Recommended Reading
Some children find it quite hard to put themselves in an imaginary situation and write a detailed descriptive or narrative story. If they are more naturally visual learners than learners who can glean things straight off the page, it may help to give them a visual framework for the kind of things that are good to include in this kind of written assignment. For example, when they're given the first paragraph of a story and they have to finish it off, what do they need to include? What happens, when; what they see, hear, smell; how they and others with them might be feeling etc etc. The more detailed description they can give the better, and the order that things take place, with a good variety of linking words, will all help them gain marks.
How do they remember all these things? Well, for the visual learner it may help as they practise to have a visual flow-chart (or a basic mind-map) in front of them. For example, a clock face to remind them to include the sequence of events, with some good linking words around it for them to practise using. A picture of a maginfying glass can remind them to add lots of detail - if you draw eyes, ears and a smiley face around the magnifying glasss it can help to remind them to add details of what they see, hear, smell, feel etc. A picture of a person can remind them to include what the other characters in the story are experiencing, and of course a speech bubble, surrounded by some helpful vocabulary, to remind them to include what the characters are saying and thinking.
