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Narrative Writing in K-2

This guide provides strategies and activities to help students in grades K-2 develop their narrative writing skills, including sequencing events, including details, using temporal words, and providing closure.

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Narrative Writing in K-2

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  1. Narrative Writing in K-2 Vincent Segalini Director of English Language Arts Office of Curriculum and Instruction

  2. The Standard: Kindergarten W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely connected events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

  3. What the Standard Says • Draw, dictate, and write a single event or loosely connected events. • Tell about events in the order that they occurred. • Provide a reaction to what happened.

  4. The Standard: Grade 1 W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

  5. What the Standard Says • Write narratives in which they recount two or more appropriately sequenced events. • Include some details regarding what happened. • Use temporal words to signal event order. • Provide some sense of closure.

  6. The Standard: Grade 2 W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

  7. What the Standard Says • Write narratives in which they recount a well-elaborated event or short sequence of events. • Include details to describe actions, thoughts, and feelings. • Use temporal words to signal event order. • Provide a sense of closure.

  8. Other Standards to Consider • CCR.W.5: Conference with teacher and peers. • CCR.W.6: Use digital tools to publish writing. • CCR.W.7: Recall information from experiences to answer a question. • L.K.1, 2, 4, 5, 6 • L.1.1, 2, 4, 5, 6 • L.2.1-6

  9. Beginning with the Personal Narrative “The child lives in a somewhat narrow world of personal contacts. Things hardly come within his experience unless they touch, intimately and obviously, his own well being, or that of his family and friends.” -John Dewey

  10. Beginning with the Personal Narrative Why should the personal narrative be the first writing a student composes? Because this is what they know; themselves. Their experience with the world is personal.

  11. A Process for Writing Step 1: Model narrative writing for students. • Use authentic literature • Model writing a narrative Step 2: Develop the idea Step 3: Plan the writing Step 4: Write the narrative Step 5: Peer and teacher conference

  12. Step 1: Modeling • Read a personal narrative aloud to students.

  13. Step 1: Modeling • Label three pieces of chart paper “Beginning,” “Middle,” and “End.” • With the students, identify the beginning, middle, and end of Chrysanthemum, writing and/or drawing each on the corresponding chart paper. • Remember, narrative writing uses time as its deep construct. Students should understand this concept as they move into their own narrative writing. Adapted from Dee Thompson, DeSoto County School District

  14. Step 1: Modeling • Next, tell the students a narrative, or story, about something that happened to you. • Be fun and creative. • With help from the students, write and/or draw the beginning, middle, and end of your personal narrative on new chart paper. • This modeling helps students to understand the sequencing of events in a narrative story.

  15. Teacher Model Writing Adapted from Dee Thompson, DeSoto County School District

  16. Step 2: Develop the Idea • Have students share a story with a partner about something that happened to them. • This becomes planning for the student writing. While the students share, their partner could ask clarifying questions to help with development of writing. • Students can then draw or sketch out their story, identifying the beginning, middle, and end.

  17. Step 3: Planning • Students can then draw or sketch out their story, identifying the beginning, middle, and end. • Students can plan out on a tri-fold paper, three sheets of chart paper, etc. labeled for beginning, middle, and end.

  18. Step 4: Writing • Students then begin writing their personal narratives. • Remember the standards for Kindergarten. The standards state students “use a combination of drawing, dictating, and writing.” • Students in K-2 are developing writers. Writing will look different for different students.

  19. Emergent Writing Adapted from Dee Thompson, DeSoto County School District

  20. Early Writers Adapted from Dee Thompson, DeSoto County School District

  21. Developing Writers Adapted from Dee Thompson, DeSoto County School District

  22. Fluent Writers Adapted from Dee Thompson, DeSoto County School District

  23. Kindergarten WritingSeptember Three Page Booklets Adapted from Dee Thompson, DeSoto County School District

  24. First Grade: September Adapted from Dee Thompson, DeSoto County School District

  25. Second Grade Adapted from Dee Thompson, DeSoto County School District

  26. Second Grade Adapted from Dee Thompson, DeSoto County School District

  27. Step 5: Conferencing • As a follow-up activity, ask students to return to their writing and to add details (through drawing or writing) about their narrative. • Students who have drawn their narrative can write letter sounds or words in their pictures. • Students who have drawn can also begin constructing sentences. • Have students conference with a peer. • Utilize the TAG technique.

  28. Everyone needs to be heard! T = Tell something you like • I like the way you… • I heard you say… A = Ask a question • What did you mean when you said… • What happened before…or after… G = Give a suggestion • Show me how you felt when… • Maybe move this part/ sentence to… Adapted from Dee Thompson, DeSoto County School District

  29. Step 5: Conferencing • As the teacher conferencing with the students, use sticky notes to share 2 things: • Share one thing that is good. • Share one thing in need of improvement. • For example, remind students a sentence begins with a capital letter or ends with end punctuation.

  30. Next Steps • Repeat, repeat, repeat. • Continue to model personal narratives and have students write personal narratives. • Use the information you gather during conferences and review of student work to determine mini-lessons and areas of focus for further instruction.

  31. Second Grade Revision Lesson Adapted from Dee Thompson, DeSoto County School District

  32. “Temporal” Words Adapted from Dee Thompson, DeSoto County School District

  33. “Temporal” Words • Transition words help writers signal the passage of time. • Students need to know these words for reading comprehension AND for writing. • These words should be placed on a Word Wall, as they will be used repeatedly. • The list of words can grow as students see the words in text.

  34. Closure • What is an effective closure for personal narrative in grades K-2? The end of the story. What happened last?

  35. Resources Common Core Website www.corestandards.org MDE Curriculum Page www.mde.k12.ms.us/ci MDE Common Core Page www.mde.k12.ms.us/ccss MDE Assessment Page www.mde.k12.ms.us/osa MDE SharePoint Website https://districtaccess.mde.k12.ms.us PARCC Website www.parcconline.org

  36. Contact Information Vincent Segalini -English/Language Arts vsegalini@mde.k12.ms.us

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