More Introductions for Narratives

Today I challenged my kiddos with a different type of introduction.  This time around I told them to start with an important line of dialogue.  Again, they rocked it.  😉

I showed them my blog post this morning and they were ecstatic!  I had more eager beavers today that wanted to become “famous,” so there are more examples.  Gotta love ’em!

Click here to see what they wrote.

Ready to watch the women’s figure skating!  It’s my favorite thing to watch out of all Winter Olympics sports!  Have a great night, y’all!



  1. Good Morning. Love your task cards. I also appreciate the Crunch Time Lesson Plans. If you don’t mind, I have another question. My kids seem to struggle with choosing a topic sentence and/or the supporting sentence for a revising and editing passage. Do you have any suggestions that I could use in this final week to help them?

    • Kayla Shook says:

      If you are using kernel essays from Gretchen Bernabei, refer them to that. The topic sentence is very related to the sentence in a kernel essay. If you use the Grade 4 Remediation Packet, there are several passages that have a kernel essay written over the top. I also tell them that it is going to state the main idea of the paragraph (which requires them reading it at least twice to figure that out!). Typically, kids who struggle with main idea will also struggle with this skill…it’s just the way it is. :/ As for supporting details–I relate that to the writer’s tools that we use to make the paragraph longer. Whatever is chosen has to be on the same topic of the paragraph, and they have to read the paragraph several times to be sure of the main idea for that particular paragraph and NOT paragraphs above or below it. This is a skill that several students just have difficulty with, no matter how much you practice it. That doesn’t mean they will never “get it,” but it takes so long for them to feel comfortable with it. The good news about it is: it falls under revising, and we know that there are only 9 revising questions that count toward their overall score, so there can’t be many of them! Does this help?

  2. Hello, First of allI love your website. It’s helped more than any workshops provided by our school. :( I have a question (actually a lot of questions), how do you get your students started on the text structures? I loved your explanation about Expository writing. Do you have anything similar for Narrative Writing? I’ve looking on your website and have not come across it. Narratives are the hardest for me to teach. :( Thank you and I hope to hear from you.


    • Kayla Shook says:

      Hi, Belle! Thanks for stopping by!

      I start them off with text structures by giving them the structures. We begin the year with narratives, and we only use one text structure for narratives, so it’s pretty easy for them. We talk about their purpose (to organize their writing), and then once we get to expository, I give them a few to try out. We write 2-3 kernel essays for each text structure before deciding on which one to take to draft. That way they get used to the structure before moving to a different one. By January, students are required to come up with their own structures. And they will! Trust me on that!! :)

      I think that answers both of your questions. If not, or if you have additional questions, feel free to hit that email button on the top right in the sidebar and shoot me your questions. Always here to help in any way that I can! Best wishes!! ;$

      • Hello,
        Hope you’re first weeks of school have been great. I have a question(s) regarding the kernel essays. Which text structures do you use for both narrative and expository? Do you use the same ones all year? When do you begin using the book Fun Size? How often do you use the book?
        Thank you, hope to hear from you soon.

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