So once you’ve introduced students to the pattern of three in literature, and they come to you regularly pointing out the pattern in the books they’re reading, how do you help them to use this pattern in their own writing?

I introduce this graphic organizer from Reading Response for Fiction: Graphic Organizers & Mini-Lessons to help students plan their stories. However, don’t make the mistake I’ve made countless times (I’ve been too quick to share this approach) – don’t ask to students complete the graphic (which they do quite well) and then plunge into writing without modeling how to transfer the information.

Model the writing of a story, or at least part of a story, with students first. Otherwise, in their eagerness to follow the pattern they will revert to listing: Molly wanted a dog. First she tried a lemonade stand (ostensibly to earn money), but that didn’t work. Next she tried . . .

Using the board or the overhead projector, complete the graphic with students. Then use what you’ve recorded in the first box and begin a story, taking the time to include quality details: Molly wanted a dog. She didn’t know she wanted a dog until a mangy one, one with matted fur and paws two-sizes-too-big for its body, followed her for three blocks. She’d told the dog to go home, but he just sat there and tilted his head as if to say, “Are you sure?” That’s when she knew they belonged together.

Even after you’ve modeled moving from the graphic to writing, one or two students will still list. If this happens let the students know they have successfully recorded “the bones of the story.” Cut the five parts apart (intro, try, try, try, conclusion) and tape each part at the top of a new sheet of paper. Invite students to “add flesh” to the story by providing essential details.

Teach this pattern to your students and I promise you’ll be exclaiming, “Wow! That was a good story!”