Instructional Strategies

1. Have three pictures that tell a story prepared. Tell the students they will write a story about the pictures. 

2. Show the first picture. Give the students time to look at and note the details.

3. Discuss the picture with the students. Note all the important information. 

4. With each subsequent picture, students take more responsibility for the description. 

5. Younger students dictate a story to the teacher, write it on the board/tablet. Guide students using questioning: What happened next? How did Susie feel? I think something important happened before that. What was it? 

6. When the story is completed, read it with the students. Ask if they want to make any changes. 

7. Have the students read the story. 

8. Discuss English syntax, vocabulary and relationship to sign. Ask questions:

   • What words did you use to describe Susie’s pet?

   • What sentence tells us about Robbie’s problem?

9. The students decide how they want to publish the story. 

10. Older students can write their stories independently using the process writing steps. 

11. Monitor each student’s writing noting English language skills that have been attained and those that need direct instruction. 

Variation: To introduce students to expository writing, use concept books. Concept books describe the various characteristics of a single object (e.g., kites) or a concept (e.g., toys, opposites). With younger children, first discuss the book and then have them describe the concept in writing.