Tell students that it is important for them to be able to recall the basic elements of a narrative story as they are reading. Engage in a discussion about narrative text. Tell students that you are beginning a lesson on elements of narrative story. Place sticky notes on the pages where you will stop and think aloud. Generate questions and thoughts to think aloud relating to all four story elements-characters setting problem/solution and beginning, middle, and end. You will need enough construction paper so the entire class can create one of these books.įamiliarize yourself with the book The Rainbow Fish by Marcus Pfister. Write beginning on the first flap, middle on the second flap, and end on the third flap. Cut the top part into thirds, up to the fold of the paper. Fold a piece of white construction paper in half lengthwise. After ".so he gave up being king of where the wild things are."Ĭreate an example flip book.After ".so he was sent to bed without eating anything.".Place sticky notes on the pages where you will stop and think aloud as follows: Examples may include, "I am wondering what will happen when Camilla returns to school." and "I wonder why Camilla won't just ask her dad for lima beans?" Place sticky notes on the pages where you will stop and think aloud.įamiliarize yourself with the book Where the Wild Things Are by Maurice Sendak. Generate questions and thoughts to think aloud relating to the problem and solution of the book. Place sticky notes on the pages where you will stop and think aloud.įamiliarize yourself with the book A Bad Case of Stripes by David Shannon. Generate questions and thoughts to think aloud relating to the setting of the book. Examples may include comments such as "This reminds me of." "Wow! I am surprised by." and "I understand how she feels because."įamiliarize yourself with the book What If? by A.H. Generate questions and thoughts to share aloud relating to Chrysanthemum's character to model your thinking during the reading. You can also print pictures from the Internet.įamiliarize yourself with the book Chrysanthemum by Kevin Henkes. Examples may include: forest, farm, ocean, snow, sunny, rain, daytime, and nighttime. If you elect to read books other than the ones suggested in this lesson (see Books in the Resources section), the story element you are focusing on should be obvious in each book you read aloud.Ĭut pictures from magazines that show settings. Selecting appropriate books is critical to the success of the lesson. You will also need extra copies for about a fifth of your students of the Character Map, Problem and Solution handout, and the Story Map (see the end of Sessions 1, 3, and 5). Story Map (To print the handouts from this tool, click the Print tab on the first page, check off all four maps, click Next, and then click Print.Character Map from Education Oasis: Character and Story Graphic Organizers.Make enough copies of the following handouts for your entire class: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.ġ2. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).ġ1. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Among these texts are fiction and nonfiction, classic and contemporary works.ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment.
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