Narrative Writing
Narrative Writing is a type of writing that tells a story.
What is the expectation for narrative writing in the fourth grade?
In the fourth grade, your child should be able to write a story from beginning to end. Your child should have a clear plot with a problem and solution, along with characters that learn a lesson. Your child should have dialogue (talking), descriptions, thoughts, feelings, figurative language, and actions in their story. Your child should also be able to be given a fiction article or a story and re-write a part or add to the writing, like add the ending to the story.
What is the expectation for narrative writing in the fourth grade?
In the fourth grade, your child should be able to write a story from beginning to end. Your child should have a clear plot with a problem and solution, along with characters that learn a lesson. Your child should have dialogue (talking), descriptions, thoughts, feelings, figurative language, and actions in their story. Your child should also be able to be given a fiction article or a story and re-write a part or add to the writing, like add the ending to the story.
Parts of Narrative Writing
Overall Story:
Has a plot with a problem and solution
Has well developed character
The main character has learned a lesson
The end of the story connects back to the beginning or end of the story
To add detail:
Dialogue (talking)
Thoughts
Feelings
Figurative language
Actions
Has a plot with a problem and solution
Has well developed character
The main character has learned a lesson
The end of the story connects back to the beginning or end of the story
To add detail:
Dialogue (talking)
Thoughts
Feelings
Figurative language
Actions
Examples of Narrative Writing
Example 1
Boom! Boom! Boom! Peter felt his heart banging in his chest like a big bass drum. Peter couldn’t help but feel nervous as he and his family approached the Dinosaur ride in the Animal Kingdom theme park.
“I don’t know if I want to go on the ride,” Peter said.
“Why not?” His mother asked.
Peter wasn’t sure if he wanted to tell his mom the truth. He was scared he thought to himself.
Figurative language- onomatopoeia
Feelings
Dialogue
Example 2
Peter was so excited for the Dinosaur Ride in Animal Kingdom in Disney World. He was jumping up and down. He couldn’t help but think about what he heard from his friends, that the ride had been scary but he didn’t care. He was ready to take a chance and go on the ride! He took a deep breathe as the jungle cruiser made its way down the dark tunnel. He was ready for the action!
Thoughts
Example 3
Peter was in the seat. The jeep took off into the tunnel. He saw vines and plants all over. He saw dinosaur’s with light shiny eyes, moving toward him. He noticed a lake full of water, it was splishing and splashing. He felt the ground shake. He heard a SHRIEK! Peter saw a drop coming in the path. The jeep all of a sudden stopped and got stuck on a hill. Peter felt scared. The jeep got unstuck and then started to go again.
Description using the 5 senses- touch, taste, hearing, sight, smell
Boom! Boom! Boom! Peter felt his heart banging in his chest like a big bass drum. Peter couldn’t help but feel nervous as he and his family approached the Dinosaur ride in the Animal Kingdom theme park.
“I don’t know if I want to go on the ride,” Peter said.
“Why not?” His mother asked.
Peter wasn’t sure if he wanted to tell his mom the truth. He was scared he thought to himself.
Figurative language- onomatopoeia
Feelings
Dialogue
Example 2
Peter was so excited for the Dinosaur Ride in Animal Kingdom in Disney World. He was jumping up and down. He couldn’t help but think about what he heard from his friends, that the ride had been scary but he didn’t care. He was ready to take a chance and go on the ride! He took a deep breathe as the jungle cruiser made its way down the dark tunnel. He was ready for the action!
Thoughts
Example 3
Peter was in the seat. The jeep took off into the tunnel. He saw vines and plants all over. He saw dinosaur’s with light shiny eyes, moving toward him. He noticed a lake full of water, it was splishing and splashing. He felt the ground shake. He heard a SHRIEK! Peter saw a drop coming in the path. The jeep all of a sudden stopped and got stuck on a hill. Peter felt scared. The jeep got unstuck and then started to go again.
Description using the 5 senses- touch, taste, hearing, sight, smell
Narrative Writing Standards:
4th grade:
ELAGSE4W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.
ELAGSE4W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.)
ELAGSE4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)
ELAGSE4W6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
5th grade:
ELAGSE5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
ELAGSE5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.)
ELAGSE5W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grade 5.)
ELAGSE5W6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
4th grade:
ELAGSE4W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.
ELAGSE4W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.)
ELAGSE4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)
ELAGSE4W6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
5th grade:
ELAGSE5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
ELAGSE5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.)
ELAGSE5W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grade 5.)
ELAGSE5W6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.