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As I mentioned, leaving room for sticky notes allows you to reuse this anchor chart.
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Similarly, you will need to model this practice for your students several times. T-Then: What was the resolution to the story? How did the story end?.S-So: How did the main character(s) solve the problem?.B-But: What was the problem? What kept the main character(s) from getting what they wanted?.W- Wanted: What did the main character(s) want?.S- Somebody: Who is/are the main character(s)?.Next to each letter, record the meaning and prompting questions: I like to leave room for sticky notes on the left so that we can practice the strategy again and again. Label your paper down the side with the letters SWBST. After several instances of modeling and recounting the story together, have them practice on their own or with a partner! SWBST Anchor ChartĪnother strategy for recounting and retelling stories is the “SWBST” or “Somebody Wanted But So Then” summary. Have students copy your movements and descriptions. When teaching the 5-Finger Retell, use your actual hand to model counting off each finger and retelling the parts. Make it interactive by having your students trace their hands in their reading notebooks to create their own mini-version of the “5-Finger Retell.” They can refer back to it any time they need! The palm of the hand is used for this part.
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Moral– Lastly, *if* you’ve taught about the moral or lesson of the story, students will recount it.Students can think back to what happened in the beginning, what was the turning point in the story, and how did the story end or resolve itself. I like to think of the events of a story like a roller coaster. Events ( Beginning, Middle, End) – Next, the students need to retell the events in the story: The Beginning, Middle, and End.Setting– Then, students need to describe the setting in the story.Characters– The first thing students want to retell is the main characters.Label each of the fingers with the following retell components. Teach your students the “5-Finger Retell” by drawing a hand on your page. This anchor chart is simple and effective. So, let’s dive in! The 5-Finger Retell Anchor Chart Whether you’re a seasoned educator or a new teacher, these are the 3 anchor charts you need to teach recounting and retelling stories. In this blog post, we will explore the use of recount and retell anchor charts in the classroom, and discuss how they can be used to support students in developing their comprehension and storytelling skills. My goal with this website is to share teaching ideas that will strengthen your teaching and provide materials that will simplify your life.Are you looking for effective strategies to improve your students’ ability to retell and recount stories? Anchor charts can be a powerful tool in helping students to understand the key elements of a story and to organize their thoughts when summarizing or retelling a text. I’m thrilled you’re here! I am a teacher blogger and an education curriculum creator. Stock Up On Mentor Texts With Strong Settings Keeping setting in your instruction will greatly benefit your students’ story comprehension skills. However, understanding a story will require a strong focus on all of the story elements. 4th Grade RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).Īs you can see in the standards, there is no explicit verbiage in the 2nd and 3rd grades for setting skills.3rd Grade RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.2nd Grade RL.2.3: Describe how characters in a story respond to major events and challenges.1st Grade RL.1.3: Describe characters, settings, and major events in a story, using key details.Kinder RL.K.3: With prompting and support, identify characters, settings, and major events in a story.Specifically, students will need to be able to figure out how the setting affects the story. Later, students will describe and even analyze the setting. Starting in the younger grades, students are going to be identifying the setting and its components. When teaching setting, your focus will build at each grade level. Keep reading for lesson ideas, activities, mentor texts, and more! In this Story Elements Study, we are going to take a look at teaching setting.