Lesson
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Overview of Personal Narrative Grade K-1
Stage
Student Action
Prewriting
Writers revisit oral story
telling as a strategy for
prewriting.
Prewriting
Writers practice zooming
in in order to narrow
down their ideas.
Prewriting
Writers practice zooming
in with one time, one
place strategy.
Prewriting
Writers practice telling a
story using sequencing
cards.
Drafting
Writers tell their stories
across their fingers using
the Story Hand graphic
organizer.
Immersion/Drafting
Writers practice strategies
they have learned and
look at student mentor
texts as examples.
Drafting
Writers spell by stretching
the sounds they hear
Drafting
Writers narrow down to
one story idea. Writers
sketch their story idea on
a 5 frame graphic
organizer.
Drafting
Writers learn to transfer
their sketches to words.
Drafting
Writers name different
emotions in preparation
for adding details to their
stories.
Drafting
Writers draft endings to
their stories by naming
feelings.
Revising
Writers add detail to their
stories using the five
senses.
Revising
Writers revise for
transition words
Editing
Writers fix and fancy up
their writing
Time Frame
2 days
1 day
1 day
1 day
1 day
2 days
1 day
2 days
2-3 days
1 day
1 day
1-2 days
2 days
1-2 days
Standards: W.K.3, W.K.5, SL.K.1, SL.K.1a, SL.K.1b, SL.K.3, SL.K.4, SL.K.5, L.K.2d, W.1.3, W.1.5, SL.1.1,
SL.1.1a, SL.1.1b, SL.1.1c, SL.1.3, SL.1.4, SL.1.5, SL.1.6, L.1.1, L.1.2b, L.1.2, L.1.2e
1
K-1 Personal Narrative Writing
Lesson 1 (2 days)
Concept: Writers prewrite as they plan and rehearse their writing.
Student Action: Writers use the strategy of oral storytelling for generating story
ideas.
Pre-Corrections:





Materials:


1.
I Do It
Connection
2.
Teach
3.
4.
Make connections to the writing process steps you taught in the
immersion unit. During this lesson, you are in the “Think” stage.
For struggling writers, consider putting them in triads during “I Do It”
and “We Do It” (low, medium, high)
If you anticipate that students will not be able to come up with an
idea to write about, then choose a shared experience from school
for your example.
Have students who have a hard time getting started stay back on the
carpet with you. Have them tell their story again orally to you or to a
partner before they go to their seat.
When using examples and non-examples, be sure to always end with
the example – what you want students to do.
Writing paper you used during immersion unit
Writing Process Steps Chart from Immersion Unit (to use as a
resource)
“Writers, we have been reading small moment stories and writing in
our writing workshop for a while. Now, I want to teach you how to
write a small moment story.
The first step writers do to write a small moment story is think of a
story idea – something they want to write about. Demonstrate the
gesture of pointing to your temple when saying “Think of a Story
Idea.”
One way to think of a story idea is to remember a time when you
were scared, excited, mad, or nervous, and then write about it.
(These are just examples – choose your own words based on your
discussions during immersion unit.)
Think aloud while you come up with a story idea.
 Non-Example: I remember a conversation I had yesterday
with my son when we were driving home, but I really wasn’t
excited, or scared, etc. It was just kind of a regular thing that
happens every day. So, I’m not going to choose to write about
that.
 Example: I do remember the time I decided to go down a
scary water slide and how nervous and excited I was to do it.
Because it was so exciting, I remember every detail. So, I’m
definitely going to write about that!
2
We Do It
Active
Engagement
Mid-Workshop
Teaching Point
You Do It
Link
1. Now I want all of you to close your eyes and think of a time when you
were excited, scared, and mad, etc. After they’ve had time to think,
have them turn and talk to tell their partners what their stories will
be about.
2. Circulate the group to listen to their stories and choose a student to
stand in front of the group to share their story idea.
3. After the student tells the group what he is going to write about,
prompt the student to tell the story. Afterwards, paraphrase what
he just said and hold up one finger for each the beginning, middle,
and end of his story as you tell it.
4. Emphasize that this is a great story to tell because the particular
emotion he was feeling will help him write all of the details to tell his
story.
Options:
 Notice common errors students are making and teach to them
 Highlight a student who is applying strategy
1. When I was listening to all of you talk to your partners, I heard some
great story ideas! Just like writers do, you used the strategy of
thinking of a time when you felt a strong emotion to help you come
up with your idea. Now your job is to write a story about it!
Options:
After-the Review the day’s teaching point
Workshop Share

Assessment
Check Point


Highlight a student’s work that is in line with focus for the day
(or have the student do it)
Have students partner up to share
Circulate through the room and support writers with
encouragement. Make anecdotal notes regarding student
progress.
3
4
K-1 Personal Narrative Writing
Lesson 2
Concept: Writers prewrite as they learn what it means to zoom in.
Student Action: Writers practice “zooming in” in order to narrow down their
ideas.
Pre-Corrections:
Materials:
I Do It
Connection
Teach

Keep students at their desks for this lesson or have them come to
the carpet with a clipboard, writing utensil, and drawing paper.
 Students and Teacher will use the drawing of the playground in the
next lesson. You may want to copy your drawing for students who
are absent to use the next day.
 For struggling writers, consider putting them in triads during “I Do
It” and “We Do It” (low, medium, medium)
 When teaching examples and non-examples, always end with what
you want them to do – the example.
 Clipboard (optional)
 Writing utensil
 Writing paper with space for ample space for drawing (see
www.amaesd.org, TWP page for K-2 writing paper options)
1. Tell students that you took their writing folders home last night to
read. It was so much fun to read your stories and hear about
everything that you do, but I realized something. I realized that we
need to work on something that older writers do now that we’ve
been writing for a while. We need to work on “zooming in” on small
moments instead of telling about everything that happened. Let me
show you what I mean.
2. Explain to students that you want to write about something you did
in the classroom. Tell students that you could write about
everything you like to do in the classroom or you could write about
one thing you did in the classroom that was a lot of fun.
Non-Example: Look around the classroom and have students look
with you. Hmmm…I like to draw in the classroom using the art
supplies in that cupboard. That’s fun. And then I like to sit on the
carpet over there when it’s reading time. And then I like to pick
books out in our classroom library. And then I like to sit at my desk
over there next to my friends. I love my classroom.
After you are done telling your story, ask students to comment. Did
I zoom in on a small moment – tell a story about just one thing? Or
did I tell about everything I like to do in our classroom?
Example: Look around the classroom and have students look with
you. This time make circles out of your hands and put one on top of
the other to make a telescope. Look through your “telescope” and
have students do the same. As you look around, make comments
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1.
We Do It
Active
Engagement
2.
3.
4.
about what you are seeing now that you are “zooming in.” Choose
something to tell a story about. Yes! Now I am looking at the art
supplies in a new way. I remember the time when we got to use
glitter. I was so excited that I shook the glitter bottle too hard and
all of it went in my hair! I decided to leave it there for the day and
pretend I was a fairy with pixie dust in my hair.
After you are done telling your story, ask students to comment. Did
I zoom in on a small moment? What story was better to listen to
compared to the first?
Explain that you just showed them how to zoom in on one place in
the classroom. Now they are going to practice zooming in on one
place on the playground. First they have to think of what the
playground looks like.
Guide students in drawing the playground step-by-step.
a. Close your eyes and recall what the playground looks like.
Think aloud as you decide what to draw first.
b. Start drawing your first picture (i.e. the slide). As you are
drawing, explain what you are doing and tell students what
area of the paper they should draw their slide.
c. Students draw a slide on their papers. Have students give a
thumb up when they are done.
d. When most students are done, repeat the steps above to
draw the next part of the playground.
After the sketches of the playground are complete, ask students to
look at their drawing with their telescope (circled hands, one on
top of the other) to zoom in on their favorite part. Make a
connection to how writers zoom in on just one moment.
Model for students how to circle your favorite part of the
playground – the part you want to write about. Have students do
the same.
There will not be any independent work on this day.
You Do It
Link
6
K-1 Personal Narrative Writing
Lesson 3
Concept: Writers prewrite by continuous work on zooming in.
Student Action: Writers practice zooming in with the one time, one place
strategy.
Pre-Corrections:



Materials:


1.
I Do It
Connection
Teach
2.
&
We Do It
3.
Active
Engagement
4.
For students who were absent for the previous lesson, have copies
of your drawing of the playground and have them circle their
favorite spot before this lesson starts.
For struggling writers, consider putting them in triads during “I Do
It” and “We Do It” (low, medium, medium)
When teaching examples and non-examples, always end with what
you want them to do – the example.
Drawing of Playground from previous lesson – Teacher and Student
Copies
Anchor Chart – Think, Picture, Say, Sketch, and Write
Lead an interactive review of what zooming in means. Tell a story
that is a non-example (includes many events) and say this story is
number one. Then tell a story that is an example (zoomed in on a
small moment) and say it is number 2. (See previous lesson.) At the
end of telling both stories, have students show you with their
fingers what story was “zoomed in-“ number 1 or number 2.
Commend students for being able to recognize what story was
zoomed in on a small moment. Explain that now the tough part is
making sure that you can write a small moment.
Explain that you want to teach them a strategy that writers use to
help them zoom in on a small moment. (Hold up one finger) They
think of “one time, one place.” Invite students to chorally respond
by asking them, “What do writers think of?” Students say, “One
time, one place” and hold up one finger.
Demonstrate how to write about one time, one place with your
drawing of the playground from the day before using the process
below.
a. Remind students that they all circled the spot on the
playground that they wanted to write about. Point to your
spot. I circled the slide because I love playing on the slide.
So, this is my one place. Hold up one finger.
b. Ask students to put their finger on the spot on their drawing
of the playground that they circled. Have students turn and
tell their partner their one place using a sentence starter.
Partner 1 tells Partner 2, “My one place is…” After most 1s
have shared, have 2s start talking using the same sentence
starter.
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c. Now I need to think of one time (hold up finger) that I want
to zoom in on to write my small moment story. I know the
strategy that we always use to help us get started, so I am
going to use that – Think, Picture, Say.
d. Hmmm…I think I’m going to write about the time I decided
to go down the slide when it was icy. Yes. That’s what I’m
going to write about. Remember, as I picture my story I will
be playing it back like a movie in my mind. But, because it is
in your mind, you can’t hear what I’m saying. You will only
be able to see me telling my story across my fingers. Close
your eyes and exaggerate your thinking while hold up one
finger at a time.
e. Ask students to think of their one time they would like to
write about. Have them put a thumb up when they have
thought of it. When most students have their thumbs up,
have them close their eyes to picture their story in their
mind.
f. Model how to say your story across your fingers and be sure
to emphasize how you are staying with “one time, one
place.” (Thumb: introduces character and setting,
Forefinger: What happened first, Middle Finger: What
happened next, Ring Finger: What happened last, Pinky:
Wraps it up.)
g. After you have told your story across your fingers, begin
writing your model story. Do not write the entire story, just
a couple of sentences. Be sure to engage students during
the process.
Mid-Workshop
Teaching Point
You Do It
Link
After-the-
Options:
 Notice common errors students are making and teach to them
 Highlight a student who is applying strategy
1. Explain that it’s time for them to write about their one time,
one place.
2. Have students point to the spot on their drawing of the
playground and think again about their one time, one place.
3. Have them tell their story across their fingers to a partner.
Partner 1, say to partner 2, “The first thing that happened in my
story is… After most partners have had a chance to share,
switch to Partner 2. Use the same sentence starter.
4. Once they are done, send them off to write their stories.
Options:
 Review the day’s teaching point
8
Workshop Share

Highlight a student’s work that is in line with focus for the day
(or have the student do it)
 Have students partner up to share
Assessment Check Collect students writing about the playground to determine how they
are doing with one time, one place.
Point
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K-1 Personal Narrative Writing
Lesson 4
Concept: Writers prewrite by learning that narratives have sequence.
Student Action: Writers practice telling a story using sequence cards.
Pre-Corrections:
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Materials:




1.
I Do It
Connection
Teach
2.
3.
4.
Feel free to use other sequencing cards for this lesson. The pictures
available on the web were not ideal.
After this lesson, place helping words “First, Next, and Finally” on
your word wall.
For struggling writers, consider putting them in triads during “I Do It”
and “We Do It” (low, medium, medium)
When teaching examples and non-examples, always end with what
you want them to do – the example.
Sequencing pictures of Snowman
Sequencing pictures of Making a Bowl of Cereal
Writing booklet with Cereal pictures in it.
3 Word Cards that say “First,” “Next,” and “Finally” (not provided) or
they could be written on the board.
Explain to students that they have been practicing how to write
about one time and one place to have a “zoomed in” story. Tell them
you read their stories about one time and one place at the
playground and you noticed something– not all writers tell about the
events in their story in order from beginning to end. Tell them you
would like to practice telling a story in order because this helps
writers create a zoomed in story that makes sense to the reader.
Present the word cards to students. Explain that these are words that
help you tell a story in order. Use the following process to introduce
the words.
a. Point to the word and say “This word is first.”
b. Ask students, “What’s the word?”
c. Students say “First.”
d. Repeat for the remaining two words.
Explain that “First” helps you tell about the first part of your story.
“Next” helps you tell the second part of your story. “Finally” helps
you tell what happened last.
Present the 3 picture cards (out of order) and explain that you are
going to model how to check whether or not the order of the cards is
correct – use the pictures to tell the story.
Non-Example:
 Put each card underneath a helping word, but put them out
of order.
 Explain that you will check your work by telling a story about
the pictures.
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 Model how to tell the story using first, next, and finally.
 Ask students if the order of that story makes sense?
Example:
 Put each card underneath a helping word, but put them in
order this time.
 Explain that you will check your work by telling a story about
the pictures.
 Model how to tell the story using first, next, and finally.
 Ask students if the order of that story makes sense?
1. Present new picture cards (making a bowl of cereal). This time have
We Do It
students put them in order using the process below.
a. Point to the word card “First” and say “Partner 1 tell partner 2
Active Engagement
– the first picture is…” Regain students’ attention after most
partner 1s have shared.
b. Call on an individual student to tell you what picture goes
under the word “First.”
c. Repeat process for the next two pictures. Rotate partner
numbers at each step – partner 2 tells partner 1 what picture
is next; partner 1 tells partner 2 what picture goes under
“finally.”
2. Ask students, “What is this story about?” Have them tell the story
using the helping words to a partner – when most 1s have finished,
have 2s tell the story using the helping words.
3. Introduce writing booklet. Explain that they are going to use the
pictures in this booklet to write a story that is in order using the
helping words, “first, next, and finally.”
4. Model how to write about the first picture. Hmmm…I know I need to
use my helping word, “first” to start my story about making a bowl of
cereal. So, that’s how I’m going to start my sentence. Write the word
first. Ask students the first thing you need to do to make a bowl of
cereal. Then write the rest of your sentence. Consider as a precorrection to write the helping words that correspond with the
pictures on each page so they can trace them.
Options:
Mid-Workshop
 Notice common errors students are making and teach to them
Teaching Point
 Highlight a student who is applying strategy
You Do It
Link
After-theWorkshop Share
1. Explain to students that they are going to write about making a bowl
of cereal using the special booklets.
Options:
 Review the day’s teaching point
11

Assessment
Checkpoint


Highlight a student’s work that is in line with focus for the day (or
have the student do it)
Have students partner up to share
Collect students’ sketches to additional teaching points for groups
of students.
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13
14
15
Lesson 5
Concept: Writers draft by telling stories across their fingers.
Student Action: Writers draft by learning how to use the Story Hand Graphic
Organizer.
Pre-Corrections:




Materials:
I Do It
Connection
Teach
We Do It
Active



Make connections to the writing process steps you taught in the
immersion unit. During this lesson, you are in the “Say” stage.
For struggling writers, consider putting them in triads during “I Do It”
and “We Do It” (low, medium, high)
Have students who have a hard time getting started stay back on the
carpet with you. Have them tell their story again orally to you or to a
partner before they go to their seat.
When using examples and non-examples, be sure to always end with
the example – what you want students to do.
Writing paper you used during immersion unit
“My Story Planning Organizer”
Writing Process Steps Chart from Immersion Unit (to use as a
resource)
1. Review yesterday’s lesson with students (sequencing). Emphasize
that writers zoom in when they write a story.
2. Explain that once writers decide the important part and the order it
happened, they don’t start writing right away. They practice their
story by telling it out loud across their fingers. Explain that you are
moving from the “Think” step of the writing process to the “Say”
step.
3. Display the visual entitled, “My Story Planning Organizer.” Students
should have seen this during the immersion unit.
4. Review with students how to use this visual as a guide when you
practice your story.
a. Thumb: Who is my story about? Where does it take
place?
b. First Finger: What happened first?
c. Middle Finger: What happened second?
d. Ring Finger: What happened last?
e. Pinky: How did I feel?
5. Tell the same story you modeled in a previous lesson across your
fingers, touching each finger as you tell your story.
1. Retell the story (across your fingers) you told about the shared event
during “We Do It” in lesson 2. Think aloud as you ask the question(s)
associated with each finger. Ask students to touch each of their
fingers along with you as you tell the story.
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Engagement
2. Have students tell the same story across their fingers to a partner.
Structure it so partner 1 goes first while you circulate the room.
After most 1s are done, have 2s go next.
Mid-Workshop
Teaching Point
Options:
 Notice common errors students are making and teach to them
 Highlight a student who is applying strategy
You Do It
Link
After-theWorkshop Share
1. Use the process below to have students orally rehearse their stories
with their partners (make sure partners are numbered 1 and 2).
Circulate among the partners as they are talking.
a. Focus on the Thumb – Who is my story about? Where
does it take place? Have partner 1 say to partner 2, “My
story is about…” Switch after most 1s are done. Make
sure you have 2s use the sentence starter.
b. Focus on the Fore Finger – What happened first? Partner
2 says to partner 1, “The first thing that happened is…”
Switch after most 2s are done. Make sure you have 1s
use the sentence starter.
c. Focus on the Middle Finger – What happened next?
Partner 1 says to partner 2, “The next thing that
happened is…” Switch after most 1s are done. Make sure
you have 2s use the sentence starter.
d. Focus on the Ring Finger – What happened last? Partner
2 says to partner 1, “The last thing that happened is…”
Switch after most 2s are done. Make sure you have 1s
use the sentence starter.
e. Focus on the Pinky Finger – How did I feel? Partner 1 says
to partner 2, “I felt…” Switch after most 1s are done.
Make sure you have 2s use the sentence starter.
2. Call on a few students to come up in front of the class and orally tell
their story across their fingers. Scaffold when necessary
There will be no writing on this day
Options:
 Review the day’s teaching point
 Highlight a student’s work that is in line with focus for the day
(or have the student do it)
 Have students partner up to share
17
Middle
Ending
Beginning
My Story
Planning
Organizer
18
K-1 Personal Narrative Writing
Lesson 6 (2 days)
Concept: Writers draft more stories.
Student Action: Writers practice using the strategies they have learned and look
at student mentor texts.
Pre-Corrections:
Materials:




I Do It

Connection

1. You may want to support struggling writers with more guided
practice during these two days.
2. Notice that the mid-workshop teaching point has a big impact on
this lesson. You will spend at least 10 minutes stopping and
teaching mid-way through today).
3. Also notice that this is a 2 day lesson as this should be done for two
days consecutively in order to give students enough practice with
writing time.
Writing paper
Story Hand posted
Helping words posted or on word wall
Anchor Chart – Think, Picture, Say, Write
Explain to students that they will be using the graphic organizer to plan
their stories.
Lead a quick review of a teaching point that meets the needs of your
classroom. The purpose of this time is to let students explore.
Teach
We Do It
Active
Engagement
You Do It
(15 minutes)
Link



Students write stories.
Circulate the room and provide support for writers. Consider pulling a
small group to offer more support.
Support the use of the strategies you have taught when appropriate.
19
Mid-Workshop  After students have independently practiced for about 15 minutes,
stop them to share a student sample (see attached).
Teaching Point
(10 minutes)  Read through the student sample provided. Facilitate conversation

After-theWorkshop
Share
around the craft of the narrative (i.e. What do you like about this
writing? What do you think is done well? Can you tell what the small
moment is? What type of details can you find?) Ask students to turn &
talk before you call on individuals so everyone has an opportunity to
respond.
Remind them of the strategies they have learned (zooming in,
sequence, and telling the story across their fingers) and point out how
the author of this example used those strategies.
Options:
 Review the day’s teaching point
 Highlight a student’s work that is in line with focus for the day (or
have the student do it)
 Have students partner up to share
20
21
22
23
K-1 Personal Narrative Writing
Lesson 7
Concept: Writers continue to draft by using words to tell a story.
Student Action: Writers spell the best they can by stretching the sounds they hear
and using word wall words.
Pre-Corrections:
Materials:
I Do It
Connection
Teach
We Do It
Active
Engagement

Pre-select 8-10 word wall words and words that you can stretch the
sounds for this lesson. Choose words that are commonly misspelled.
 White boards or other options for response sheets.
 Example of a labeled picture from a mentor text
 T-chart drawn on the board – Word Wall Word/Stretch Word
1. Explain to students that they have been learning strategies that will
help them become even better writers. Today, they are going to
learn another strategy that will help them become even better
spellers. Emphasize that when you write a story, you want to make
sure that your reader can read the words. One way to do that is to
always spell the best you can.
2. Introduce the strategy. The strategy I’m going to teach you today is
called, “word wall first.” Ask children, “What’s the name of the
strategy?” Invite them to respond chorally. One way I can make sure
that I always spell the best I can is to try to find my word on the word
wall first. When I don’t know a word, the first thing I do is think to
myself, “word wall first.” Ask children, “What do I think?” Invite them
to respond chorally. Then I know to look at the word wall to see if it’s
a word wall word. If I see the word I want to write on the word wall, I
can copy it on to my paper. If I don’t see it, then I know it’s a stretch
word, and I have to stretch the sounds I hear in order to write it.
3. Explain that it’s time to start practicing how to use the strategy. Use
the process below.
a. Say one of your pre-selected words out loud. Explain that you
need to use “word wall first” to see if it’s a word you can
copy.
b. Ask students, “What do I need to use?” Invite students to say
“Word wall first” chorally.
c. Model how to look for the word on the word wall. Invite
students to look to see if it’s on the word wall, but they can’t
say their answer aloud. As soon as they know, have them
indicate it by putting their thumb up at their chest. When
most students have a thumb up, ask them, “Is it a word wall
word or a stretch word?” Invite them to respond chorally.
d. If it’s a word wall word, have them copy it on to their white
board. If it’s a stretch word, guide them in stretching the
sounds they hear. When most students have finished, have
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them hold their white boards up.
e. Write the word on the appropriate place on the T-chart. Have
students point and say each letter in the word with you (you
point to the board; they point to their white board). If they
had any errors, ask them to fix it.
f. Repeat as many times as you would like, making sure to have
equal practice with word wall words and stretch words.
Mid-Workshop
Teaching Point
You Do It
Link
After –theWorkshop Share
Options:
 Notice common errors students are making and teach to them
 Highlight a student who is applying strategy
1. Explain to students that when they come to a word they don’t know
how to spell today and every day, they need to think to themselves –
word wall first to be sure they are using the tools in the room as a
resource.
2. Support this strategy when appropriate while students are writing.
Options:
 Review the day’s teaching point
 Highlight a student’s work that is in line with focus for the day (or
have the student do it)
 Have students partner up to share
25
K-1 Personal Narrative
Lesson 8 (2 days)
Concept: Writers plan and rehearse their writing.
Student Action: Writers plan their stories on a 5-frame graphic organizer.
Pre-Corrections:






Materials:

Make connections to the writing process steps you taught in the
immersion unit. During this lesson, you are in the “Sketch” stage.
Review the questions associated with each frame of the graphic
organizer by having students touch each frame and read the
questions chorally.
Have students bring materials with them to the carpet.
The story you tell during “I Do It” will be the story you model for
several lessons.
Students will stick with the story they plan for several lessons. Come
up with a system to record their ideas so you can help them
remember.
You may want to send home a blank graphic organizer to have
students sketch a story with adults at home.
5-Frame Graphic Organizer – Blank copies for teacher and students

I Do It
Connection
Teach
&
We Do It
Active
Engagement
Explain to students that they will be using a more advanced graphic
organizer to plan their stories. This is a story that they will be
bringing to publication.
 Ask students to close their eyes and think of the small moment story
they will be planning to use for the rest of this unit. Maybe it’s one
they have already written about but they want to revisit it. Ask them
to put a thumb up when they are done. Have them turn and tell and
partner what their story is about. Call on a few students to share.
 Model how to complete the graphic organizer:
DAY 1
a. Tell students what your story is about. Then, tell your story
across your fingers explaining that this helps you remember
exactly how the story goes.
b. Ask students to turn and tell their stories across their fingers to
their partner.
c. Complete frame 1 by sketching a picture. Think aloud and
emphasize the question that goes with that frame.
d. Ask students to sketch a picture in frame 1 of their graphic
organizer. Circulate the room.
e. Repeat process for frames 2-4.
DAY 2
a. Tell your story as you touch each sketch in the frames of the
graphic organizer that are completed.
26
b. Ask students to turn and tell their stories to a partner, touching
each sketch in the graphic organizer.
c. Complete frame 5 by sketching a picture. Think aloud and
emphasize the question that goes with that frame.
d. Ask students to sketch a picture in frame 5 of their graphic
organizer. Circulate the room.
e. Now that the graphic organizers are completed, ask them to turn
and tell a partner their stories again, touching each frame of the
graphic organizer. Call on a few students to come up and share
their story.
Mid-Workshop
Teaching Point
You Do It
Options:
 Notice common errors students are making and teach to them
 Highlight a student who is applying strategy
There will be no independent work on these days as they will be led
through the process with a partner.
Link
Options:
After-the Review the day’s teaching point
Workshop Share

Assessment
Checkpoint


Highlight a student’s work that is in line with focus for the day
(or have the student do it)
Have students partner up to share
Collect graphic organizers. Determine who needs additional
support and consider doing a small group conference with them
the next day.
Record student’s story ideas so you can help them remember.
27
Who is my story about?
Where did it take place?
What happened first?
What happened next?
How did I feel?
28
What happened last?
K-1 Personal Narrative
Lesson 9 (2-3 days)
Concept: Writers draft their stories.
Student Action: Writers draft their stories transferring the sketches from the 5frame graphic organizer to words on paper.
Pre-Corrections:



Materials:
I Do It
Connection
Teach
We Do It
Active
Engagement



Make connections to the writing process steps you taught in the
immersion unit. During this lesson, you are in the “Write” stage.
Students will stick with the story they plan for several lessons. Come
up with a system to record their ideas so you can help them
remember.
If you anticipate that some students will not remember their stories,
meet with them before the lesson to have them orally rehearse with
you. Prompt as needed.
Have students bring materials with them to the carpet.
Completed 5-Frame Graphic Organizers from previous lesson.
3-page Writing Booklet
DAY 1
 Explain to students that now they will be using the graphic organizer
to help them write their stories on special writing paper. Introduce
the writing booklet. Point out that the pictures in the booklet match
the pictures on the graphic organizer.
 Model how to use the graphic organizer to remember the story you
wrote. Touch each sketch as you tell your story.
 Explain that now your job is to turn the sketches on the graphic
organizer into words. Option: You can have the kids cut the graphic
organizer and glue the sketches onto the corresponding pages to
help them transfer.
 Model how to start your story. Point to the sketch in the first frame.
Think aloud about who your story is about and where it happened.
 Write the beginning of your story on the first page of the booklet
(write 3 sentences per page.)
 Ask students to turn & talk. Point to the first frame of the graphic
organizer. Tell your partner how you will write the first page of your
story.
 Model how to write the middle of your story. Touch the frames,
numbered 1-3, on the graphic organizer as you tell what happened
first, next, and last.
 Write the middle of your story on the second page of the booklet (57 sentences). To make this portion interactive, stop throughout your
writing to have kids make suggestions, tell you what is next, etc. If
you have them turn & talk first before you call on individuals, then
29
everyone will have a chance to respond.

Mid-Workshop
Teaching Point
You Do It
Ask students to turn & talk. Touch the frames to tell your partner
what happened first, next, and last.
DAY 2
 Reread your story from the day before. Tell the students that you
reread to help you remember how the story should end. Touch
the frame on the graphic organizer and tell the ending of the
story.
 Write your story ending on the third page of the booklet.
Non-Example: The End. Then I went to bed.
Example: I was so happy I finally got to ride my new bike.
 Ask students to whisper read their story.
 Have them tell a partner how they will end it.
DAY 3 – Optional
 Review days 1 & 2.
Options:
 Notice common errors students are making and teach to them
 Highlight a student who is applying strategy

Make sure students know what pages of their booklets they will
be writing on.
Link
Options:
After-the Review the day’s teaching point
Workshop Share

Assessment
Checkpoint
Highlight a student’s work that is in line with focus for the day
(or have the student do it)
Have students partner up to share

DAY 1
 Collect ½ of the student booklets to assess how they are doing.
Choose the students who may struggle so you can support them on
Day 2.
Day 2
 Collect the remaining student booklets to assess.
30
31
32
33
K-1 Personal Narrative Writing
Lesson 10
Concept: Writers continue to draft by adding details.
Student Action: Writers name different emotions in preparation for adding details
to their stories.
Pre-Corrections:


Materials:
I Do It
Connection
Teach
We Do It
Active
Engagement
You may choose to use a different emotions chart if you do not
prefer the one attached.
For struggling writers, consider putting them in triads during “I Do
It” and “We Do It” (low, medium, medium)

Mentor text of your choice: Today I Feel Silly, Jamie Lee Curtis; How
Are You Peeling?, Saxton Freyman; The Way I Feel, Janan Cain; Glad
Monster, Sad Monster, Ed Emberley; The Feelings Book, Todd Parr
 Emotions Chart with only numbers
 Emotions Chart with words
 Write a word bank on the board with the following words: Happy,
Worried, Excited, Sad, Scared, Worried, Confused
1. Explain that today they are going to learn another strategy that
writers use – adding details by writing about feelings. Tell students
that tomorrow, they will be practicing how to do this as writers.
Before they do that, they need to know different names for
emotions that you feel.
2. Read the mentor text that you chose. Stop at several places in the
stories and ask students to make a connection to a particular
emotion.
1. Tell students that they just read about a lot of different emotions
that they could describe to add details to their writing.
2. Point to the word bank on the board and explain that these are the
emotions that they are going to think about a little more. Read
through each word in the word bank by saying, “This word is _____.
What’s the word?” Then invite students to respond chorally.
3. Display the emotions chart with only numbers on it. Have students
match the words with the picture that displays that emotion using
the following process below.
a. Read the first word in the word bank.
b. Ask students to think about what picture matches the word.
Have them place the appropriate number of fingers on their
desk.
c. Once most students have the appropriate number of fingers
on their desk. Ask them all to hold up their fingers at the
same time.
d. Write the name of the emotion under the picture.
34
e. Repeat until chart is completed.
Mid-Workshop
Teaching Point
You Do It
Link
After-theWorkshop Share
Options:
 Notice common errors students are making and teach to them
 Highlight a student who is applying strategy
1. Distribute the emotions chart with words to each student. Have
them turn & talk to a partner. Partner 1 touches each picture and
says the emotion that matches it. When most 1s are finished, have
2s do the same thing.
2. Ask students to place the chart in their folders.
3. There will be no independent writing this day.
Options:
 Review the day’s teaching point
 Highlight a student’s work that is in line with focus for the day
(or have the student do it)
 Have students partner up to share
35
36
37
K-1 Personal Narrative Writing
Lesson 11
Concept: Writers draft endings.
Student Action: Writers draft endings to their narratives by adding feelings.
Pre-Corrections:

Materials:




1.
I Do It
Connection
Teach
We Do It
Active
Engagement
Mid-Workshop
Teaching Point
You Do It
Link
For struggling writers, consider putting them in triads during “I Do
It” and “We Do It” (low, medium, medium)
Writing paper
Emotions Chart with words on it
5 Frame Graphic Organizer
Student sample mentor text from previous lessons
Tell students that they are going to add details by writing about
feelings just like authors do.
2. Display graphic organizer. Ask students, “Which box has a heart on
it?” Invite students to respond chorally.
3. Tell students that the last box is where you tell how you feel. It is
the ending of the story. Reveal the pictures in the box and write
“Feelings” next to it.
4. Review each box with students and what went in those boxes. Pull
out the emotions chart and explain that this chart will help you to
pick a feeling OR emotion to end the story with.
5. Pull out your sample student story. Show how in the student
sample, the story Snowy Day ends with feelings. Explain that you
want students to add to the end of their story by writing in their
emotions or feelings.
1. Model with your own story say: I know at this page, I want to end
by describing how I was feeling. Hmmm…I can’t remember the
word for how I was feeling. I know! I can pull out my emotions chart
to help me with that. Let’s see – I think the word I want is excited.
2. Ask students to reread the stories they brought to the carpet with
them by whisper reading.
3. Have students turn and talk. Partner 1 tells partner 2, “I was
feeling…” When most 1s have finished, have 2s use the same
sentence starter to tell their partner.
Options:
 Notice common errors students are making and teach to them
 Highlight a student who is applying strategy
1. Explain to students that their job is to end their story by writing
about their feelings. Ask students, “What are you going to write
about?” Invite them to respond chorally.
38
After-theWorkshop Share
Assessment
Checkpoint
2. Students finish their stories by describing how they are feeling.
Options:
 Review the day’s teaching point
 Highlight a student’s work that is in line with focus for the day
(or have the student do it)
 Have students partner up to share
Collect student papers to determine how well students are describing
their feelings. Reteach as necessary.
39
K-1 Personal Narrative Writing
Lesson 12
Concept: Writers revise their stories for details.
Student Action: Writers learn to add details to their stories by using the five
senses.
Pre-Corrections:
Materials:
I Do It
Connection
Teach

The goal is for students to revise the one story they have been
focusing on.
 For students who finish their revisions of stories early, you may
allow them to plan another story on the graphic organizer and write
another one. Encourage them to stick with their topics by checking
in with them often.
 Consider working with a small group of writers who may struggle
getting started.
 Choose a shared experience to write about for your teacher
modeled story so students can use their five senses to help you add
details.
 Purposely make mistakes in your writing to support the teaching of
revision. Ideas include:
o Omit a few transition words
o Have a section where your words aren’t appropriately spaced
o Do not capital an “I” in your story
o Forget an end punctuation
 5-Frame Graphic Organizers
 Writing Booklets
DAY 1
1. Review the purpose of the 5-frame graphic organizer. Remind
students that each frame of the graphic organizer connects to a
certain page in their booklets.
2. Explain that since they turned their sketches into writing, they didn’t
think about using their five senses to add details. Ask students to
help you remember what the five senses are. Have students turn
and talk before you call on individuals so everyone has an
opportunity to share.
 Model how to use the graphic organizer to remember the story you
wrote. Touch each sketch as you tell your story.
 Explain that now your job is to add to the sketches on the graphic
organizer so there are more detailed words.
 Reread the start to your story. Point to the sketch in the first frame.
This time ask students to close their eyes and think about the event.
What did it look like? As they have their eyes closed, ask them to
think about their other sense too.
 Ask them to open their eyes. Turn & talk to a partner about what
40


details they came up with. Circulate the room. Record a few details
that you hear as well as student names.
Share the details/names with the class. Explain how those ideas and
others you heard help the reader picture what is happening in your
story.
Revise the beginning of your story on the first page of the booklet
(write 3 sentences per page.) Incorporate students’ ideas into your
writing.
DAY 2
 Review Day 1 and how using your five senses helps the reader
picture what is happening in your story.
 Model how to revise the middle of your story. Touch the frames,
numbered 1-3, on the graphic organizer as you retell what happened
first, next, and last.
 Ask students to close their eyes and think about the event. What did
it look like? As they have their eyes closed, ask them to think about
their other sense too.
 Ask them to open their eyes. Turn & talk to a partner about what
details they came up with. Circulate the room. Record a few details
that you hear as well as student names.
 Share the details/names with the class. Explain how those ideas and
others you heard help the reader picture what is happening in your
story.
 Revise the middle of your story on the second page of the booklet by
adding 1-2 details involving senses. Incorporate students’ ideas into
your writing.
To make this portion interactive, stop throughout your writing to
have kids make suggestions, tell you what is next, etc. If you have
them turn & talk first before you call on individuals, then everyone
will have a chance to respond.
We Do It
Active
Engagement
Day 1:
 Have students touch the first frame of their graphic organizer.
Ask them to close their eyes and use their five senses to think of
all the details.
 Ask them to open their eyes. Partner 1 tells partner 2 all of the
details she thought of. When most 1s are done, have partner 2
tell partner 1.
Day 2:
 Have students touch the next three frames of their graphic
organizer as they say in their minds what happened first, next,
41

Mid-Workshop
Teaching Point
You Do It
and last. Ask them to close their eyes and use their five senses to
think of all the details.
Ask them to open their eyes. Partner 1 tells partner 2 all of the
details she thought of. When most 1s are done, have partner 2
tell partner 1.
Options:
 Notice common errors students are making and teach to them
 Highlight a student who is applying strategy
Days 1 & 2
 Students write their stories and use their five senses to add details.
 Make sure students know what page they will be writing on for that
day.
Link
Options:
After-the Review the day’s teaching point
Workshop Share

Assessment
Checkpoint
Highlight a student’s work that is in line with focus for the day
(or have the student do it)
Have students partner up to share

Day 1:
Collect ½ of students’ booklets to assess progress. Consider re-teaching
if necessary.
Day 2:
Collect the remaining booklets to assess progress.
42
K-1 Personal Narrative
Lesson 13 (2 days)
Concept: Writers revise their personal narratives by adding transition words.
Student Action: Writers learn how to add transition words or phrases to help
move the story forward or to help sequence information.
Pre-Corrections:
Materials
I Do It
Connection
Teach

Remember Example—Non Example—Example (always end with
what you want them to do).
 Be careful not to focus solely on transition words which are geared
more for expository writing. By just focusing on those, writing can
begin to sound redundant and boring (first, next, then).
 Too many transitions are not good for writing, when a specific skill is
taught it can tend to be overused. Remember that the target is for
writers to include 1-2 words or phrases that signal time.
 Make a connection to the Writing Process steps from the immersion
unit. They are in the “revise stage.”
 Student sample of “The Day I Split My Chin” from previous lesson
 A copy of the transition word list for each student
 Special Revising Pens
DAY 1
 Teacher explains: Transition words are words or phrases at the
beginning of sentences that help to move the story forward or to
help put your important events in order. Transition words can show
time passing.
 Look at the transition word list and discuss. Ask students if they have
used transitions in the past when they write or tell their stories. Tell
them that they have worked hard writing their stories and now they
will learn how to revise it to make sure the different parts of their
writing are connected with transitions.
 Project the class sample writing, “One Snowy Day.” Point out all the
transitions they can find. Also, show students how transitions can be
added to help writing flow from one idea to the next. (There are
already a lot of transition words in this piece. So, just model how to
add a few. Emphasize that writers don’t want to add too many
transition words to their stories.)
Example:
I dropped it so I yelled oh no and suddenly I felt sad.
I yelled yay and after that I felt happy.
43

We Do It
Active
Engagement
Mid-Workshop
Teaching Point
(3-5 minutes)
You Do It
Students and teacher work as a group to find places in the teacher
modeled story where transitions could be added.
 Remind students that transitions are used to help sentences flow
together so they don’t sound choppy and disconnected.
 Partners turn and talk about 2 transitions they would add.
 Teacher circulates and records student names and their ideas (2-3).
 Teacher shares those ideas with the class and chooses a few to add
to the teacher modeled story using the special revising pen.
END OF DAY 1
 Notice common errors students are making and teach to them
 Students may try to use too many transitions. It may be necessary to
help them see that a few well-placed transitions are all that is
needed.
DAY 2
 Students revise their own narratives by adding transitions using
special revising pens.
 Teacher circulates to give support as needed.
Link

After the
Workshop Share 
Assessment
Check Point


Review the day’s teaching point
Highlight a student’s work that is in line with focus for the day (or
have the student do it)
Have students partner up to share
Observe the transitions that are being added in order to assess how
students are doing.
44
Small Moment Story - Transition Words
After that
Another time
Also
Before
But
Finally
First
Last
Next
One day
Suddenly
45
K-1 Personal Narrative
Lesson 14
Concept: Writers edit and publish their writing.
Student Action: Writers choose a piece to fix and fancy (edit) their writing.
Pre-Corrections:




Materials:


1.
I Do It
Connection
2.
Teach
3.
4.
We Do It
5.
Active
Engagement
6.
7.
8.
9.
Have students sit at their seat for this lesson.
Pre-select your focus area from the following list: Using lowercase
letters appropriately, spacing, capitalizing “I,” or spelling word wall
words correctly.
Your focus could be a focus for the whole group, or you may have a
couple different focus areas for small groups of students.
For struggling writers, consider putting them in triads during “I Do
It” and “We Do It” (low, medium, medium)
Writing paper that matches booklet—cut off the picture and just
have the lined portion of the paper
Writing folders
Tell students that it’s time to fix and fancy up their writing. Share
your enthusiasm about this step of the writing process to get
students motivated to edit.
Share your book that you are going to fix and fancy. Read through
your booklet and think aloud as you decide what page you are
going to choose to fix and fancy. The edits you will make align with
your chosen focus area.
Ask students to turn & talk. Partner 1 reads partner 2 his story.
After most 1s are done, then have 2s read their stories.
After students are done reading, have them choose one page to fix
and fancy. Once they find their page, ask students to hold it up for
all to see.
Make your edits on the original page in the booklet. Then show
students how to copy the corrected writing on that page to the
piece of paper with just the lines on it.
Ask students to turn & talk. Partner 1 tells partner 2, “One word I’m
going to revise on this page is…” After most 1s are done, have 2s
use the same sentence starter to tell 1s.
Give students time to edit their papers as you circulate the room to
provide support.
As a mid-workshop teaching point, model for students what to do
when they have finished their page. Tape just the top of the sheet
of paper and cover the original writing. (The edited writing will be a
flap of paper that you can lift up in order to see the original
writing).
Support students as they work through these steps.
46
Mid-Workshop
Teaching Point
You Do It
Link
After-theWorkshop Share
Assessment
Checkpoint

Model for students how to tape their edited writing over top
their original page.
Since there are many steps to this lesson that students have to follow,
all of the time is spent in guided practice.
Options:
 Review the day’s teaching point
 Highlight a student’s work that is in line with focus for the day
(or have the student do it)
 Have students partner up to share
Collect students’ revised booklets to determine who you need to
provide additional support to.
47
Narrative Writing – Kindergarten
Units: 2- Launching the Writing Workshop, 5 – Raising the Quality of Small Moment Writing
Level 4.0

In addition to Level
3.0 performance,
the student writer:
Level 3.5
In addition to Level
3.0, the student
writer:
Level 3.0
PROFICIENCY
TARGET
Level 2.5
In addition to Level
2.0 performance
the student writer:
Level 2.0


Level 1.5
Level 1.0
Level 0.5
GENRE FOCUS
Revised: December, 2012
Writes a focused small moment story (recounting two or more
appropriately sequenced events).
Includes 1 or more details regarding what happened.
Writes a story ending.
In addition to 3.0 performance, in depth inferences and applications with
partial success.


Draws and writes 2-3 events that are linked.
Provides some sense of closure (i.e. “It was fun,” “I felt happy”, “That
is my story”)
Demonstrates no major errors or gaps in the 2.0 content and partial
knowledge of the 3.0 content.
 Draws and writes a single event.


Draws a picture of a single event.
Phonetic writing is evident, but story needs to be told verbally in order
for reader to understand.
 Is able to verbalize the events in the order they occurred.
Demonstrates partial knowledge of the 2.0 content with major gaps in the
3.0 content.
 Draws a picture of a single event/idea.
 Beginning stages of writing MAY be evident (letter-like marks,
copying known words but they do not make sense, or random strings
of letters)
 Is able to verbalize the event/ideas in a logical sequence.
With help, a partial understanding of some of the 2.0 content and some
of the 3.0 content.
With help, a partial understanding of some of the 2.0 content and none of
the 3.0 content.
48
TO BE USED WITH ALL UNITS
PROCESS FOCUS
Level 4.0
In addition to Level 
3.0 performance,
the student writer: 
Level 3.5
In addition to Level
3.0, the student
writer:
Level 3.0
PROFICIENCY
TARGET
Level 2.5
In addition to Level
2.0 performance
the student writer:
Level 2.0
Level 1.5
Level 1.0
Level 0.5
Revised: June, 2012
With little support, generates a topic, drafts, and begins a new piece
when finished.
Attempts revision and editing with support.
In addition to 3.0 performance, in depth inferences and applications with
partial success.

With some support, generates a topic, drafts, and begins a new piece
when finished.
Demonstrates no major errors or gaps in the 2.0 content and partial
knowledge of the 3.0 content.

With considerable support, generates a topic, drafts, and begins a new
piece when finished.
Demonstrates partial knowledge of the 2.0 content with major gaps in the
3.0 content.
With help, a partial understanding of some of the 2.0 content and some
of the 3.0 content.
With help, a partial understanding of some of the 2.0 content and none of
the 3.0 content.
49
Narrative Writing – First Grade
Units: Small Moment Personal Narrative Writing, Authors as Mentors
Level 4.0

In addition to Level 
3.0 performance,
the student writer:
Level 3.5
In addition to Level
3.0, the student
writer:
Level 3.0
PROFICIENCY
TARGET
GENRE FOCUS
Revised: December, 2012
Focused small moment story elaborating a single event or short
sequence of events.
Attempts 1-2 details to describe actions, thoughts, and/or feelings.
In addition to 3.0 performance, in depth inferences and applications with
partial success.

Focused small moment story (recounting two or more appropriately
sequenced events on one topic).
 1-2 details regarding what happened.
 Uses 1-2 words or phrases that signal time (after that, then, the next
day, etc.).
 Writes a story ending (i.e. describes a feeling or action)
Level 2.5
Demonstrates no major errors or gaps in the 2.0 content and partial
In addition to Level knowledge of the 3.0 content.
2.0 performance
the student writer:
Level 2.0
 Recounts events/ideas that are linked.
 Includes 1-2 details that support the story.
Level 1.5
Demonstrates partial knowledge of the 2.0 content with major gaps in the
3.0 content.
Level 1.0
With help, a partial understanding of some of the 2.0 content and some
of the 3.0 content.
Level 0.5
With help, a partial understanding of some of the 2.0 content and none of
the 3.0 content.
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TO BE USED WITH ALL UNITS
Level 4.0
In addition to Level
3.0 performance,
the student writer:
Level 3.5
In addition to Level
3.0, the student
writer:
Level 3.0
PROFICIENCY
TARGET
Level 2.5
In addition to Level
2.0 performance
the student writer:
Level 2.0
Level 1.5
Level 1.0
Level 0.5


PROCESS FOCUS
Revised: June, 2012
With little support, generates a topic, drafts, and begins a new piece
when finished.
Attempts to revise and edit independently.
In addition to 3.0 performance, in depth inferences and applications with
partial success.

With some support, generates a topic, drafts, and begins a new piece
when finished.
 Willing to revise and edit with teacher support.
Demonstrates no major errors or gaps in the 2.0 content and partial
knowledge of the 3.0 content.

With considerable support, generates a topic, drafts, and begins a new
piece when finished.
Demonstrates partial knowledge of the 2.0 content with major gaps in the
3.0 content.
With help, a partial understanding of some of the 2.0 content and some
of the 3.0 content.
With help, a partial understanding of some of the 2.0 content and none of
the 3.0 content.
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