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Classroom Strategies
Story Maps
A story map is a strategy that uses a graphic organizer to help students learn the elements of a book or story. 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.
Why use story maps?
- They improve students' comprehension
- They provide students with a framework for identifying the elements of a story.
- They help students of varying abilities organize information and ideas efficiently.
| When to use: | Before reading | During reading | After reading |
|---|---|---|---|
| How to use: | Individually | With small groups | Whole class setting |
How to use story maps
- Discuss the main components of a story (e.g., characters, setting, plot and theme OR beginning, middle, end).
- Provide each student with a blank story map organizer and model how to complete it.
- As students read, have them complete the story map. After reading, they should fill in any missing parts.
Download blank templates
Examples
Language Arts
This example demonstrates how story maps are used with an Arthur story. Students identify the setting, characters, the problem, and the solution in the story.
See example > (20K PDF)*
Math
Story maps can be used to help students solve open-ended math problems. Or students can use the story map to create their own math problems.
Social Studies
Using the format of the story map, students can create their own map by taking a walk around the playground or school. Encourage students to include positional words in their story map writing.
Children's books to use with this strategy
Goldilocks and the Three Bears
Picture book/folktale
This inventive telling of a familiar tale will enchant readers, young and old.
Little Red Riding Hood
Picture book/folktale
Marshall's humorous illustrations add personality and action to familiar tales.
The True Story of the Three Little Pigs
Fiction/parody
The "real" story started when Alexander Wolf sneezed when he tried to borrow a cup of sugar from his neighbor in the straw house.
Differentiated instruction
for Second Language Learners, students of varying reading skill, and for younger learners
- Scaffold your instruction by providing prompts for each section on your map. For example, in the "Beginning" box of your map, write in prompts such as: Who are the main characters? Where does the story take place?
- Differentiate which story map to give to which students. The beginning-middle-end format is the simplest; other more complex maps can be used with more advanced students.
- Model this strategy using a book with very clear components to help students understand each component.
- Students can extend their understanding of story maps into their own writing. Students can use story maps to plan, summarize, and write their own main ideas, characters, setting, and plot for a story.
See the research that supports this strategy
Adler, C. (2004). Seven Strategies to Teach Students Text Comprehension.
Armbruster, B. B., Lehr, F., & Osborn, J. (2001) Put reading first: The research building blocks for teaching children to read kindergarten through grade three. Washington, DC: The U.S. Department of Education.
Santa, C., Havens, L., & Valdes, B. (2004). Project CRISS: Creating independence through student owned strategies 3rd Edition. Dubuque, IA: Kendall Hunt Publishing Company.
Adlit.org. (2008). Story Maps.
Trabasso, T., & Bouchard, E. (2002) Teaching readers how to comprehend text strategically. In C. Block and M. Pressley, (Eds.) Comprehension instruction: Research-based practices (PP. 176-200). NY: Guilford Press.
Research shows that graphic organizers help students understand what they read. They also help students at all levels write about what they read and write original stories. A sequence graphic organizer, for example, gives students a guide or blueprint on which to outline their ideas. With that as a starting point, students can begin to write and tell their stories
Posted by: Linda Ruggieri, Weekly Reader Senior Managing Editor | April 23, 2012 01:34 PMI took the story mapping and simplified it for a kindergarten cooperative learning lesson. After reading a story and discussing the story elements, I split the students into groups and assign each group a story element- characters, setting , problems , and solutions. Each group has a leader and they draw and write in a circle map the components of the story they are assigned. Each student shares with the class the part they contributed. We have a class made rubric to follow to make sure the pictures and writing are from the text. Then we post the maps in the classroom and they write from those maps the rest of the week.
Posted by: Dana Hall -Kindergarten teacher Spirit Elementary | January 24, 2013 09:31 AM
Comments
really good but you have to put more sheets about begining middle and end
Posted by: Marti | April 01, 2011 07:02 PM