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Topic: Literary/Narrative writing 

Language Arts

 Standard 1.  Uses the general skills and strategies of the writing process
  Level I (Grade K-2)
   Benchmark 6.Uses writing and other methods (e.g., using letters or phonetically spelled words, telling, dictating, making lists) to describe familiar persons, places, objects, or experiences
    Knowledge/skill statements
     1.Uses writing to describe familiar persons
     2.Uses writing to describe familiar places
     3.Uses writing to describe familiar objects
     4.Uses writing to describe familiar experiences
     5.Uses letters to describe familiar persons
     6.Uses letters to describe familiar places
     7.Uses letters to describe familiar objects
     8.Uses letters to describe familiar experiences
     9.Uses phonetically spelled words to describe familiar persons
     10.Uses phonetically spelled words to describe familiar places
     11.Uses phonetically spelled words to describe familiar objects
     12.Uses phonetically spelled words to describe familiar experiences
     13.Makes lists to describe familiar persons
     14.Makes lists to describe familiar places
     15.Makes lists to describe familiar objects
     16.Makes lists to describe familiar experiences
     17.Dictates descriptions of familiar persons
     18.Dictates descriptions of familiar places
     19.Dictates descriptions of familiar objects
     20.Dictates descriptions of familiar experiences
   Benchmark 7.Writes in a variety of forms or genres (e.g., picture books, friendly letters, stories, poems, information pieces, invitations, personal experience narratives, messages, responses to literature, opinion pieces)
    Knowledge/skill statements
     1.Writes in a variety of forms
     2.Writes in a variety of genres
     3.Writes picture books
     4.Writes friendly letters
     5.Writes stories appropriate to grades K-2
     6.Writes poems
     7.Writes information pieces
     8.Writes invitations
     9.Writes narratives of personal experiences
     10.Writes messages
     11.Writes in response to literature
     12.Writes opinion pieces
   Benchmark 8.Writes for different purposes (e.g., to entertain, inform, learn, communicate ideas)
    Knowledge/skill statements
     1.Writes in order to entertain
     2.Writes in order to inform
     3.Writes in order to learn
     4.Writes in order to communicate ideas
  Level II (Grade 3-5)
   Benchmark 8.Writes narrative accounts, such as poems and stories (e.g., establishes a context that enables the reader to imagine the event or experience; develops characters, setting, and plot; creates an organizing structure; uses transitions to sequence events; uses concrete sensory details; uses strategies such as dialogue, tension, and suspense; uses an identifiable voice)
    Knowledge/skill statements
     1.Uses an identifiable voice in writing
     2.Writes poems
     3.Writes stories appropriate to grades 3-5
     4.Establishes context to enable reader to imagine the event or experience
     5.Develops characters
     6.Develops setting
     7.Develops plot
     8.Creates an organizing structure
     9.Sequences events
     10.Uses transitions to sequence events
     11.Uses concrete sensory details
     12.Uses dialogue in narrative writing appropriate to grades 3-5
     13.Uses tension appropriate to grades 3-5
   Benchmark 9.Writes autobiographical compositions (e.g., provides a context within which the incident occurs, uses simple narrative strategies, and provides some insight into why this incident is memorable)
    Knowledge/skill statements
     1.Provides insight as to why this incident is memorable
     2.Provides context within which incident occurs
     3.Uses simple narrative strategies
   Benchmark 10.Writes expressive compositions (e.g., expresses ideas, reflections, and observations; uses an individual, authentic voice; uses narrative strategies, relevant details, and ideas that enable the reader to imagine the world of the event or experience)
    Knowledge/skill statements
     1.Uses ideas that enable reader to imagine the world of the event or experience
     2.Expresses ideas
     3.Expresses reflections
     4.Expresses observations
     5.Uses an individual, authentic voice
     6.Uses narrative strategies
     7.Uses relevant details
   Benchmark 11.Writes in response to literature (e.g., summarizes main ideas and significant details; relates own ideas to supporting details; advances judgments; supports judgments with references to the text, other works, other authors, nonprint media, and personal knowledge)
    Knowledge/skill statements
     1.Supports judgments with personal knowledge
     2.Summarizes main ideas
     3.Summarizes significant details
     4.Relates own ideas to supporting details
     5.Advances judgments
     6.Supports judgments with references to text
     7.Supports judgments with other works
     8.Supports judgments with other authors
     9.Supports judgments with non-print media
   Benchmark 12.Writes personal letters (e.g., includes the date, address, greeting, body and closing)
    Knowledge/skill statements
     1.Includes signature
     2.Writes personal letters including date
     3.Writes personal letters including address
     4.Writes personal letters including greeting
     5.Writes personal letters including body
     6.Writes personal letters including closing
     7.Addresses envelopes
  Level III (Grade 6-8)
   Benchmark 7.Writes narrative accounts, such as short stories (e.g., engages the reader by establishing a context and otherwise developing reader interest; establishes a situation, plot, persona, point of view, setting, conflict, and resolution; develops complex characters; creates an organizational structure that uses appropriate pacing, transitions to sequence events, and balances and unifies all narrative aspects of the story; uses a range of strategies and literary devices such as dialogue, tension, suspense, figurative language, and specific narrative action such as movement, gestures, and expressions; reveals a specific theme)
    Knowledge/skill statements
     1.Engages the reader in the story by establishing a context
     2.Develops the reader’s interest
     3.Establishes a situation in narrative writing
     4.Establishes a plot in narrative writing
     5.Establishes a persona in narrative writing
     6.Establishes a point of view in narrative writing
     7.Establishes a setting in narrative writing
     8.Establishes a conflict in narrative writing
     9.Establishes a resolution in narrative writing
     10.Develops complex characters in narrative writing
     11.Creates an organizational structure that balances the narrative aspects of the story
     12.Creates an organizational structure that unifies the narrative aspects of the story
     13.Uses dialogue in narrative writing appropriate to grades 6-8
     14.Uses tension in narrative writing appropriate to grades 6-8
     15.Uses suspense in narrative writing appropriate to grades 6-8
     16.Uses figurative language in narrative writing
     17.Uses specific narrative action in narrative writing
     18.Uses movement in narrative writing
     19.Uses gestures in narrative writing
     20.Uses expression in narrative writing
     21.Reveals a specific theme in narrative writing
     22.Creates an organizational structure that uses appropriate pacing
     23.Creates an organizational structure that uses transitions to sequence events
   Benchmark 8.Writes compositions about autobiographical incidents (e.g., explores the significance and personal importance of the incident; uses details to provide a context for the incident; reveals personal attitude towards the incident; presents details in a logical manner)
    Knowledge/skill statements
     1.Presents details in a logical manner when writing about autobiographical incidents
     2.Explores the significance of the incident when writing about autobiographical incidents
     3.Explores the personal importance of the incident in autobiographical writing
     4.Uses details to provide context for the incident in autobiographical writing
     5.Reveals personal attitude towards the incident
   Benchmark 9.Writes biographical sketches (e.g., illustrates the subject’s character using narrative and descriptive strategies such as relevant dialogue, specific action, physical description, background description, and comparison or contrast to other people; reveals the significance of the subject to the writer; presents details in a logical manner)
    Knowledge/skill statements
     1.Presents details in a logical manner when writing about autobiographical incidents
     2.Illustrates subject’s character using narrative strategies
     3.Illustrates subject’s character using descriptive strategies
     4.Illustrates subject’s character using relevant dialogue
     5.Illustrates subject’s character using specific action
     6.Illustrates subject’s character using physical description
     7.Illustrates subject’s character using background description
     8.Illustrates subject’s character using comparison to other people
     9.Illustrates subject’s character using contrast to other people
     10.Reveals the significance of the subject to the writer
   Benchmark 12.Writes in response to literature (e.g., responds to significant issues in a log or journal, answers discussion questions, anticipates and answers a reader’s questions, writes a summary of a book, describes an initial impression of a text, connects knowledge from a text with personal knowledge, states an interpretive, evaluative, or reflective position; draws inferences about the effects of the work on an audience)
    Knowledge/skill statements
     1.Draws inferences about the effects of the work on an audience
     2.Responds to issues in a log or journal
     3.Answers discussion questions
     4.Anticipates readers’ questions
     5.Answers readers’ questions
     6.Writes a summary of a book
     7.Describes initial impression of text
     8.Connects knowledge from text with personal knowledge
     9.States an interpretive position
     10.States an evaluative position
     11.States a reflective position
  Level IV (Grade 9-12)
   Benchmark 8.Writes fictional, biographical, autobiographical, and observational narrative compositions (e.g., establishes a fluent progression of experiences or events; evaluates the significance of the incident; provides a specific setting for scenes and incidents; provides supporting descriptive detail [specific names for people, objects, and places; visual details of scenes, objects, and places; descriptions of sounds, smells, specific actions, movements, and gestures; the interior monologue or feelings of the characters]; paces the actions to accommodate time or mood changes; creates a unifying theme or tone; uses literary devices to enhance style and tone; provides a conclusion that reflects upon the progression and resolution of the narrative)
    Knowledge/skill statements
     1.Writes fictional compositions
     2.Writes biographical compositions
     3.Writes autobiographical compositions
     4.Writes observational narrative compositions
     5.Establishes a fluent progression of experiences or events
     6.Evaluates the significance of an incident
     7.Provides a specific setting for scenes
     8.Provides a specific setting for incidents
     9.Provides supporting descriptive detail
     10.Provides specific names for people
     11.Provides specific names for objects
     12.Provides specific names for places
     13.Provides visual details of scenes
     14.Provides visual details of objects
     15.Provides visual details of places
     16.Provides descriptions of sounds
     17.Provides descriptions of smells
     18.Provides descriptions of specific actions
     19.Provides descriptions of movements
     20.Provides descriptions of gestures
     21.Provides interior monologue of characters
     22.Provides feelings of characters
     23.Paces actions to accommodate time changes
     24.Paces actions to accommodate mood changes
     25.Creates unifying theme
     26.Creates unifying tone
     27.Uses literary devices to enhance style
     28.Uses literary devices to enhance tone
     29.Provides a concluding statement that reflects upon the progression and resolution of the narrative
   Benchmark 10.Writes descriptive compositions (e.g., uses concrete details to provide a perspective on the subject being described; uses supporting detail [concrete images, shifting perspectives and vantage points, sensory detail, and factual descriptions of appearance])
    Knowledge/skill statements
     1.Uses factual descriptions of appearance
     2.Uses concrete details to provide perspective on the subject being described
     3.Uses supporting detail
     4.Uses concrete images
     5.Uses shifting perspectives
     6.Uses vantage points
     7.Uses sensory detail
   Benchmark 11.Writes reflective compositions (e.g., uses personal experience as a basis for reflection on some aspect of life, draws abstract comparisons between specific incidents and abstract concepts, maintains a balance between describing incidents and relating them to more general abstract ideas that illustrate personal beliefs, moves from specific examples to generalizations about life)
    Knowledge/skill statements
     1.Moves from specific examples to generalizations about life
     2.Uses personal experience as the basis for reflection on some aspect of life
     3.Draws abstract comparisons between specific incidents and abstract concepts
     4.Maintains a balance between describing incidents and relating them to more general abstract ideas that illustrate personal beliefs
   Benchmark 12.Writes in response to literature (e.g., suggests an interpretation; recognizes possible ambiguities, nuances, and complexities in a text; interprets passages of a novel in terms of their significance to the novel as a whole; focuses on the theme of a literary work; explains concepts found in literary works; examines literature from several critical perspectives; understands author’s stylistic devices and effects created; analyzes use of imagery and language)
    Knowledge/skill statements
     1.Analyzes uses of language in literature
     2.Suggests interpretation of literature
     3.Recognizes ambiguities in literature
     4.Recognizes nuances in literature
     5.Recognizes complexities in literature
     6.Interprets passages of novels in terms of significance to the whole novel
     7.Focuses on theme of literary work
     8.Explains concepts found in literary works
     9.Examines literature from several critical perspectives
     10.Understands author’s stylistic devices
     11.Understands effects created by stylistic devices
     12.Analyzes uses of imagery in literature
   Benchmark 13.Uses appropriate strategies (e.g., organizational pattern, format, language, tone) to write personal and business correspondence (e.g., informal letters, memos, job application letters, resumes)
    Knowledge/skill statements
     1.Uses strategies to write personal correspondence
     2.Uses strategies to write business correspondence
     3.Uses organizational patterns to write personal correspondence
     4.Uses format to write personal correspondence
     5.Uses appropriate language to write personal correspondence
     6.Uses appropriate tone to write personal correspondence
     7.Uses organizational pattern to write business correspondence
     8.Uses format to write business correspondence
     9.Uses appropriate language to write business correspondence
     10.Uses appropriate tone to write business correspondence
     11.Writes informal letters
     12.Writes memos
     13.Writes job application letters
     14.Writes resumes