Writing Personal Narratives
Grade: 1st
Scope and Sequence
Lesson 1: Writers use a strategy for gathering a story idea.
Lesson 2: Writers narrow the focus of their ideas.
Lesson 3: Writers tell their stories across their fingers.
Lesson 4: Writers examine a strong student sample in order to deeply understand
narrative structure. Writers learn how to use the 5-frame graphic organizer.
Lesson 5: Writers plan their stories on a 5-frame graphic organizer.
Lesson 6: Writers draft their stories using a 5-frame graphic organizer as a guide.
Lesson 7: Writers celebrate their progress.
Lesson 8: Writers write stories in booklets.
Lesson 9: Writers plan their stories on a 5-frame graphic organizer.
Lesson 10: Writers draft their stories using their five senses to add detail.
Lesson 11: Writers draft strong endings.
Lesson 12: Writers learn how to add transition words or phrases to help move the
story forward or to help sequence information.
Lesson 13: Writers will review and edit their writing for clarity.
Assessment Scales
Common Core State Standards
CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Grade 1,
Writing
3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.

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. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.

W.1.5. With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Grade 1,
Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively.



SL.1.1. Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
SL.1.1a. Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion).
SL.1.1c. Ask questions to clear up any confusion about the topics and texts under
discussion.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line
of reasoning and the organization, development, and style are appropriate to task, purpose,
and audience.

SL.1.4. Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.

SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of
formal English when indicated or appropriate.

SL.1.6. Produce complete sentences when appropriate to task and situation.
CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Grade 1,
Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.

L.1.1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.



L.1.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.1.2b. Use end punctuation for sentences.
L.1.2e. Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
1st Grade Personal Narrative Writing
Lesson 1 (2 days)
Concept: Writers plan and rehearse their writing.
Student Action: Writers use a strategy for gathering a story idea.
Pre-Corrections:





Materials:
I Do It
Connection
Teach


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.
1. 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.”
2. 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.)
3. 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!
1.
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


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
1st Grade Personal Narrative Writing
Lesson 2
Concept: Writers plan and rehearse their writing.
Student Action: Writers narrow the focus of their ideas
Pre-Corrections:




Materials:





I Do It
Connection
Teach
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)
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)
Question written for all to see – “What is the most thing or part I
want to share?”
A ball of string
Scissors
1. Remind students about the mentor texts they’ve read during the
immersion unit and how the authors did not write about every event
in an entire day. They only told a story about one little part.
2. Explain that when writers write a story they ask themselves –“What
is the most important thing or part I want to share?” (Point to each
word as you read the sentence.) Ask students to chorally repeat the
sentence with you.
3. Tell students that you want to tell a story about ___. Today I want to
tell a story about the time I went to the movies with my friend.
4. Explain that the first question you ask yourself is, “What is the most
important thing or part I want to share?” (Point to each word as you
read the sentence.) Ask students to chorally repeat the sentence
with you.
Example:
a. Think aloud as you determine what the most important part
is. I need to think about what my story is really about. What is
the most important thing I want to share? I really want to
zoom in on the small part when my friend had problems with
her pop. I want to start close to the moment, or in this case,
the pop part…
b. Retell the events surrounding the most important part you
chose. (1. The theater became pitch black, 2. My friend tried to
put her pop in the cup holder, 3. She couldn’t see and she
spilled it all over my lap, 4. I laughed because it was funny, but
then I realized I couldn’t stay to watch the movie, 5. We both
were sad that we had to go home early so I could change.)
c. Use the ball of string as a visual. As you tell each part of the
focused story, slide your finger across the string making it a bit
longer each time. End with a length of string that is about
shoulder width. Tape it on the board and write “Focused
Story,” next to it.
Non-Example:
a. Retell the same story using a new piece of string as a visual.
Include every event that took place during your story. End with a
very long piece of string. Tape it on the board under the string
that represents your focused story.
b. Ask students what they notice between the two pieces of string.
What story do they like better? Why? Explain that when you told
the second story, you forgot to ask the question – “What is the
most thing or part I want to share?”
5. End by repeating the focused story you told as an example. Reiterate
that writers ask the question – “What is the most important thing or
part I want to share.
We Do It
Active
Engagement
Mid-Workshop
Teaching Point
1. Explain to students that they are going to practice zooming in just
like writers do.
2. Recall a shared event that took place at school. Explain that you are
going to practice zooming in together as you tell a story about ____
(i.e. school assembly).
3. Ask students to think about the most important thing or part they
want to share. After they had think time, have them turn and tell a
partner. Circulate the room and record 2-3 ideas that you hear along
with the students’ names.
4. Share the 2-3 names/ideas that you recorded. Choose one to tell the
story about.
5. Tell students that their hands will be the string. Tell a story about the
most important part and have students make their hands go just a
bit farther apart as you tell each event. Ask students to contribute to
the story.
6. Once you are done, have students look at their hands. Are they close
or far apart? Do they think it’s a focused story?
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. Explain that it is their turn to practice writing a focused story. Ask
students to close their eyes and think about - What is the most
important thing or part they are going to write about today?
2. Have them turn and tell a partner their story. Partner 1 tells her
story and spreads her hands at each important part. Partner 2 says
whether or not it was a focused story. After they are done, switch
roles.
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
1st Grade Personal Narrative Writing
Lesson 3
Concept: Writers plan and rehearse their writing.
Student Action: Writers tell their stories across their fingers
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 “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 lesson 2 with students. Emphasize the question that writers
ask themselves when they write a story.
2. Explain that once writers decide the important part they are going to
write about, 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 lesson 2 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.
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
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. 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
Middle
Ending
Beginning
My Story
Planning
Organizer
1st Grade Personal Narrative Writing
Lesson 4
Concept: Writers plan and rehearse their writing.
Student Action: Writers examine a strong student sample in order to deeply
understand narrative structure. Writers learn how to use the 5-frame graphic
organizer.
Pre-Corrections:

Materials:


1.
I Do It
Connection
Teach
&
2.
3.
We Do It
Active
Engagement
4.
5.
Mid-Workshop
Teaching Point
Review components of a personal narrative you taught during the
immersion unit to strengthen understanding.
o It’s about one thing
o True story about yourself
o It has details that describe what happens
o It has a beginning, middle, and end
o Two or more events are told in order
Narrative Sample “One Snowy Day”
5-Frame Graphic Organizer – Completed
Read through the student sample provided. Facilitate conversation
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.
Introduce the completed 5-frame graphic organizer. Explain that the
graphic organizer is a tool that writers use to plan and draft a small
moment story and that the writer of the sample could have used
something similar to plan.
Draw connections between each frame of the graphic organizer and
the student sample. Highlight the questions a writer asks at each
frame in order complete it (below).
a. Frame 1: Who is my story about? Where does it take
place?
a. Frame 2: What happened first?
b. Frame 3: What happened next?
c. Frame 4: What happened last?
d. Frame 5. How did I feel?
Point out the fact that writers don’t write their entire story on the
graphic organizer; they just sketch the important pieces so they
won’t forget. This is what helps you write a well-organized small
moment story.
Explain that they will be using this writing tool to plan their own
stories.

You Do It
There will be no independent work on this day.
Link

After-theWorkshop Share

Assessment
Checkpoint
One Snowy Day
One snowy day, I carried a big snowball all the way home
but I dropped it. So I yelled “Oh no!” and I felt sad. Then
my mom said to try to make a snowball. I made a
snowball and it fell apart. Then my mom helped me.
Finally my mom said I can keep it in the freezer and I
yelled “Yay!” I felt happy.
1st Grade Personal Narrative Writing
Lesson 5 (2 days)
Concept: Writers plan and rehearse their writing.
Student Action: Writers plan their stories on a 5-frame graphic organizer.
Pre-Corrections:
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




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 “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
Explain to students that they will be using the graphic organizer to
plan their stories.
 Ask students to close their eyes and think of the small moment story
they will be planning out today. 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.
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
There will be no independent work on this day.
Link

After-theWorkshop Share
Assessment
Checkpoint


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.
Who is my story about?
Where did it take place?
What happened first?
What happened next?
How did I feel?
What happened last?
1st Grade Personal Narrative Writing
Lesson 6 (2-3 days)
Concept: Writers use the writing process to draft their stories.
Student Action: Writers draft their stories using the 5-frame graphic organizer as
a guide.
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.
 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
everyone will have a chance to respond.
 Ask students to turn & talk. Touch the frames to tell your partner
what happened first, next, and last.
Mid-Workshop
Teaching Point
You Do It
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.
1st Grade Personal Narrative Writing
Lesson 7
Concept: Writers use the writing process to draft their stories.
Student Action: Writers celebrate their progress.
Pre-Corrections:

Materials:


I Do It

The purpose of this session is to celebrate that they just wrote a
book, as well as increase motivation to continue writing. If some
students have not been motivated, you may want to highlight their
work.
Completed student booklets
Review everything they have done so far in the unit that led them to
writing a book.
Congratulate them on all of their hard work.
Connection
Teach
We Do It
Active
Engagement
Options:
 Read to a partner
 Invite principal
 Invite grade level buddies
 Visit the library, and leave your books for others to read, etc.
1st Grade Personal Narrative Writing
Lesson 8 (3-5 days)
Concept: Writers use the writing process to draft their stories.
Student Action: Writers write stories in booklets.
Pre-Corrections:

Materials:


The purpose of this time is to allow students to practice the skills
you have been teaching them. Encourage them to use the graphic
organizer to plan, write a story, etc.
3-page writing booklets
Blank graphic organizers

Review previous lessons that you have taught so far in the unit
based on the needs of your students.

Continue to have students work with partners to orally rehearse
their stories.
I Do It
Connection
Teach
We Do It
Active
Engagement
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
Students write booklets as they practice the skills you have taught
them.
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 student booklets to assess progress throughout the span of
days.
1st Grade Personal Narrative Writing
Lesson 9 (2 days)
Concept: Writers plan and rehearse their writing.
Student Action: Writers plan their stories on a 5-frame graphic organizer.
Pre-Corrections:


You and your students are going to write a new story and bring it to
publication. This time, you will focus on more specific components of
narratives (adding details using 5 senses, and endings).
You may want to consider having students create a cover for their
books (or something else special) to set this publication apart from
their first booklet. Share what the published piece will look like to
generate excitement and motivation.
You may need to remind students how to come up with a story idea.
Use anchor chart from immersion unit as a resource.
Choose a shared experience to write about for your teacher
modeled story so students can use their five senses to help you add
details in the next lesson.
This is a repeat of lesson 5.

5-Frame Graphic Organizer – Blank copies for teacher and students



Materials:

I Do It
Connection
Teach
&
We Do It
Active
Engagement
Explain to students that they will be using the graphic organizer to
plan their stories.
 Ask students to close their eyes and think of the small moment story
they will be planning out today. This is the story that they will be
publishing at the end of the unit. 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
f. 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.
g. Ask students to turn and tell their stories across their fingers to
their partner.
h. Complete frame 1 by sketching a picture. Think aloud and
emphasize the question that goes with that frame.
i. Ask students to sketch a picture in frame 1 of their graphic
organizer. Circulate the room.
j. Repeat process for frames 2-4.
DAY 2
f. Tell your story as you touch each sketch in the frames of the
graphic organizer that are completed.
g. Ask students to turn and tell their stories to a partner, touching
each sketch in the graphic organizer.
h. Complete frame 5 by sketching a picture. Think aloud and
emphasize the question that goes with that frame.
i. Ask students to sketch a picture in frame 5 of their graphic
organizer. Circulate the room.
j. 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
There will be no independent work on this day.
Link

After-theWorkshop Share
Assessment
Checkpoint


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.
1st Grade Personal Narrative Writing
Lesson 10 (2 days)
Concept: Writers use the writing process to draft their stories.
Student Action: Writers draft their stories using their five senses to add detail.
Pre-Corrections:
Materials:
I Do It
Connection
Teach

The goal is for students to stick with one story for the rest of the
unit. They will not be writing the end of their story in this lesson.
 For students who finish their 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
point in Lessons 12 & 13.
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 the last time 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 turn the sketches on the graphic
organizer into words.
 Model how to start 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
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.
Write 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 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.
 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.
 Write the middle of your story on the second page of the booklet
(write 5-7 sentences). 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,
and last. Ask them to close their eyes and use their five senses to
think of all the details.

Mid-Workshop
Teaching Point
You Do It
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.
1st Grade Personal Narrative Writing
Lesson 11
Concept: Writers use the writing process to draft their stories.
Student Action: Writers draft strong endings.
Pre-Corrections:

Consider working with a small group of writers who may struggle
getting started.
Materials:





5-Frame Graphic Organizers
Writing Booklets
Student writing sample “One Snow Day” from Lesson 4
Examples of Endings
Share your excitement with students about all of the writing that is
going on in the classroom. Tell them that they have become real
authors who are about to publish a book. Explain that the last step is
to write a strong ending.
Display the student sample again. Reread it to refresh their
memories.
Ask students – Did this writer end the story by telling his reader how
he felt? Yes or No? Have them chorally respond. Explain that this
helped him stay close to the moment.
Reread the story, but add a new ending.
Non-example: My mom said I can keep it in the freezer. Then I went
to bed.
Ask students – What did you think of this ending? Have students
turn and talk before you call on individuals so everyone has a chance
to respond. Explain that this ending just stops the story short. It
doesn’t help the reader know how you felt.
Now ask students to give a thumb up or down after you read each
ending. Up = an ending that tells the reader how you felt. Down = an
ending that stops the story short. Reread the non-example, and then
the example.
 Reread the first two pages of the story that you wrote.
 Ask students to think about how they felt at the end of that
shared experience. How would they end the story?
 Have students share with a partner how they would end the
story. Circulate the room and record 2-3 ideas as well as
students’ names.
 Share students’ ideas/names. Explain that these endings and
others that you heard help the reader know how you felt.
 Model how to write the end of your story (3 sentences).
Incorporate one of the student’s ideas into your ending.
I Do It
Connection
Teach





We Do It
Active
Engagement
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
Before students leave the carpet, have them whisper read the first
two pages of their stories and think about how they will end it by
sharing how they felt.
Students tell a partner how they will end their stories before they go
off to write.
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
You may want to collect booklets to check up on certain students to
see if they are making progress.
Example Endings
1. The doctor gave me eight stitches. Ouch! I never want to do that
again I said.
2. The doctor gave me eight stitches. Then we went home.
3. He screamed when he saw the bunk bed. Then we ate dinner.
4. He screamed when he saw the bunk bed. He was so excited. I
screamed so loud he forgot all about getting me a tissue.
5. I raced as fast as I could to the slide. I finally beat my sister. I was so
happy!
6. I raced as fast as I could to the slide. I finally beat my sister. Then my
mom came to pick us up.
1st Grade Personal Narrative
Lesson 12 (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.

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.
Small Moment Story - Transition Words
After that
Another time
Also
Before
But
Finally
First
Last
Next
One day
Suddenly
1st Grade Personal Narrative
Lesson 13
Concept: Writers will use an editing checklist to make final changes to drafts
before editing.
Student Action: Writers will review and edit their writing for clarity.
Pre-Corrections:


Materials
I Do It/We Do It
Connection
Teach
Active
Engagement
Mid-Workshop
Teaching Point

Teacher will review narrative techniques taught throughout the unit
and correct any misunderstandings.
The editing checklist provided is in line with the developmental
scale. You will still be using the assessment scales at the end of this
unit to determine proficiency.
Revision checklist for every student
DAY 1
 Display a copy of the checklist. Explain that this is a checklist with
the important editing techniques that good writers need to make
sure they do in order for their readers to be able to read their
stories.
 Explain that some of the techniques on this list will already be in
their personal narratives, others will need to be added.
1. Start by modeling how to edit on the teacher modeled story.
Display the story.
2. Reread the writing. Refer to the first technique on the checklist:
Do I have spaces between my words?
3. Think aloud as you read through your story. Choose a spot where
the words are closer together. Place lines in between each word
with your editing pen.
4. Have students whisper read their stories. Ask them to give you a
thumb up when they decide whether or not they have spaces
between all of their words. If they do, check the checklist. If they
don’t add lines between their words, and then check off the
checklist.
5. Ask students to hold up their charts for you to see.
1. The teacher will continue modeling this editing process by
rereading for each of the following checkpoints.
o Capital “I” (Add three lines underneath the “I” that is not
capitalized)
o End Punctuation (Add the end punctuation and put a
circle around it)


Notice common errors students are making and teach to them
Make sure students are engaged and invested in the revision
process. They cannot underline if checkpoint items are missing.
You Do It
DAY 2
 Students add finishing touches to their piece using the checklist as a
guide.
 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
Collect final copies with checklist attached to review.
**End the unit with a culminating activity – author’s share, publishing
party, special guest, etc.**
WRITING CHECKLIST
Name_____________________________________
Title_____________________________________
Reread your writing carefully. Put a check in each
box under Author as you complete each item.
Edit for the following:
Author Teacher
Do I have spaces between my words?
Did I capitalize every “I” in my
story?
Did I put a punctuation mark at the
end of every sentence?
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.
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.
TO BE USED WITH ALL UNITS
Level 4.0

MECHANICS FOCUS
Revised: June, 2012
Demonstrates 90% proficiency in Level 3 Mechanics
In addition to Level
3.0 performance,
the student writer:
Level 3.5
In addition to 3.0 performance, in depth inferences and applications with
In addition to Level partial success.
3.0, the student
writer:
Level 3.0
 By end of year, students should be 80% proficient in the following
PROFICIENCY
areas:
TARGET
1. Appropriate use of uppercase and lowercase letters
2. Appropriate use of end punctuation
3. Appropriate spelling of sight words and words with common
spelling patterns. (i.e. word families)
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
 Demonstrates 50% proficiency in Level 3 Mechanics
Level 1.5
Level 1.0
Level 0.5
Demonstrates partial knowledge of the 2.0 content with major gaps in the
3.0 content.
 Demonstrates 25% proficiency in Level 3 Mechanics
With help, a partial understanding of some of the 2.0 content and none of
the 3.0 content.