POW + W-W-W, What=2, How=2
Evidence-based strategy for story writing developed at KU.
Who is the main character?
When does the story take place?
Where does the story take place?
What does the main character do or want to do; what do other characters do?
What happens then? What happens with other characters?
How do the characters feel?
How does the story end?
Appropriate Grade Level: 1-12
Procedures/Steps:
1. Introduce strategies:
i. POW (Pick an idea, Organize notes, Write and say more)
ii. W-W-W, What=2, How=2 (Who is the main character? When does the story take place? Where does the story take place? What does the main character do or want to do; what do other characters do? What happens then? What happens to the other characters? How does the story end? How does the main character feel; how do other characters feel?)
2. Establish prior performance and set goals
3. Model the strategy and establish self-instructions
4. Collaborative practice
5. Guided practice
6. Independent performance
7. Considerations and evaluation
Comments and/or tips:
• Allow students to help in establishing goals
• Students will need less help as time goes on from the teacher
Source:
Mason, L.H., Harris, K.R., and Graham, S. (2002). Every child has a story to tell: Self-regulated strategy development for story writing. Education and Treatment of Children, 25(4), 496-506
When does the story take place?
Where does the story take place?
What does the main character do or want to do; what do other characters do?
What happens then? What happens with other characters?
How do the characters feel?
How does the story end?
Appropriate Grade Level: 1-12
Procedures/Steps:
1. Introduce strategies:
i. POW (Pick an idea, Organize notes, Write and say more)
ii. W-W-W, What=2, How=2 (Who is the main character? When does the story take place? Where does the story take place? What does the main character do or want to do; what do other characters do? What happens then? What happens to the other characters? How does the story end? How does the main character feel; how do other characters feel?)
2. Establish prior performance and set goals
3. Model the strategy and establish self-instructions
4. Collaborative practice
5. Guided practice
6. Independent performance
7. Considerations and evaluation
Comments and/or tips:
• Allow students to help in establishing goals
• Students will need less help as time goes on from the teacher
Source:
Mason, L.H., Harris, K.R., and Graham, S. (2002). Every child has a story to tell: Self-regulated strategy development for story writing. Education and Treatment of Children, 25(4), 496-506
For more information and lesson plans using this strategy see Powerful Writing Strategies for All Students chapter 6 (pg. 77-126)