Beginning Middle End Graphic Organizers

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The story grammar unit is a must for students with language disabilities! You are in the right place to learn:

Beginning Middle End Graphic Organizers

Those of you who have been here for a while know that I have changed jobs/environments several times, working in an outpatient clinic, preschool, elementary school, preschool second, and now I am full. in high school (and I loved it!). One of the skills I’ve focused on at all these levels and levels is understanding and sharing narratives.

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Let’s start with the basics so we’re all on the same page. What exactly is story grammar? What do I include when teaching story grammar?

Story grammar is a part or element of a story. The actual content varies depending on the training program or protocol you use, but it usually includes things like personality, environment, problems, solutions, or emotions. It can include things like story, climax, or suspense.

When I teach story grammar, especially to older students, I almost always include direct instruction about story structure (eg beginning/middle/end) and transition words (eg first, at the beginning, at the end), I think. they really help strengthen my students’ understanding of how the story works. One of my students told me that a graphic I gave her to use in class with information about story grammar, story structure, and transition words was so helpful that she felt like she was cheating. #SLPwin

Before we get into ideas for teaching story grammar, I will share research that provides a basis for why teaching elements of story grammar is an effective strategy for increasing reading comprehension. I have personally seen great gains in my students’ ability to understand and tell their own stories using this system. I’ve also had GREAT success using pictures and picture organizers in class (when I’m pushing) to help with writing.

Story Map Graphic Organizer Middle School

A review of studies on teaching story grammar as a reading strategy for students with learning disabilities is available on the ASHA website. You can read their results here, but basically they say that “research suggests that story grammar therapy improves the reading skills of children with learning disabilities. “

They also reported that modeling strategies and graphic organizers (eg story maps) were effective in teaching grammar and reading comprehension strategies. This is good news because these are all great strategies and tools that are in “our house” and are perfect for separate, push, or transfer lessons, and for students from middle school to high school. the high school.

So how do I teach him? How do I start with very young students or older students who don’t know this vocabulary? I generally teach these skills at three levels. I administer pre- and post-tests at each grade level to show IEP progress and grade progress. Below I will highlight 8 steps that I usually follow. If you want details on how I teach story grammar and the materials I show throughout this blog post, click here to view my story grammar pack. Full of posters, photos, photo organizers, exercise stories, instructions, example activities, and more!

Looking for book ideas to use when teaching story grammar? Click here to see my top recommendations!

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Familiarization: During the first stage, I became familiar with the grammatical elements of the story. I’m reading a great (and low key) book and researching parts of speech in a novel. When I start, I say a lot of things like, “Wow! That page told us a lot! We know some of the characters and their locations. “Billy and his grandfather were people, so we knew they were people.” I refer to signs and other visual elements during this process. I don’t expect much from my students here, but I model a lot, talk to myself and give a lot of examples.

Categorization: Once my students demonstrate a basic understanding of the elements of story grammar, I work on classifying examples into story grammar categories. I give each student 5 cards with the grammar parts of the story (eg “Alice,” “she fell and hurt her knee,” “frustrated,” “at school”) and ask them to identify which part of the grammar. each story. . I put up posters and my students go around the room and sort the poster cards. I’ll go over what each part is and how some information can fit into more than one part! During the second step, I begin to introduce the idea that some words are keywords that help us understand the grammar of the story. For example, when you see the words “determination”, “love”, or “thought”, they are often the key words we learn about the character’s plan of how to solve their problems.

Definition: After my students can sort the cards into posters, we move on to define the definition of each part. We can begin by relating the grammatical elements of the story to their definitions. Sometimes I show each poster and ask my students to summarize what each part is, how we see it, etc. We discussed how the characters told the “who” of the story and where the “where” was. We talked about how action in a story is always a verb (something people do). After step 3, I often like to give this matching lesson to my students to test their ability to match the grammatical markers in the story to the description. I use this information for IEP and progress notes!

Story Structure: One thing I miss when teaching story grammar is clearly teaching story structure. Since emphasizing this, I have seen better progress and transitions from my students! For most of my students, I stick to teaching the structure of a story with a beginning, middle, and end. For my older students (ages 6+), I teach story structure using story diagrams because that’s what they use in class. Note: My students do well on the cartoon test in my writing class 🙂 During this step, we discuss information that is often found in each part of the story. For example, at the beginning of a story, you almost always see the setting, the characters, and the setting (or first scene).

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Transitional Words: Next, I teach transitional words. We talked about how amazing transition words are to what happens in the story and what each sentence tells you. For example, when you see the word “but” you are usually reading about a problem. When you see the word “end”, you may be reading the end of the story. We categorized transition words into where you might find them in a story (ie beginning/middle/end) and taught them to write sentences with them. For my writing students in class, I often spend several sessions asking them to bring a computer to our session and we work on adding transition words to their stories.

Hint: After teaching all these elements, we start putting everything together in step 6! During this time we practiced reading stories one after the other. In all of these we find narrative grammatical elements. We talked about them, discussed vocabulary and told stories from our own lives. We talk about what the stories remind us of and find ways for my students to relate to the story. In this process I use a checklist and a picture organizer.

Retelling: When my students are really good at identifying parts of story grammar in short stories, we try to retell those stories. I always start by telling a story that my students have heard before, especially one that they have heard and talked about many times. During this process, I include a self-evaluation rubric for the story review. I will have my students write a story. We listened again and used the self-assessment rubric to identify what elements my students included in their stories and what parts they left out.

Writing: It’s time to put it all together and have my students use all their strategies and tools to write their own stories! I use the same image editor that we used in the previous step. I like to use the image below to tie it all together. 90% of my work stays in their notebook so they can refer to it every time they write in class!

Literature Graphic Organizers For 4th & 5th Grades Free From The Curriculum Corner

I also like to give them a small copy of the poster in a ring binder for quick access to the classroom.

It is important to note that not all students follow these steps in the same way. Sometimes I jump a little as needed.

If you’re interested in seeing my bundle with all of these printables, click here! This school year has been a life saver for me!

Shannon is a pediatric SLP and creator of Speechy Musings. As an SLP, she is passionate about language, literacy and AAC. In addition to being an SLP, she enjoys hiking, camping, dogs and traveling.

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