-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