| Children have such inventive imaginations! When given | | | | Teachers need to model how to go from completed |
| a topic to write about, they often come up with | | | | organizer to rough draft. Using an overhead |
| many ideas and their stories can go on and on and | | | | projector, complete a story organizer with students, |
| on... | | | | then "read the organizer" as if it were a rough draft. |
| Long stories with many details and twists and turns | | | | For example, pretend the main idea written on the |
| can be exciting and enjoyable to read. Unfortunately, | | | | organizer said, "Tigers finally win state championship". |
| they also can be confusing, drawn out and | | | | Note that this is not a complete sentence so when |
| disconnected. | | | | writing the rough draft, the writer must now make it |
| Organizing story ideas before starting to write helps | | | | into a sentence. The opening sentence might read, |
| a child to "get a grasp" of his story. It allows him to | | | | "Last night the Tigers finally achieved their goal of |
| jot down ideas of how the beginning will start and to | | | | winning the state championship!" Or the sentence |
| think through what events will happen next. | | | | might read, "After years of struggling, the Tigers |
| Organization makes a child think through his complete | | | | finally won the state championship!" Or it might read, |
| story before starting to write any of it. | | | | "Did you ever think the Tigers would win the state |
| Children often have great story starters and story | | | | championship?" |
| endings but the middle, "meat of the story", may be | | | | Have fun with this part of the writing process! It is |
| too condensed or missing entirely. When a child | | | | always fun to hear the variety of different ways |
| completes a story organizer it forces him to think of | | | | students create sentences from notes. It is also a |
| the middle of his story. It allows him the freedom to | | | | great time for teaching sentence structure. Remind |
| expand on the middle section and not rush to the | | | | students that sentences might start with a phrase or |
| ending. Organizers help children recognize the | | | | might be written as a question or exclamation. |
| importance of the "meat of their story." | | | | Once the opening sentence is written, move to the |
| Organizing story ideas can take many forms. Most | | | | next part of the organizer and write the beginning of |
| commonly, children write notes on a story web or | | | | a story. Make sure that students include all the details |
| graphic organizer. These notes summarize the | | | | listed on their organizer in each part of their story. |
| important points in a story's beginning, middle and | | | | Most organizers have 2-3 blank lines under each |
| end. Attached to the story web or organizer are | | | | section for students to list details or particular |
| areas for students to note details and descriptions to | | | | adjectives or verbs they want to include in their |
| include in each section. | | | | story. |
| It is important for students to understand that | | | | Continue working through the organizer until all parts |
| organizers are for jotting ideas and notes, not for | | | | of the story are complete and all details are included. |
| writing out complete sentences. An organizer needs | | | | Remind students to finish their story with a catchy, |
| to keep a child focused and help him think through his | | | | creative ending sentence. Look back at the first part |
| story and should not be too time consuming or labor | | | | of the organizer and reword it into a closing |
| intensive. | | | | sentence. |
| For most students, completing an organizer or story | | | | Organizers make brainstorming, planning and writing |
| web should take 5-10 minutes. Then, the student will | | | | easier for students. They give students a place to |
| use the organizer to guide him as he writes out his | | | | think through their ideas. Organizers make teaching |
| rough draft. This can be the hardest step for most | | | | writing easier and more concrete for teachers. Start |
| writers. | | | | organizing today! |