Retelling Stories with Beginning, Middle, and End

Retelling Stories with Beginning, Middle, and End

Grade K · ELA · NYS NGLS KR2 · 45 Minutes

NYS-Aligned Standard

KR2 — With prompting and support, retell familiar stories, including key details. NYS Next Generation English Language Arts Learning Standards (2017)

Learning Objectives — “I Can” Statements

• I can identify the beginning, middle, and end of a story.
• I can retell a story using key details about the characters, setting, and main events.
• I can use story vocabulary (beginning, middle, end, character, setting, problem, solution) when retelling.

Essential Question

How do authors organize stories so that readers can retell them?

Materials & Prep

• A familiar picture book (original classroom copy — teacher selects; suggestions: a public-domain folktale or classroom-available library book)
• BME Retelling Mat (1 per student — can be printed from this lesson)
• Three-part sequencing picture strips (teacher-created or cut from re-read pages)
• Sentence frame anchor chart (see below)
• Whiteboard and dry-erase markers
• Puppets or finger puppets representing characters (optional but high-engagement)

Prep: Read the selected story aloud once the day before for familiarity. Prepare the BME Retelling Mat (provided below). Write sentence frames on chart paper.

Vocabulary

MLL Support — L1 Connection Note: Pre-teach “beginning, middle, end” in students’ home languages if possible (send home vocabulary card). Use visual timeline on board (left → right arrow) to show story progression.

Sentence Frame: “At the beginning, ___. In the middle, ___. At the end, ___.”

Lesson Sequence

Hook / Warm-Up (7 minutes)

1. Show students a simple 3-panel wordless picture sequence (morning routine: wake up → brush teeth → eat breakfast).
2. Ask: “What happened first? Next? Last?” Model pointing to each panel.
3. Introduce vocabulary: beginning, middle, end. Add to word wall.
4. Say: “Today we’re going to retell a story — that means we tell back what happened in order.”

Direct Instruction (10 minutes)

1. Read the selected story aloud with expression, pausing to build engagement.
2. After reading: “Let’s think about the beginning. What happened first?”
3. Model completing the BME Retelling Mat aloud: draw/write in the “Beginning” box while thinking aloud.
4. Continue with Middle (2–3 key events), then End.
5. Model retelling using the sentence frame: “At the beginning… In the middle… At the end…”

Guided Practice (12 minutes)

1. Divide students into small groups of 3–4.
2. Each group receives a set of 3–5 sequencing picture strips from a second familiar story.
3. Groups arrange the strips in order (beginning, middle, end) on their table.
4. Teacher circulates, prompting: “What happened first? Why do you think that?” Use sentence frames.
5. Groups share one event each: “Our beginning was ___.”

Independent Practice (10 minutes)

1. Students use the BME Retelling Mat to retell the original read-aloud story.
2. Students draw and/or write one key detail in each box.
3. Students practice retelling to a partner using the sentence frame.
4. Teacher and paraprofessional circulate; note who can sequence independently.

Closure (6 minutes)

1. Cold call 2–3 students to share their retelling.
2. Class checks: “Did they tell the beginning? Middle? End?”
3. Exit ticket: Teacher holds up a picture from the story; students show thumbs up for B, M, or E.
4. Preview: “Tomorrow we’ll practice retelling on our own!”

BME Retelling Mat (Printable)

Name: _______________________    Story Title: _________________________

┌──────────────────┐  ┌──────────────────┐  ┌──────────────────┐
│   BEGINNING      │  │     MIDDLE       │  │      END         │
│   ▶ First...     │  │   ⏸ Then...      │  │   ⏹ Finally...   │
│                  │  │                  │  │                  │
│  (Draw or write) │  │  (Draw or write) │  │  (Draw or write) │
│                  │  │                  │  │                  │
│                  │  │                  │  │                  │
│                  │  │                  │  │                  │
└──────────────────┘  └──────────────────┘  └──────────────────┘

Sentence Frame:  At the beginning, _________________________.
                 In the middle, ____________________________.
                 At the end, ________________________________.

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

• Provide the BME Mat with labeled pictures already placed; student simply points to sequence
• Use bilingual vocabulary cards (beginning, middle, end in L1 and English)
• Partner with a bilingual peer for retelling
• Accept retelling in L1 or through drawing; teacher scribes

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Provide sentence frames with partial sentence starters
• Pre-teach content vocabulary before whole-class lesson using picture dictionary
• Allow students to use their L1 for the retell first, then attempt in English
• Provide picture-supported word wall at student desk

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

• Content: Reduce the number of retelling events expected (2 boxes instead of 3 for students working toward the standard); use a simpler familiar story with fewer events
• Methodology: Use physical story sequencing (act out B/M/E with student role-play); provide manipulative picture cards for ordering
• Delivery: Read story in smaller group or 1:1; provide pre-highlighted text or picture-only version; allow verbal response instead of written

Suggested Placement: ICT, Resource Room reteach

Suggested IEP Goal Reference (Teacher Reference Only — Not Legal Advice): Given a familiar picture book and a BME retelling mat with visual prompts, the student will verbally retell a story identifying at least 2 of 3 key sequence elements (beginning, middle, end) with 80% accuracy across 4 of 5 opportunities, supporting progress toward KR2.

Extensions for Advanced Learners

• Write a 3-sentence retelling without sentence frames
• Add a character description and setting to the retell
• Retell a second story and compare: “How is the beginning of Story A different from Story B?”

Assessment

Formative Checks:

• Circulate during guided practice to check sequencing accuracy
• Exit ticket: thumbs-up response to story picture cards
• Anecdotal notes on who can verbalize B/M/E independently

Summative Option:

• BME Retelling Mat collected as performance evidence
• Teacher-conducted retelling conference (1:1): student retells with minimal prompting

Success Criteria:

• Student correctly identifies beginning, middle, end of a story
• Student uses at least 2 key details in retell
• Student uses the sentence frame to structure their retell

NYS Assessment Format Note: This task mirrors early literacy comprehension formats used in K–2 NYS diagnostic assessments (running records, comprehension checks).

Answer Key / Model Response

Model retell using a generic folktale structure (teacher substitutes the actual story read):

“At the beginning, [Character] wanted [goal] but had a problem: [problem]. In the middle, [Character] tried [action 1] but it didn’t work. Then [Character] tried [action 2]. At the end, [Character] solved the problem by [solution] and everyone was happy.”

Marketplace Packaging

Product Title: Retelling Stories Beginning Middle End — Grade K NYS ELA Lesson Plan (KR2)

Description: This 45-minute kindergarten lesson plan aligns to NYS Next Generation ELA Standard KR2. Students use a printable BME Retelling Mat to retell familiar stories with key details, guided by scaffolded sentence frames. Includes full SDI block for ICT and Resource Room settings, NYSESLAT-tiered MLL/ELL scaffolds, and a suggested IEP goal reference. Classroom-ready with no editing required.

Search Tags: kindergarten ELA, retelling, beginning middle end, NYS Next Generation ELA, KR2, story structure, read aloud, special education, MLL ELL, ICT lesson, IEP support, New York State ELA

Alignment Record