Fairy Tale Story Map
This story map is useful for practising the retell comprehension strategy and understanding that all stories should have characters, a setting, a beginning, middle and end. Students’ are encouraged to complete this activity as a group to assist with ideas before having a go individually.
Learning goals
- We are learning to understand how authors develop characters in texts.
- We are learning to recite and perform poems, chants, rhymes and songs and explore sound patterns, e.g. alliteration, rhyme.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts.
- We are learning to discuss characters and settings in different texts and explore how language is used to present these features in different ways.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts and begin to analyse texts by drawing on our knowledge.
- We are learning to understand how authors develop characters, settings and events in a variety of texts.
- We are learning to listen to, discuss and explore sound patterns, e.g. alliteration and rhyme, in poems, chants, rhymes and songs.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts.
- We are learning to compare characters and settings in different texts and identify the verb groups used to convey actions, emotions and dialogue.
Curriculum alignment
AC9E1LE01
9
Discuss how language and images are used to create characters, settings and events in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
AC9E1LE04
9
Listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme
AC9E1LY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures
AC9E2LE03
9
Discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways
AC9E2LY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning
ACELT1585
8.4
Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme
ACELY1670
8.4
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
ACELT1591
8.4
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways
ACELY1660
8.4
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
ACELT1581
8.4
Discuss how authors create characters using language and images
EN1-11D
old
Responds to and composes a range of texts about familiar aspects of the world and their own experiences
EN1-7B
old
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
EN1-6B
old
Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
EN1-4A
old
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
EN1-UARL-01
new
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
EN1-RECOM-01
new
Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning
EN1-VOCAB-01
new
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
EN1-OLC-01
new
Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
VCELY222
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
VCELT219
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways
VCELT209
Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme
VCELT205
Discuss how authors create characters using language and images
VCELY186
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Extensions
Use the completed story map to then write a succinct summary of the chosen fairy tale.
Teach it your way
Finding related resources…
Finding related resources…