Learn to Read 32

Ages 4–6 · 11 minutes · English

Build your own custom stories while learning about beginning, middle and end

In this lesson, students will build confidence in reading by practicing the following skills:

- Identify parts of a story: beginning, middle, end
- Build their own custom story from beginning to end
- Practice reading the story they created

Some prior reading experience may be helpful.

Part of

Learn to Read

Standards alignment

Common Core State Standards

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.1.2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.2.5 — Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Alabama

ELA21.K.27 — Identify and describe the main story elements in a literary text.
ELA21.K.27a — With prompting and support, retell a text orally, including main character(s), setting, and important events in logical order.
ELA21.K.6 — Uses spatial and temporal concepts correctly.
ELA21.K.15 — Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.
ELA21.K.2 — Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.

Alaska

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.1.2 — Retell stories, using key details, and demonstrate understanding their message (e.g., teach a lesson, make you laugh, tell a scary story, tell about an event) or lesson.
RL.K.10 — Actively engage in shared reading activities using literature from a variety of cultures with purpose and understanding, and scaffolding as needed.
RL.1.7 — Use illustrations and details in a story read or read aloud to describe its characters, events, setting, or problem-solution.

Arizona

K.RF.4 — Read emergent-reader texts with purpose and understanding.
K.RL.2 — With prompting and support, retell familiar stories, including key details.
2.RL.5 — Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action.
K.RL.3 — With prompting and support, identify characters, settings, and major events in a story.
K.SP1.1 — Use a variety of words to reference time in the past, present, and future; identify the beginning, middle, and end of historical stories.

Arkansas

K.FR.22.F — Orally read texts consisting of previously taught grapheme-phoneme correspondences, self-correcting as necessary.
K.RC.2.RF — Answer questions about key details in a text.
K.RC.12.RL — Recognize literary texts, using text elements (e.g., title, illustrations, story elements, literary introductions such as “Once upon a time”).
K.RC.3.RF — Orally retell a text after listening to it read aloud; include the main topic and key details.
K.RC.7.RF — Demonstrate comprehension of age and grade-appropriate texts by speaking or writing.

California

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.10.b — Use illustrations and context to make predictions about text.

Colorado

RWC20-GR.K-S.2-GLE.1-EO.a.ii — With prompting and support, retell familiar stories, including key details.
RWC20-GR.K-S.2-GLE.3-EO.d — Read emergent-reader texts with purpose and understanding.
RWC20-GR.K-S.2-GLE.1-EO.a.iii — With prompting and support, identify characters, settings, and major events in a story.
RWC20-GR.K-S.2-GLE.3-EO.b.vi — Read text consisting of short sentences comprised of learned sight words and consonant-vowel-consonant (CVC) words.
RWC20-GR.K-S.2-GLE.1-EO.d.i — Actively engage in group reading activities with purpose and understanding.

Connecticut

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Delaware

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Florida

ELA.1.R.3.2 — Retell a text in oral or written form to enhance comprehension. • Use main story elements at the beginning, middle, and end for a literary text. • Use topic and important details for an informational text.
ELA.1.F.1.4 — Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. • Recognize and read with automaticity the grade-level sight words.
ELA.K.R.3.2 — Retell a text orally to enhance comprehension: • Use main character(s), setting, and important events for a story. • Use topic and details for an informational text.
ELA.1.R.1.1 — Identify and describe the main story elements in a story.

Georgia

ELAGSEKRL3 — With prompting and support, identify characters, settings, and major events in a story.
ELAGSE1RL2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.
ELAGSE2RL5 — Describe the overall structure of a story including describing how the beginning introduces the story, the middle provides major events and challenges, and the ending concludes the action.

Hawaii

K.RF.4 — Read emergent-reader texts with purpose and understanding.
K.RL.2 — With prompting and support, retell familiar stories, including key details.
K.RL.3 — With prompting and support, identify characters, settings, and major events in a story.
2.RL.5 — Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
K.RL.10 — Actively engage in group reading activities with purpose and understanding.

Idaho

1.RC.L.5a — Retell the beginning, middle, and end of familiar stories (including fables and fairy tales) with key details heard or read, demonstrating understanding of their central messages or morals.
1.FR.PH.3b — Decode regularly spelled one-syllable words.
K.FR.PH.3c — Read common high-frequency words with automaticity by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Illinois

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Iowa

RF.K.4 — Orally read grade-appropriate text with purpose and understanding.
RL.1.2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.10 — With prompting and support, read stories and poetry of appropriate complexity for grade 1.
RL.2.5 — Describe the overall structure of a story, including describing how the beginning introduces the story, how the middle progresses the plot, and how the ending concludes the action.

Kansas

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.1 — With prompting and support, ask and answer questions about key details in a text.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.7 — With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Kentucky

RF.K.4.a — Read emergent-reader texts with purpose and understanding.
RL.K.3 — With prompting and support, identify characters, settings and major events in a story in order to make meaning of the story development.
RL.K.5 — Recognize common structures of poems, stories and dramas.
RL.K.1 — With prompting and support, ask and answer explicit questions about key ideas and details, and make logical inferences to construct meaning from the text.
RL.K.7 — With prompting and support, describe the relationship between illustrations and the story in which they appear.

Louisiana

RL.K.2 — With prompting and support, retell familiar stories, including key details.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.

Maine

R.12.K.a — Read emergent-reader texts with purpose and understanding.
R.5.K.a — Retell familiar texts with prompting and support, including details about who, what, when, where, and how.
R.4.K.a — Ask and answer questions with prompting and support about who, what, when, where, and how.
R.6.K.a — With prompting and support, identify characters, settings, and major events in a story.
R.11.K.a — With prompting and support, describe the relationship between illustrations and the text.

Maryland

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.PK.2 — With modeling and support, retell familiar stories/poems.

Massachusetts

RF.K.4 — Read early-emergent-reader texts with purpose and understanding.
RL.K.5 — Recognize common types of texts and characteristics of their structure (e.g., story elements in books; rhyme, rhythm, and repetition in poems).
RL.PK.2 — With prompting and support, retell a sequence of events from a story read aloud.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.

Michigan

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.1.2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Minnesota

0.2.6.2 — Correctly order beginning, middle and end of a story, with support and guidance.
0.1.1.3 — Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
1.1.5.1 — Identify the beginning, middle and end of a text.
0.1.1.2.b — Know and apply grade-level phonics and word analysis skills in decoding words: read high-frequency words, in and out of context, demonstrating both accuracy and automaticity.

Mississippi

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.

Missouri

K.R.1.A.e — recognizing beginning, middle, and end
K.RF.4.A — Read, with support, appropriate texts with purpose and understanding
1.R.1.A.e — recognizing beginning, middle, and end
K.R.1.A.c — retelling main ideas or important facts from a read aloud or familiar story
1.R.1.A.d — retelling main ideas in sequence including key details

Montana

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details; include stories by and about American Indians
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Nebraska

LA.K.RP.1 — With prompting and support, orally retell familiar stories, including key details, and demonstrate understanding of their central message or lesson.
LA.K.F.4 — Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension.
LA.K.RP.2 — With prompting and support, identify main character(s), setting, and important events in a literary text.
LA.K.RP.6 — With prompting and support, ask and answer questions about key details in a literary text.

Nevada

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.

New Hampshire

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

New Jersey

RF.K.4 — Read emergent texts with one-to-one correspondence to develop fluency and comprehension skills
RF.K.4.a — Read emergent-readers with purpose and understanding.
RL.1.2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.

New Mexico

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.NM.1 — Identify the main topic, retell key details of a text, and make predictions.

New York

KR2 — Retell stories or share key details from a text. (RI&RL)
1RF4 — Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.
KR3 — Identify characters, settings, major events in a story, or pieces of information in a text. (RI&RL)
KRF4 — Will engage with emergent level texts and read-alouds to demonstrate comprehension.

North Carolina

RF.K.5 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.1 — With prompting and support, ask and answer questions about key details in a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.2.5 — Describe the overall structure of a story, including describing how the beginning introduces the story, the events unfold in the middle, and the ending concludes the action.

North Dakota

1.F.12b — Read accurately and automatically at the sentence level
2.R.3.b — Retell the plot to include the beginning, middle, and end of a literary text after reading.

Ohio

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.10 — Actively engage in group reading activities with purpose and understanding. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.

Oklahoma

K.2.R.3 — Students will sequence the plot (i.e., beginning, middle, and end) of a story with prompting.
1.2.R.3 — Students will sequence the plot (i.e., beginning, middle, and end) of a story.
K.2.F.3 — Students will begin to develop a sight word vocabulary by decoding and reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.

Oregon

K.RF.4 — Read emergent texts to develop fluency and comprehension skills.
K.RL.3 — With prompting and support, identify characters, settings, and major events in a story. Identify beginning/middle/end.
1.RL.2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.
K.RF.4a — Read emergent texts with one-to-one correspondence with purpose and understanding.

Pennsylvania

CC.1.1.K.E — Read emergent-reader text with purpose and understanding.
CC.1.2.K.E — Identify parts of a book (title, author) and parts of a text (beginning, end, details).
CC.1.3.K.A — With prompting and support, retell familiar stories including key details.
CC.1.3.K.B — Answer questions about key details in a text.
CC.1.3.PK.A — With prompting and support, retell a familiar story in sequence with picture support.

Rhode Island

RF.K.4 — Read early-emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RL.K.5 — Recognize common types of texts and characteristics of their structure (e.g., story elements in books; rhyme, rhythm, and repetition in poems).
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.

South Carolina

ELA.1.AOR.6.1 — Retell a text orally and in writing to enhance comprehension: a. include main story elements at the beginning, middle, and end for a literary text; and b. include a central idea and supporting details for an informational text.
ELA.1.F.4.3 — Read texts by: a. using letter-sound knowledge to segment and blend sounds together; b. decoding the words by analogy; and c. using context and visuals from the text to support monitoring and self-correcting.
ELA.K.AOR.2.1 — Retell familiar stories using main story elements in a literary text.
ELA.K.AOR.6.1 — Retell a text orally to enhance comprehension: a. include main character(s), setting, and important events for a story; and b. include topic and supporting details for an informational text.

South Dakota

K.RF.4 — Read emergent-reader texts with sufficient accuracy and fluency to support comprehension
K.RL.2 — With prompting and support, retell familiar stories, including key details.
K.RF.4.a — Read grade-level text with purpose and understanding.
K.RL.10.a — With prompting and support, read and comprehend proficiently at grade level with increasing challenge in text difficultly and complexity (e.g., layout, text structure, language/literary features, knowledge demands.)
2.RL.5 — Identify the overall structure of stories and their common elements (e.g., how the beginning introduces the story, how the action leads to the resolution).

Tennessee

K.FL.F.5.a — Read emergent-reader texts with purpose and understanding.
K.RL.KID.3 — With prompting and support, orally identify characters, setting, and major events in a story.
K.RL.KID.1 — With prompting and support, ask and answer questions about key details in a text.
K.RL.KID.2 — With prompting and support, orally retell familiar stories, including key details.
K.RL.RRTC.10 — With prompting and support, read stories and poems of appropriate complexity for Kindergarten.

Texas

K.7C — describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance; and
K.2B.iv — identifying and reading at least 25 high-frequency words from a research-based list;

Utah

K.R.7 — Identify the characters, settings, and important events in a story (RL) or pieces of information in a text. (RI)
P3.R.6-7 — With prompting and support, begin to retell simple texts. (RL & RI)

Vermont

RF.K.4 — Read emergent-reader texts with purpose and understanding.
CCRA.R.5 — Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RL.1.2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Virginia

K.DSR.1.A — Use knowledge of letter-sound correspondences to read and reread controlled decodable sentences and texts that include phonic elements and irregular words (Reading Fluency, K-12).
K.RL.1.C — With prompting and support, orally re-tell a familiar story in sequential order (beginning, middle, end).
K.C.2.D — Retell, create, and dictate stories, rhymes, poems, and events in sequential order using drama, props, and/or pictures indicating first, next and last events in a story.
K.FFR.3.H — Use letter-sound correspondences to read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.

Washington

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
SSS4.K.1 — Use a graphic organizer to explain the beginning, middle, and end of a story.

Washington, D.C.

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.

West Virginia

ELA.K.2 — With prompting and support, retell familiar stories, including key details in literary texts.
ELA.K.I — Read emergent-reader texts with purpose and understanding.
ELA.K.3 — With prompting and support, identify characters, settings, and major events in a literary text.
ELA.2.8 — Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action in literary text.

Wisconsin

ELA.K.R.2 — With prompting and support, retell stories (RL); share key details from a text. (RI)
ELA.K.RF.4 — Read emergent-reader texts with purpose and understanding.
ELA.K.R.1 — With prompting and support, develop and answer questions about a text. (RI&RL)
ELA.K.R.3 — With prompting and support, identify characters, settings, and important events in a story or pieces of information in a text. (RI&RL)

Wyoming

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.1.2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.