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Sentence stems will be accessible to enhance student communication and knowledge recall without the pressure to think of the correct way to phrase their know

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Flash cards with who, what, where, when, why, and how and corresponding images for students to see large print and one at a time.

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Teacher reviews prior knowledge of who, what, where, when, why, and how within a story before, during, and after read-aloud

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The Five W's Song | English Songs | Scratch Garden

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Individual and/or small group instruction to reteach, review, and answer questions to make sure student(s) has a clear understanding of concepts being taught and the expectations.

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"Who, What, When, Where, Why" by The Bazillions

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Group student(s) with IEP, 504, SST with a compatible student and/or in a small group to complete task together.

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Parts of a Story | Singable Book | Classroom Book Project

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After reading a short story students will be grouped together to review story elements.
-each student will take a turn to roll the dice
-Each student will review the element that the dice lands on from the short story with the group

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Create and use anchor chart to review:
Who: characters in the story
What/Why/How: events/plot in the story
When/Where: the setting

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Story element vocabulary and key words with corresponding images are posted on the wall and visible to all students.

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During a read-aloud (story title) students will follow along with the  story print out (marking key details) and will complete the task sheet below the story to identify story elements of who, what, where, when, why, and how to demonstrate their understanding of key details in a text.

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Students will create their own Flip Chart with Story elements and how to identify 5WH.
Students are given single sheet to color, cut out, and paste into premade flip charts where they will fill in information in their own words from the anchor chart

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Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.