This strategy allows students to sort through the “closet” of their brains on a certain topic and create categories within that topic. I like using this brainstorm in 2nd grade to help students guide their thinking process when writing about a topic about which they know many details or have learned a lot of information. But, in the end, the results are the same: one large bubble that contains the focus topic, to which smaller ones with details, ideas, and words connect. The last brainstorming method I’m sharing with you today goes by many names: brain map, brain web, bubble map, writing web, etc. Love all these brainstorming ideas but want to have everything done for you when it comes to your writing lessons? Check out this chunky writing bundle! Bubble or Brain Web Brainstorm No matter how you choose to use this brainstorming method, your students will create a well-organized foundation for their writing pieces. Another variation of this brainstorm includes using the last box as a place for students to write their conclusion statement. In the sample above, you can see how the student wrote their topic sentence: My favorite snack is ice cream. Then, they supported their topic with details as to why that’s their favorite.įor procedural writing, students work to write the steps in each box. Then, moving from top to bottom, left to right, they add details to each box to support their main topic. When using for expository or procedural writing, students write the topic sentence in the middle box. I love using this brainstorming method in 2nd grade when we’re working on expository or step-by-step writing. This b rainstorming method has been around for a long time and for a good reason! It is structured to help students produce strong writings but flexible enough to be used in many different writing situations.
STORY PLANNER FOR WRITERS 2ND GRADE FREE
Like the brainstorming sheet? At the bottom of this post, I’m sharing FREE printables so you can easily use these in your classroom! Four Square Brainstorm During their writing, this word bank can serve as a reminder and a personal “word wall,” which they can reference for keywords. To take this brainstorming technique a step further, after students finish their drawings, let them create a mini word bank to describe the items they included in their drawings. For example, if you’re working on personal narratives, you could have a student sketch the place and some key details of what their narrative may include: sights, sounds, even smells. I like to call this brainstorming technique “Picture This,” which asks students to do exactly what the name implies… create a picture.įor this brainstorm, students first start with a picture of what they’d like to write about. Second grade writers should be encouraged to write how the character feels upon resolving the over-arching problem.The first brainstorming technique I want to share with you is probably the easiest to implement in grades k through 12. It may also include something the character learned through the process of the story. The resolution should be about one paragraph in length and should include how the main character's problem is solved. The fourth and final piece to the puzzle is the resolution. Discourage this practice by asking your child to explain why he included that detail. Often, students stray from the main topic, including details that have nothing to do with the actual plot of the story.
That is fine, but students should be encouraged to use descriptive language to paint a picture for the reader. Students at this level may only have a few actions before the resolution of the story is revealed. In this example, Clarence may jump in the water after the fish to retrieve his pole. The main problem of the story should be introduced at this point, perhaps a large fish poking his head out of the water and jerking the pole out of Clarence's hands, followed by the actions the character takes to solve the problem. While there is no exact number of paragraphs that make a story complete, it is important to note that the action of the story should be contained within the middle paragraphs. This section makes up the middle of the piece. In fact, he was sitting on the bank by the river on a lazy Sunday afternoon when the most unexpected thing happened." Conflict and Events He spent a lot of time near the river with his fishing pole and his dog, Rex. If we continue our former example, the story might look something like this: "Clarence Smith loved to fish.
The setting of a second grade story should also be introduced early on in the course of the writing.
0 kommentar(er)
