters; and

(v)  uses a range of literary strategies and devices to enhance the style and tone;

(16)  Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.


 

Virginia

Narrative

Edit section
6th Grade

VIRGINIA ELA STANDARDS AND SKILLS

http://www.doe.virginia.gov (Adopted 2010)

 

Grade 6    
 

Narrative Essays

 

6.7  The student will write narration, description, exposition, and persuasion.

 

a) Identify audience and purpose.

b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.

c) Organize writing structure to fit mode or topic.

d) Establish a central idea and organization.

e) Compose a topic sentence or thesis statement if appropriate.

f) Write multi-paragraph compositions with elaboration and unity.

g) Select vocabulary and information to enhance the central idea, tone, and voice.

h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.

i) Revise sentences for clarity of content including specific vocabulary and information.

j) Use computer technology to plan, draft, revise, edit, and publish writing.

 

To be successful with this standard, students are expected to:

 

  • develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences when writing narratives.

  • engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

  • use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

  • provide an appropriate conclusion for the purpose and mode of writing.

  • identify audience and purpose for any piece of writing.

  • use selected prewriting techniques, such as:

    • brainstorming;
    • webbing;
    • mapping;
    • clustering;
    • listing;
    • organizing graphically;
    • questioning; and
    • outlining.
  • write more than one paragraph on any central theme or topic demonstrating elaboration, coherence, and unity.

  • incorporate variety into sentences

  • understand that revising to improve a draft includes:

    • rereading;
    • reflecting;
    • rethinking; and
    • rewriting.

 

7th Grade

VIRGINIA ELA STANDARDS AND SKILLS

http://www.doe.virginia.gov (Adopted 2010)

 

Grade 7

 

Narrative Essays

 

7.7  The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion.

 

a)    Identify intended audience.

b)    Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.

c)    Organize writing structure to fit mode or topic.    

d)    Establish a central idea and organization.    

e)    Compose a topic sentence or thesis statement.     

f)    Write multi-paragraph compositions with unity elaborating the central idea.    

g)    Select vocabulary and information to enhance the central idea, tone, and voice.

h)    Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.

i)    Use clauses and phrases for sentence variety.

j)    Revise sentences for clarity of content including specific vocabulary and information.

k)    Use computer technology to plan, draft, revise, edit, and publish writing.

 

To be successful with this standard, students are expected to:

  • develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences when writing narratives.

  • engage and orient the reader by establishing a context and introducing a narrator and/or characters.

  • organize an event sequence that unfolds naturally and logically.

  • use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters.

  • create multi-paragraph compositions focusing on a central idea and using elaborating details, reasons, or examples as appropriate for audience and purpose.

  • include an appropriate introduction and satisfying conclusion.

  • sustain a formal style.

  • use written expression to draft and revise compositions with attention to:

    • voice;
    • tone;
    • selection of information;
    • embedded phrases and clauses that clarify meaning;
    • vivid and precise vocabulary;
    • figurative language; and
    • sentence variety.
  • recognize terms illustrative of tone, such as, but not limited to:

    • serious;
    • sarcastic;
    • objective;
    • enthusiastic;
    • solemn;
    • humorous;
    • hostile;
    • personal; and
    • impersonal.
  • apply revising procedures in peer and self-review, including:

    • rereading;
    • reflecting;
    • rethinking; and
    • rewriting.

 

  • use available computer technology to assist throughout the writing process.

 

8th Grade

VIRGINIA ELA STANDARDS AND SKILLS

http://www.doe.virginia.gov (Adopted 2010)

 

Grade 8

 

Narrative Essays

 

8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and informational.

 

a) Identify intended audience.

b) Use prewriting strategies to generate and organize ideas.

c) Distinguish between a thesis statement and a topic sentence.

d) Organize details to elaborate the central idea and provide unity.

e) Select specific vocabulary and information for audience and purpose.

f)  Use interview quotations as evidence.

g) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.

h) Use computer technology to plan, draft, revise, edit, and publish writing.

 

To be successful with this standard, students are expected to:

  • write in a variety of forms, including:

    • narrative – writing to tell a story;
  • develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences when writing narratives.

  • engage and orient the reader by establishing a context and introducing a narrator and/or characters.

  • organize an event sequence that unfolds naturally and logically.

  • use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

You must to post a comment.
Last modified
15:01, 1 Mar 2016

Tags

This page has no custom tags.

Classifications

(not set)