I derive great pleasure in planning activities; more so, when I see them successful and when children say, “Can we carry on?” or even better, “Can I do another one?” This morning was one such experience for me. I was asked to plan a lesson for the Year 1’s (5-6 year olds) to help them achieve one of the writing skills, ‘I can sequence sentences to form a simple narrative’. I wanted the activity to be individualised and interesting. Of course, I would use visuals and introduce them to the idea of sequencing. They already knew and used time connectives (first, next, then, finally) to order events, so, a lot was revisiting and application of previously learned skills.
I decided to use three-piece puzzles, which I borrowed from my 2 year old daughter as the hook! These were perfect for story writing as each three-piece puzzle was a story! A terrific way to introduce children to a simple short narrative with a beginning, middle and end. I photocopied the puzzle and cut them into strips of visual stories. I had eight picture stories for those who preferred the ready-to-use visuals. For the more confident and risk taker writers, I gave three empty boxes for creation of visuals, to develop their own story.
My lesson started with a shared drawing. We drew a picture of a story. I made a mountain (hoping to get them oriented to what they would experience in Year 2 when they start writing stories using a story mountain) to introduce them to the concept of how a story is planned.
However, on seeing a mountain, children started calling out, “I’ve been to a mountain”, “I’ve seen a mountain”, “I’ve climbed a mountain!” So, I decided to ask one of the girl’s help me make up a story. I did not touch upon the concept of a story mountain but we reached the top and back down nevertheless. We decided to take her and her mum and dad on a climbing adventure. We talked through the picture story.
This was our shared picture! The story was simple – a girl, her mum and dad were thinking about climbing a mountain (picture erased). They started walking up, took a little rest (look for the three chairs), walked again and when they reached the top, they said “yoohoo”! They decided to walk back down, which was easier and reach home in time for dinner (table with three chairs).
We then moved on to our shared writing task where I had a simple 3 piece puzzle story as a prompt and we developed the story together using words like, first, then, finally. I told them to add details where possible and if they wanted.
The children were excited and ready to write their independent stories. Here is what they came up with!
I thoroughly enjoyed working with the Year 1’s today. I was extremely impressed with their ability to write an extended story. Aren’t they amazing? Most of them added more detail than just writing a line or two about each picture. Did they accomplish their goal? Yes! They were all able to write a short narrative in a sequence. How long did we take to achieve all of this? 45 mins! Yes, it’s possible!
Through this piece of work, there were some other end of year expectations that they also met:
- Write sentences by saying out loud what they are going to write about
- Write sentences by sequencing sentences to form short narratives
- Re-read what they have written to check that it makes sense
- Discuss what they have written with the teacher
- Leave spaces between words
- Join words and clauses using ‘and’
- Begin to punctuate sentences using a capital letter and a full stop
Have you had any positive experiences of story writing in your class? What has been a great hook that has worked successfully in your class lately?