Going With the Flow (map)

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SWBAT sequence events from the story with teacher guidance on their own flow maps. Students will practice retelling the story using the flow map.

Big Idea

Shadows are all around us

Prepare the Learner

15 minutes

Video Reread of Bear Shadow

This is the tenth lesson in a series of fifteen.

I have the students revisit Bear Shadow through a video read.  I prompt: As we listen to the story again, I want you to pay attention to the order that things happen in the story.  We call this 'sequence of events.' Today you will be sequencing the events like we did yesterday.  But today you will do your own sequence!




Multi-Media in Common Core

We see multi media addressed throughout Common Core.  As our students get older and we prepare them for college and career, it will be important for them to be comfortable with different forms of media.  We also want them to be able to listen for information and be actively engaged through media.  Presenting the story through video meets all of those needs!


Interact with text/concept

30 minutes

Release of Responsibility- We do together


Students will sequence Bear Shadow events with the teacher’s guidance.  I use smaller versions of the large sketches we used for the whole group sequence previously.  Students place the events in order in a flow map.   I still do it with students, but at  this time of year they are beginning to need less guidance. 


We orally go over the events what each drawing depicts.  We sequence them one at a time, from beginning to end of the story.   I do mine on the document camera and students follow right along with me.




 Review events with students sitting on the carpet with me

First, I review what event each sketch represents.  I ask: What does this sketch represent?  This goes fairly quickly, as we have done this previously.


I say: Boys and girls, what do we usually do first when we are putting our events in order on our flow map? (cut out all of the events)  Cut out your events first.  What do we do next? (glue them in order)


I model cutting out each event and placing it in front of me.  I ask: What always goes first in a story? (title) That’s right.  I am going to glue my title in the first box.  I glue the title in my first box modeling that we use just a small dot of glue. 

I say: When you get your events, I want you to go sit in your seat, cut them out like I did and glue the title in the first box.  Any questions?



Sequence of events- guided whole group 

When I see that students have cut their events and glued the title, I call their attention to my flow map that is projecting on the document camera.  


I prompt: Look at all of your events from Bear Shadow.  Look for the one that happened FIRST  in the story and hold it up in the air so I can see it.  As students are doing that, I am walking around to check their choices.  I do not give corrective feedback right away, because I want them to participate without feeling threatened that I am going to call them out for having the wrong picture in their hand.  


When everyone has a picture held up, I go back to the document camera and say: Boys and girls, you should be holding the picture of Bear's shadow scaring the fish away.  It looks like this.  I show the the correct picture by placing it on the document camera.  


I continue: Let's glue that picture into our next box on our flow map.  First you should have the title.  Next should come this picture. (displaying the correct event on the document camera)




Guided Retell

We follow this same format for all of our events.  When we are done we practice retelling (A retell is verbal where students (in kindergarten) rely on pictures to summarize the story ) the events by 'reading the pictures.'   Depending on the level of English I have in my class, I have students generate a sentence for each picture or I generate the sentence and students echo me.

Eventually students will be retelling stories by themselves, but they need a lot of practice and direct instruction before I release the responsibility of the retell completely to them.




Formative Assessment 

This follows the pattern of our reading series.  We sequence events whole group on day 4 of the text then the rigor is upped and kids sequence  on day 5.   It is an formative assessment tool for me to see who can follow directions,  understands the story and the importance of event sequence.  



Extend Understanding

20 minutes

Reading Off the Map


Students read the map to their Elbow Partners and retell the story.  I pair students who compliment each other in terms of English Language Development and skills.   

I say: Today we are going to practice reading off of our flow maps.  We practiced doing this yesterday with our bigger pictures, but today I want you to do it with your partner.  Where do you start reading your map? (title)  What types of words do you use before you begin telling what is happening in the picture? (first, second, third, next, after that, last, finally)  

As students are reading off their map, I monitor and assist where necessary.  I might prompt: Second, Bear ran away from his shadow to get rid of it.  What happened AFTER THAT?

I word my prompts to guide students, but still hold them responsible to generate the information.  

I model the sentences for my non English speakers and they echo me.


Sequence vs. Retell

Sequencing is putting the events of a story in order.  Retelling is when we verbalize the sequence of events and voice them in order.