Story map definition: "This strategy is a visual depiction of the settings or the sequence of major events and actions of story characters. This procedure enables students to relate story events and to perceive structure in literary selections." (Olc.spsd.sk.ca, 2014) Students can create understanding by relating story events. By understanding interpretation of stories through illustrations, students increasing their understand and appreciation of text more. Students can use story maps for retelling, story telling, or outlining. It organizes sequential information that is important and tells a story.
Story map research: "The strategy improves students' comprehension because it provides students with a framework for identifying the elements of a story. It also helps students of varying abilities organize information and ideas efficiently." (Reading Rockets, 2012) By identifying story characters, plot, setting, problem and solution, students read carefully to learn the details. There are many different types of story map graphic organizers. The most basic focus on the beginning, middle, and end of the story. More advanced organizers focus more on plot or character traits. A story map can be for a lower grade level because it doesn't contain beginning, middle, and end of story information. It can be used as an outline first. Then, students can fill out a more advanced story map graphic organizer.
How you may use it: A teacher can use this strategy by having the students discuss the main components of a story (characters, setting, plot, and theme or beginning, middle, and end) Next, the teacher will provide each student with a blank story map organizer and model how to complete it. Then, as students read, have them complete the story map. After reading, they should fill in any missing parts they had or struggled remembering from the story. Students can collaborate with their table partners for help. Another way a teacher can use this strategy is by having students create their own story map using construction paper, glue, scissors, decorations, and other art materials. This is student-centered and allows students to give their own creative twist their own graphic organizer. After, have the teacher read aloud a story to the students. Have all of the students fill in their own personalized story map organizer. After everyone is done and they are assessed, hang them in the hallway or in the classroom for display. Students will be proud of their artistic and knowledgeable work!
How it will benefit student learning: It will benefit student learning because story maps ItIjjcan be used with the entire class, small groups, or for individual work. "This strategy helps students examine the different components of an assigned text or story." (Adlit.org, 2014) Story Maps can be used with both fiction (i.e., defining characters; events) and nonfiction (i.e., main ideas; details). The use of Story Maps as a comprehension strategy can be beneficial for all students, and are especially helpful for students needing the additional support of a graphic organizer because it organizes information and helps students to recall specific details from a text.
Writing component of the strategy: W.6.4 Produce clear and coherent writing in which the development, organization, style are appropriate to task, purpose, and audience. Writing is tied into this strategy because students are taking details from the text and organizing them into the story map. The students need to have clear writing so the teacher or other students can understand what the student's story map means. The story map has to make sense sequentially and stating who the characters, setting, plot, and etc. were. Having clear writing will help students create an exciting and well developed story map.
2 videos with short summary: The first video is engaging to students because a teacher is using a flipped classroom model to teach her students about vocabulary. She also uses a story map to prompt their thinking. The story map she choose is cool because she has an introduction, there's a rising and falling action, and a resolution. The rising action represents the plot or the climax and the falling action is when problems are starting to become solved. I think it's great instruction because she uses other words besides beginning, middle, and end. Her adjectives describe the middle. Students would be very engaged because in the classroom she won't be lecturing; therefore the students can have a hands on activity creating the rising/falling story map design. The flipped classroom model is great instruction because the teacher is describing what rising/falling and other vocabulary means. This prepares students for in class activities.
The second video discusses how to fill out a story map. The guy speaks through an example. There's a text and the story map organizer. He states the purpose and benefits of the story. He gets into detail with his example. The whole point of the video is for students to be knowledgeable how to fill out a story map because the strategy improves the understanding of a text. This is engaging for students because the teacher can the sample text aloud to the students and pause the video to ask questions what they would put in the story map before getting to each bubble filling it in. It's a pre-assessment tool to see which students understand how to fill out a story map with details, which students don't use details, and which students are confused how to fill out a story map at all. This video is great for instruction because it's a hook to help students learn about a new strategy. The teacher will make the video more beneficial by stating students will practice using the strategy throughout the year because it's important and will help them understand texts better
Story map research: "The strategy improves students' comprehension because it provides students with a framework for identifying the elements of a story. It also helps students of varying abilities organize information and ideas efficiently." (Reading Rockets, 2012) By identifying story characters, plot, setting, problem and solution, students read carefully to learn the details. There are many different types of story map graphic organizers. The most basic focus on the beginning, middle, and end of the story. More advanced organizers focus more on plot or character traits. A story map can be for a lower grade level because it doesn't contain beginning, middle, and end of story information. It can be used as an outline first. Then, students can fill out a more advanced story map graphic organizer.
How you may use it: A teacher can use this strategy by having the students discuss the main components of a story (characters, setting, plot, and theme or beginning, middle, and end) Next, the teacher will provide each student with a blank story map organizer and model how to complete it. Then, as students read, have them complete the story map. After reading, they should fill in any missing parts they had or struggled remembering from the story. Students can collaborate with their table partners for help. Another way a teacher can use this strategy is by having students create their own story map using construction paper, glue, scissors, decorations, and other art materials. This is student-centered and allows students to give their own creative twist their own graphic organizer. After, have the teacher read aloud a story to the students. Have all of the students fill in their own personalized story map organizer. After everyone is done and they are assessed, hang them in the hallway or in the classroom for display. Students will be proud of their artistic and knowledgeable work!
How it will benefit student learning: It will benefit student learning because story maps ItIjjcan be used with the entire class, small groups, or for individual work. "This strategy helps students examine the different components of an assigned text or story." (Adlit.org, 2014) Story Maps can be used with both fiction (i.e., defining characters; events) and nonfiction (i.e., main ideas; details). The use of Story Maps as a comprehension strategy can be beneficial for all students, and are especially helpful for students needing the additional support of a graphic organizer because it organizes information and helps students to recall specific details from a text.
Writing component of the strategy: W.6.4 Produce clear and coherent writing in which the development, organization, style are appropriate to task, purpose, and audience. Writing is tied into this strategy because students are taking details from the text and organizing them into the story map. The students need to have clear writing so the teacher or other students can understand what the student's story map means. The story map has to make sense sequentially and stating who the characters, setting, plot, and etc. were. Having clear writing will help students create an exciting and well developed story map.
2 videos with short summary: The first video is engaging to students because a teacher is using a flipped classroom model to teach her students about vocabulary. She also uses a story map to prompt their thinking. The story map she choose is cool because she has an introduction, there's a rising and falling action, and a resolution. The rising action represents the plot or the climax and the falling action is when problems are starting to become solved. I think it's great instruction because she uses other words besides beginning, middle, and end. Her adjectives describe the middle. Students would be very engaged because in the classroom she won't be lecturing; therefore the students can have a hands on activity creating the rising/falling story map design. The flipped classroom model is great instruction because the teacher is describing what rising/falling and other vocabulary means. This prepares students for in class activities.
The second video discusses how to fill out a story map. The guy speaks through an example. There's a text and the story map organizer. He states the purpose and benefits of the story. He gets into detail with his example. The whole point of the video is for students to be knowledgeable how to fill out a story map because the strategy improves the understanding of a text. This is engaging for students because the teacher can the sample text aloud to the students and pause the video to ask questions what they would put in the story map before getting to each bubble filling it in. It's a pre-assessment tool to see which students understand how to fill out a story map with details, which students don't use details, and which students are confused how to fill out a story map at all. This video is great for instruction because it's a hook to help students learn about a new strategy. The teacher will make the video more beneficial by stating students will practice using the strategy throughout the year because it's important and will help them understand texts better