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K-5 COMPREHENSION # 1

 Shared Reading Lesson: Understanding Story Structure: Character and Setting

 Grades K-1

 

 

Common Core State Standards

• RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
• RL.1.3 Describe characters, settings, and major events in a story, using key details.

 

Rationale

Instruction of strategies for comprehending during reading is a way for teachers to break through students’ passivity and involve them in their own learning (NRP 4-40).

 

Students who can recognize story structure have greater appreciation, understanding, and memory for stories. In narrative texts, stories are usually organized by story elements. For beginning readers, it is best to focus on one or two elements at a time until all the elements of setting, character, problem, events, and solution have been taught.

 

It is easier for students to focus on comprehension when they do not have to focus on decoding the words. For this reason, it is recommended that comprehension be taught through Read Aloud and Shared Reading when working with young children or delayed readers. Read the selected story aloud, pointing out the characters and setting while reading. For example, while you are reading Goldilocks and the Three Bears, you might point out that the story is about Goldilocks and what she is doing, so she is a character. The bears are important to the story, so they are characters also.

 

Materials

Goldilocks and the Three Bears (narrative story with strong setting and characters)

  • Story Frame

  • Chart with Story Frame

Direct Explanation

Authors of fiction always follow a structure or plan for a story. If you know what to expect when you read, then you will be able to better make sense of what you read. Look at my chart. Story elements that authors use in fiction are setting, character, problem, events, and solution. Today we are going to talk about the characters and the setting of the story. Once you understand these elements, you will recognize them in the stories you read.”

 

I’ve read the story Goldilocks And The Three Bears to you already. Listen as I talk about the story elements and find them in the text.”

 

 

 

 

Model

The title of the book is Goldilocks And The Three Bears and the author is __________. The setting of a story is where and when the story takes place. Sometimes the setting will affect the characters and how they act and what they do. The setting of this story is in a small house in a forest. It takes place a long time ago.

Add to chart.

 

The characters are who is in the story. Depending on the story, the characters can be people, animals or objects. In this story, the characters are Goldilocks, the papa bear, the momma bear, and the baby bear.

 

Guided Practice

Use a different story to guide the students to identify the setting and characters.

Now I’m going to read another story to you. As I read it, I’ll stop at different places so you can help me identify the characters or who is in it and the setting, where it takes place.

 

Independent Practice

Have students identify the characters and setting in stories they read independently.

 

Assessment

On a teacher-made test, have students identify the characters and setting of familiar stories

 

Tier II Additions

  • During modeling, introduce characters before explaining setting.

  • During guided practice have the students work on character until mastery then work on setting.

  • Provide character and setting story frames for reading.

  • Reinforce characters and setting identification by drawing pictures.

  • Ask student to listen to recorded or scanned story and then orally give characters names and setting.

  • Pair with a more proficient reader who reads story aloud to the student and then orally tells name of character and setting.

  • Provide cards with definitions of character and setting for student’s reference during guided and independent activities.

  • Provide self-correcting center activities involving character and setting identification.

  • Children who may be distracted by the voices of others may find a quiet corner in which to read alone.

  • Wear headphones to muffle sounds of other students reading or other room noises.

  • Provide reading materials in appropriate media (example: Braille, large print).

  • Reading materials used in independent reading should be on the independent reading level of student.

 

Tier II Assessment

 

  • Assess student’s knowledge of character and setting by asking the student to listen to recorded or scanned story and then orally give characters names and setting.

  • Provide assessment reading materials in appropriate media (example: Braille, large print).

 

 

Tier III Accommodations/Modifications

 

  • Provide pictures of assorted characters and settings and ask student to select the ones for the designated story.

  • Use an activity schedule or checklist outlining steps of tasks involved in guided reading comprehension activity 1) Locate book or chart,

  • 2) Read, 3) Orally tell the name of the characters, 4) Orally tell the setting to a peer or adult.

  • Allow use of Page Fluffers (foam sheets between pages) to enable students with fine motor or physical disabilities to turn pages easily.

  • Use rhymes or short poems rather than stories to teach character and setting identification.

 

Tier III Assessment

Ask the student to select the correct characters and settings from a story from a group of pictures of assorted characters and settings.

 

Tier IV Modifications

  • Use any previous addition and/or modification needed by student.

  • Use pictures/icons of the characters and settings.

 

Tier IV Assessment

Ask student to select one correct character and the correct setting for two choices.

 

Tier V Modifications

  • Use any previous addition and/or modification needed by student.

  • Use pictures and icons of one or two main characters and one or two main settings.

 

Tier V Assessment

Ask student to select one character or one setting from two choices.

 

 

 

 

 

 

References

Fountas, Irene and Gay Su Pinnell (2001). Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann.

 

Harvey, S. and Goudvis, A. (2000). Strategies That Work. Ontario, Canada: Stenhouse Publishers

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for commercial use or profit. ADE employees are not authorized to waive these restrictions. 

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