Some sentence starters for story mapping:

Character

• The story is about a boy/girl/animal named ___.

• The main character is ___.

• He/She/It is __ (kind, brave, hungry, etc.).

• ___ wanted to ___.

Setting

• The story takes place in ___.

• It happened during the ___ (day/night/winter/summer).

• The characters are in a ___ (forest, school, house, etc.).

• At the beginning, they were in ___.

Problem

• The problem in the story is ___.

• ___ could not ___.

• Something bad/funny/sad happened when ___.

• ___ was worried because ___.

Events (Beginning, Middle, End)

• First, ___ happened.

• Then, ___ went to ___.

• Next, he/she ___.

• After that, ___.

• In the end, ___.

Resolution / Ending

• Finally, ___ solved the problem by ___.

• The story ended when ___.

• ___ was happy/safe again.

• Now, everything is ___.

Feelings / Lessons

• I think the character felt ___.

• The story teaches us ___.

• My favourite part was ___.

• If I were ___, I would ___.

These can be printed as sentence strips, used during shared reading, or posted on the classroom wall.

1. Characters 🟢 Green Highlight names like "Goldilocks" or "The Three Bears" in green.

2. Setting 🔵 Blue Color words like "forest", "castle", or "beach" in blue.

3. Problem 🔴 Red Use red to underline sentences like "She got lost" or "The wolf came."

4. Events (Plot) 🟡 Yellow Use yellow for key actions or transitions like "Then, they...", "Suddenly..."

5. Solution 🟣 Purple Highlight how the problem is solved in purple.

6. Feelings 🧡 Orange Use orange for words like "happy", "angry", "scared".

7. Vocabulary ⚪ Light Gray Highlight new or key vocabulary words across the text.

Tips for Using This in Class

• Create a color-coded anchor chart with the elements and example words.

• Use colored sticky notes on a printed story for shared reading.

• Let students use colored pencils when identifying story parts in a reading task.

• Use color-coded story maps so students associate colors with meaning.

• You can also make digital slides using text colors or highlights if using tablets.

🟩 1. What is it?

• English: What is ______?

• Japanese: ______は何ですか？

• Chinese (Simplified): ______是什么？

• Korean: ______은/는 무엇인가요?

🟨 2. Why is it important?

• English: Why is ______ important?

• Japanese: なぜ______は大切ですか？

• Chinese: 为什么______很重要？

• Korean: 왜 ______이/가 중요할까요?

🟦 3. Where can we find it?

• English: Where can we find ______?

• Japanese: ______はどこで見つけられますか？

• Chinese: 我们在哪里可以找到______？

• Korean: 우리는 ______을/를 어디에서 찾을 수 있나요?

🟧 4. What does it do?

• English: What does ______ do in our body?

• Japanese: ______は体の中で何をしますか？

• Chinese: ______在我们体内有什么作用？

• Korean: ______은/는 우리 몸에서 무슨 일을 하나요?

✏️ Sentence Starters for Recording Information:

A.

• English: ______ is a type of vitamin/mineral.

• Japanese: ______はビタミン／ミネラルの一種です。

• Chinese: ______是一种维生素/矿物质。

• Korean: ______은/는 비타민/미네랄의 한 종류입니다.

B.

• English: We can find ______ in ______.

• Japanese: ______は______にあります。

• Chinese: 我们可以在______中找到______。

• Korean: 우리는 ______에서 ______을/를 찾을 수 있어요.

C.

• English: ______ helps our body to ______.

• Japanese: ______は体が______するのを助けます。

• Chinese: 帮助我们的身体。

• Korean: ______은/는 우리 몸이 ______하도록 도와줍니다.

Optional Writing Frame:

• This is a mineral.

• It helps the body stay strong.

• We can find it in milk.