Story Elements -Retelling
1 Hook.Attention Getter
Show an active animation of Goldilocks on the smartboard and invite the students to the carpet with their special reading pillows. The teacher will ask the students to give a thumbs up if they are ready to be super duper listeners.
The students will view the image of the book "Goldilocks" on the smart board. Once they are settled in they will give the teacher a thumbs up that they are ready to listen to the story.
2 Guided Practice
2. Begin reading “Goldilocks” by Ruth Sanderson. Place visuals for the story in front of the three students that need them to follow. Have paraprofessional sit with them. After each page circulate around the circle to give all the students a visual representation of what was just Ask them if they notice what is happening in the photos. After each page ask interactive questions about the story elements and allow whole group discussions. For the students that use the visuals ask them to touch certain images (character) Point to the word Character on the anchor chart and ask the students if they can tell you who the main character is of the story. Once the answer the question tape a picture of the character up on the anchor chart where it says character Continue this throughout the story for all the story elements that are on the anchor chart.
The students will be active listeners andparticpants of the story. They will be able to visually see the story that is being read to them and answer questions be asked.
The students that are not able to verbally answer can physically touch the image on the visuals that are placed in front of them.
3 Independent Practice
The teacher will rotate to each group to check-in for understanding. The teacher will ask questions to assess the comprehension of the student.
Group One-The students will fill out a graphic organizer that has the words characters, setting, beginning, middle, end, problem and solution on it. They will be given pictures with words on them in which they will then glue them in the proper spaces. Group Two-Using a teacher created sheet They will cut out different events from the story and put them in order from beginning, middle, and end. They will then glue the events onto their graphic organizer. The students will then take the same graphic organizer form and write and draw the character, setting, problem and solution. Group Three- They will fill out the graphic organizer by using complete sentences to describe the basic story elements. They will also show depth in understanding by answering inferencing questions if they were the main character.
- The teacher will rotate to each group and assess the students work.
- The teacher will invite the students to come to the carpet to turn and talk.
- The teacher will facilitate the carpet discussions.
- The students will continue work on their graphic organizers until they are finished.
- The students will then come to the carpet and turn in talk with their partners.
- During turn and talk the students will share their graphic organizers.
- They will finish on the carpet with a whole group discussion
Key Standards Supported
|RL.2: Key Ideas and Details|
|RL.2.1||Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.|
|RL.2.2||Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.|
|RL.2.3||Describe how characters in a story respond to major events and challenges.|
|Craft and Structure|
|RL.2.4||Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.|
|RL.2.5||Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.|
|RL.2.6||Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.|
|Integration of Knowledge and Ideas|
|RL.2.7||Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.|
|RL.2.8||(Not applicable to literature)|
|RL.2.9||Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.|
|Range of Reading and Level of Text Complexity|
|RL.2.10||By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.|