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SUTW part 5

SUTW part 5

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Published by clausen01

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Published by: clausen01 on Mar 17, 2012
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05/13/2014

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Step Up To Writing
Narratives & Conclusion
 – 
Effective Writing Instruction
Teaching writingthroughconsistency andplanning.
Good writing is learned through practice andexperience. Not only should students practice writingtechniques that will help them develop the skillsnecessary to become effective writers, they shouldalso be exposed to amazing, inspiring writing. Whenreading my kiddos a story I often stop and say thingslike, “Wow! I just loved that sentence. Doesn’t it createa fabulous picture in your brain?” or “Aw…. NowTHAT is a great word!” Talk about the writing, theauthor’s technique just as much as the story itself.Those books allow for reading strategy and writingstrategy lessons.
 
Narratives
The Step up to Writing kit offers alot of different activities to do withnarrative writing. Most of it you’veseen before.One of the key things aboutnarratives is that although they areoften the most fun to read, they arenot a necessity. Tests are notdesigned around narrative writing.Students need to be able to writeexpository WELL. They are tested onexpository, they use expository towrite book reports, researchreports, doctoral theses. :DBut, as we all know, great fiction ornarratives are just FUN, and afabulous way to get kiddos to lovewriting.I think it’s important to have the kidsdo both narrative and expository. I’dsay I do about 2/3 expository writinglessons and 1/3 narrative in class.In one of the Step Up to Writing trainings I attended, the presentersuggested that in order to make itclear that narrative (stories) are acompletely different thing thanexpository, you should use purple.Purple ink when teaching, purplepaper, wear purple clothes.Yeah, that’s a little extreme. But the point is; stories have tobe set apart from informational pieces. With narratives,we don’t use the traffic colors or a T-chart. Fornarrative writing the plan is different. There is a beginningwhere the setting and characters are introduced, themiddle, which is several parts… where the plot, events andconflict are developed and come to a climax, and finally aconclusion. Narratives are much more difficult. Creativity isinvolved. Deep development of story elements can be adaunting task. The writing process here is not quick.There are several things you can do while reading stories to your students to help encourage students to think aboutwriting narratives effectively.
QUICK SKETCH
I mentioned this technique in an earlier section It is a good tool. Stop intermittently while reading and have the kidsquickly sketch what they “see” in their brain at that time.This will help students see that there is an order to stories…and certain things that happen in the beginning, middle andend. Older students can practice writing “scenes” based on their quick sketches.
 
 
2Traci Clausen / DragonfliesInFirst.blogspot.comStep Up to WritingNarrative Writing & Conclusion
The personal narrative has become a huge testing item. The kids need tocompletely understand this is NOT creative writing like a story. These arenon-fiction/true stories and are expository in nature.
 All writing must start with a plan. This applies tocreative writing as well. Some sort of a BME(beginning, middle, end) plan works best.Remember to allow for MANY parts in the middle,because that is the most lengthy part of any story.
CHARACTER DEVELOPMENT
 Who is the main character? Olderstudents should spend a good 10minutes getting to know their story’scharacter. I learned that J.K. Rowlinghad index cards for each of HarryPotter’s characters that contained the buzzwords for traits of thatcharacter (problem solver, smart,courageous, charismatic, etc.). Whata great way to study characters.Think of the limitless ways you couldstudy characters and their traits.
STORY STARTERS &TRANSITONS
Take some time to truly focus onhow stories start. Once upon a timecan get old really fast. (Although it’sa fabulous place to start in K1) Olderstudents need to investigate howinteresting starters can really set the tone for their stories.The transitions are not the same.First, then, next and finally don’talways work in narrative pieces.Students need to be taught that the transitions need to be there, but theyare not always so cut and dry.
 
B M E
 
The
burrito plan
is quick and easy. Students folda paper in 3rds and record the information foreach section. It can be completed using bulleteditems or complete sentences. It can be used as aplan as well as an activity to record these aspectsof stories they’ve read or heard.
 
These are my favorite.
Drawing Boxes
allow mylittle ones to first get down the pictures in theirheads, Then they create sentences from thoseideas. I think it’s an extremely effective way for them to make a complete

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