My ds could orally narrate nearly word for word (still can); but, when it came to writing it down here is what finally worked for he and I , then for my daughter (only with her she needed to draw first, write the summary second, then orally narrate it to me):
1. I started with his long narration - let him have at it
2. a) I then would ask: "What is the most important thing that happened that if we said only that we would know what this story is about. " This would take a little while and when he would answer (no matter what the answer was) here is then what I would do
b) I would repeat word for word what his "summary" was ( I did not use this word until a little later) and then ask, "If this is what we said, would we know what story we had just read?"
c)) If his answer was yes, and it was accurate - I praised him then see next step
d) If his answer was no, and this also is accurate - I would again paise this too, and simply say, now we know what not to write, then encourage him to try again.
e) The few times where it came extra hard and he stared back at me with nothing to say I would give a starter help (one example sentence that summed it up, and one that did not and ask him which one tells the story); but, only after he had tried these 2 steps 2 times on his own.
3. When we reached getting the main point - then we worked at putting it into 1-2 sentences orally first - having him lengthen or shorten where necessary. (At the beginning, I only required 1 sentence, once he started to get the hang of this - I upped it to 2. Eventually, he was doing it pretty well and we had to keep it to 3 sentences to fit on the page and keep this excerise from take too long).
4. Once we had this 1-2 sentences orally - I had him get out "rough draft" paper and write it down as best as possible on his own. We used the same rough draft paper over and over until it was full - we used store bought first grade tablets.
5. Then we worked on editting it together - checking for capitals at the beginning of the sentence, periods at the end, spelling ( I made him look in his book for correct spelling of words from the story). Eventually, he learned how to use quotation marks too. He would write the final draft into his notebook.
6. We did the oral narration and rought draft process and the pencil drawing one day - the day we did the story; then editting, final copy and coloring the second day - the day the lesson was on the workbook stuff.
Julie in MN wrote:Heidi,
Even for older kids, I appreciate your explaining your technique. It's such an important skill to be able to summarize and discern. Great preparation for college writing :o) Thanks again for the good techniques,