Use these strategies to guide students through writing fictional narratives in writer's workshop. These tips will take ideas from the imagination to paper.
When teaching narrative writing in 1st, 2nd, and 3rd grade, there are so many writing skills to cover. They range from creating a sequence of events (beginning, middle, and end) to more difficult
Check out Narrative Writing Prompts & Worksheets for kindergarten-4th grade! There is a variety of prompts & worksheets to use in your room!
Hey, friends! Today I wanted to drop by and share how our Writer’s Workshop is developing. We jumped right into Narrative Writing and we are loving sharing stories about our lives. Zooming in…
Do your students need help developing the body section of a narrative essay? This post provides ideas for creating a strong body using the power of 3. It is an effective approach to building up the body of a story. These ideas are ideal for any writing curriculum and
It's week three! Week three involves the next step of the writing process, the story elements, and hopefully your little learners are getting closer to writing a story! Continue With Mentor Texts I mentioned mentor texts in my last post about prewriting planning. I continue using mentor texts at this point in the writing process.
PRIMARY WRITING - UNIT 3 I am so excited to teach this narrative writing unit! This writing curriculum is geared for kindergarten, first grade and can even be used in second grade classrooms. In Unit 3 , we are learning how to write a personal narrative . We practice writing about what we l
Do you need help teaching your child how to write a personal narrative essay? Here is a short video that explains an easy way to organize an...
This blog post will walk you through what writer's workshop should look like in kindergarten or 1st grade and show you an ideal writing workshop schedule.
Writers Workshop Bundle! You will find everything you need for writing including Expository, Narrative, Poetry, Research, Biography, Opinion, Letter Writing
It's the middle of your writing block and you sidle up to a student to have a writing conference. And it goes great. You feel like you made a difference with that kid. You feel like you accomplished something. But then you start doing the math... "Let's see, I just spent 8 minutes with this student, so at this rate it'll only take me... hmmm... 9,000 years to meet with everyone." It quickly gets overwhelming and you may start wondering, why even bother? Holding one-to-one writing conferences with students is a really effective way to help them grow, but conferences that last 8-10 minutes a pop just aren't sustainable. Even 5-minute writing conferences are tough. So are 4 minute writing conferences. 2 minutes. That's where we want to be. Now, before you start rolling your eyes telling me you'll never get anything out of a two-minute conference, hang on. Let's just for a second assume that you CAN have a meaningful, productive writing conference with a student in two minutes. Okay? If that's the case, what would that allow? If we had two-minute conferences with a class of 30 students, it will only take us four 15-20 minute writing sessions to meet with every student one-to-one. Less than a week to see everybody! That's motivating. Now I need to prove to you that two minutes is enough. That with two minutes, we can scooch a student writer forward. So let's dig into how to have a worthwhile two-minute writing conference. We'll break our time into three sections: Learn, Show, and Push. I want you to keep in mind this isn't meant to be a formula, but I also recognize that it can be really helpful to see exactly how those two minutes might get filled. So let's meet with one of our students, Leroy, and see how a two-minute conference might run. "Hi Leroy." And boom... our two minutes have begun. With the first thirty seconds or so, we LEARN. We check our notes for the focus of recent conferences with Leroy. (We do this quickly, like 5 seconds quick: Okay, I met with Leroy about leads and setting details recently.) We orient ourselves to what Leroy is working on right now in his writing. (We do this quickly, like 5 seconds quick: Okay, Leroy looks to be drafting his personal narrative about losing his gerbil.) We scan a chunk of Leroy's writing, preferably what he's been writing today and/or yesterday, looking for something to focus on with him: We're looking for progress related to the focus of one of our recent conferences. (In Leroy's case, we look at his lead and how he describes the setting. We might also ask Leroy how he's doing with one of these skills.) Do we need to revisit one of these skills? Or, Can we build off one of these skills, either by taking the skill to a more sophisticated level or by choosing a related skill to focus on? We're also open to a glaring need, unrelated to a recent conference, that we think should be a priority to address and therefore trumps the skills we were focusing on before. What if nothing jumps out at us? As a default, we'll use the writing skill/strategy we taught in a recent whole-group minilesson as the focus for this writing conference. With the next sixty seconds or so, we SHOW. This is the meat of the conference: the teaching part, the coaching part, the modeling part. We've chosen something to focus on, so let's do it! With Leroy, let's imagine we noticed him describing his setting, and we think he's ready to take it to the next level. So we're going to first show Leroy what we noticed: "Let's look at this little part you wrote here, Leroy. I see that near the beginning of your piece you wrote two details about the setting, one about being in your house and one about it being a Saturday morning. I can tell you are trying to think about that part of your writing. Then we model something new for Leroy: "So Leroy, when writers are trying to establish their setting, they do what you did: they describe the place and the time. But to really be successful, they use sensory details that really help the reader imagine the setting. For example, I see that most of your narrative so far is taking place in your bedroom. So we could try adding another setting detail that can help the reader picture your bedroom. If it was my bedroom, I might write, "The stench of my dirty socks strewn all over my bedroom floor almost knocked me over." Do you see how that helps the reader put themselves there in my room? What sense did I use with that extra detail? With the last 30 seconds or so, we PUSH. We transition from showing and modeling to giving the student an action step. "So Leroy, think about your own bedroom and how it was on that morning when your story took place. I want you to try adding a sensory detail that will help bring the setting alive for your reader." Now we feel out the student. Dots might be connecting. Or blank stares might be forming. Or anything in between: If Leroy gets started right away, we observe and simply be a sounding board for him. If Leroy struggles to get started, we might make a suggestion or ask a leading question to help him get the ball rolling. "I added a detail involving smell. You could do that too, or think about sounds, feels, or specific sights." If Leroy stares blankly at his writing, not sure what to do, that's okay. He might not be ready to make this jump, or maybe he does understand but this particular situation is just stumping him. Again, we might make a suggestion or ask a leading question. Depending on the student and the situation, we don't necessarily need to stay and continue to watch the student work. We leave the student with a closing push: "As you continue writing, Leroy, and your setting moves, I want you to think about those extra sensory details here and there that you can add, okay?" Our two minutes have ended. We make a quick note about the conference and move on. Here's a little chart that sums up the three parts of our two-minute conference: I highly encourage you to get out your phone, set it on the student's desk, and have the stopwatch running during the conference. It's the only way to really keep the timing a priority. There will be conferences when you think, this student needs more of my time, I can't just whisk along and move on here. I get it, that's understandable. Just remember though, if you do that very often, you're going to be right back where you started in this whole thing. Utilizing this two-minute outline with your students is one key component of a practical and effective system of writing conferences. But what about keeping all the interruptions at bay? And what about other types of interactions like strategy groups and check-ins? And what about the forms on which to keep records? And how does this change the big picture of my writing block? What does a week of independent writing really look like? Don't worry! Head over to my blog where I get deep into ALL of those questions in my post, How to Have Successful Writing Conferences with Student Writers. You can pick up all the forms I use there, too!
This blog post uses An A from Miss Keller as a writing mentor text. It includes a personal narrative checklist anchor chart, a writing lesson and FREE printables!
PRIMARY WRITING - UNIT 3 I am so excited to teach this narrative writing unit! This writing curriculum is geared for kindergarten, first grade and can even be used in second grade classrooms. In Unit 3 , we are learning how to write a personal narrative . We practice writing about what we l
There are so many narrative writing lessons and narrative reading lessons available. Check out this post for some real-world examples!
A five-day writer's workshop about names in heritage speaker class! Students idenitfy literary devices and write a 100-word personal narrative about their name.
writers workshop organization with free mentor text lists for writing instruction. Picture books to help teach writing traits in your own kindergarten and 1st grade classroom.
I’m writing today to share how I teach informative writing to my students. I love teaching non-fiction writing. My students explore new ideas and learn how
Writer's workshop is the most effective way for ELA teachers to teach middle school students how to use the writing process.
PRIMARY WRITING - UNIT 3 I am so excited to teach this narrative writing unit! This writing curriculum is geared for kindergarten, first grade and can even be used in second grade classrooms. In Unit 3 , we are learning how to write a personal narrative . We practice writing about what we l
If you need a writing anchor chart to help your students with visual references, this post has 9 must-make anchor charts to boost your writers.
Happy Monday! Tonight I want to share a new pack with you to help your struggling writers with narrative writing. The pack would be perfect for writing
These picture books that demonstrate narrative writing can be used to help older students learn to write narratives.
I am beyond passionate about writing. I truly believe that writing is the corner stone to all thinking. Through writing children gain higher level thinking, use their creative talents, strengthen their reading and speaking abilities, and so on! Writing is POWERFUL! I have one rule in my classroom (okay well maybe more than one) but ... Read More about Writing with Mentor Texts
Do your students need help finishing a paragraph? This post will not only show you how to teach CLOSING SENTENCES, it will also show you ways to help your students be creative with their closing sentences by writing CLINCHERS. It is part of a STEP-BY-STEP WRITING® series of mini-lessons
Learning in Wonderland // A teaching blog featuring time saving resources, beautiful & functional classroom décor, and teaching inspiration!
This past week, we started a new personal narrative writing unit all about my many memorable firsts. I began this unit with a hook to engage student interest--we talked about roller coasters. Who doesn't have a love-hate relationship with a good ol' roller coaster? Especially in a room of second graders, the feelings are unanimous. "Roller coasters are SO MUCH FUN!" We talked about what it was like to go on a roller coaster for the very first time--how that wait in line feels like forever; how when you get into the cart and put on the seatbelt, your heart starts to race; how as the coaster slowly goes clickit-clackity up the tracks, you are thinking "We are going up so high!" and your heart is beating out of your chest; how at the very top it feels like the world stops for just a moment, and then woosh!; how you scream at the top of your lungs as you zoom down the track and loop upside down. I shared my personal story of the first time I went on the roller coaster The Mantis at Cedar Point, and my students were all in. They couldn't wait to start brainstorming! I modeled how to come up with some ideas to get my students on the right track (no pun intended), and put some common experiences down, like the first time I lost a tooth or the first time I rode a bike, to prevent students from getting "stuck" in a writer's block. Students had to come up with at least 3-5 ideas, but many of my students came up with many more. We did lots of sharing out, and then we each circled one idea on our web that we would write about. The next day, it was time to start some serious planning. I created a pre-writing organizer that would not only engage key information like the "who," the "where," and the "when" but also would engage sensory details right from the get-go. We spent the most time on the "Things on the Outside" section as we went through the five senses. What did I see? Hear? Smell? Feel? Taste? I chose to use the idea of the first time I swam underwater, so I wrote down things like I saw the blue water of the pool, I heard my mom cheering for me, I felt the blazing sun, I smelled chlorine and sunscreen, I tasted salty sweat on my lips as it dripped down my face. Then, it was time for our sequencing organizer to get the meat of our story told using temporal words. I can't wait until we are to the revising/editing portion and can dig into these checklists! If you are interested in this "My Many Memorable Firsts" common core aligned personal narrative writing unit, I just uploaded it to TPT. Just click the picture below! Also, get the "Peer Editing Checklist" as a FREEBIE! :) Click the picture below!
Read 10 great ideas and solutions for solving the lost pencils problem in classrooms in this blog post.
I am beyond passionate about writing. I truly believe that writing is the corner stone to all thinking. Through writing children gain higher level thinking, use their creative talents, strengthen their reading and speaking abilities, and so on! Writing is POWERFUL! I have one rule in my classroom (okay well maybe more than one) but ... Read More about Writing with Mentor Texts
Narrative Writing Sentence Starters...
Are you ready to give your students a narrative writing prompt but don't know where to start? The first step of the writing process is prewriting. This post will focus on ideas to use in your writing class to encourage prewriting in a narrative essay. This writing mini lesson
Looking for new and diverse personal narrative mentor texts? These books will have readers connecting with a variety of small moments.
This book makes a great mentor text for a personal narrative genre writing unit! Kids can relate to Fireflies by Julie Brinckloe and use some of the strategies she uses to revise their writing workshop stories. Read this post for mini-lesson ideas, an anchor chart, and freebie for Show, not Tell! Great for kindergarten and first grade.
Successfully teach personal narrative writing with these 15 personal narrative mini-lessons perfect for first, second, and third grade classrooms.
This blog post uses An A from Miss Keller as a writing mentor text. It includes a personal narrative checklist anchor chart, a writing lesson and FREE printables!
