The First Writing Lesson: How to begin

Adapted from Melissa Forney’s Primary Pizzaz!

Lower primary

Time: 45 minutes during LA block

Materials: An informational big book, short, photo-illustrated

unlined paper

easel with chart paper

Standard: Writing Standard 2: Informational Writing

Process: Have students gathered around the easel, with the big book prominently displayed for all to see. Read the book to them, giving them time to react, note the pictures, and take in the content.

  • Talk to them about the book. You might say,

“Didn’t that author write a wonderful book? This author knows a lot about ………. What did you learn from the book that you didn’t know already?

“What do you know a lot about? Cats or dogs, pizza or popcorn, frogs or fish?” (mention some interests you know your students have)

“I know a lot about dogs (or another topic they know you are interested in) so that’s what I want to write about today.”

  • Model your writing

Draw a Basic scene with just one or two elements, perhaps your dog running. Talk about your dog as you work.

“I’m going to tell you about my dog. He loves to run. This is my dogrunning. He runs in our yard.”

  • Introduce labeling. Label the dog D.

“That’s my dog, D for dog.”

Write two sentences related to the dog (or the picture you drew). Some students will be able to do this, but at the beginning of the year, most won’t. You’re just beginning to model sentences and development

  • Give each child paper (unlined). Invite them to write what they choose.

“Tell us what you know about. I can’t wait to learn from you!”

Demonstrate talking softly. Act as if writing is not big deal. Everyone can write. Encourage all to share what they know.

  • Gather class to author’s chair. Share yours first. Ask what they liked the best.

Listen to 4 to 6 children and praise their efforts.

Invite all students to read to one other classmate before they put their pieces away.

  • Show them where they will keep their writing.

Day two: Ask students if they know what they will write about today.

  • Encourage the ones who already know what they’ll write about to tell the class. Invite those kids to pair up for writing and keep the others who don’t know yet at the easel.
  • Pick something generic (we can write about anything). House. Teach them to draw and label their houses. Send them away to write.
  • If a couple still don’t have a topic or are still struggling, ask each one to tell you something and you draw and label it. Invite them to trace key words or color the picture.

The First Writing Lesson: How to begin

Adapted from Melissa Forney’s Primary Pizzaz!

Upper Primary

Time: 45 minutes during LA block

Materials: Easel with chart paper (or document camera)

Variety of paper choices (lined, unlined, small, large, colored, etc.)

Standard: Writing Standard 3: Narrative writing

  • Begin with thinking and talking about yourself and your decisions as a writer:

“A writer is someone who makes decisions: how do I begin? What words will I use? Who do I want to read this? How long will it be? What am I going to write about?”

“Sometimes I write about things I know. Sometimes I write about things I want or opinions I have. Today, I’m going to write a story, a narrative about something that has happened to me. I have lots of stories to tell, but maybe you can help me decide which one you’d like to read about.”

  • Tell two or three personal stories from your own life.
  • Pick stories that have different emotional content: sad, strange, funny etc.
  • Keep them short and interesting, rather than silly or goofy.
  • Don’t tell about your cat getting run over unless you want 25 stories about dead cats.
  • Invite them to tell their stories.

“What are you going to write about? Tell the person beside you what you plan to write about. Don’t tell it all – just the main idea.” (Let your writers talk through their ideas)

Ask four or five to share out loud. Be supportive, especially here!

Invite students to choose paper.

“Tell me your story. I can’t wait to read it!”

  • They write.

In 20-30 minutes, they share.

  • Share time: pick three or four to share aloud.

Pick carefully from the students who have drafts to read from. Avoid goofy or silly pieces or that will encourage everyone to be silly. Also, pick a range of abilities to share.

  • As students share pieces, ask the class – what did you learn? What did the writer do well? What questions do you have for the writer?

Or, have the group think of three plusses and a wish (three things they really liked about the piece and one thing they wish the writer had done differently).

Day two: anticipate that some writers will be finishing pieces from day one. So, make the mini lesson a management lesson on “how to tell if you’re finished” and what to do then.

Put rules in place: use quiet voices, don’t interrupt, everyone writes.

Third day could be beginning a list of topics that writers can put in their folders for when they get stuck thinking of an idea to write about.