Narrative Writing
PROCEDURALWrite narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations
Mastery Evidence
- Write a narrative that includes a described setting, at least one developed character, and a clear plot with a problem and resolution
- Use dialogue to show what characters say and reveal their personality or feelings
- Use descriptive details and temporal words to organise events into a clear sequence with a satisfying ending
Assessment Prompt
“When [child] writes a story, do they bring it to life with descriptions of the setting, details about the characters, and some dialogue — rather than just listing what happened?”
Curriculum Standards19 alignments
W.2.3Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsWrite narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
W.3.3Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsWrite narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.3aCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsEstablish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3bCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsUse dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
W.3.3cCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsUse temporal words and phrases to signal event order.
W.3.3dCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsProvide a sense of closure.
W.4.3Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsWrite narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3aCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsOrient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.4.3bCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsUse dialogue and description to develop experiences and events or show the responses of characters to situations.
W.4.3cCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsUse a variety of transitional words and phrases to manage the sequence of events.
W.4.3dCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsUse concrete words and phrases and sensory details to convey experiences and events precisely.
W.4.3eCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsProvide a conclusion that follows from the narrated experiences or events.
W.5.3Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsWrite narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3aCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsOrient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3bCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsUse narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
W.5.3cCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsUse a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.5.3dCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsUse concrete words and phrases and sensory details to convey experiences and events precisely.
W.5.3eCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsProvide a conclusion that follows from the narrated experiences or events.
Eng.UKS2.Write.Comp.2bThe national curriculum in EnglandDraft and write by, in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
Prerequisites2
- Writing Craft VocabularysoftAges 8—11
- Simple Stories with Beginning and EndinghardAges 5—7
Show full prerequisite tree
- Writing Craft Vocabulary soft
Developed narrative requires craft vocabulary including 'structure', 'voice', 'technique', and 'style'
- Simple Stories with Beginning and Ending hard
Developed narrative with settings/characters/plot builds on simple sequential narrative writing
- Rote counting to 100 soft
Sequencing events in narrative writing draws on the ordinal/sequential thinking developed through counting
- Writing Process Vocabulary hard
Writing simple narratives requires 'narrative', 'sequence', 'beginning', 'middle', 'ending' as shared vocabulary
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
Unlocks1
- Writing Character & DialoguehardAges 11—14