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I started teaching kindergarten in February this year and I have to admit that initially I struggled how to incorporate teaching story elements while we were still working on learning the alphabet, writing (which most of my students needed support with), sight words, etc. The biggest constraint I felt was TIME! Thanks to one of my friends who shared the idea and resources, I started reading fairy tales and used them to discuss setting, characters, story sequence, and retelling. Students enjoyed listening to them and were very engaged. I also encouraged students to make predictions about what is the story about or what will happen next. We discussed that predictions are good guesses of what we think might happen and do not have to be correct. I explained that making prediction is a reading strategy that all readers use and it helps us to understand the story. This was important for my students because some of them would start saying that their prediction was correct and the others would feel disheartened.  I reread the story a couple times and we focused on different content. Each week we read a story and discussed who are the characters in the story and where did the story take place. We also practised literary elements like rhyme during our reading. We often counted the syllables in words from the story. Students practised retelling story orally to their friends and also as a whole class when the students took turns in telling important events from the story in order. I showed them pictures from the story and asked them to put them in order. Students then did a cut and paste story sequence activity and coloured the pictures. At the end of our unit, I made a booklet for each student with all their story sequence sheets to take home and retell the stories. I had an ELL in my class who moved from Columbia a few months back with no English. Story re-readings and pictures helped him make connections and by the end of the unit he was able to tell the story sequence by putting the pictures in order. 

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I started teaching kindergarten in February this year and I have to admit that initially I struggled how to incorporate teaching story elements while we were still working on learning the alphabet, writing (which most of my students needed support with), sight words, etc. The biggest constraint I felt was TIME! Thanks to one of my friends who shared the idea and resources, I started reading fairy tales and used them to discuss setting, characters, story sequence, and retelling. Students enjoyed listening to them and were very engaged. I also encouraged students to make predictions about what is the story about or what will happen next. We discussed that predictions are good guesses of what we think might happen and do not have to be correct. I explained that making prediction is a reading strategy that all readers use and it helps us to understand the story. This was important for my students because some of them would start saying that their prediction was correct and the others would feel disheartened.  I reread the story a couple times and we focused on different content. Each week we read a story and discussed who are the characters in the story and where did the story take place. We also practised literary elements like rhyme during our reading. We often counted the syllables in words from the story. Students practised retelling story orally to their friends and also as a whole class when the students took turns in telling important events from the story in order. I showed them pictures from the story and asked them to put them in order. Students then did a cut and paste story sequence activity and coloured the pictures. At the end of our unit, I made a booklet for each student with all their story sequence sheets to take home and retell the stories. I had an ELL in my class who moved from Columbia a few months back with no English. Story re-readings and pictures helped him make connections and by the end of the unit he was able to tell the story sequence by putting the pictures in order. 

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Harjeet

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Questions asked during leveled reading time, with reading buddies and at home

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Questions asked during leveled reading time, with reading buddies and at home

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I often use story maps during the course of the year and draw many ideas and graphic organizers from Adrienne Gear's Reading Power. I find these effective since they both afford students the opportunity to express themselves both linguistically through their writing and non-linguistically through visual representations. There is also a set of questions I have posted in my classroom and in my students' home books adjacent to their reading log, so parents and reading buddies can ask questions before, during and after reading. Students can respond orally, as the develop an understanding of story elements and progress in overall reading comprehension. Here is an attachment of the questions I use on a daily basis to encourage students to think while they are reading about such things as connections to characters, setting and developments in plot:

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reading strategies handout for parents 2.docx

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This is one of my favourite strategies for creating and re-telling stories. Students are given access to a variety of loose parts (mostly from the dollar store - buttons, sticks, rocks, beads, lace, wooden spools, etc.) and a placemat or piece of paper/felt. This becomes their "scene". The get to explore the loose parts and then create a picture using whatever pieces they want. The students then use their picture to create a story - orally or written.

Other strategies I use:

story maps

graphic organizers

Reader's Theatre

re-telling fairy tales/fables and other stories

story boards - visuals to represent different aspects of a story

ordering events

problem-solution activities

read aloud

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When I taught a Kindergarten/Gr. 1 class, here are some strategies that I used to teach Elements of a Story:
**Simple Story Maps uses graphics/pictures to help explain the different parts
**Make little accordion books, so students draw/write what happens in the beginning, middle, end etc.
**Make movie-like posters of a book, showing the title, main characters, setting etc.
**Make stick puppets of the main characters in the story, and dramatize the story, showing the plot, create backgrounds for different parts of the story and use it as different settings.
**Use finger puppets to go along with certain stories, and add props to describe the setting.  Put puppet plays on for other Primary classes.
**Use a classic tale like "The Three Billy Goats Gruff", and change the names of the goats to three student names in the class, then 'interview' the students to get their 'perspective' on why they wanted to cross the bridge and if they were scared/worried about the troll or not?
By: Sue Sorenson

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Another idea for teaching story elements could be using wordless picture books with primary students.  As a group, you could go through the book together initially and do a picture walk, teach any new vocabulary, discuss the expressions of the characters and how they might be feeling.  Students could use a story elements graphic organizer to create their own interpretation of the story (name the characters, setting, come up with what they think is the problem and the solution).  It would be interesting to see the different versions the students come up with.  This could then lead into a writing activity for older students, in which they could write out their stories based on the elements they identified and share them with the class.

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Fairy Tales: Students are exposed to a fairytales unit and come to understand the elements of a story through the repeated exposure of fairytale stories and patterns. Kids really enjoy creating these and adding their own spins to it. It is great for retelling and encouraging creating new stories about the characters and setting.

Cinderella Weblink: I like to start my focus on story telling with this activity. It ties really well into my fairytales unit. I use it to introduce the components of a story using a Cinderella weblink interactive storyboard. It is very structured and guided to focus on different parts of the story and its elements as it is told. There are questions as well that the kids can answer as they go through it. http://www.learner.org/interactives/story/cinderella/

Picture Guess: Before reading a story I might have multiple pictures from different parts of a book photocopied (no words). I ask the class as a large group or in small groups to come up with their own order and background behind the story. After I have given them time to discuss and come up with the different parts of the story, they share if comfortable. Then we read the story and see how our invented stories compare to the book.

Laundry Hanger: Similar to picture guess, except this is after a story has been read and I want my students to practice sequencing (beginning, middle, end) of a story. I have photos from the story photocopied (with or without text, your choice) and have them try to sequence and retell the story as a class, in partners, or in small groups. I would probably recommend having read the story more than once (depending on the age group), so that there is some level of familiarity with the story.

Create a Comic: Great alternative way to encourage reluctant writers to tell stories and help with sequencing (labelling the comic boxes is a good way to start). Focus on pictures more than words and great way to get learners excited about storytelling in a fun, and sometimes silly medium.

Storybird: This is a great website to use for story telling. Many different artists have provided their works (often many images along the same theme or characters to enable easy story telling). Children can then order the images how they want and put their own words and stories to represent the images. Helps even the least confident drawer feel good about their art that goes with their story. They also can provide individual word bubbles to help with spelling and story ideas. They also have an iPad app, although I think it is a little bit different.

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Using comic strips with labels for where in the story they should be has been helpful. This is also a way to differentiate writing for students who struggle to write a lot of content. They can show their characters and setting in the first two boxes, a problem arises by the 3rd and 4th boxes and a solution is found by the 5th and 6th boxes.

I have also used highlighters to help students self assess and peer assess their writing. They use different colours to represent the part of the story (green for characters and setting, red for problem, blue for solution,  etc...) I have found this is a reflective way for students to read their story and search and find these parts. It also helps me give feedback and ask the right questions so they can clarify their writing.

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These posts have been fascinating to read for me as I graduated pre-internet and there were no creative apps available! I'm loving all the creativity and technology suggestions!

I used to begin a story by having my students sit in a circle and introducing a number of items / picture cards / clues which we would discuss and wonder about, gradually creating excitement and curiosity and the desire to find out more. After reading the story, I was able to then ask questions which helped them understand the elements of the story and give them the vocabulary to verbalize their own observations. There were countless activities that could be carried out after that, strengthening and deepening their learning.
This is the same concept as Tanya's Story Bags.

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In the Toontastic App, students create their own story. The can draw, animate, and narrate their own characters, or select from some premade characters. They choose their setting or draw their own and then narrate and animate their characters. They can create a Short Story (beginning, middle, end), or a Classic Story (Setup, conflict, challenge, climax, resolution) and each step is explained to the students when they click on it. Students can work in groups or individually.

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This isn't something I've done but I'm an outdoorsy nature girl so I love this idea of using stones that the students can draw on to help them with elements of a story. They could draw pictures of the main characters, setting, or anything that is important to the story.

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I haven't used this in a few years but I used to work at a private school for kids with dyslexia and the whole school used what is called a 'Story Grammar Marker'. It is a manipulative that all the teachers had, and most of the students made out of pipe cleaner, beads etc. The manipulative helps the students visualize the elements of a story. It also came with resources such as handouts that could be used for students to write/draw on. The picture below shows what it looks like. Each piece relates to an element of story. For example, the head is for character and the star for setting. Depending on the students grade you can use as much or as little of the story grammar marker as you want

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Characters

Fairly-Tale character maps

Venn Diagrams

Paint Portraits

Plot

Adobe Spark App to take pics of setting then add text

Graphic Organizers

Setting

Create a setting (bathroom, underwear section of Walmart, Pizza Hut) on large paper around the room. Everyone adds details

Make dioramas

Highlight description in book and put on chart paper

Beg/middle/end

Retelling/re-writing of a fairy-tales with a twist

Acting out for Readers Theatre

Dialougue

Speaking bubbles

Comic books

Hunt for dialogue in text with highlighters

Write a play

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We just spent May and June playing with fairy tales (gr. 2). Some examples of things we did include:  

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We just spent May and June playing with fairy tales (gr. 2). Some examples of things we did include:  

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-I read the the children everyday while they are eating lunch. This allowed me to read different versions of fairy tales for the children to compare and contrast. It was also easy for them to verbalize connections and for me to ask questions about characters, problems, lessons learned, etc.
-Some Sample Activities:  1) Brainstorming round robin on big sheets of paper for "What is a fairy tale?" "What is a bad guy?" "Where do fairy tales take place?" etc., 2) Character traits on the outside and inside, 3) Story maps: Different coloured paths for beg/mid/end and the addition of texture/3D items. 4) Changing story perspective (characters) and retelling the story with puppets.
-Giving a classic fairy tale a modern twist by updating a character's wardrobe and having him/her/it live in a modern setting. This involved creating, building and story writing.
-In the past I've also used Comic Life to retell the story.

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I am a Kindergarten teacher, thus we focus on the structure of the story (beginning, middle, end, or first, then, last). I tried a new activity this year when reading The Three Little Pigs. First we laid down with our eyes closed and listened to the audiobook without pictures. Students were asked to visualize the story in their heads (kind of like a movie). Then we reread the story, this time looking at the illustrations. As we read the book I posed questions about the story (i.e. what comes next? do you remember what this pig built his house out of? etc.). Then I asked the students to tell me what happened. Students raised their hand to tell me one part or event in the story; that student then stood up in a line in front of the class according to the order of events. If an event or part was missed, a student could share the missing piece and insert them-self in the line-up accordingly. Once all the events were covered, the students retold the story by sharing only their event in the order which they were standing. It was such a fun way to retell the story! The students sitting then decided which students events came at the beginning, middle, and end, and grouped the students standing. After this I did a short journal activity in which they drew their favorite part.

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Another activity I have done in the past is have students create parts of a story or elements of a story with playdough white it is being read aloud. They can create a certain scene, character, or object from the story. We follow this activity up with a gallery walk.

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Oral language is a big focus in kindergarten. We are always finding new and exciting ways to re-tell or create a familiar/favourite story. We do story baskets, where we will read a book and then read it again, while acting it out using puppets or toys for the characters. I have made simple puppets for stories using popsicle sticks, and I also like to provide popsicle sticks in our Art/Writing centre for them to make their own puppets at centres, which they often do!

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The students I work with are deafblind. To increase literacy and teach elements of a story we have used story bags. The bags contain a book and a series of objects that relate to the story. As much as possible we use real world objects (an actual pinecone, rock etc.). After reading the story together and exploring the objects we start to talk about various elements of the story (characters, structure etc.) using the objects. Story bags are very useful especially when assessing a non-verbal student.

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Sock Puppets App-Free- simple for littles

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Sock Puppets App-Free- simple for littles

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Sock Puppets lets you create your own lip-synched videos and share them. Add Puppets, props, scenery, and backgrounds and start creating. Hit the record button and the puppets automatically lip-synch to your voice.

Friends can work together with multiple puppets and create hilarious conversations. While recording, simply tap a puppet and that puppet will lip-synch, tap a different puppet and switch auto lip-synching to it.

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Grab this 34 page FREE packet to use when teaching story elements (character, setting, problem and solution) in your classroom. Many of the worksheets/graphic organizers can be used for any text. Enjoy!

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I have created a variety of story telling (and retelling) kits that offer students the opportunity to create (or recreate) stories inspired by picture books. For example: I created a kit today based on the picture book "The Rescue of Nanoose". This provocation is intended to be available for students after reading the story together. I will include the prompt "First... Then.... Last....".

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I use the modeling section of Story Workshop to introduce and discuss the story elements. For example, I will have a story mat, characters and objects at the carpet with the children in a circle. Based on what is on the mat (natural objects, loose parts, characters) we brainstorm where the setting might be. We also discuss how the setting and characters may influence the problem of the story. I do Story Workshop with K and ! students, once a week for most of the year. As we progress, throughout the year we focus on a different story element. I have included a photo of one of my current Story Workshop tables for those who may be unfamiliar.

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For the Grade 1 & 2 students I support I teach the elements of a story along with the process of story writing through a student writing activity. We read many favorite stories and the students are tasked with becoming classroom authors by creating their own stories while learning to pre-write, draft, revise, edit and publish along side learning the elements of a story. This whole process spans the course of one or two terms and when the students are ready we "publish" the stories by binding them and putting them in our library. We also have an author celebration where the students read their stories. The students can also self reflect on their use of the elements of a story, the process and their journey.
-Karin

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I use a story map with graphics of each element of a story. Students are taught the graphics and corresponding elements then use the mats as an anchor for story retells.
-Karin

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GO - I like to record details of story elements on simple GOs ~ Graphic Organizers. 

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GO - I like to record details of story elements on simple GOs ~ Graphic Organizers. 

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IPad App ~ as my Grade 1s progress through the year they can record their thinking in different ways. They really enjoy writing details of story elements using the app: PUPPET EDU - they take photos from the text and then speak to add details of the story elements. We use PUPPET EDU a lot!

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IPad App ~ as my Grade 1s progress through the year they can record their thinking in different ways. They really enjoy writing details of story elements using the app: PUPPET EDU - they take photos from the text and then speak to add details of the story elements. We use PUPPET EDU a lot!