Introduction to Narratives
I started the Grade 1 ESL unit on narratives with a visible thinking routine. At present, I am enrolled in the Visible Thinking course from Harvard's Project Zero, and I felt inspired. I wanted to bring the culture of thinking more visibly into my writing lessons, therefore I thought I would use the thinking routine See/Think/Wonder, as it is straightforward enough for my Grade 1 ELLs.
I chose a picture from the PM Readers book The Three Little Pigs, retold by Annette Smith to trigger observations and to help my little learners to generate thinking.
The next step was to choose the picture which was going to serve as an artefact for our thinking routine. I thought this was a good choice because it lends itself to extensive vocabulary exploration, and it can also trigger some good observations and wonderings. It also doesn't give away too much of the story.
See/Think/Wonder was a success with my little learners. Their response was enthusiastic and the depth of their thinking and questioning increased as the activity progressed. I scribed, and the fact that I added their names after each "I think..." statement or "I wonder..." question made them try harder and think deeper, in order to share more with their classmates. They made connections and shared many relevant comments as we were progressing through the activity, and their level of interest increased considerably as the activity unfolded. I was most pleased to see that all the students were very engaged and used English successfully to participate and to share their thinking.
We read the story of The Three Little Pigs and The Gingerbread Man together and we looked at the elements of a narrative more in depth. We realised that each story has different characters, settings, problems and resolutions. We also learned that stories begin with Once upon a time... We wrote our own version of The Three Little Pigs during a session of shared writing.
The excitement grew when it was time for each student to start writing their own narratives. I used The Storyteller's Writing Box from Lakeshore and each student got to choose 3 characters that were going to appear in their narratives. I did this to ensure that they were not going to re-write or copy a story or a fairytale that they already know, but to help them create original narratives. The Storyteller's Box is a a resource that I used many times and I highly recommend it for various learning situations, with different age levels.
Planning, Drafting and Editing
I used the first graphic organiser to allow students to plan their narratives using pictures, and the second one for them to write the first draft of their stories. We edited them together for punctuation.
The process finished with the publication of our very first narratives in English!
Overview of the Writing Process with Student Examples
Very proud of my young authors!
English is not my students' first language, but poetry has a language of its own. Grade 4 English language learners already know how to use language beautifully, as their chinquains clearly show.
Very proud of my kiddos!
* A cinquain poem is a pattern poem that looks like this:
And here is the publishing template that I used:
In Grade 4, we wrote poems using metaphors and similes. What's great is that poetry lends itself to any language level while keeping its beauty and richness of meaning untouched.
Below are some examples of poems that the English language learners came up with.
Poetry with similes. A simile is a figure of speech where 1 thing is compared to another using as... or like....
Poetry with metaphors. A metaphor is a figure of speech where one thing is said to be another.
In Grade 1 ESL we started our unit on Narratives with a thinking routine. We used I see/I think/I wonder to analyse a picture depicting the beginning of the story The Three Little Pigs. The kids showed great engagement and amazed me with their observations and their wonderings. I guess we're never too young for awesome thinking!