![]() It may not come naturally for a student to think about how a character’s actions are in response to something. “What are some other stories we’ve read where characters face problems?” Continue to add example problems and solutions to your anchor chart.Īs I mentioned previously, third-grade students will be focusing on how their character’s actions contribute to the events in a story. What problem did _ face in that story? How did they solve that problem?” Add sticky notes to the correct column of an anchor chart. For example: after introducing the concept of a problem/solution, open a class discussion to previously read stories. This will allow you to discuss several problems/solutions before you begin applying the skill to a new story. ![]() A good starting point is to “look back” at stories that you have previously read in class. So, your next step in teaching events is taking a look at the problem in a story. So, students will need to be able to identify those events in order to analyze the characters’ reactions. In third grade, the CCSS focus is on how a character’s actions contribute to events. In second grade, the CCSS focus is on how characters respond to an event. Stock Up On Mentor Texts With Strong Events 4th Grade RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). ![]()
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