Then, have them pay attention to how the remaining events in a story are connected to that problem. Have students identify the problem at the beginning of a story. In third and fourth grades, students will be ready to expand their understanding of events from BME (beginning, middle, end) to a full story structure. The guidance of prompts/questions will help students develop their ability to analyze character and events. Or, in turn, how that response can then cause another event. I recommend providing students with graphic organizers while they are reading independently or with partners. It may not come naturally for a student to think about how a character’s actions are in response to something. “What are some other stories we’ve read where characters face problems?” Continue to add example problems and solutions to your anchor chart.Īs I mentioned previously, third-grade students will be focusing on how their character’s actions contribute to the events in a story. What problem did _ face in that story? How did they solve that problem?” Add sticky notes to the correct column of an anchor chart. For example: after introducing the concept of a problem/solution, open a class discussion to previously read stories. This will allow you to discuss several problems/solutions before you begin applying the skill to a new story. A good starting point is to “look back” at stories that you have previously read in class. So, your next step in teaching events is taking a look at the problem in a story. So, students will need to be able to identify those events in order to analyze the characters’ reactions. In third grade, the CCSS focus is on how a character’s actions contribute to events. In second grade, the CCSS focus is on how characters respond to an event. Stock Up On Mentor Texts With Strong Events
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |