EL Support Lesson
Making Connections in a Fiction Text
Students will be able to retell a narrative and identify the beginning, middle, and end of a story.
Students will be able to identify the sequence of a story with grade level words using visual and written supports.
- Gather the class together and explain that today you will be learning how to retell a story using props (puppets) and narration.
- Demonstrate how you can retell what happened in a familiar story (e.g., Goldilocks and the Three Bears) by telling the story in order.
- Ask students what happens if you tell the ending or middle of the story first (you get confused, you might not learn why something is happening, etc.).
Building academic language
- Introduce or review the vocabulary words to the class using the Vocabulary Cards and Glossary, providing student-friendly definitions for each new word.
- Have students turn and talk to share with a partner what each word means in their own words (after you introduce each word).
- Explain that you will now be reading aloud a story that might be familiar to some students, and if it is, ask the students to listen and not tell the ending to their classmates.
- Read aloud The Three Little Pigs. As you read, note what is happening in the beginning, middle, and end. Take note of who the characters are, the setting, and the narrator.
- Ask students to reflect on the story by sharing something that happened in the beginning with a classmate. Repeat with the middle and ending of the story.
- Record student thinking on the board or on chart paper, under the headings: Beginning/Middle/End.
- Put students into small groups of three to four students and pass out the Three Little Pigs Finger Puppets worksheet, scissors, popsicle sticks, and glue.
- As students are working, encourage them to discuss with their group which characters belong to which part of the story (beginning, middle, end) as well as what happens in each part.
- Have students move into acting out their story within their small groups.
- Tell students that one person will start as the narrator while the others use the puppets. Then, they will switch roles.
- Circulate around the room and ask students to use the language, "In the beginning ____, in the middle ____, and in the end ____." As they narrate their story.
Additional EL adaptations
- Pass out individual copies of the read aloud for students to reference during their group work time.
- Work with students to mark the parts of the story (beginning, middle, end) using sticky notes to support their retelling.
- Have students practice their reading and comprehension skills by using the The Three Little Pigs worksheet. Have them color in the beginning, middle, and end of the story using different colors.
Formative Assessment of Academic Language(10 minutes)
- As students are working in their small groups, assess if they are able to retell a story in order using the puppets or verbally through their narration.
- Pass out the I Can Retell a Story worksheet and have students draw pictures or write words to retell the beginning, middle, and end of the story.
- Collect worksheets and assess if students were able to accurately retell the story.
Review and closing(2 minutes)
- Close by having the students turn and talk to a partner to finish the sentence frame, "I learned ____ about retelling stories."
- Have students verbally share out their reflection with the group.