Fill out the sticky note and stick it on the chart. What was the problem? Why couldn’t they _?” Have students help you recall the information. What did they want in our story?” Have students help you recall the information. Who was our story about?” Have students help you recall the information. Laminate the poster and it will last you years.Ī simple way to implement this strategy is to keep the anchor chart close-by when you are teaching your mini-lessons.Īt the end of each read aloud or mentor text, stop and use the SWBST summary. As I mentioned, leaving room for sticky notes allows you to reuse this anchor chart. Similarly, you will need to model this practice for your students several times. T-Then: What was the resolution to the story? How did the story end?.S-So: How did the main character(s) solve the problem?.B-But: What was the problem? What kept the main character(s) from getting what they wanted?.W- Wanted: What did the main character(s) want?.S- Somebody: Who is/are the main character(s)?.Next to each letter, record the meaning and prompting questions: I like to leave room for sticky notes on the left so that we can practice the strategy again and again. Label your paper down the side with the letters SWBST. After several instances of modeling and recounting the story together, have them practice on their own or with a partner! SWBST Anchor ChartĪnother strategy for recounting and retelling stories is the “SWBST” or “Somebody Wanted But So Then” summary. Have students copy your movements and descriptions. When teaching the 5-Finger Retell, use your actual hand to model counting off each finger and retelling the parts. Make it interactive by having your students trace their hands in their reading notebooks to create their own mini-version of the “5-Finger Retell.” They can refer back to it any time they need! The palm of the hand is used for this part. Moral– Lastly, *if* you’ve taught about the moral or lesson of the story, students will recount it.Students can think back to what happened in the beginning, what was the turning point in the story, and how did the story end or resolve itself. I like to think of the events of a story like a roller coaster. Events ( Beginning, Middle, End) – Next, the students need to retell the events in the story: The Beginning, Middle, and End.
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