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Have all the students names in one hat and a list of events in another, have things like "eating a banana" and then "slipped on a banana peel" so students can order the events. At the end, choose a setting from a list, but make one an obvious choice.

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- Make predictions of what is going to happen, what is the story about, what do the characters feel, think and are going to say through out as you read.
-Engage in the characters through dynamic expressions, and tones in voices while reading (bring the characters to life)
-Ask students to make connections to what the characters have done or are doing to their own lives.
-draw images of what the texts are creating on a piece of paper and compare the different imaginative drawings of the descriptions the author is describing.
- prior knowledge to a topic students may have to share out their thoughts with a partner.

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I introduce the elements of a story that students are familiar with. Then we define and discuss each element. So, last winter, we read four different versions of the Gingerbread Man- The Gingerbread Man, The Gingerbread Cowboy, The Gingerbread Girl, and Gingerbread Friends. As we read each book, we filled a graphic organizer with the story elements (characters, setting, refrain and ending) and then discussed their similarities and differences.

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Lots of visual aids when teaching elements of story. We create story ladders to introduce the elements, graphic organizers to record our thoughts and we use our visual aids to brainstorm as a class to retell the story. Before reading we try to infer what the story will be about based on the pictures we see.

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When teaching that a story has a beginning, middle and end, we have used puppets and scenery with kindergarten students. For example, this past year my daughter’s kindergarten class learned about the Three Billy Goats Gruff. They had a paper background with a bridge on it, and cut out characters and stuck them to popsicle sticks. We then tell the story together, using the puppets as prompts, with the teacher at the front with the background on a flipchart so they can see where the characters go. We start with “Once upon a time…” and then talk about the beginning, middle and end. The children also tell these stories at student led conferences, and are very proud of themselves for it!

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I like to teach explicitly, but first by activating their prior knowledge. Using engaging stories, I ask students to describe where the story is happening (then explain that is called a setting). I like to teach the definition of the element, then tell them the vocabulary term of the element. After, we look for it in the stories that we read. - Alex Wiens

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I like to teach explicitly, but first by activating their prior knowledge. Using engaging stories, I will ask students to describe where the story is happening (then explain that this is the setting). I like to teach the definition of the element, then tell them the term for it and look for it in stories that we read. :)

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By having them write their own stories and identifying beginning, middle, and end as they write.

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By having them write their own stories and identifying beginning, middle, and end as they write.

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Constant review! Everytime I begin a story we talk about the concept of the author and the illustrator.

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Kayla's Ideas for teaching Elements of Stories

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Kayla's Ideas for teaching Elements of Stories

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-making predictions, making connections, making simple inferences, asking questions, engaging in conversation with peers and adults
-Exchange ideas and perspectives to build shared understanding

-Create stories and other texts to deepen awareness of self, family, and community
-For emergent readers, read the text aloud to them, stopping at key points to discuss the information and ask and answer questions. Complete a graphic organizer as a collaborative classroom activity by thinking aloud to help students identify each element. Once students are familiar with the process, either read the text aloud to them, or have them read on their own. Ask guiding questions related to story elements in addition to specific content questions. Who are the main characters in the story? How would you describe them? What is the setting of the story (where and when does it take place)? What is the central problem of the story? How is it solved?How does the author want us to feel after reading the story?
- Another idea is to have students create 4 x 6 cards containing information about a variety of characters, settings, and conflicts for a possible story. Then, students in groups can pool their cards and choose different elements to write a story. They can write and illustrate their newly created tale and present it to the class.
-Prior to reading a story aloud, remind students that they will be working on their sequencing skills. Depending on your lesson, you might say, "As we read, let's think about what happens during the beginning, middle, and end of the story," or "After we finish reading, we're going to try to retell the story." As you read, pause frequently to ask students to identify the events in the story and to encourage them to think about when the beginning gives way to the middle and the middle transitions to the end. Once you have read the story, make lists with students about the events that occurred, trying to arrange them sequentially. Sentence strips work well for this type of activity, since events can be written on individual strips and then rearranged as necessary to put the events in the correct order
-Draw the characters

-Draw beginning, middle, and end

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With my kindergartens we use to sing a song together that went, "Every story has a beginning, middle, and an end!" with actions.

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By constant review.
Every time I read a story I refer to the author and the illustrator. I read the name of the author and ask, "Hmm...why do you think his name is on the front of this book?"