#Story elements swbst anchor chart how to

Students were able to identify their misconceptions and correct them with new knowledge. We made folktale and fable KWL charts when teaching that unit. Learning students’ prior knowledge is very important to do when teaching new ideas. I tried to keep up an anchor chart throughout the unit so that students could constantly refer to it if they had any questions about differentiating between the types of fictional text. (Printable and digital anchor charts part of my RL2.2 and R元.2 packs) Third-grade teachers, you’re in charge of teaching folktales, fables, and myths.

Second-grade teachers, you’re in charge of teaching folktales and fables. Now, first-grade teachers, this is NOT required for you to teach, but it won’t hurt your firsties to learn different types of fictional stories. Differentiate between folk tales, fables, myths, and fictional stories.Īfter the students have a firm grasp on the retelling and recounting, then you can start to truly focus on the different types of fictional stories. The link above is an Amazon affiliate link! 2. This was fantastic when they read easy readers with partners and used dice to discuss the story.

My class always loved using retelling dice. Learning Resources Retell A Story Cubes, 6-PackĪnother great way for students to practice is prompts. For example: “Grab a red crayon and underline the part of the text that shows the character’s problem.” Another option is to give them tasks for each color. We always used red, yellow, and blue to put brackets around the beginning, middle, and end of the stories. One thing that really helped my first and second graders when teaching the retelling standard was color coding. Both of these methods make it easy for a student to remember the story elements that they need to include! You can use the 5-finger retell or SWBST. No matter what type of text they are reading, recounting/retelling are the two most important power verbs from the RL2 standards in first, second, and third grade.Ĭreate an anchor chart with a clear, 5-step process of retelling a story.

#Story elements swbst anchor chart how to

The first thing you need to focus on is teaching a student how to retell or recount a story. There are many important pieces of this standard.

.3.2- Recount stories, including fables, folktales, and myths from diverse cultures determine the central message, lesson, or moral, and explain how it is conveyed through key details in the text.ĥ Key Tasks for Teachers: 1.

.2.2- Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

.1.2- Retell stories, including key details, and demonstrate an understanding of their central message or lesson.

.K.2- With prompting and support, retell familiar stories, including key details.

Here are the four standards we will be studying in this blog post: Today’s blog topic is only found in the Literature domain… Retelling and Recounting Stories: Fables, Folk Tales, and Myths That standard spanned over the Literature domain and the Informational domain. Last week, I posted my first blog post about Asking and Answering questions. I’m back with a new post all about retelling and recounting stories in the Exploring ELA series.