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How to Teach Paragraph Writing with a Hamburger!

Writing a good, solid paragraph is the basis of writing composition. In fact, the ideas we teach our elementary students about paragraph writing will be used throughout their lives. Secondary school research projects need good paragraphs. College entrance essays need good paragraphs.  Professional writing for any number of careers needs good paragraphs, too! So why not engage your students with something they love and make the concept of a good, solid paragraph stick?  Teaching hamburger paragraph writing for elementary students using the hamburger style model is my favorite (and the most effective) way of teaching how to write a paragraph.

Teaching the Hamburger Model for Writing Using a Guided Approach

Over the years I have taught paragraph writing in many different ways.  Some worked and some, well… not so much.  One of the biggest things I’ve learned over the years is that teaching the paragraph as a whole and then sending my students off to write a paragraph is not the best approach. I now use a guided approach to teaching paragraph writing with much more success.

A guided approach involves breaking the task down into its parts and teaching each part individually.  Once students have learned and practiced each part, then, and only then, do we put it all together to develop a full understanding of the topic.  Here’s what it looks like in my classroom.

Introducing Hamburger Paragraph Writing for Elementary Students

On the first day, I love to engage my students with the hamburger.  I mean, who doesn’t love a good, juicy hamburger?  We will spend some time talking about hamburgers and what makes them so special, inviting their favorite restaurants into the discussion.  We chat about our favorite hamburger toppings.  And then, just about the time our mouths are watering, I let them know that hamburgers can teach us something too!

This is when I introduce the learning topic of paragraph writing.  Depending on the grade level, the paragraph writing process might be something new or might be something they were introduced to the year before.  Either way, our focus becomes learning to write a cohesive paragraph using the hamburger paragraph method.

Then, I begin by showing the students the hamburger paragraph graphic organizers.  As we look at the model we identify the different types of sentences that make up a paragraph.  Our focus will be the main idea (introduction sentence), supporting details, and the closing or concluding sentence.

One of the first learning tools we use are these anchor chart pieces or posters for each sentence type.  I have found this to be really helpful so that as we continue all students have been exposed to the same terms and language.  We use these posters throughout the paragraph writing unit.  They hang in the classroom as a reminder and learning tool for the students.

Focusing on the Main Idea

We begin with the topic sentence or the main idea of the paragraph.  The main objective here is for students to understand that a paragraph is a group of sentences about one topic.  The main idea sentence describes the topic of the paragraph.   We go back to the full hamburger graphic to reinforce what the main idea does.

To help my students understand this concept we play a little game.  I read or say complete sentences and my students tell me whether it would be a good main idea sentence.  Some examples might be:

• Elephants are amazing animals. {Yes – this is a main idea sentence}
• An elephant has four legs. {No – not a main idea sentence}
• Percy Jackson has an adventurous life. {Yes}
• Percy Jackson went to Olympus and met Zeus. {No}

Once my students are doing a great job identifying main idea sentences, we then take our game to the next level. I give my students a general topic, like ‘animals’, and they brainstorm a different main idea or topic sentence that could be used.

Students then practice doing this on their own or with a partner.  It’s always fun to read some of their independent answers aloud for the class.  This is a great way to show that there are many ways you can reword the same main idea.

A quick review of student answers gives me a really good idea of whether the class is ready to move on. If students need more practice, you should pause here and try other ways to teach the main idea to your students. Main idea is such an important concept in reading and writing that you want to make sure your students fully understand the topic.

We finish our lesson on main idea or a topic sentence with students practicing.  We use the topic sentence worksheet to have student practice writing their own topic sentences for a provided paragraph.

Finally, we work on listening to a paragraph that doesn’t have an opening sentence.   After hearing the paragraph we work on writing a good topic sentence for the paragraph.  Not only does this help students work on writing the main idea in the form of a sentence, but it also helps them see how the different types of sentences in a paragraph work together.

Supporting Details

After a quick review of the main idea, we will next cover supporting details.  The goal is for students to understand that supporting details give more information to explain and support the main idea.  Before jumping in with sentences, we start with a hamburger.  I start by holding up the top of a bun (real or a picture – both work).  Then I ask my students if this is a hamburger?  Obviously, the answer is a resounding NO!  Then, I ask the students a simple question, “How do you build a hamburger?”  The answers are pretty straightforward: bun, meat, cheese, ketchup, lettuce, tomato, etc.

Next, I ask the  question that will connect building a hamburger to supporting details.  I might say something like “What about the mashed potatoes?”  To which my students usually stare at me like I’m crazy.  Inevitably, someone will say something like ‘Mashed potatoes don’t go on a hamburger!’  And that is what I’m waiting for!  I explain that they are absolutely right.  And just like we build a hamburger with hamburger ingredients, we have to choose supporting details that support our main idea.

We again start by practicing this skill as a class.  We start with a main idea sentence like “I had a horrible sick day.”  I used this sentence, typed it out on a top bun, and displayed it on the board.  Then I read a variety of other sentences and the students decide if the sentence supports the main idea.

For each sentence that does support the main idea, I display it on the board under the main idea.  As we do this, students can see the progression of building the hamburger with a main idea and supporting details. Sometimes I may print these out and place them in centers for students to manipulate. I’m a fan of hands-on student engagement.

We do this a few times with different main ideas to give the students practice with identifying good supporting “juicy” details.

Another way to do this is to provide two main ideas, that are similar in context but different.  For example, you could use “Riding a horse was a great experience.” and “Riding a horse is very scary.”  Then as you read supporting detail sentences, students can choose which main idea the sentence best supports.  This is really great if your students have experience with multi-paragraph writing.  This activity shows them how they can break down different aspects of their topic to have multiple main ideas through multiple paragraphs.

The next day we tackle supporting details again.  But this time our focus is on making sure that the supporting details are relevant to the main idea.  I remind the students of the mashed potatoes from the day before.  We talk about how mashed potatoes with a fried chicken dinner are great.  They are relevant to completing that meal.  But mashed potatoes on a hamburger just don’t work.  They are not relevant even though they are a food and we could put a spoonful on the burger.

Like the mashed potatoes, even though it is possible to add them to a hamburger – we don’t.  The same goes with supporting detail sentences.  There may be sentences that relate to the main idea but that are not relevant.  To help students understand this better we do some examples together.

I give students a topic sentence and a few supporting detail sentences.  They then choose which sentences are relevant and which are not.  We talk about what makes them relevant and why some sentences just don’t belong with this main idea.

After our group practice, students worked on this worksheet to practice taking out the sentences that were not relevant to the paragraph.  Students can do this independently or with a partner.  If they work with someone I have them explain the reason why they don’t feel a specific sentence is relevant.

After a few days of working on the main idea and supporting details, the students usually have a good understanding.  If, however, your students are struggling with the concept, again, I would encourage you to not move on.  There are amazing main idea and details worksheets to help assist with this progress.

MAIN IDEA & DETAILS SAMPLE FREEBIE

These main idea and details worksheets offer a perfect combination of practice for students from identifying the main idea and details from a set to writing them in on their own!

👉🏼 TRY A SAMPLE SET TODAY!

Concluding Sentences

Once students have a good grasp on the main idea and supporting details, it’s time to add the final bun to our hamburger.  The bottom bun represents our closing or conclusion sentence.  As I introduce the concluding sentence we talk about how the buns of a hamburger are what make it easy to eat.  They hold together all the ‘messy’ stuff in the middle.  While you could eat a hamburger with just one bun, it’s not quite as neat or convenient as with two buns.  Just like the buns of a burger, the first and last sentences of a paragraph really hold the paragraph together for the reader.

Students usually pick up the concept of concluding sentences quickly because they are similar to the main idea sentence.  We talk about how rewording the main idea into a concluding sentence wraps up the paragraph.

We practice doing this with some simple paragraphs that are missing the closing or concluding sentence.  After reading the paragraph we first identify the main idea sentence.  Then we talk about ways we can reword the main idea into a conclusion.

That leads us right into our final lesson on closing sentences.  We talk about different ways to make our closing sentences really  good.  I do this by introducing students to . . . the clincher!

The clincher is a way to make the closing sentence interesting – and not just a repeat of the main idea sentence.  Students learn that there are a variety of ways to write a good clincher.  These are the ones that I teach my students:

• asking a question;
• excitement; and
• reflection.

We dig into each of these types of clinchers by writing different sentences for the same paragraph.  The students love using their creativity to come up with good clinchers!

Applying the Hamburger Structure to Writing

After learning about all the parts, it’s time to put the pieces together and start working on writing a good paragraph.  So many times in the past, this is where I would start.  As I look back now I see how much important learning my students were missing.  It’s just one of the many things that makes me remember the value of learning in baby steps.

We finish up by going through the entire process again, together. But, we do this in steps too.  I give students a very general writing topic just so that we all have a place to start.  Then using the hamburger writing templates, we write out one sentence at a time using the hamburger model as a guide.  Once students have completed the hamburger paragraph template they write their final paragraph.

Students also use a rubric to guide them through writing their paragraph.  This helps them to remember the details and what to include. Before you know it,  students will be writing their own paragraphs with very little guidance!

This hamburger essay guided paragraph approach has been very effective for my students and I know it will be with yours too! Keep the finished product in a writer’s notebook to show growth throughout the year!

Hamburger Paragraph Writing Unit

As a teacher, you are more than qualified to put together an amazing paragraph writing unit using these or other ideas.  But if you are looking for some time-saving resources to help students in mastering the hamburger paragraph, this Paragraph Writing Lessons Resource  may be what you’re looking for. This resource is perfect for 1st grade, 2nd grade, 3rd grade, and any remedial students.

This ready-to-use resource includes everything you need to teach an entire paragraph unit using the paragraph hamburger model.  You receive anchor charts and posters for the different types of sentences, the hamburger model, example paragraphs for guided practice, no prep worksheets for independent practice, the hamburger writing organizer, the coordinating paper for the final draft, and the grading rubric.  All of this for the price of a Starbucks drink!  You can find this Hamburger Paragraph resource in my Teachers Pay Teachers store .

Save these Hamburger Paragraph Writing Ideas

Not quite ready to add these ideas to your lesson plans?  Just pin this to your favorite classroom Pinterest board so you can quickly come back when it is time to teach paragraph writing to your students.

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Hamburger Paragraph Chart

• homeschool printables , Grammar , Writing Printables , Homeschool Classroom

Learning the structure of a paragraph is an important step in the writing process.  Today I’ve got a Free Hamburger Paragraph Chart you can use in your classroom.  If you’ve never heard of this before, this is a fantastic resource for teaching young writers just exactly what they need to include inside a paragraph.  The visual of a hamburger shows them to include an Introduction, Detail, Detail, Detail and then a Conclusion.  I’ve also created a fun follow up worksheet for children to build their own hamburger paragraphs!

Free Hamburger Paragraph Classroom Chart

Free Hamburger Paragraph Worksheet

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Valerie Mcclintick

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This an awesome visual aid! I have been working with my son on paragraph structure, and he hasn’t quite understood it, yet. I know this will be a great help. Thank you for sharing. :)

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Deluxe Hamburger Paragraph Planning

Love this idea. I have seen smaller versions of this before but this is a great anchor chart. Great post :)

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7 strong narrative writing anchor charts.

Narrative Writing is my personal favorite type of writing to teach. The creativity and possibilities that come with this type of writing are endless! Today, we are going to take a look at 7 strong anchor charts for teaching narrative writing. Anchor charts are always a great tool for introducing or even revisiting a skill. In this case, the anchor charts are going to help students better understand the requirements and structure of narrative writing.

Introduce the Narrative Writing Structure

First, students will need to know what Narrative Writing is! Students will be tasked with writing narrative stories throughout their education. The anchor chart above divides the topic into personal and fictional narrative writing. Initially, students will be writing stories about events that they experienced, personal narratives. However, writing those personal stories will help students develop writing skills that will enhance their fictional narratives, too!

Next, you will want to show students the narrative writing structure. This anchor chart displays the narrative writing structure as a hamburger [or veggie burger :)]. I like to think that this structure image helps students remember that you can fill your burger with yummy ingredients (events and details), but it also needs a top and bottom (an introduction and conclusion).

Teach Students to Focus on Small Moments

Now, students will need help narrowing their writing ideas down to a specific event. This concept is more difficult for students to understand than one would think. So, we like to use a watermelon as a metaphor.

The whole watermelon represents a broad topic or big idea, like “Summer.” You wouldn’t want to write about your entire summer in one story. So, you take a slice out of that watermelon. Maybe your family took a trip or did something fun together over the summer. The slice may represent a “Family Trip.” Within that slice, there are seeds or specific events/things that were memorable on the trip. For example, maybe it was your first time riding a big roller coaster, you made a friend at the playground, built a sandcastle at the beach, made cookies with your grandmother, etc.

Choosing one of those memories and zooming in on the details and feelings of the moment will make for a much better story than simply writing about summer.

Focus on Aspects of the Body of Writing

Our next Narrative Writing Anchor Chart will focus in on the Body of the piece. This will be all of those yummy ingredients within your story burger! You will want students to remember that a story has a beginning, middle, and end. They also need to know that within those parts, there needs to be detail and description that engages the reader. *This chart can also be made with a simple, 3-row chart where you could provide an example of each event with details. OR laminate it and reuse it over and over!

Feelings and actions are very important to narrative writing. I recommend having a mini-lesson where students can get involved in the making of a feelings and actions anchor chart. Discuss different feelings and emotions you may experience during a memorable event. Then, talk about the actions that you may do during the event or during those emotions.

Teaching Introductions and Conclusions Explicitly

Finally, you are going to need to talk about those buns! The introduction and conclusion parts of your story burger are just as important as the middle. Many times, it is more effective to write introductions and conclusions after the body of the piece has been written. Be sure to provide examples of different types of hooks and closings from narrative stories you may have read. This is a great opportunity to refer back to mentor texts you have already read. Revisiting just the introduction and conclusion, students will remember how those stories were as readers. It will help them, creatively, and keep them developing their skill!

These simple narrative writing anchor charts are going to be great tools to refer back to throughout the year!

Interested in Free Graphic Organizers for Your Writing Unit?

Or do you want ready-made lesson plans for narrative writing.

If you’re interested in getting your students to master writing without having to spend hours on planning and prep, I have all-inclusive units for you! These no-prep units have everything you need to teach opinion writing in your classroom!

Narrative Units come complete with anchor charts, lesson plans, graphic organizers, writing prompts, and more! Click the button for your grade-level below:

Want to learn more about teaching Narrative Writing?

• Mentor Texts for Narrative Writing
• How to Teach Narrative Writing
• The Importance of Pre-Writing
• Read more about: Anchor Charts , Common Core Aligned , Writing Blog Posts

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Hamburger Paragraph Writing with Main Idea & Details

By thisreadingmama 1 Comment

My 1st and 2nd grader have been working for a while on personal narratives in our writing time. So after we worked through our Healthy Body Unit , I decided it was time to do some nonfiction paragraph writing! I found some fun clip art and created these simple paragraph writing organizers for them…hamburger style!

If you’re using this after a body unit, feel free to download our free human body report pages  to go along with these!

*This post contains affiliate links. **The free printable can be found at the END of this post. Click on the teal download button.

Hamburger Paragraph Writing Using Main Idea and Supporting Details

When we ask learners to write in a way that they aren’t familiar with, graphic organizers {especially ones with cookies  on them}, can help them break the process down in their head. And when it becomes less complicated in their head, it can make the process easier to get on paper.

Now, you and I both know that not all nonfiction writing is organized in this neat, nice package. But teaching paragraph writing using a main idea {or topic} with supporting details is an easy place to start! {Older learners can expand this concept into multiple paragraphs.}

{By the way, this entire process took 3-4 days.}

First, I just handed them the hamburger organizer. We looked at and talked about each part. Having examples from texts handy is vital! If you can’t find a good example, you can quickly write your own.

I gave them this simple graphic organizer to write down their own sentences based on the body part they chose from our unit .

The hardest part by far for my learners was the closing sentence. How exactly do you tie the topic back in without completely duplicating the topic sentence? We brainstormed a lot with closing sentences on day 2. I didn’t give them their answers, but I wanted to show them how flexible it was with other examples. {This is why examples are KEY.}

Do learners have to use these graphic organizers? Absolutely not, but they can sure help in the process of brainstorming and getting thoughts on paper!

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Enjoy! ~Becky

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November 8, 2017 at 3:41 pm

I love the hamburger organizer. I’ve been working on writing with my reluctant second grader and look forward to trying this idea with him. Thanks for the printable! -Kelley

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How to turn the high school “hamburger” essay into a university-level paper

It goes by many names: the 5-paragraph essay, three-tier paper, or 1-3-1 model, to name a few. Many of you know it as the “hamburger” essay – an easy-to-follow model for writing papers that’s often taught in North American high schools.

During my first semester of undergrad, I heard it again and again from my professors and TAs: don't submit a hamburger essay. "Forget everything you learned in high school," they told me, "university writing is different!"

I had always done well on my high school writing assignments. I thought essay writing in university would be a breeze. So, the idea of throwing away all my past knowledge and practice felt confusing and overwhelming. If I wasn’t supposed to write essays in university the same way I wrote them in high school, then how was I supposed to write at all? And where was I supposed to learn these mysterious new writing techniques, anyway?

Now, after many years of honing my academic writing skills and becoming a writing instructor myself, I’m here to say, loud and proud:  I love the hamburger essay.

This is somewhat of a controversial statement in higher education. For years, many professors have condemned the “hamburger” model of essay writing, resenting its rules and restrictions. And while many of these critiques are valid, I believe there are too many valuable aspects of the hamburger essay to throw it away altogether. In fact, many of the  same techniques  that make a hamburger essay great, can also be used to craft a quality academic paper.

So no, you don’t need to “forget everything you learned in high school” when it comes time to write your first university essay! Keep reading to learn how you can use turn your high school hamburger essay into a strong university-level paper.

What is the hamburger essay?

The hamburger essay is well-known and well-loved because of its simple and easy to remember structure. If you're new to the hamburger essay, check out the diagram below to learn more about how it works.

In short, each ingredient of the hamburger represents a different paragraph of the essay. It starts with an introduction paragraph and ends with a conclusion paragraph, represented by the top and bottom buns, respectively. Just like a real burger bun, these paragraphs frame the juicy contents inside – the body paragraphs – which are each represented by a different topping: lettuce, tomato, or patty.

Pay attention to the order of toppings in the hamburger essay. The lettuce comes first; it’s light and flimsy, representing one of the lighter arguments of the paper. The tomato is somewhat more robust (in terms of argument), while the patty at the end is the true “meat” of the essay. Just like the toppings of a hamburger in real-life, the body paragraphs build on one another to fill out the paper, giving it substance and flavour.

How to use the hamburger model in university

If you’re already familiar with the hamburger or 5-paragraph essay model, there are many great aspects of it that you can keep and adapt in your university essay writing . Keep reading to learn how!

1. The top bun (a.k.a the introduction paragraph)

The hamburger essay begins with a strong introduction paragraph (the top bun) that sets up the rest of the paper and presents the essay’s primary  thesis statement  or argument. In high school, students are often taught to begin their introduction paragraph with the broadest or most general information first, and gradually narrow in on the specifics. They’re also taught to begin the introduction with a narrative hook – a catchy phrase or fact to grab the reader’s attention – and to end the introduction with a “road map,” which outlines what each paragraph of the essay will discuss, in the order of information presented.

Although at the university level, introductions may be longer than one paragraph (depending on the length of the essay overall), they should still begin with more general contextual information first, then narrow in on a more focused thesis statement . This structure helps guide the reader by presenting them with the background information they require for the thesis and body paragraphs to make sense.

You can also keep the introductory “hook” and “road map” pieces of the hamburger introduction, but note the differences in what these elements look like at the university level. While high school writers often try to catch the reader’s attention by asserting a universal or historical truth (e.g. “Since the dawn of time…” or “Throughout history…”), a hook at the university level should  remain focused on the specific topic at hand  – a surprising fact or statistic works well here.

Additionally, while a high school-level road map might outline the topic of each and every body paragraph in the essay, a university-level road map should be less detailed. Because university papers are typically longer than high school papers, it makes more sense to only mention the paper’s main overarching arguments  (if at all) in the road map section, rather than summarize every paragraph.

To learn more about how to write a strong university-level introduction,  check out this WCC resource  on introductions.

2. The bottom bun (a.k.a. the conclusion paragraph)

The hamburger essay ends with a satisfying conclusion paragraph (the bottom bun) that summarizes its findings and wraps up the paper’s arguments. High school students are often taught to structure their conclusion paragraph in the reverse order of the introduction,  beginning with the most specific information and broadening out to the most general . Hamburger essay conclusions often restate the thesis at the start of the paragraph, then go on to summarize each point of the essay.

At the university level, you should continue to structure your conclusion by presenting the most specific pieces of information related to your thesis first, followed by the more general ideas. Structuring your conclusion this way helps  transition the reader out of the paper’s arguments and into a broader reflection on the topic .

However,  you don’t have to limit yourself to only one paragraph  for your conclusion (hint: introductions and conclusions typically make up 10-15% of the essay length overall). And while it’s good practice to remind your reader of the essay’s main arguments and findings, too much repetition can be a bore. Try focusing instead on the  significance  of the paper’s claims and discoveries to highlight for the reader why your essay matters – why your thesis is significant in a larger context.

For deeper insight into how to write a university-level conclusion,  view our conclusions resource  here.

3. The toppings (a.k.a. the body paragraphs)

The body paragraphs of a hamburger essay are its meatiest parts (pun intended). In high school, students are often taught to explain, and provide evidence for, their main thesis by presenting three distinct points in three separate body paragraphs, ordered roughly from the weakest point to the strongest. In this model, each body paragraph supports the essay’s thesis by providing a new piece of information to back-up the author’s primary claim. Also, each paragraph articulates its main point in a single topic sentence at the beginning of the paragraph.

For university essays, there’s a lot to like about the hamburger essay paragraph model. For example, it’s important that each paragraph of your university-level paper works to substantiate the paper's overarching thesis statement . This will prevent your essay from going off on tangents – that is, presenting ideas or research that are not directly related to the essay's focused goal. You should also pay attention to the order of ideas presented; while ordering your points from weakest to strongest (as in the hamburger model) isn’t necessary, there should be a  logical flow to your ideas . Ask yourself: what does my reader need to understand first in order to understand what’s coming next?

Topic sentences are also super useful in academic papers : they help alert the reader to the paragraph’s main idea and provide context for the evidence presented within the paragraph itself. In a traditional academic essay, readers should be able to read the first sentence (or two) of each paragraph only, and still have a strong idea of the paper’s main arguments and points.

However,  university-level essays can – and should – have more than three body paragraphs . This is perhaps the biggest complaint against the hamburger essay structure: that it tricks students into thinking they can only provide three pieces of evidence to back-up their thesis statements. Academic essays, especially research essays, should present the reader with a great breadth of evidence and information to prove their claims. It’s up to you – the writer – to decide how much evidence is needed, and how it can be organized logically into body paragraphs for the reader to follow.

On a similar note,  some points in your academic paper will require more than one body paragraph to develop,  and that’s ok! Let’s say, for example, that you’re writing an essay on the benefits of free community programming for reducing loneliness amongst senior citizens. It may take only one paragraph to present your research on loneliness amongst seniors, but maybe three or four paragraphs to show why publicly-funded programs are attractive to senior citizens in particular.

While some students believe, based on the hamburger model, that each new paragraph requires a brand new topic or point, in reality, there is more flexibility to the “rules” of academic writing. As long as each of your paragraphs is tackling one coherent idea at a time,  you may choose to develop a single point over numerous body paragraphs . This is especially true if you have a lot of evidence to discuss!

To learn more about how to write strong body paragraphs at the university level,   check out this WCC resource   on body paragraphs.

Final thoughts…

Keep in mind that  every writing assignment in university is different  and not all papers follow the traditional essay format. In fact, most essay assignments come with specific guidelines from the professor, which you should always follow with care, and ask questions about if you’re unsure.

If you’re transitioning from high school and looking for help with your writing projects, why not check out our new program for first-years, Waterloo Ready to Write ! Or book an appointment with one of our friendly and helpful writing instructors at the WCC. We would love to help you out.

Writing essays in university can be intimidating, especially if you’re new at it. But remember, you’re here for a reason, and you’ve already got a great foundation to start from! Try to think about writing in university as an extension and adaptation of what you already know. If you have an open mind, take your professors’ feedback to heart, and push yourself to try new things, you’ll be setting yourself up for success.

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40 Must-Have Anchor Charts for Teaching Writing of All Kinds

Writing information and inspiration for all!

When it comes to writing, many kids struggle to get their ideas down on paper. That’s why we’ve rounded up all the best writing anchor charts, to help your students master narrative, transitions, punctuation, editing, theme, and so much more! Try some of these ideas in your classroom to give your kids the writing support they need.

1. Why Writers Write

First and second graders will draw inspiration from this fun-filled anchor chart about why we write. Make this chart applicable to older students by expanding on each aspect with a specific audience or goal. “To share experiences” can become “to share experiences with friends, in a postcard, or with readers of a memoir.”

Source: Cara Carroll

2. Expanding Sentences

Show students how a simple sentence can become a real powerhouse by exploring when, where, how, and why, along with adding adjectives. So powerful!

Source: Upper Elementary Snapshots/Expanding Sentences

3. Personal Narrative

Personal narrative is a style that all students practice in elementary school, and writing anchor charts can help keep them on track. Visit the link below for great worksheets to use with your students to prepare them to write their personal narratives.

Source: Rachel’s Reflections

4. Hook Your Reader

Want to know how to draw the reader in and make them eager to continue? You need a hook! Teach students how to grab a reader’s attention from the get-go, pulling them in with facts, questions, or even sound effects.

Source: Little Minds at Work

5. Point of View

Learn the differences between first person (I), second person (you), and third person (narrator), and talk about when each type is effective.

Source: Oh Boy … It’s Farley!

6. Organized Paragraph

Use a stoplight to help early elementary students understand and write clear paragraphs. As students are editing their work, have them read with green, yellow, and red pencils in hand so they can see how their paragraphs are hooking and engaging readers. See a video of this chart in action here.

7. Practicing Transitions

There are more stoplight writing anchor charts, and this one is perfect for helping students learn and practice their transition words. Draw the stoplight first and invite students to help come up with different words. Then encourage students to put the transition words into practice.

Source: A Happy, Hungry, Healthy Girl

8. Author’s Perspective

Sometimes, an author’s opinion comes out strongly in their writing, even if they don’t state it up front. Use this chart to help students find the clues to an author’s perspective.

Source: Crafting Connections/Author’s Perspective

9. Author’s Purpose Pie

This is a quick and easy anchor chart to help students see different types of writing. It’ll also help them do a quick check to make sure their writing aligns.

Source: Literacy Ideas

10. Dig Deeper

Keep going! Sometimes it’s hard to express what you mean by certain writing and revision requests, and writing anchor charts can show exactly what you mean. Now students can get a good look at what it means to dig deeper.

Source: Pinterest

11. Alternatives to “Said”

If your students are learning about writing dialogue, an anchor chart like this could really come in handy. Encourage students to try other ways to have their characters respond.

Source: ESL Amplified

12. Understanding Character

Before you can write about character, you first have to understand it. This anchor chart will help your young writers understand the difference between inside and outside characteristics.

Source: Teacher Trap

13. Diving Deeper Into Character

Now that your students understand the difference between inside and outside characteristics, dive deeper into describing a specific character. This anchor chart is a wonderful idea because students can write their idea(s) on a sticky note and then add it.

Source: Crafting Connections/Teach and Task Lessons

14. Six Traits of Writing

This anchor chart is jam-packed with things to help fourth- and fifth-grade writers remember the six traits of writing. Use the chart as a whole-class reference or laminate it to use in small groups. When it’s laminated, students can check off each aspect they’ve included in their own writing. Meaningful dialogue? Check! Problem and solution? Check!

Source: Working 4 the Classroom

15. Writing Realistic Fiction

This anchor chart reminds upper elementary students how to create realistic stories. It really walks your students through the process, so they have all the elements they need to create their own stories.

Source: Two Writing Teachers/Realistic Fiction

16. Sequence of Events

Help early elementary students stay organized with an anchor chart that’s focused on order-of-events language. Tactile learners can write their first drafts on sentence strips and use this format to put the events in order before they transcribe their work onto writing paper.

Source: Life in First Grade

17. Informational Text Structures

Focus upper elementary students on the most important aspects of informational writing while keeping them organized. This chart could be used to support paragraph writing or essays.

Source: Teaching With a Mountain View/Informational Text Structures

18. OREO Opinion Writing

This deliciously inspired opinion anchor chart can be used by students in grades 3–5 during writers workshop or when developing an opinion for discussion or debate. To build out student writing, have them “double-stuff” their OREOs with extra E examples. See a video featuring this chart here.

19. Features of a Great Report

Use examples of outstanding student work to make this anchor chart. Keep it relevant by updating the examples with student work throughout the year. In kindergarten, this will also showcase how students move from prewriting and pictures to writing words and sentences.

Source: Joyful Learning in KC

20. Write From the Heart

Sometimes the hardest part about writing is coming up with whom and what you should write about. This is the fun part, though! Use this anchor chart to remind your students that they have lots of good writing options.

Source: First Grade Parade via Cara Carroll

21. Argument Writing

Use this anchor chart with middle schoolers to make sure they’re considering all sides of an argument, not just the one that matters the most to them. One way to adapt this chart, as students develop their understanding of argument, is to write each element—claim, argument, evidence—under a flap that students can lift if they need a reminder.

Source: Literacy & Math Ideas

22. Writing Process

This is an anchor chart you’ll direct your students to again and again. The writing process has several steps, and it’s good to remind students of this so they don’t get frustrated.

Source: What’s Skow-ing On in Fourth Grade?

23. Writing Checklist

For those young writers in your class, these cover the basics in a clear way.

Source: Kindergarten Chaos

24. RACE for Writing

Use the RACE mnemonic when your students are working on persuasive writing. It reminds them to cite their sources and be sure to answer the question being asked.

Source: @mrspuffer

25. Cause and Effect

Cause and effect will always be an essential part of any story. Help your students come up with different scenarios for cause and effect. In many instances, you could have multiples effects, so challenge your students to identify three to four at a time. This will really give them something to write about!

Source: 2nd Grade Superheroes

26. A Strong Lead

This upper-grade anchor chart gives students lots of ways to start their writing. Update it midyear with strong examples of leads that students have written or that they’ve found in books. Students could also copy this chart into their notebooks and keep track of the different ways they’ve started their own writing, seeing if they’ve developed a signature lead.

Source: Miss Klohn’s Classroom

27. Crafting Power Sentences

Inspire students to get crafty and creative with their sentences. Update the moods or keywords with every writing assignment, so students are constantly refining their clauses, verbs, and descriptions.

Source: Teaching My Friends

28. Show, Don’t Tell

“Show, don’t tell” is a cardinal rule of writing. This anchor chart, best for upper elementary writers, can be used to strengthen scenes in fiction and narrative nonfiction works. Build out this chart for middle school writers with additional ideas and more complex emotions.

Source: Upper Elementary Snapshots/Show, Don’t Tell

29. Narrative Organizer

Leave this chart up in your classroom for your students to reference often when they’re writing. It really takes them through creating a successful story.

30. Expository Writing

This chart makes it easy for students to remember key concepts, both with color-coding and simple metaphors. Give them colored pencils and ask them to underline the corresponding sections in their essays.

Source: Adventures of a Future Teacher

31. Peer Editing

Peer editing teaches kids a variety of skills, and not just with writing. They learn to read closely, offer (and accept) useful constructive feedback, and get more comfortable sharing their writing with others. This chart helps kids through the sometimes-challenging process.

Source: Taleof2Teachers

32. Strong Sentences

Get early elementary students to write longer, more descriptive sentences with this chart. Bonus: Use sentence strips to switch out the examples of strong sentences, based on student writing.

Source: The Good Life

33. Internal Story

This chart gives students the language to add their own thoughts to their writing. Modify this chart by highlighting key phrases for students with special needs. Or have students create different thought-bubble icons to represent each internal dialogue sentence starter.

Source: Totally Terrific in Texas

34. Evidence Supported

Upper elementary students will benefit from reminders on how to refer to and cite text evidence. Use this anchor chart during writing and discussion to help connect the language that we use across domains.

Source: History Tech

35. Publishing Guidelines

Kids are often quick to turn in their papers without making sure they’ve included all the necessary requirements (like their names!). Use this chart to remind them about the important things to check for before they hand in their work.

Source: Juice Boxes and Crayolas

36. Figurative Language

As you teach your students about figurative language and how to use it, you’ll want to have examples. This anchor chart dives into five different concepts. Each of these could actually be its own anchor chart. Perhaps have your students come up with examples on sticky notes and then place them on the chart.

Source: Willow Grove Elementary School

37. Forms of Poetry

Introducing poetry types to your students? This anchor chart covers the basics and helps kids remember that not all poetry needs to rhyme.

Source: ELA Anchor Charts

38. CUPS and ARMS

This is a popular method for teaching kids to revise and edit as well as the difference between the two. Simple acronyms keep the key strategies close at hand.

Source: Amy Lemons

39. Spicy Edits

Encourage your students to think of their writing like a recipe, which they can always tweak and improve. Have them choose one element, or “spice,” to add to their work as they revise.

Source: Beyond Zebra/Pinterest

40. Writing Buddies

Sometimes students can get stuck when working with writing buddies, but writing anchor charts can help. This one encourages students to be positive and make good, thoughtful suggestions.

Source: Apostrophe Books Twitter

What are your favorite writing anchor charts? Share your ideas in our  WeAreTeachers HELPLINE group  on Facebook.

Plus, find out why the “hamburger” essay has gone stale, and what to try instead ..

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Anchor Charts to Improve Writing Skills

 WHAT ARE ANCHOR CHARTS?

Anchor charts are tools that support learning in the classroom. They can be used to support everything from classroom management strategies to the teaching of writing.

Essentially, they are visual prompts that provide students with information regarding their prior learning on a given topic. These visual prompts are used to provide a scaffold to support the students during guided practice and independent work.

WHAT ARE THE BENEFITS OF ANCHOR CHARTS FOR WRITING AND READING?

Anchor charts are becoming increasingly popular in classrooms for some very good reasons. They offer a wealth of benefits for students and teachers alike.

Here are just a few of the great benefits of using anchor charts as writing tools in the classroom.

  Anchor Charts Provide Increased Student Engagement

Anchor charts are an effective way of encouraging student engagement. Not only do they increase student confidence when engaged in a writing task, but they help to keep students on task by offering support in the form of visual prompts that help unstick the stuck! These anchor chart examples below provide students with a great visual point of reference to learn from.

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Anchor Charts Deepen Comprehension

Often, students get involved in the actual production of the anchor charts themselves. When helping to produce the anchor charts, students will have opportunities to reconstruct their learning and thereby deepen their comprehension of the material in the process.

As they construct their charts, students begin to make new connections between the various aspects of their learning as they organize these aspects in a visually comprehensible manner.

 Anchor Charts Supports Independent Work

Learning to write well can be one of the most challenging things a student learns to do at school.

As students learn to navigate the demands of various writing genres , seemingly endless questions arise at word, sentence, and whole text level.

This, in turn, makes heavy demands on the teacher’s time as individual students struggle with the various challenges of a given task.

Fortunately, anchor charts can help alleviate some of that burden by providing a visual resource and reference point that help students to answer many of the more commonly asked questions for themselves. This frees up the teacher from having to repeatedly answer the same questions throughout the course of a lesson, making more time to offer support where it’s most needed.

WHAT DO ANCHOR CHARTS LOOK LIKE?

Anchor charts come in all shapes and sizes and can be commercially bought or produced collaboratively by students and teachers in class.

Commercially bought Anchor Charts are great for permanent displays within the classroom.

Usually well-presented in bold lettering using dynamic colors, professionally-produced charts work well for topics that recur throughout the course of the year and are complex enough to require ongoing reinforcement.

When anchor charts are self-produced, they are usually handwritten in large print and displayed in a prominent position in the classroom for easy reference.

Usually, a co-creation between the student and the teacher, the charts should contain only the essential information regarding the topic.

When deciding what to include on a chart, think about the concepts, strategies, and prior learning that will most help students to work independently when engaged in their work.

HOW ARE ANCHOR CHARTS CREATED IN THE CLASSROOM?

To produce an anchor chart in the classroom requires very little in the way of resources other than some chart paper and some colored markers. Other than these, and defining a clear purpose and focus for your anchor chart, there is no specific preparation required.

However, there are a number of common elements to consider when producing anchor charts for use in the classroom. Some of these include:

●      Paper: Decide whether you are using adhesive paper, lined paper, blank paper, colored paper etc

●      Font-Size: This should be large enough to see from the various working areas of the classroom

●      Collaboration: Is it teacher-produced or a collaboration? What is the level of student involvement?

Where Anchor Charts are to be co-created with students, generally, they will be produced in collaboration with the students as you teach the lesson.

The chart will include the most important content and relevant strategies. In the case of the various writing genres, a list of the main criteria that must be included works well.

The anchor charts can then be used by the students as a checklist to refer to as the writing is produced. They can also serve for a final check when the work has been completed.

Here are some general tips to help ensure you get the most out of Anchor Charts in your classroom:

●      Keep things simple

●      Be sure the writing is well organised and easy to read

●      Use headings and bullet points to help display the main points

●      Use different colors for headings, bullet points etc

●      Use simple pictures, graphs, illustrations etc to help reinforce points

●      Don’t fill with lots of distracting details or graphics

Anchor Charts as Writing Tools – Examples

Anchor charts can be used very effectively to break down many of the more complex aspects of writing.

From punctuation use to the specific criteria for various writing genres, Anchor charts are a fantastic way to visually reinforce student understanding of these diverse processes.

The content of each chart will be dependent on their focus. But, let’s look at the possible content of two examples of Anchor Charts to help serve as models for what might be contained in an anchor chart produced in your classroom.

1.  Point of View Anchor Chart

The Point of View Anchor Chart can be used both to help guide students in identifying the point of view in a text as well as to help in the creation of the student’s own texts. We have an excellent guide on point of view that can be found here.

Looking out for keywords is an effective way to determine the point of view in a piece of writing. Point-of-view keywords are generally centred around the pronouns and the level of insight and perspective we are offered.

Let’s look at some of the more common points of view used, first in a little detail and then at how they might appear on an Anchor Chart.

First Person – a character is telling the story (narrator), and we often gain insight into the characters’ thoughts. Clues that indicate a first person will be the use of pronouns such as I , my , me , mine , we , us etc.

As bullet points, this might look like this:

●      First Person

○      Character narrates the story

○      Narrator is in the story

○      Narrator’s thoughts are revealed

○      Uses pronouns: I , my , me , mine , we , us etc.

Third Person Limited –  the narrator is outside the story and telling the story. In third-person limited, the writer sticks closely to the point of view of a single character, so we are usually only privy to that one character’s thoughts and experiences. The narrator does not know everything about the events that occur in the story. Indications that the third person is being used may be the use of characters’ names and pronouns, such as he , him , his , himself , she, her , hers , herself , it , its , itself , they , them , their , theirs , and themselves .

●      Third Person Limited

○      Narrator is outside the story

○      Narrator tells the story primarily from one character’s POV

○      Only the main character’s thoughts and feelings are revealed

○      Narrator has limited knowledge of events

○      Uses pronouns: he , him , his , himself , she, her , hers , herself , it , its , itself , they , them , their , theirs , and themselves .

Third Person Omniscient – the narrator tells the story and is privy to everything. Not only all the details of every event in the story, but the interior life of each character, such as emotions, opinions, and feelings, whether expressed or not. The usual third-person pronouns are used along with the character names.

●      Third Person Omniscient

○      Narrator tells the story from ‘above.’

○      Narrator knows the thoughts and feelings of every character

○      Narrator knows everything that happens

2. Instructional Writing Anchor Chart

The criteria for writing clear instructions can be very handily displayed as an anchor chart.

When writing a set of instructions, students can refer to the chart to help organize their writing. The same chart will also serve as a checklist for self-assessment at the end.

An instructional writing anchor chart may include information such as:

Instructional Writing:

●      Includes an explanatory title, e.g. ‘How to…’

●      Laid out in bullet points or numbered instructions

●      Uses time connectives to organise, e.g. ‘first’, ‘then’, ‘finally’ etc.

●      Uses imperatives to instruct the reader

●      Use straightforward, functional language

●      Supported by illustrations or diagrams

●      Diagrams and illustrations contain captions

In Conclusion

As we can see, anchor charts can serve as useful writing tools that support the development of student writing skills in the classroom.

When displayed prominently in the classroom, they can help students efficiently bridge the gap between being emergent writers lacking in self-confidence to becoming self-assured, independent writers.

It is important to remember, too, that though anchor charts are great tools that support students, ultimately, the intent is for the students to internalize the knowledge and information they contain. So don’t allow them to become a permanent crutch!

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