Children deserve to create dvery own or draw a picture of story elements to aid in retelling the story to a caregiver.

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Editor’s note: While finding out at home, children have the right to make progress toward grade-level analysis and also writing requirements. This write-up is component of an recurring series designed to assist caregivers support children’s and teens’ proficiency discovering at residence.

Children have the right to demonstrate their listening and analysis understanding by retelling stories that they review or that are check out to them (Hogan et al., 2011). When retelling a story, students need to have the ability to identify the characters, settings, and sequence of events. Below are definitions of each element:

Character: A perboy, animal, or thing in a story that takes activity.Setting: The time and place of the story.Event: When one or even more characters do something or take some sort of activity in a setting.Sequence: The order of the events in the story (start, middle, and also end).

Using a graphic organizer, such as the Sequencing Graphic Organizer used in this short article (watch Supplepsychological Materials for Families), deserve to help children remember to look for and also document the important aspects of a story. This reinforming activity is specifically helpful for youngsters enrolled in kindergarten with Grade 3, who are still learning to understand also the elements of a story and also exactly how they work-related together to develop definition (Stadler & Ward, 2003). At first you can select books that are much easier for your youngsters to grasp so that their attention have the right to be devoted to learning just how to determine the personalities, settings, and also occasions. As your children show an expertise of the story aspects and just how to document them on the graphic organizer, you have the right to introduce more tough publications that have brand-new principles and also vocabulary.

Children that are not yet able to read a book independently have the right to watch and also listen to an adult check out or listen to tape-recorded audio of the book being read. However before, youngsters that are able have to read the book separately. You deserve to have your youngsters soptimal periodically while analysis or listening to the story and also discuss the characters, settings, and also occasions. See our previous short articles on Dialogic Reading and Caregiver Involvement for indevelopment about just how to ask questions while reading a book.

As story facets are identified, have actually your son record them on the graphic organizer. Children can compose or attract images that reexisting the personalities, settings, and also occasions that happen in the start, middle, and also end of the story.

After completing the graphic organizer, ask your kids to verbally retell the story. They can describe the graphic organizer as a reminder of the story aspects and the order in which the events arisen. If your children are able to write in finish sentences, you deserve to have them practice retelling the story by writing an introduction (Gilbert & Graham, 2010).

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This sample Sequencing Graphic Organizer was completed on the story Little Red Riding Hood.


Versions of Little Red Riding Hood deserve to be accessed through your public library in digital or paper create, are available to read digital and also in eBook form using Project Guttenberg, and also are easily accessible in the complying with recordings on the web:

Supplepsychological Materials for Families

Sequencing Graphic Organizer

Children deserve to usage this graphic organizer for recording the characters, settings, and events of a story. This graphic organizer have the right to be provided to assist your son identify the elements while reading or listening to a story. 


Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A nationwide survey. The Elementary School Journal, 110, 494–518.

Stadler, M. A., & Ward, G. C. (2005). Supporting the narrative breakthrough of young children. Early Childhood Education Journal, 33, 73–80.