our year begins, like many others’, with a focus on narrative writing. our students are asked to write small moment personal narratives – that is, a true story from their life that happened in 20 minutes or less.
every year, our on demands (the pre-assessment writing piece) confirm that our two biggest goals for our first unit of study are to make sure that everyone is able to zoom in and write smaller than they were able to at the beginning of the year, and also that they write in the moment, like the story is happening now. this is the second post in a series that addresses how we support our students in this small moment writing.
teaching students to tell stories orally using the types of details that we expect in their written stories supports their writing because it helps them begin to think with a storytelling voice and gives them a chance to rehearse how their stories might go before writing them.
we launch storytelling a few weeks into the year with monday headlines, something that we’ll do every monday morning for the rest of the year, usually as our morning meeting on mondays (when our schedule allows for that). we also teach our students that oral storytelling is a way to rehearse their writing before drafting, and give students chances and space to do that with partners in class.