Case Study: Supporting a Grade Three Student in Narrative Writing

 

I must start by saying how much I appreciate the practice Dr. Charles has been giving us in analyzing students’ writing. Prior to this experience, I struggled to come to grips with students' writing and was uncertain about my ability to analyze it effectively. Writing once felt like just a topic for students to respond to, without a clear focus on development. Now, I can see how I can support students in improving their writing by addressing specific issues through strategies like the writer’s workshop and targeted feedback. This practice has taught me how to read a student’s writing to identify strengths and weaknesses as well as areas for growth. I can focus on one issue at a time, knowing that I can build on the others later.

In this case, the student, a Grade Three learner, submitted a narrative titled “A Day at the Beach.” My groupmates and I identified from the outset that the student demonstrated a clear understanding of the topic and maintained a consistent primary tone throughout the piece. The purpose was evident: the student wanted to share a personal experience of visiting the beach, describing what they did before arriving and their activities during the visit. Their handwriting was legible, and their voice was confident, which showed both ownership and engagement. The ending, however, felt abrupt, which slightly reduced the impact of the narrative. For example, the student wrote, ‘ I won the swimming rac and when we go ont of the water…..

Upon closer examination, several areas required attention, including grammar, punctuation, and sentence structure, which were inconsistent. Many sentences were run-ons due to missing full stops, which affected the flow and readability. The lack of transitional words limited the cohesion between ideas. While the narrative conveyed the student’s experience, these issues interrupted the rhythm and made the story less fluent. Reflecting on this, I realized that conventions are not just mechanical rules. They help the reader to pause, breathe, and connect with the writer’s meaning.

To address these challenges, we created a one-on-one conferencing session rather than a traditional mini-lesson. During the conference, the student would be asked to reread his writing aloud, listening carefully for natural pauses. This strategy encourages self-monitoring and allows the student to identify areas where punctuation could improve sentence structure. I anticipated that as the student reread his sentences, he would begin to notice where long sentences needed to be divided and where punctuation was missing. I expected that hearing his sentences aloud would help him to recognize these issues and understand how full stops and proper punctuation improve clarity.

By the end of the conference, I predicted that the student would begin to pause naturally in their sentences, apply punctuation more consistently, and gradually develop the ability to self-monitor their writing. In a later draft, I expected that this approach would build the student’s confidence and independence, helping them become more intentional and thoughtful writers.

In reflection, I realized that guiding the student to discover his errors fostered engagement, self-confidence, and ownership over his work. It reminded me that even small, targeted interventions can create meaningful growth when combined with careful observation and reflection. Moving forward, I feel better equipped to analyze student writing, pinpoint areas for improvement, and provide support that strengthens both skills and creative voice due to the much-needed practice I have received.