Building Narrative Skill and Interest

Students can study this story map, and discuss the cycle a story takes.  They can use the black and white copy at the bottom of the page to gently shade the different boxes as they learn about each story element. 

For many years, Massachusetts teachers at fourth grade have been analyzing, planning, and implementing learning experiences aimed at developing students' narrative writing skill.  In part, this effort, has been prompted by the yearly MCAS requirement that fourth grade students draft, edit, revise, then write a final copy of a four-page well organized narrative that demonstrates craft, rich vocabulary, and voice. Over time teachers in my school system have studied the work of Lucy Calkins, Barbara Mariconda, Ralph Fletcher, Georgia Heard, Ellin Oliver Keene, and more.

This year, with the help of Leslie Laud, a consultant from Hill Literacy, teachers in our district have analyzed and planned the narrative unit with new learning and focus. First, we are employing Self Regulation Strategy Development (SRSD) which is essentially a "coach yourself" approach that utilizes modeling, self talk, mnemonics and other independent strategies to develop students' writing ownership, skill, and investment. We also dove into the common core standards with greater depth focusing on the use of transition words, character reaction/interaction, rich vocabulary, detail/description, and strong endings. In addition, we are focusing on both personal (real) and imagined (fiction) narrative writing.

To date, students have analyzed mentor texts, written a pre-assessment narrative, participated in multiple word choice, craft, and organization lessons, edited a teacher's and peer's story, and written another narrative.  I analyzed students' work to date and recognized that going forward our emphasis needs to include more organization work, dialogue formatting/practice, greater elaboration, and continued personalized coaching.

To keep the momentum going, I'll start the week's learning by modeling the use of the story map at the top of the page as a reminder and guide during the pre-write and drafting stages.  The map demonstrates many of the features a writer needs to remember and employ when crafting a wonderful tale.  I'll focus on a story that I'm just beginning to craft so the share will be authentic.

Narrative at fourth grade is a challenging task, but one that can build class community, writing skill, and joy if introduced and promoted well.