Story Map Bulletin Board Set

Transcription

1 Story Map Bulletin Board Set Congratulations on your purchase of this Really Good Stuff Story Map Bulletin Board Set an interactive tool to help students identify and label the main elements of a story. This Really Good Stuff product includes: Story Map Bulletin Board Set, Write Again wipe-off laminate This Really Good Stuff Activity Guide Assembling and Displaying the Story Map Bulletin Board Set B e f o re you punch out and display the S t o ry Map Bulletin Bo a rd Set, make copies of this Really Good Stuff Activity Guide, cut apart the re p ro d u c i b l e s, and file the pages for future use. Or, download another copy of it from our Web site at www. re a l l y g o o d s t u f f.com. Cover yo u r bulletin board with green or white butcher paper to resemble a map. Hang the header pieces entitled, L e t s Make a Story Map at the top of a bulletin board where students will be able to see it easily. S e p a rate the Story Element sections and arrange them on the bulletin board. Cut out the A r row Pieces and place them in betwe e n each Story Element section to show the directional flow of the story map from Title To w n to Author & Illustrator Arena, Setting Stre e t, Main Characters Mall, Supporting Characters Stadium, Problem Po n d, and Solution Speedway. Always use a dry erase marker on the S t o r y E l e m e n t sections in order to pre s e rve their Write Again w i p e - o f f laminate surf a c e. Introducing the Story Map Bulletin Board Set Choose a book that clearly features all of the story components. Before reading the book, point to the Bulletin Board Set and talk about how maps help to give a sense of direction. Explain how maps give you a visual picture of many items in one place: They show how certain streets, areas, or towns are connected to each other by roads, highways, rivers, and so forth. Direct students to the Bulletin Board Set and tell them how the class will use it to help them make sense of a story they read or hear. Review each section of the Story Map and explain what type of information they are looking for in each section. Title Town: Review that each book or story has a title and it can be found on the front cover of a book. It stands out by being written in bold letters or fancy letters. Hold up the book you are using as your example and have students point out or read the title. Once they have identified the title, use a dry erase marker to write it on the Title Town section. Author & Illustrator Are n a: Review that the author is the person who wrote the book. Show how the author s name is usually on the f ront cove r, but it may also be on the spine or on the title page inside the book. Explain how sometimes the name follows the word b y on the cove r. Review that the illustrator is the person who d raws the pictures for the story. Sometimes, the author is also the illustra t o r. Review that a book often shows I l l u s t rated by b e f o re the illustra t o r s name. Have students identify the author and illustrator of the book, and write the names on the Author & I l l u s t ra t o r A re n a s e c t i o n. Setting Street: Talk about how the setting sets the tone for a book. Usually, the setting is revealed in the beginning of a story. Explain how the setting consists of where and when a story takes place. Talk about the types of answers that you might find for where a story takes place, such as in a town, country, room of a house, school, fort, forest, around a pond, and on a playground. Indicate that when a story takes place might be a certain year, a month, a season, or a time of day. As you read the story together, ask students to raise their hands when they think they know the setting, then discuss and write the setting on Setting Street section. Main Characters Mall: Remind students that the main c h a racters are the ones that the story centers on. After yo u read the story, have students identify the main character(s), and write the name(s) on the Main Characters Mall section. Supporting Characters Stadium: Review that these are the people in the story who are not the main characters, but they still have a part in the story. After students indicate who the supporting characters are, write their names in the Supporting Characters Stadium section. Problem Pond: Talk about how there is usually a problem in most stories that the main character has to face or encounter and overcome in the story. Once students identify the problem, write it on the Problem Pond section. Solution Speedway: Review with students that the solution is how the problem in the story is solved. The solution often comes at the end of a story, explaining how the characters fix the problem. Write the solution on the Solution Speedway section. Retelling Roundup After you have filled out the Story Map Bulletin Board Set s e c t i o n s, h a ve students use that information to help them retell the story. Variation: Encourage students to use props, costumes, or puppets to retell the story. Story Map Booklets Copy and distribute the Story Map Repro d u c i b l e s. Have students fill each section out and make a mini story map booklet by stapling the pages along the left-hand sides. Tell students to complete each story element section and color the pages. Ask them to illustrate each section on the back of the page. Place their illustrated books in a reading center to share with their classmates or direct students to take them home to share with their families. Small Group Story Maps Divide your class into cooperative groups, make enough copies of the Story Map Reproducibles, and create a booklet for each group. Choose a recorder for each, and supply each group with a book for them to read together. Tell each group to read the story, help the recorder complete each section of the story map, and take turns coloring the pages. Variation: Have each group keep track of where they found the answers in their books by placing labeled sticky notes on the appropriate pages. Instruct each group to present its booklet to the class, and then place the illustrated books in a reading center. Look What I ve Read! Make several copies of the Story Map Reproducibles, staple the pages for individual booklets together, and place them at a reading center. Have students make mini story map booklets for the books they have read and enjoyed. Create a collection box with the title Look What We Have Read, and tell students to place their completed booklets in it. Encourage students to read the booklets in the box to help them choose the next book they would like to read. Assessment Activity: Copy and distribute the Story Map Reproducibles. After reading a story, have students complete their own story map using the reproducibles, and collect them to review for assessment purposes. All activity guides can be found online: Helping Teachers Make A Difference 2011 Really Good Stuff Made in USA # XXXX

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