I think a lot about how to teach writing in first grade. When I was a beginning teacher, I would read through the writing standards and wonder if they were even reachable for kids who were only six … kids who pretty much just learned how to use letters to write their own names … kids who were still drawing pictures to communicate most of their ideas … kids who would rather hear a story than write one.
I quickly learned that children can do and will do if you give them the tools, show them how, coach them through, and give them time. Having strong mentor texts and modeling the process of writing are obviously important, but some of the standards point to writing moves that can be pretty abstract for an emerging writer. This can be challenging, not only for them, but also for you. How can we move from abstract to concrete so children can begin applying these strategies to their own writing?
How to Teach Writing in First Grade
Teaching should be fun. And, most definitely, learning should be fun. Most of my writing lessons rely heavily on sharing mentor texts, modeling my own writing, and conferring with kids on their work, but when I’m first introducing a new term or idea, I’m not above grabbing a toy to help me out. A few years ago, I wrote a post about this: TEACHING WITH TOYS IN YOUR WRITING WORKSHOP. The post you’re reading now is a piggyback post to that one, as I’ve added a few more toys to my bag of tricks over the years.
What I like about using toys is that it’s attention-grabbing. Kids are drawn to colorful toys, especially ones they’re familiar with. The toy helps me make the writing lesson personal, relatable, and fun. And most importantly, it makes the learning stick.
Here are a few ideas to get you started.👇
One Way to Introduce Focus
I found these tiny plastic cameras in a dollar store, but you could do this lesson just as easily with a camera you have at home. The idea is to use the camera to introduce the term focus as it relates to writing. I talk about how the camera has a lens that allows me to focus, or become really clear on my subject (or topic). I also point out the viewfinder and show them how the small size of the window allows me to see just the main thing I want to focus on … not everything else around it.
This language, of course, is a prelude to the writing that I’ll model as we start our own work. Drawing an analogy between how the camera works and how writers achieve focus by thinking about the main thing, will help bring clarity to my students’ writing.
How to Attract a Reader
I used to teach my students that a good lead (the beginning sentences) would “hook” the reader and make them want to keep reading. But hooks are a little sharp and dangerous, so I was on the hunt for a different analogy. While working with magnets one day, it dawned on me that a good lead is like a magnet … it attracts the reader in a strong way that makes them stick with the story. Now when I introduce the concept of lead sentences, I begin with the magnet example before studying leads from mentor texts.
Elaboration … This Is a Tricky One
Early in the year, I use a slinky to demonstrate how writers stretch out the sounds in words as a spelling strategy. Once they become more proficient with phonics, I later use the slinky to talk about how writers stretch out their stories to include all the good parts. Teaching the kids that writers call this elaboration makes them feel like a big deal and they really like saying the word.
The tricky part is, once they start working on elaborating, they sometimes struggle to keep their stories focused. These are good problems to have though because it means kids are trying things out. Don’t panic if it feels like all your work on focus is flying out the window. Conferring with writers is the best way to help them find the sweet spot between elaboration and focus. Also, it sets the stage for later teaching why, when, and how writers revise.
Don’t Overlook the Details
When you’re planning how to teach writing in first grade, details will surely be on your list. If your kids have already been using magnifying glasses during science lessons, they’ll be familiar with how they work which makes this writing lesson a good analogy. The magnifying glasses remind writers to zoom in on a memory, an idea, the setting, someone’s appearance, etc., and notice the small details that will help the reader visualize the content. Once kids start using details effectively, it can really elevate the quality of their writing.
How to Teach Writing in First Grade: Vocabulary
Ok, these aren’t really toys, but I did find gobs of them in a dollar store, so I grabbed them up. (I have a bad habit of buying things for no reason and then figuring out how I’m going to use them later.) Because they sparkle, I love to use these gems when we start talking about vocabulary choices writers make to create mental images, evoke emotion, and help bring their stories to life.
Instead of putting these stickers directly on their actual writing, I’ll either make a copy of their work or I’ll use one of my own stories I’ve modeled on chart paper. During lessons, we read student samples, noticing words we love. Every time we agree on a WOW word, we talk about why it was effective and we recognize the author’s decision to pick the perfect word for that spot. Then we place a sticker gem near that word to remind us that vocabulary is a really important thing writers think about when they’re writing.
Making a Story POP!
I probably could’ve left this one out because it’s in the other blog post, but the kids LOVE this toy, so it bears repeating. There’s something about the unpredictability of this toy that makes the lesson stick. I won’t go into detail (you can read the original idea HERE), but I definitely recommend starting a chart titled: THINGS THAT MAKE OUR STORIES POP! On this chart, you can continue to add ideas as the children learn them, such as:
- attention grabbing leads
- vivid details
- emotional parts
- dialogue
- specific word choice
TEACHING TIP👉 What makes a narrative POP will be different than what makes nonfiction POP (or poetry, or opinion pieces, etc.), so you’ll want to make different charts for different genres.
Last, but Definitely NOT Least … Be Flexible
Who doesn’t love a bendy guy? He (she) is perfect for reminding children to be flexible … not necessarily literally flexible, but mentally, emotionally, and strategically flexible with their writing … willing to rethink and revise their work. This is a very important writing behavior and one we need children to become comfortable with right from the start. I don’t wait a long time to talk about what it means to revise. I find a way to gently work it in to my lessons during the first few weeks of school and we continue to come back to it, over and over throughout the year in safe and affirming ways.
These conversations aren’t unlike the discussions you’d have around growth mindset, for example, so it likely will be part of your healthy classroom culture anyway. But the truth of writing is: Writers Revise. A willingness to reread and react leads to thoughtful reworking which usually leads to something outstanding…
…or at least really good for a six year old.😉
How to Teach Writing in First Grade: More Posts
Looking for more? These blog posts feature other ideas for first grade teachers, including one where I share a really great picture book I think should be in every K-1 classroom: Ralph Tells a Story. Check it out.
- A MUST-HAVE TEXT FOR K-1 WRITING TEACHERS
- NO MORE MENTOR TEXTS?
- A BIG BAG OF WRITING IDEAS
- GETTING READY TO WRITE HOW-TO BOOKS
- NONFICTION WRITING UNIT: ANIMALS PEOPLE LOVE TO HATE
And a Resource for When Kids Feel Stuck
Happy teaching!
