Personal narratives are one of the first things young writers dive into since it's something they know best; it's a story about themselves. Kindergarten, first, and second graders get plenty of opportunities to practice this genre. Throughout their first three years, the personal narrative slowly morphs into something more complex. As they move from kindergarten through second grade, their toolboxes of strategies and knowledge grows and they are able to write bigger and better narratives.
Writing Ideas
Personal narrative ideas can be hard to come by for some students. Others are already thinking of their next topic before they're finished writing. As students begin a new genre (e.g. fiction, nonfiction) they'll need ideas to get them started and could be good to go for the remainder of that unit.
This trick isn't for those students. This if for the kids who have a tough time thinking of ideas.
After pulling teeth to find one topic they would like to write about, make a web and think of every other idea that is related to their first idea. Look at the web below to see how one idea became many ideas.
If that doesn't do the trick, try an idea board. Have students cut out picture from magazines or have something premade that can spark ideas.
When these don't do the trick. . . I try the “I'll get you started approach.” I'll use what I know about a child (e.g. he adopted a new dog) and begin a story for the child. Last weekend I got a new dog. His name is Max. He is black and white. This generally gets the ideas flowing and the child is good to go.
You might be asking, “What if none of these ideas work?” At this point I walk away and give the child some space. At times that works, but if it doesn't, I give the child a topic. I'll tell them what we're writing about and I give the child a sentence. Then I have him/her write the sentence on their own. I'll walk away and return for the next sentence. Now I know this isn't ideal, but this strategy tends to give the child confidence for the next assignment.
Personal Narrative Anchor Charts
Anchor charts can cover an array of concepts. They are a guide for students to follow as they learning how to write a personal narrative. Many times, it's best to make the anchor charts with students. If they're not created with the kids, utilize the anchor charts repeatedly so students can see them in use.
Another approach to anchor charts is to add to it slowly. This one has pieces that have been added during each lesson. So the students were there to see the addition to the anchor chart.
I have this anchor chart in my classroom that I made, but the kids and I use it daily. Therefore, they are aware of it and know how to use it. If I notice an incomplete sentence, I'll say, “I see that you have a who–my mom–but what did she do?” Students can see that we use this tool for other activities, but they can also use it for their independent writing.
If you'd like a copy of the sentence caterpillar, you can find it in The Nook.
Graphic Organizers
I'll be honest. I'm not a big graphic organizer teacher. They definitely have their place, but I haven't always found them useful for younger writers.
One graphic organizer I can get behind is a sequencing map. This visual allows students to keep their ideas organized and in order.
While this isn't a graphic organizer, it is a visual. I like having my students plan their writing on their hand or across their pages. For example, students can tell a beginning, middle, and end on three fingers. They can draw pictures across three or four pages to tell a story and that can be their organizer.
A web or some sort of brainstorming map is also beneficial for students to jot down ideas and keep as a reference when they need writing ideas. This is demonstrated in the web about softball above.
Writing Prompts
A prompt can spark a personal narrative idea, but requiring students to write using a prompt might end up backfiring if a child cannot make a connection to what is being asked. But giving students a prompt that allows them to think outside the box will give you better results.
For example, if your prompt is “write about something you did this summer,” you might exclude some students. Instead, have students “write about anything you did while you were not at school. It could be a night you stayed up late, a day you went to the park, or when you couldn't find your shoes.” Some students don't go on trip over summer break. Many kids stay home with sibling while their parents go to work. Be sensitive to your students experiences and they'll give you a lot more.
Personal Narrative Elements
The elements of a personal narrative can be very basic.
It can also be elaborate.
Students who are struggling with the conventions–spelling, letter formation, sentence structure–would benefit from a simple explanation. Students who have control over the conventions are ready for more personal narrative skills.
The anchor chart above can be found in Writer's Workshop Unit 2: Small Moments.
Rubrics
Students appreciate a rubric. They want to see where they are and where they should be going.
Once students understand the purpose of a rubric, let them practice using it on their own writing. Students will want to make their writing better. They just need to know what it is they need to do.
The rubric seen above is found in Writer's Workshop Unit 2: Small Moments.
Writing an Introduction
An introduction is what grabs a reader's attention. Students need to know how to do just that.
Read this article to learn more about writing hooks.
Your students will enjoy learning how to add a hook to their writing that will make their writing more interesting and exciting to write and read.
One of the first pieces of writing children write is a personal narrative. It's the genre that hits closest to home. There's a never ending pool of ideas that students can take from. As teachers, we find ways to make those stories easier to tell by giving students tools that will help them along the way.
