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SWBAT explain key details of text that are typically present in the
beginning, middle or end of a story.
CC.1.3.K.B
Answer questions about key details in a text.
CC.1.2.K.A
With prompting and support, identify the main idea and retell
key details of text.
Now, we are going to use what we Commented [RME8R7]: Why is the wolf being so nice to
Red Riding Hood, does he really want to be her friend?
know about Little Red Riding Hood to What are some things we have learned about in these first
put these pictures from the book in couple pages? Students respond with the characters and the
order from beginning, middle and end. setting What is the problem in this story? What was the
solution to the problem?
Pass out cards, ask students to put the
picture cards in front of them in any
order, but please dont touch.
Teacher model thinking about how we
are going to choose the first scene in the
beginning -
When I am thinking about the
BME of a story the first thing I
think about the characters. Who
were the first characters that we
learned about in this story? The
next thing I think about is where
were the characters, what was
the setting?
then put first scene in example
(that looks the same as the
sheet) on the whiteboard Commented [L9]: Good job modeling this metacognitive
Complete first scene card as a group exercise.
Anticipating Say the characters from beginning, middle and end rather than
students responses story
and your possible Thats great to see you paid close attention to the
responses: characters in the story, now lets think about what was
going on in the story around the characters - where
were they? what were they saying? What were they
doing?
Talking about the animals they have seen before
I love hearing about all of the animals you know, but
right now we are going to focus on the characters in
this book.
Who were the first characters we learned about?
Students may suggest characters who appear later in
the story, direct that thought towards Middle or End of
story (that/he/she is a character in the story, but we
are not introduced to them until later in the
middle/end of the story)
Gluing down picture cards is taking too long --
Have the students put the cards in order first, then
glue the pictures down
Is this right?
Think back to the story and how the characters were
introduced and if the setting changed - does that
match up with what you put? We are going to review Commented [L15]: Will you show them the book and go
as a group when everyone is done. through the book with the child if they get the sequence
wrong and cant seem to remember?
Accommodations: Extension: When students complete the beginning, middle, end Commented [RME16R15]: Yes!
sequence, tell them to go onto the back, draw pictures of the
characters and label and the characters names by stretching out the
words
Support:
Have a three box beginning, middle and end graphic
organizer rather than six box
Can use book as a guide/prompt for when the pictures came in
order