Reading Literature

Story Elements: Characters

When we read a story, we meet the characters. Characters are the people, animals, or make-believe beings in a story.

Characters are important because they help the story happen. They talk, move, think, feel, and make choices.

For example, in a story about a girl and her dog, the girl is a character and the dog is a character too. If a dragon talks in a story, the dragon is also a character.

What is a character?

A character can be:

• a person
• an animal
• a creature like a dragon or monster
• something make-believe that acts like a person

If it is part of the story and it acts, talks, or feels, it may be a character.

Main character and other characters

Some stories have one character we learn the most about. This is often called the main character.

The main character is usually the one who does the most in the story. The story may be mostly about this character.

Other characters are in the story too. They may help the main character, talk to the main character, or be part of what happens.

• Main character: the character the story is mostly about
• Other characters: the characters who are also in the story

How do we find the characters?

As you read or listen to a story, ask yourself:

• Who is in the story?
• What animals are in the story?
• Is there a make-believe being in the story?
• Who talks or does something?

These questions can help you name the characters.

Clues that help us know a character

Stories give us clues about characters. We can learn about a character by noticing:

• what the character says
• what the character does
• how the character feels
• what the character looks like

These clues help us understand who the character is.

Worked Example 1

Story: “Max had a red kite. His sister Ana helped him run to the hill. Their dog Spot barked and chased the kite string.”

Step 1: Ask, “Who is in the story?”

• Max
• Ana
• Spot

Step 2: Decide which are characters.

Max is a character. Ana is a character. Spot the dog is a character.

Answer: The characters are Max, Ana, and Spot.

Worked Example 2

Story: “Lila planted a seed. Every day, she gave it water. A tiny bird sat near her and sang.”

Step 1: Find who or what acts in the story.

• Lila planted and watered.
• The bird sat and sang.

Step 2: Decide the characters.

Lila is a character. The bird is a character.

Step 3: Think about the seed.

The seed is in the story, but it does not act like a character here. It is a thing in the story, not a character.

Answer: The characters are Lila and the bird.

Worked Example 3

Story: “Ben lost his blue hat. He looked under the bed and inside a box. His cat Muffin jumped into the box.”

Step 1: Name the people or animals in the story.

• Ben
• Muffin the cat

Step 2: Look for the one the story is mostly about.

The story tells mostly about Ben and what he is doing. So Ben is the main character.

Step 3: Find the other character.

Muffin is another character because the cat jumps into the box.

Answer: The characters are Ben and Muffin. The main character is Ben.

Worked Example 4

Story: “A little robot named Zip wanted a friend. Zip knocked on Rabbit’s door. Rabbit smiled and said, ‘Let’s play!’”

Step 1: Find who is in the story.

• Zip the robot
• Rabbit

Step 2: Decide if make-believe beings can be characters.

Yes. A robot in a story can be a character if it acts, talks, or feels.

Step 3: Find the main character.

The story is mostly about Zip wanting a friend. So Zip is the main character.

Answer: The characters are Zip and Rabbit. The main character is Zip.

Tips to remember

• A character is not always a person. It can be an animal too.
• A make-believe being can be a character.
• Not every thing in a story is a character.
• The main character is the one the story is mostly about.

Let’s practice thinking

If you hear, “Mia rode her bike past a tree,” ask:

• Who is the character? Mia
• Is the tree a character? No, it is a thing in the story.

If you hear, “Ollie the owl hooted at the moon,” ask:

• Who is the character? Ollie the owl
• Is the moon a character? No, it is part of the setting in the story.

Summary

Characters are the people, animals, or make-believe beings in a story. We find characters by asking who is in the story and who talks, acts, or feels.

Some stories have a main character. The main character is the one the story is mostly about. Other characters are also part of the story and help the story happen.

Story Elements: Setting

When we read a story, we learn about many important parts. One important part is the setting.

The setting tells where and when a story happens. It can also tell us how the place feels, like happy, rainy, quiet, or spooky.

Setting helps us picture the story in our minds. It helps us understand what the characters see, hear, and feel around them.

What is setting?

• Where the story happens: a park, a school, a farm, a house, or a beach
• When the story happens: daytime, nighttime, morning, winter, summer, long ago, or today
• How it feels: sunny, cold, windy, loud, quiet, cheerful, or scary

Questions to ask about setting

• Where is the story taking place?
• When is the story happening?
• What is the weather like?
• What words tell how the place feels?

Clue words can help

Authors give us clue words to help us find the setting. We can look for words about place, time, and weather.

• Place clues: classroom, forest, kitchen, playground, river
• Time clues: morning, night, spring, winter, yesterday
• Feeling clues: dark, bright, cozy, noisy, chilly

Why setting matters

Setting is important because it helps the story make sense. A story at the beach may have sand and waves. A story in winter may have snow and cold wind.

The setting can also change what characters do. If it is raining, a character may stay inside. If it is a sunny day, a character may play outside.

Worked Example 1

Ben runs to the playground after lunch. The sun is bright, and children laugh on the swings.

Let’s find the setting step by step.

• Where? The playground
• When? After lunch, so it is daytime
• How does it feel? Bright and happy

Setting: The story happens at a playground during the day. It feels sunny and cheerful.

Worked Example 2

Lila put on her boots and walked outside. Snow covered the ground, and her breath made little clouds in the air.

Now let’s look for clues.

• Where? Outside
• When? Winter
• How does it feel? Cold and snowy

Setting: The story happens outside in winter. It feels cold.

Worked Example 3

At night, Mia sat in her bed and listened to the rain tap on the window. Her room was dark and quiet.

Let’s find all parts of the setting.

• Where? Mia’s bedroom
• When? At night
• How does it feel? Rainy, dark, and quiet

Setting: The story happens in a bedroom at night. It feels rainy and calm.

Worked Example 4

Long ago, a boy lived in a small village near a forest. In the early morning, cool fog covered the trees.

This one has more than one clue.

• Where? A small village near a forest
• When? Long ago, in the early morning
• How does it feel? Cool and foggy

Setting: The story happens long ago in a village near a forest, early in the morning. It feels cool and foggy.

How to find the setting in any story

1. Read carefully.
2. Look for words that tell place.
3. Look for words that tell time.
4. Look for words that tell weather or feeling.
5. Put the clues together.

Try this in your mind

If a story says, The class walked to the garden on a warm spring morning, you can ask:

• Where? The garden
• When? A spring morning
• How does it feel? Warm

That is the setting.

Be careful

The setting is not the character. The setting is where and when the story happens.

The setting is also not the problem in the story. It is the place, time, and feeling around the story.

Summary

The setting is an important story element. It tells where and when a story happens, and it can tell how the place feels.

To find the setting, look for clue words about place, time, weather, and feeling. When you find those clues, you can understand the story better.

Story Elements: Plot Events

When we read a story, things happen. These things are called plot events.

A plot event is an action or happening in a story. Plot events help move the story from the beginning to the middle and then to the end.

Good readers pay attention to what happens first, next, and last. This helps them understand the story better.

What are plot events?

Plot events are the important parts of the story that happen in order. They are not just any small detail. They are the happenings that help tell the story.

• Beginning: We learn who is in the story and what is happening.
• Middle: More important things happen. A character may have a problem or try to fix one.
• End: The story finishes. We learn what happens last.

Why do plot events matter?

Plot events help us remember the story. They also help us retell the story in the right order.

When we know the plot events, we can answer questions like:

• What happened first?
• What happened next?
• What happened at the end?
• What made the story move forward?

How to find plot events

As you read, look for the big things that happen. Ask yourself:

1. Who is the story about?
2. What happens at the start?
3. What important thing happens after that?
4. How does the story end?

You can also listen for time words. Time words help show the order of plot events.

• first
• next
• then
• last
• finally

Important idea: Plot events go in order. If we mix up the order, the story may not make sense.

Worked Example 1

Story: Mia plants a seed. She waters it every day. A flower grows.

Let’s find the plot events in order.

1. First: Mia plants a seed.
2. Next: She waters it every day.
3. Last: A flower grows.

These are plot events because they are the important things that happen in the story.

Worked Example 2

Story: Ben cannot find his red ball. He looks under the bed. He looks in the toy box. He finds the ball by the door.

Now let’s put the plot events in order.

1. First: Ben cannot find his red ball.
2. Next: He looks under the bed.
3. Then: He looks in the toy box.
4. Last: He finds the ball by the door.

The story moves forward because Ben keeps looking for the ball until he finds it.

Worked Example 3

Story: Ana wants to make a card for Grandma. She gets paper and crayons. She draws a big heart. She gives the card to Grandma. Grandma smiles.

Let’s think about the most important plot events.

1. First: Ana wants to make a card for Grandma.
2. Next: She gets paper and crayons.
3. Then: She draws a big heart.
4. Last: She gives the card to Grandma, and Grandma smiles.

Some stories have many small details. Good readers choose the important happenings to tell the plot.

How to tell a detail from a plot event

A plot event is a big happening that helps tell the story.

A detail is a small piece of information.

Example: “Ben finds his ball” is a plot event. “The ball is red” is a detail.

Both are part of the story, but the plot event tells what happened. The detail tells more about it.

Try thinking about this story

Story: Lily puts on her boots. She goes outside. She jumps in puddles. She comes inside and dries off.

The plot events are:

• First: Lily puts on her boots.
• Next: She goes outside.
• Then: She jumps in puddles.
• Last: She comes inside and dries off.

Tips for students

• Listen for what happens in the story.
• Think about the order: first, next, then, last.
• Pick the big happenings, not every tiny detail.
• Retell the story using the plot events.

Let’s review

Plot events are the important things that happen in a story. They help move the story along.

We can find plot events by thinking about the beginning, middle, and end. We can also use time words like first, next, then, and last.

When you know the plot events, you can understand the story and retell it in the right order.

Lesson: Finding the Main Character

When we read a story, we meet the people or animals in it. These are called characters.

One character is usually the most important. This character is called the main character.

The main character is the one the story is mostly about. We often learn the most about this character. This character also does the biggest actions in the story.

How can we find the main character?

• Look for who the story is mostly about. Ask, “Who do I see again and again?”
• Look for who has the big job or problem. Ask, “Who is trying to do something?”
• Look for who makes things happen. Ask, “Whose actions move the story?”
• Look for who we learn the most about. Ask, “Whose feelings, thoughts, or choices do I notice most?”

Sometimes a story has many characters. But not all characters are the main character.

Other characters may help, talk, or show up for a short time. They are part of the story, but the story is not mostly about them.

Here are some questions you can ask while reading:

1. Who is in the story?
2. Who shows up the most?
3. Who has the main problem?
4. Who tries to fix the problem?
5. Who is the story mostly about?

Let’s learn with examples.

Example 1

Sam wakes up early. He plants a tiny seed in a pot. Every day, Sam gives it water. He checks it after school. One morning, Sam sees a green sprout. He smiles and claps.

Who is the main character?

The main character is Sam.

Why?

• The story is mostly about Sam.
• Sam does the important actions.
• We follow Sam from the beginning to the end.

Example 2

Lila and her brother Max go to the park. Max runs to the swings. Lila looks at the tall slide. She feels scared at first. Then she climbs the steps slowly. At the top, Lila takes a deep breath and slides down. She laughs and says, “I did it!”

Who is the main character?

The main character is Lila.

Why?

• Both Lila and Max are in the story.
• But the big moment is about Lila.
• Lila has the feeling and the action that matter most.
• The story focuses on Lila trying the slide.

Example 3

Mr. Lee drives the bus to school. Many children ride on the bus. Ava cannot find her red backpack. She looks under her seat. She looks by the window. At last, Ava sees the backpack next to her friend. Ava hugs it and smiles.

Who is the main character?

The main character is Ava.

Why?

• Mr. Lee and the children are in the story, but they are not the focus.
• Ava has the problem.
• Ava tries to solve the problem.
• The story is mostly about Ava finding her backpack.

Example 4

A dog named Pip lives with Mia. Every morning, Mia fills Pip’s bowl. One day, Pip hears a funny sound outside. Pip runs to the door. He barks and digs by a bush. Mia comes outside and finds her lost ball under the leaves. She says, “Good job, Pip!”

Who is the main character?

The main character is Pip.

Why?

• Mia is in the story, but Pip does the big actions.
• Pip hears the sound, runs, barks, and digs.
• Pip helps make the most important thing happen.
• The story is mostly about what Pip does.

Watch out for this tricky part:

The main character is not always the one named first.

The main character is not always the biggest or loudest character either.

The main character is the one the story follows most closely.

Try this thinking trick:

• If I had to tell this story in just a few words, who would I talk about most?
• Whose problem or job would I tell?

For example, if the story is about a girl who loses her hat and looks everywhere for it, the main character is probably the girl, even if many other people are in the story.

Let’s practice together.

Story: Ben, Mom, and Baby go to the store. Mom pushes the cart. Baby waves at people. Ben looks for the cereal with the dinosaur on the box. He checks one shelf, then another shelf. At last, Ben finds it and puts it in the cart.

Who is the main character?

The main character is Ben.

How do we know?

• Ben has the main job.
• We follow what Ben does.
• The story is mostly about Ben finding the cereal.

Remember:

• A character is a person or animal in a story.
• The main character is the most important character.
• The main character is usually the one with the big problem, big job, or big actions.
• Ask, “Who is the story mostly about?”

Quick Summary

To find the main character, think about who the story follows most. Look for the character who shows up often, has the main problem, or makes the story move. If you ask, “Who is this story mostly about?” you can usually find the main character.

Internal and External Character Traits

When we read a story, we learn about the characters. Characters are the people or animals in the story.

Characters have different kinds of traits. Traits are things that tell us about a character.

There are two kinds of character traits we can learn about:

• External traits — what a character looks like on the outside
• Internal traits — what a character is like on the inside

Let’s learn the difference.

1. External traits

External traits are things we can see with our eyes.

• hair color
• eye color
• tall or short
• big or small
• wearing glasses
• red boots

These traits tell us what the character looks like.

2. Internal traits

Internal traits are about how a character acts, feels, and thinks.

• kind
• brave
• helpful
• shy
• honest
• mean
• funny

These traits tell us what the character is like inside.

How can we tell a character’s traits?

Sometimes the story tells us right away. It may say, “Mia has long brown hair,” or “Sam was kind.”

Sometimes we have to use the character’s words and actions to figure it out.

If a girl shares her snack with a friend, we can say she is kind or helpful.

If a boy hides behind his dad and does not want to talk, we can say he is shy.

Look for story clues

Good readers use clues from the story. These clues are often called text evidence. That means we use parts of the story to help prove our answer.

We can ask:

• What does the character look like?
• What does the character say?
• What does the character do?
• How does the character feel?

External traits answer: What does the character look like?

Internal traits answer: What kind of person is the character?

Easy way to remember

• External = outside
• Internal = inside

Examples of external and internal traits

• A character with curly hair and freckles: external
• A character who helps clean up: internal
• A tall girl with a blue hat: external
• A boy who tells the truth: internal

Worked Example 1

Story sentence: “Lina had long black hair and wore a yellow coat.”

What traits do we learn?

• long black hair — external trait
• yellow coat — external trait

Why? These tell us what Lina looks like on the outside.

Worked Example 2

Story sentence: “Jamal saw his little sister drop her books, so he picked them up for her.”

What trait do we learn?

• helpful — internal trait

Why? Jamal’s action shows he likes to help.

Worked Example 3

Story sentences: “Eva was small and wore purple glasses. She walked onto the stage and sang in front of everyone.”

What traits do we learn?

• small — external trait
• wore purple glasses — external trait
• brave — internal trait

Why? Small and purple glasses are things we can see. Singing in front of everyone shows Eva is brave.

Worked Example 4

Story sentences: “Noah had messy red hair. He gave his last cookie to a new student and smiled.”

What traits do we learn?

• messy red hair — external trait
• kind — internal trait

Why? Hair is on the outside. Giving away his last cookie shows kindness.

Let’s compare

Read these pairs:

• tall = external
• friendly = internal
• brown eyes = external
• honest = internal
• wears boots = external
• funny = internal

Be careful!

Sometimes students mix up what a character has with what a character is like.

• “She has braids.” That is external.
• “She is caring.” That is internal.

If you can see it, it is usually external.

If you learn it from how the character acts or feels, it is usually internal.

Try these questions in your head

1. Can I see this trait on the outside?
2. Or does this trait tell how the character acts inside?

Practice with short story clues

“Ben wore a green backpack and had big boots.”

• green backpack — external
• big boots — external

“Ben invited a lonely classmate to play.”

• kind or friendly — internal

Why this matters in reading

When we know a character’s traits, we understand the story better.

• External traits help us picture the character.
• Internal traits help us understand the character’s choices.

Readers use both kinds of traits to talk and write about stories.

Summary

Characters have traits. External traits tell what a character looks like on the outside. Internal traits tell what a character is like on the inside.

We can find traits by looking for clues in the story. We use what the character looks like, says, does, and feels. That helps us choose the right trait and explain our answer.

Character Feelings and Motivations

When we read a story, we learn about the characters. Characters are the people or animals in the story.

Characters do things for a reason. They also have feelings. Good readers think about how a character feels and why a character does something.

A character’s feelings are emotions like happy, sad, scared, excited, or angry.

A character’s motivation is the reason why the character does something.

For example, if Mia runs to the door when her grandma visits, Mia may feel excited. Her motivation is that she wants to see her grandma.

How can we figure out character feelings and motivations?

• Look at what the character does.
• Look at what the character says.
• Look at what happens in the story.
• Look for clues in the pictures, if there are pictures.

We can ask ourselves two important questions:

• How does the character feel?
• Why did the character do that?

Feeling words

Here are some feeling words you can use when you talk about characters:

• happy
• sad
• mad
• scared
• excited
• surprised
• proud
• worried
• lonely
• calm

Words for motivations

When we explain motivation, we often use words like these:

• because
• wanted to
• needed to
• so

These words help us tell the reason for an action.

Let’s learn step by step.

1. Read or listen to what happens.
2. Notice the character’s action.
3. Think about the clue.
4. Name the feeling.
5. Tell the reason, or motivation.

We can use this easy sentence frame:

The character feels ___ because ___.

We can also say:

The character did ___ because ___.

Worked Example 1

Story clue: Ben lost his toy. He looked under the bed and started to cry.

Step 1: What did Ben do? He looked for his toy and cried.

Step 2: How does Ben feel? Ben feels sad.

Step 3: Why does he feel that way? He lost his toy.

Answer: Ben feels sad because he lost his toy.

Motivation: Ben looked under the bed because he wanted to find his toy.

Worked Example 2

Story clue: Ava put on her boots and coat. She grabbed an umbrella before going outside.

Step 1: What did Ava do? She put on boots and a coat. She took an umbrella.

Step 2: What clues do we see? Boots, coat, and umbrella are used in rainy weather.

Step 3: How might Ava feel? Ava might feel ready or careful.

Step 4: What is her motivation? She wants to stay dry in the rain.

Answer: Ava took the umbrella because she wanted to stay dry.

Worked Example 3

Story clue: Leo practiced reading every day. On Friday, he smiled when he read the whole page by himself.

Step 1: What did Leo do? He practiced reading every day and then read a whole page by himself.

Step 2: How does Leo feel at the end? Leo feels proud and happy.

Step 3: What clues help us? He smiled. He worked hard. He finished reading the page.

Step 4: What is his motivation? Leo practiced because he wanted to get better at reading.

Answer: Leo feels proud because he read the whole page by himself. He practiced every day because he wanted to get better at reading.

Worked Example 4

Story clue: Nia heard a loud thunder boom. She ran to her dad and held his hand.

Step 1: What happened? Nia heard loud thunder.

Step 2: What did Nia do? She ran to her dad and held his hand.

Step 3: How does Nia feel? Nia feels scared.

Step 4: Why did she do that? She wanted to feel safe.

Answer: Nia feels scared because the thunder was loud. She ran to her dad because she wanted to feel safe.

Tips for answering questions

• Use a feeling word.
• Use a clue from the story.
• Tell the reason with because.

Here is a strong answer:

The character feels worried because her puppy is missing.

Here is another strong answer:

The character opened the window because he wanted fresh air.

Be careful!

Sometimes a character may feel more than one feeling. A character can feel happy and excited. A character can feel scared and sad.

Also, make sure your answer matches the story clues. Do not guess without a reason.

For example, if a character is laughing and jumping, the character is probably not sad. The clues help us choose the best feeling.

Let’s practice thinking

If a girl hides behind her mom when she sees a big dog, ask:

• How does she feel? Scared.
• Why did she hide? Because she felt scared of the big dog.

If a boy gives his friend a bandage after a fall, ask:

• What did he do? He helped his friend.
• Why did he do that? He wanted to help his friend feel better.

Summary

Characters have feelings and motivations. Feelings tell us how a character feels. Motivations tell us why a character acts.

To figure them out, look at what the character says, does, and what happens in the story. Then answer with a feeling word and a reason.

Remember: The character feels ___ because ___. and The character did ___ because ___.

Plot sequencing means putting story events in the correct order.

When we sequence a plot, we think about what happens at the beginning, in the middle, and at the end of a story.

This helps us understand the story better. It also helps us retell the story in a way that makes sense.

Stories have order. One thing happens first. Then something else happens next. Last, the story finishes.

You can ask these questions to help:

• Beginning: Who is in the story? Where are they? What is happening first?
• Middle: What happens next? What does the character do?
• End: How does the story finish? What happens last?

Sometimes we use special words for order. These words are called sequence words.

• First
• Next
• Then
• Last

These words help us tell the plot in the right order.

Beginning, middle, and end are important parts of a story.

• Beginning: The story starts. We meet the character and learn what is happening.
• Middle: The character does something, solves a problem, or has an adventure.
• End: The story wraps up. We learn what happens last.

Let’s look at how to sequence a story.

1. Listen to or read the story.
2. Think about the big events.
3. Ask, “What happened first?”
4. Ask, “What happened next?”
5. Ask, “What happened last?”

We do not need to name every tiny thing in the story. We want the main events.

Worked Example 1

Story: Mia wakes up, eats breakfast, and goes to school.

Let’s put the events in order:

• Beginning: Mia wakes up.
• Middle: Mia eats breakfast.
• End: Mia goes to school.

We can retell it like this: First Mia wakes up. Next she eats breakfast. Last she goes to school.

Worked Example 2

Story events:

• Sam plants a seed.
• A flower grows.
• Sam waters the seed.

Which event goes first?

Sam must plant the seed before he waters it. The flower grows after that.

The correct order is:

• Beginning: Sam plants a seed.
• Middle: Sam waters the seed.
• End: A flower grows.

Retell: First Sam plants a seed. Then he waters it. Last a flower grows.

Worked Example 3

Story: Ana loses her red ball at the park. She looks under the slide and by the swings. Then she finds the ball near a bench.

Let’s think about the main events.

• Beginning: Ana loses her red ball at the park.
• Middle: She looks under the slide and by the swings.
• End: She finds the ball near a bench.

This story makes sense in this order because Ana has to lose the ball before she can look for it, and she looks for it before she finds it.

Worked Example 4

Read these events:

• The puppy got wet.
• Leo gave the puppy a bath.
• Leo dried the puppy with a towel.

Let’s put them in order.

If Leo gives the puppy a bath, the puppy gets wet. After that, Leo dries the puppy.

The correct sequence is:

• Beginning: Leo gave the puppy a bath.
• Middle: The puppy got wet.
• End: Leo dried the puppy with a towel.

Retell: First Leo gave the puppy a bath. Next the puppy got wet. Last Leo dried the puppy.

Tips for plot sequencing

• Look for what happens first.
• Think about what the character does next.
• Look for the event that happens last.
• Use sequence words to help you retell.
• Choose the big story events, not every little detail.

Let’s practice thinking

If a girl bakes cookies, puts them in the oven, and eats one, what is the order?

• Beginning: She bakes cookies.
• Middle: She puts them in the oven.
• End: She eats one.

We know she must make the cookies before she can eat one.

When you read a story, try saying:

First...
Next...
Then...
Last...

This is a great way to remember the plot.

Summary

Plot sequencing means putting story events in the right order.

We usually think about the beginning, middle, and end.

Good readers ask what happened first, next, and last. They use sequence words to retell the main events of a story clearly.

Problem and Solution Identification

When we read a story, something usually happens that needs to be fixed. This is called the problem.

The way the problem gets fixed is called the solution.

Good readers look for both. They ask:

• What is wrong?
• Who has the problem?
• How is it fixed?

Learning to find the problem and solution helps us understand the whole story better.

What is a problem?

A problem is the main trouble in the story. It is the big thing a character needs to solve.

The problem is not just any little thing. It is the important trouble that moves the story along.

For example:

• A lost puppy cannot find its home.
• A girl forgets her lunch.
• Two friends both want the same toy.

What is a solution?

A solution is how the problem gets fixed at the end or near the end of the story.

Sometimes a character fixes the problem alone. Sometimes a friend, family member, or teacher helps. Sometimes the character has to try more than once before the problem is solved.

For example:

• The puppy follows a child home.
• The girl gets food from the school lunchroom.
• The friends decide to take turns with the toy.

How to find the problem and solution

You can look for clues as you read.

1. Meet the characters. Ask, “Who is in the story?”
2. Notice what goes wrong. Ask, “What trouble happens?”
3. Look for the main trouble. Ask, “What is the biggest problem?”
4. Read to the end. Ask, “What happens to fix it?”

Helpful clue words

These words can help you find the problem:

• but
• could not
• lost
• sad
• worried
• uh-oh

These words can help you find the solution:

• so
• then
• finally
• at last
• helped
• fixed

Remember: The problem comes before the solution. First something goes wrong. Then it gets fixed.

Worked Example 1

Story: Max wants to play outside. But it starts to rain. Max feels sad. Then he builds a pillow fort inside and reads books.

Step 1: Who is the story about? Max.

Step 2: What goes wrong? It starts to rain, so Max cannot play outside.

Step 3: What is the main problem? Max cannot do the thing he wanted to do.

Step 4: How is it solved? Max finds a fun thing to do inside.

• Problem: Max cannot play outside because it is raining.
• Solution: He builds a pillow fort inside and reads books.

Worked Example 2

Story: Ana brings seeds to school for the class garden. She cannot find the small shovel. The class looks under the table and by the door. Finally, Ben sees the shovel next to the flower pot.

Step 1: Who is in the story? Ana, Ben, and the class.

Step 2: What goes wrong? They cannot find the small shovel.

Step 3: What is the main problem? The class needs the shovel for the garden, but it is missing.

Step 4: How is it solved? Ben finds the shovel next to the flower pot.

• Problem: The class cannot find the shovel.
• Solution: Ben finds it next to the flower pot.

Worked Example 3

Story: Mia and Jay both want to be line leader. They both frown and say, “I want a turn!” Their teacher helps them make a plan. Mia will be line leader today. Jay will be line leader tomorrow.

Step 1: Who is in the story? Mia, Jay, and their teacher.

Step 2: What goes wrong? Mia and Jay both want the same job.

Step 3: What is the main problem? They cannot both be line leader at the same time.

Step 4: How is it solved? They take turns.

• Problem: Mia and Jay both want to be line leader.
• Solution: The teacher helps them take turns.

Worked Example 4

Story: Leo is making a card for his grandma. Oops! He spills juice on it. Leo feels upset because the card is wet and wrinkled. His sister gives him new paper. Leo makes a new card and adds stickers.

Step 1: Who is the story about? Leo.

Step 2: What goes wrong? Juice spills on the card.

Step 3: What is the main problem? Leo's card is ruined.

Step 4: How is it solved? He gets new paper and makes a new card.

• Problem: Leo spills juice on the card and ruins it.
• Solution: He uses new paper to make another card.

How to tell the difference between a problem and a solution

• The problem is the trouble.
• The solution is the fix.

If you are not sure, try this:

• Ask, “Is this the bad thing that happened?” If yes, it may be the problem.
• Ask, “Is this what fixed the bad thing?” If yes, it may be the solution.

Watch out for these mistakes

• Mistake 1: Picking a tiny detail instead of the main problem.
• Mistake 2: Telling what happened in the middle, not the ending solution.
• Mistake 3: Forgetting to say how the problem was solved.

For example, if a boy loses his hat and looks in three places, the problem is not “He looked under the bed.” That is just something that happened. The problem is “He lost his hat.” The solution might be “He found it on the porch.”

Try these question stems when you read

• The problem is ______.
• The character has trouble because ______.
• The solution is ______.
• At the end, the problem is solved when ______.

Quick Practice

Story: Nia wants to draw with blue crayons. The blue crayon is broken. Nia asks her teacher for help. Her teacher gives her a new blue crayon.

• Problem: The blue crayon is broken.
• Solution: The teacher gives Nia a new blue crayon.

Story: Sam's dog runs out the open gate. Sam calls for the dog and looks around. Then the dog comes back when Sam shakes the treat bag.

• Problem: Sam's dog runs out the gate.
• Solution: The dog comes back when Sam shakes the treat bag.

Summary

In a story, the problem is the main trouble. The solution is how the trouble gets fixed.

To find them, think about what goes wrong, who it happens to, and what happens at the end to make things better.

When you can name the problem and the solution, you understand the story in a strong way.

Retelling and Summarizing Fiction

Stories are fun to read and hear. After we read a story, we can retell it or summarize it.

A retell means telling the story again in order. We try to say the important parts from the beginning, middle, and end.

A summary is shorter. It tells only the most important parts of the story.

When we retell or summarize fiction, we think about these story parts:

• Characters — Who is in the story?
• Setting — Where and when does the story happen?
• Beginning — What happens first?
• Middle — What happens next? What is the problem?
• End — How does the story finish?

These parts help us remember the story in the right order.

Why do we retell and summarize?

• It helps us show that we understand the story.
• It helps us remember important events.
• It helps us tell the story clearly.

How to retell a fiction story

1. Think about who is in the story.
2. Think about where the story happens.
3. Tell what happened in the beginning.
4. Tell what happened in the middle.
5. Tell what happened at the end.

When you retell, use order words like first, next, then, and last.

How to make a summary

A summary is even shorter than a retell. We do not tell every tiny detail. We tell the biggest parts only.

Ask yourself:

• Who is the story about?
• What important thing happens?
• How does the story end?

What to leave out

Some parts of a story are fun, but they are not the most important. In a summary, we leave out small details.

• Do not tell every little thing.
• Do not repeat the same part again.
• Do not add your own opinion.

For example, if a girl wore red shoes, that may be a detail. But if the red shoes help solve the problem, then they are important.

Good retelling starters

• "This story is about..."
• "In the beginning..."
• "Next..."
• "Then..."
• "At the end..."

Good summary starters

• "This story is about..."
• "The main character is..."
• "The big problem is..."
• "In the end..."

Worked Example 1: Very simple retell

Story: Sam has a seed. He plants it in the dirt. He waters it every day. A flower grows.

Think about the story parts:

• Character: Sam
• Setting: outside, in the dirt
• Beginning: Sam has a seed and plants it.
• Middle: He waters it every day.
• End: A flower grows.

Retell: First, Sam planted a seed in the dirt. Next, he watered it every day. Last, a flower grew.

Why this is a good retell: It tells the story in order and includes the important parts.

Worked Example 2: Short summary

Story: Mia cannot find her library book. She looks in her room and in her backpack. Then she sees it under the couch. She takes it back to the library.

Important parts:

• Character: Mia
• Problem: She cannot find her library book.
• End: She finds it and returns it.

Summary: This story is about Mia, who cannot find her library book. In the end, she finds it under the couch and takes it back to the library.

Why this is a good summary: It is short and tells only the most important parts.

Worked Example 3: Retell with more events

Story: Leo and his sister go to the park with a kite. At first, there is no wind, so the kite will not fly. They wait and play on the grass. Soon the wind starts to blow. They run, and the kite flies high in the sky. Then it gets stuck in a tree. Their dad helps get it down, and they go home smiling.

Step 1: Find the story parts

• Characters: Leo, his sister, their dad
• Setting: the park
• Beginning: Leo and his sister go to the park with a kite.
• Middle: At first there is no wind, but later the wind blows and the kite flies.
• End: The kite gets stuck in a tree, their dad helps, and they go home happy.

Retell: In the beginning, Leo and his sister went to the park with a kite. Next, there was no wind, so they had to wait. Then the wind came, and the kite flew high. At the end, the kite got stuck in a tree, but their dad helped get it down, and they went home smiling.

Why this is a good retell: It includes the beginning, middle, and end in order. It does not forget the big problem.

Worked Example 4: Turning a retell into a summary

Story: Ana bakes cookies with her grandma. They mix flour, sugar, and eggs. Ana spills some flour on the floor, and they laugh. They put chocolate chips in the dough. The cookies bake in the oven. When they are done, Ana shares them with her neighbor.

Longer retell: First, Ana baked cookies with her grandma. Next, they mixed the ingredients. Then Ana spilled flour, and they laughed. After that, they added chocolate chips and baked the cookies. Last, Ana shared the cookies with her neighbor.

Short summary: This story is about Ana making cookies with her grandma and sharing them when they are done.

Why the summary is shorter: It leaves out small details, like spilling the flour, because that is not the biggest part of the story.

Tips for doing your best

• Tell the story in the right order.
• Name the main character.
• Say the big problem or big event.
• Tell how the story ends.
• Keep your summary short.

Let's practice thinking

If you read a story about a dog who loses his ball and finds it by the pond, you can ask:

• Who is in the story? The dog
• What happens first? He loses his ball.
• What happens next? He looks for it.
• What happens at the end? He finds it by the pond.

A retell could be: First, the dog lost his ball. Next, he looked for it. Last, he found it by the pond.

A summary could be: This story is about a dog who loses his ball and finds it by the pond.

Remember

A retell tells the story again in order. A summary tells the most important parts in a shorter way.

When you read fiction, think about who, where, beginning, middle, and end. These clues will help you tell the story clearly.

Lesson Summary

To retell a fiction story, tell the important events in order: beginning, middle, and end. To summarize, say only the most important parts, like the main character, the big problem or event, and the ending. Good readers do not tell every tiny detail. They keep the story clear, short, and in order.

Central Message and Moral are the big ideas a story teaches us.

When we read a story, we do not only learn what happens. We can also learn a lesson. That lesson is called the central message or the moral.

The central message is the main idea the author wants us to remember. The moral is the lesson about how people should act or what is right.

Sometimes people use these words in almost the same way. In 1st grade, you can think of both as the lesson of the story.

Ask yourself: “What did the character learn?” and “What can I learn from this story?” These questions help you find the central message or moral.

How to Find the Central Message or Moral

1. Think about the story. What happened from beginning to end?
2. Look at the character. What problem did the character have?
3. Notice the ending. How was the problem solved?
4. Think about the lesson. What does the story teach us?

A central message is usually not one tiny detail. It is a big idea that fits the whole story.

For example, if a story is about a girl who helps her friend, the lesson is not “The girl wore red shoes.” That is just a detail. A better lesson might be “It is good to help others.”

Clues That Help You

• Problems: What went wrong?
• Feelings: How did the character feel?
• Choices: What did the character do?
• Ending: What happened because of those choices?
• Lesson: What should we remember?

Worked Example 1

Story: Ben saw that Mia dropped her crayons. Ben stopped and helped her pick them up. Mia smiled and said thank you. Then they colored together.

Step 1: What happened? Ben helped Mia.

Step 2: What is the important part? Ben was kind.

Step 3: What lesson do we learn? Helping others is kind.

Central message: It is good to help others.

Worked Example 2

Story: Ana did not want to clean her room. She tossed her toys on the floor and ran outside. Later, she came back and could not find her favorite bear. After she cleaned her room, she found it under the bed.

Step 1: What was the problem? Ana could not find her bear.

Step 2: Why did that happen? Her room was messy.

Step 3: What did Ana learn? Cleaning helps keep things easy to find.

Central message: It is important to clean up and be responsible.

Worked Example 3

Story: Jay wanted to build a tall block tower. The first time, it fell down. Jay felt sad, but he tried again. The second time, it fell again. Jay took a deep breath and tried one more time. This time, the tower stood tall.

Step 1: What happened again and again? Jay kept trying.

Step 2: How did the story end? He finished the tower.

Step 3: What lesson do we learn? Do not give up.

Central message: If you keep trying, you can do hard things.

Worked Example 4

Story: Lily saw a new girl sitting alone at lunch. Lily felt shy, but she walked over and said, “You can sit with me.” The new girl smiled. Soon, they were talking and laughing.

Step 1: What choice did Lily make? She chose to be friendly.

Step 2: What happened because of that choice? The new girl was happy and not alone.

Step 3: What is the lesson? Being friendly can help someone feel welcome.

Central message: Include others and be kind.

What the Central Message Is Not

• It is not the name of the story.
• It is not just one detail.
• It is not only what happened first.
• It is not a guess that does not match the story.

Example: If a story teaches us to share, the central message is not “There was a blue ball.” “Blue ball” is a detail, not the lesson.

Helpful Sentence Starters

• The story teaches us...
• The character learned...
• The lesson is...
• The central message is...

Let’s Practice Thinking

Story: Sam would not wait for his turn on the slide. He pushed to the front of the line. The teacher told Sam to go to the back and wait. Sam waited quietly. When it was his turn, he had fun and everyone else had fun too.

Think: What did Sam learn?

Answer: Sam learned to wait his turn.

Central message: Be patient and take turns.

Story: Nia was scared to read out loud. She practiced every night with her dad. On Friday, she read to the class clearly.

Think: What helped Nia?

Answer: Practice helped her improve.

Central message: Practice can help you get better.

Tips to Remember

• Think about the whole story.
• Look at what the character learns.
• Look at how the story ends.
• Say the lesson in a short sentence.
• Make sure the lesson matches the story.

Brief Summary

The central message or moral is the lesson a story teaches. You can find it by thinking about the character, the problem, the ending, and what the character learned. Good readers look past small details and find the big idea. When you ask, “What lesson does this story teach?” you are finding the central message.

Comparing Character Experiences

When we read a story, we meet characters. Characters are the people or animals in the story.

Characters have experiences. An experience is something that happens to a character.

Sometimes two characters go through the same thing, but they do not feel the same way. One character may feel happy, while another feels scared.

Sometimes we read two different stories and compare the characters. We can ask, “How are these characters alike?” and “How are they different?”

When we compare character experiences, we look at what happens to each character and how each character reacts.

Good readers look for:

• What happened?
• Who did it happen to?
• How did the character feel?
• What did the character do?
• How are the characters the same?
• How are the characters different?

Main Idea

To compare characters, we think about same and different.

• Same: Both characters laugh. Both characters help. Both characters feel excited.
• Different: One character hides. One character runs outside. One character cries, but the other smiles.

We can compare characters in one story or in two stories.

In one story: Two characters may see the same dog. One wants to pet the dog. The other feels afraid.

In two stories: One story has a girl starting school. Another story has a boy starting school. Both are new students, but they may feel different.

Words that help us compare:

• both
• same
• alike
• different
• but
• however
• one
• the other

How to Compare Character Experiences

1. Read or listen carefully.
2. Think about what happened in the story.
3. Pick two characters.
4. Ask how each character felt or acted.
5. Tell one way they are the same.
6. Tell one way they are different.

Helpful sentence frames:

• Both characters ______.
• One character ______, but the other ______.
• They are the same because ______.
• They are different because ______.
• In both stories, the characters ______.

Worked Example 1: Same event, different feelings

Story part: Mia and Ben hear thunder during a storm.

Mia covers her ears and hides under a blanket. Ben runs to the window and smiles.

Let’s compare.

• What happened? They both heard thunder.
• How are they the same? Both characters were in the storm.
• How are they different? Mia felt scared, but Ben felt excited.

Answer: Both Mia and Ben heard the thunder. Mia was scared, but Ben was excited.

Worked Example 2: Same event, different actions

Story part: At recess, a ball rolls into a puddle.

Lila picks up the ball and wipes it off. Omar steps back and says, “Yuck!”

Let’s compare.

• What happened? The ball rolled into a puddle.
• How are they the same? Both characters saw the ball in the puddle.
• How are they different? Lila helped with the ball, but Omar did not want to touch it.

Answer: Both Lila and Omar saw the ball in the puddle. Lila picked it up, but Omar stepped back.

Worked Example 3: Two stories, same kind of experience

Story A: Ava starts at a new school. She feels shy and stays close to her teacher.

Story B: Jay starts at a new school. He feels excited and says hello to everyone.

Let’s compare.

• What happened in both stories? A child started at a new school.
• How are the characters the same? Both Ava and Jay are new students.
• How are they different? Ava feels shy, but Jay feels excited.

Answer: Ava and Jay both start at a new school. Ava is shy, but Jay is excited.

Worked Example 4: Looking closely at feelings and choices

Story part: Two friends, Nora and Sam, lose their kite in a tree.

Nora sighs and sits down. Sam looks for a long stick and asks an adult for help.

Let’s compare.

• What happened? Their kite got stuck in a tree.
• How are they the same? Both characters lost the kite.
• How are they different? Nora feels upset and stops. Sam wants to solve the problem and gets help.

Answer: Both Nora and Sam have the same problem. Nora gives up, but Sam tries to fix it.

What to listen for in a story

• Feeling words like happy, sad, scared, mad, excited, shy
• Action words like ran, hid, smiled, helped, cried, shared
• Clues about what a character thinks or does

If a question asks you to compare characters, do not tell everything about the story. Just think about the part that matters most:

• the event
• the feeling
• the action

Try This Thinking

If two characters see a lost kitten, one may call for help and one may pet the kitten softly.

• Same: Both characters see the kitten.
• Different: One gets help, but the other stays with the kitten.

That is comparing character experiences.

Tips for answering questions

• Use the names of the characters.
• Tell what happened first.
• Tell how each character felt or acted.
• Use words like both and but.
• Keep your answer short and clear.

Mini Practice

Story part: Ella and Max are on stage for a class show. Ella waves and sings loudly. Max looks at the floor and sings softly.

You can say: Both Ella and Max are in the class show. Ella feels brave, but Max feels nervous.

Summary

Comparing character experiences means thinking about how two characters are the same and different.

Ask yourself: What happened to each character? How did each one feel? What did each one do?

When you answer, you can say, “Both characters ______, but one ______ and the other ______.”

That helps you understand stories better and talk about characters clearly.

Point of View Distinction means knowing who is telling the story and knowing that a character may think or feel differently than you do.

When we read a story, we can ask two big questions:

• Who is talking?
• How does that person feel?

These questions help us understand the story better.

Introduction

Stories are told by someone. Sometimes a character tells the story. Sometimes a narrator tells the story. The narrator is the voice that tells what happens.

In a story, the narrator or a character may say, think, or feel something. You might feel the same way. Or you might feel different. That is okay.

Good readers can tell:

• the story's point of view — who is telling the story
• their own point of view — what they think and feel

Main Teaching Points

1. Who is telling the story?

Listen for clue words.

• If the story says I, me, or my, a character may be telling the story.
• If the story says he, she, or they, a narrator may be telling about the characters.

Example clue words:

• I walked to the park. → The character is telling the story.
• Mia walked to the park. → A narrator is telling about Mia.

2. A character has feelings and thoughts.

Characters can feel happy, sad, scared, excited, or upset. They can like things that you do not like. They can make choices that you would not make.

When you read, ask:

• How does the character feel?
• What does the character want?
• Why does the character act this way?

3. Your point of view is your own thinking.

Your point of view is what you think and feel.

For example, a character may love rainy days because she can splash in puddles. You may not like rainy days because you want to play soccer outside. Both ideas can be true.

4. We can compare points of view.

To compare means to see how things are the same and different.

You can compare:

• the narrator and the characters
• one character and another character
• the character and yourself

You can say:

• The character feels ___, but I feel ___.
• The narrator tells us ___.
• I know the story is told by the character because it says "I."

How to Figure Out Point of View

1. Read or listen carefully.
2. Look for clue words like I, me, my, he, she, and they.
3. Ask, Who is telling this story?
4. Ask, How does the character feel?
5. Ask, Do I feel the same way or a different way?

Worked Examples

Example 1

Story sentence: I lost my red balloon. I feel very sad.

Step 1: Who is telling the story?

The story says I and my. That tells us the character is telling the story.

Step 2: How does the character feel?

The character feels sad.

Step 3: What about your point of view?

You might say, I would feel sad too. Or you might say, I would feel okay because I have another toy.

Both answers tell your point of view.

Example 2

Story sentence: Ben saw a big dog. He was scared and hid behind his dad.

Step 1: Who is telling the story?

The story says Ben and he. A narrator is telling about Ben.

Step 2: How does Ben feel?

Ben feels scared.

Step 3: What is your point of view?

You might say, I would feel scared too. Or you might say, I would not feel scared because I like dogs.

Now you can tell the difference between Ben's feelings and your feelings.

Example 3

Story sentence: I love the first day of school because I get to meet new friends.

Step 1: Who is telling the story?

The word I shows that a character is telling the story.

Step 2: How does the character feel?

The character feels happy and excited.

Step 3: What is your point of view?

You might say, I also like the first day of school. Or, I feel nervous on the first day of school.

The character's point of view and your point of view may be the same or different.

Example 4

Story sentences: Lina looked at the dark cave. She wanted to go inside. Her brother Max did not want to go. He felt afraid.

Step 1: Who is telling the story?

The story says Lina, she, Max, and he. A narrator is telling the story.

Step 2: How do the characters feel?

• Lina wants to go inside. She may feel brave or excited.
• Max does not want to go. He feels afraid.

Step 3: What is your point of view?

You might say, I agree with Max because caves are spooky. Or, I agree with Lina because exploring sounds fun.

This example shows that different characters can have different points of view.

Helpful Sentence Frames

• The story is told by ___.
• I know because the story says ___.
• The character feels ___.
• I feel ___ because ___.
• My point of view is the same as the character's.
• My point of view is different from the character's.

Things to Remember

• Point of view means a way of seeing or feeling about something.
• The narrator is the voice telling the story.
• A character is someone in the story.
• Use clue words to help you know who is telling the story.
• Your ideas matter too, but they may be different from the character's ideas.

Brief Summary

When you read a story, stop and ask, Who is telling the story? Look for clue words like I or he.

Then ask, How does the character feel? After that, think about your own point of view. You may feel the same way as the character, or you may feel different.

That is how good readers understand point of view distinction.

Fiction and Nonfiction

Today we will learn about fiction and nonfiction.

When we read, we can ask: Is this a made-up story, or is this telling real facts? That helps us know if a book is fiction or nonfiction.

Fiction is a story that is made up. It may have people, animals, or places from someone’s imagination.

Nonfiction is a text that tells real facts and true information. It teaches us about real people, real animals, real places, or real things.

How to tell the difference

• Fiction has a story.
• Fiction may have characters who talk and go on adventures.
• Fiction can have things that cannot really happen, like a talking dog or a flying house.
• Nonfiction gives facts.
• Nonfiction teaches about the world.
• Nonfiction may have labels, real photos, and headings.

Clues for fiction

• There is a beginning, middle, and end.
• There are characters in a story.
• The characters may talk to each other.
• Something happens in the story, like a problem and a solution.
• Some parts may be pretend.

Clues for nonfiction

• The text tells facts that are true.
• You can learn information from it.
• It may answer questions like: What is it? Where does it live? What does it do?
• It may have real pictures instead of story pictures.
• It may use headings to name parts, like Food or Habitat.

Important idea

Sometimes a book has animals in it. That does not always mean it is fiction.

If the book tells true facts about bears, birds, or fish, it is nonfiction.

If the animals wear clothes, talk, and go to school, it is probably fiction.

Ask these questions when you read

1. Is this telling a story?
2. Are the people or animals acting in make-believe ways?
3. Is the book trying to teach me facts?
4. Do I see real information, like names, labels, or headings?

If the text is mostly a made-up story, it is fiction.

If the text is mostly true facts, it is nonfiction.

Worked Example 1

Text: “Sam found a shiny key in the garden. He opened a tiny door in a tree and met a fairy.”

Let’s think:

• Is it telling a story? Yes.
• Is something make-believe happening? Yes, meeting a fairy.

Answer: This is fiction because it is a made-up story.

Worked Example 2

Text: “Frogs begin life as eggs. Then they grow into tadpoles. Later, they become frogs.”

Let’s think:

• Is it telling facts? Yes.
• Is it teaching real information? Yes.

Answer: This is nonfiction because it gives true facts.

Worked Example 3

Text: “A little penguin put on boots and a hat. He took a bus to the moon.”

Let’s think:

• Is this a story? Yes.
• Can penguins really ride a bus to the moon? No.

Answer: This is fiction because it is pretend.

Worked Example 4

Text: “Penguins are birds. Նրանք cannot fly, but they are strong swimmers. They live in places that are very cold.”

Let’s think:

• Does it tell real facts about penguins? Yes.
• Is it trying to teach about animals? Yes.

Answer: This is nonfiction because it gives true information.

Let’s compare

• Fiction: “The bear made a cake for his birthday and invited the stars.”
• Nonfiction: “Bears can be big and strong. They eat different kinds of food.”

The first one is a pretend story. The second one teaches facts.

Quick tip

If you hear words like once upon a time, see characters going on adventures, or notice silly pretend events, the text is often fiction.

If you see a book teaching about space, plants, weather, animals, or real people, the text is often nonfiction.

Summary

Fiction is a made-up story from someone’s imagination.

Nonfiction is true information that teaches facts.

Good readers look for clues in the words and pictures. Then they can decide if a text is fiction or nonfiction.

Literary Genres are different kinds of stories. A genre helps us know what kind of story we are reading.

Today we will learn about five literary genres:

• Fables
• Folktales
• Fairy tales
• Realistic fiction
• Fantasy

When we know a story’s genre, we can better understand the characters, the setting, and what happens in the story.

1. Fables

A fable is a short story that teaches a lesson. The lesson is called a moral.

In many fables, animals talk and act like people. They may make choices, solve problems, or learn to be kind, honest, or careful.

• Usually short
• Often has talking animals
• Teaches a lesson

Example: A fox tells a crow to sing so the crow drops its food. The lesson is: do not let sweet words trick you.

2. Folktales

A folktale is a story told again and again over many years. These stories are often shared by families and communities.

Folktales may have people, animals, or magical things. They often explain ideas about being brave, clever, or kind.

• Old story told over time
• Passed from person to person
• Often teaches something important

Example: A small boy uses his smart thinking to help his family. The story shows that being clever can help solve problems.

3. Fairy Tales

A fairy tale is a story with magic. It may have fairies, witches, giants, dragons, or talking animals.

Fairy tales often begin with “Once upon a time.” They may have kings, queens, castles, and happy endings.

• Has magic
• May have princes, princesses, or castles
• Often has good and evil
• Often ends happily

Example: A girl meets a fairy who helps her get ready for a ball. This is a fairy tale because magic helps the story happen.

4. Realistic Fiction

Realistic fiction is a made-up story that could happen in real life.

The characters may be children, families, teachers, or friends. They have real-life problems, like losing a toy, making a new friend, or moving to a new home.

• Made up, but could really happen
• Has real people or animals that act real
• Has real-life settings and problems

Example: A boy feels nervous on his first day at a new school and makes a friend at recess. This could happen in real life, so it is realistic fiction.

5. Fantasy

Fantasy is a story with things that cannot happen in real life.

Fantasy stories may have dragons, unicorns, flying houses, or children who visit magical worlds. The story is mostly make-believe.

• Has make-believe parts
• Things happen that cannot happen in real life
• May include magic creatures or magical places

Example: Two children ride on a cloud to a hidden sky kingdom. That cannot happen in real life, so it is fantasy.

How to Tell the Genres Apart

Ask yourself these questions when you read:

• Does the story teach a lesson? It may be a fable.
• Is it an old story told for many years? It may be a folktale.
• Does it have magic, castles, or fairies? It may be a fairy tale.
• Could this really happen? It may be realistic fiction.
• Does it have things that cannot happen? It may be fantasy.

Worked Example 1

Story: A rabbit and a turtle race. The rabbit laughs at the turtle because the turtle is slow. The rabbit stops to rest, and the turtle keeps going and wins. The lesson is to keep trying.

Think: Is it short? Yes. Do animals act like people? Yes. Does it teach a lesson? Yes.

Answer: This story is a fable.

Worked Example 2

Story: A girl lives with her family in a small town. She loses her library book and feels worried. She looks for it, asks for help, and finds it under her bed.

Think: Could this happen in real life? Yes. Is there magic? No.

Answer: This story is realistic fiction.

Worked Example 3

Story: A boy finds a tiny door in a tree. When he opens it, he meets a fairy who gives him a shining key. The key opens a castle in the clouds.

Think: Is there magic? Yes. Are there fairy tale clues like a fairy and a castle? Yes.

Answer: This story is a fairy tale.

Worked Example 4

Story: Long ago, people told a story about a brave girl who used her quick thinking to save her village from a tricky giant.

Think: Is it an old story told over time? Yes. Does it sound like a story passed down from long ago? Yes.

Answer: This story is a folktale.

Let’s Compare

• Fable: short story, often animals, teaches a lesson
• Folktale: old story told again and again
• Fairy tale: magic, castles, fairies, princes, princesses
• Realistic fiction: made up, but could happen
• Fantasy: make-believe, cannot happen in real life

Reading Tip

Sometimes genres can feel close to each other. A fairy tale is a kind of fantasy because it has magic. But fairy tales often have special clues, like fairies, castles, royalty, and “Once upon a time.”

When you are not sure, look for the biggest clue in the story.

Practice Thinking

1. If animals talk and the story teaches a lesson, think fable.
2. If the story sounds old and has been told for a long time, think folktale.
3. If there is magic and fairy tale clues, think fairy tale.
4. If it could happen in your world, think realistic fiction.
5. If it cannot happen in real life, think fantasy.

Summary

Literary genres are kinds of stories. Fables teach lessons, folktales are old stories told over time, fairy tales use magic and special story clues, realistic fiction could happen in real life, and fantasy has make-believe things that cannot really happen.

When you read, look for clues in the characters, setting, and events. Those clues help you name the genre.

Text-to-Self Connections means thinking about how a story reminds you of your own life.

When you make a text-to-self connection, you say, "This part of the story is like something that happened to me," or "I felt like that too."

This helps you understand the story better. It helps you understand the character's feelings, choices, and problems.

What is a text-to-self connection?

A text is something you read or hear, like a story. Self means you. So a text-to-self connection is a link between the story and your own life.

You can connect to:

• a feeling the character has
• an event that happens in the story
• a problem the character has
• something the character likes or does

How to make a text-to-self connection

1. Read or listen to the story.
2. Stop and think: What is happening? How does the character feel?
3. Ask yourself: Has something like this happened to me?
4. Tell your connection: Say what happened in the story and what happened to you.

You can use this sentence frame:

• This reminds me of when...
• I made a text-to-self connection because...
• The character felt ___, and I felt that way when...

Good text-to-self connections are specific.

That means you do not just say, "Me too." You tell what happened to you.

For example:

• Not very strong: I like dogs too.
• Stronger: This reminds me of when I played with my grandma's dog at the park.

Let’s look at some examples.

Example 1: Feeling connection

In the story, Ana feels nervous on her first day of school.

Ask: Have I ever felt nervous like that?

Text-to-self connection: This reminds me of my first day in 1st grade. I felt nervous when I walked into my classroom.

Why this works: It tells the character's feeling and a real time you felt the same way.

Example 2: Event connection

In the story, Ben loses his red ball at the playground.

Ask: Has something like that happened to me?

Text-to-self connection: This reminds me of when I lost my water bottle at school. I looked for it and felt sad.

Why this works: The story event and your life event are alike. Both are about losing something.

Example 3: Problem and solution connection

In the story, Mia cannot tie her shoes, so her dad helps her practice.

Ask: Did I ever need help learning something?

Text-to-self connection: This reminds me of when I learned to ride a bike. My mom helped me practice until I could do it.

Why this works: Both the character and the reader are learning something new with help.

Example 4: Bigger connection

In the story, Jay feels left out when his friends start a game without him.

Ask: Have I ever felt left out?

Text-to-self connection: The character felt left out, and I felt that way when kids started a game at recess before I got there. Then I asked to play.

Why this works: It names the feeling, tells when it happened, and explains the real-life event clearly.

How text-to-self connections help readers

• They help you understand feelings.
• They help you understand why characters act the way they do.
• They help you remember the story.
• They make reading more fun and meaningful.

What to remember

• A text-to-self connection is a link between the story and your life.
• You can connect to a character's feeling, problem, or event.
• A strong connection gives a real example from your life.

Try it!

If a character is excited about a birthday party, you might say: This reminds me of my birthday party when I blew out my candles and felt happy.

If a character moves to a new home, you might say: This reminds me of when my family moved and I had to sleep in a new room.

Quick check

If you hear this story part: "Sam was scared to speak in front of the class," you can think:

• Did I ever feel scared to talk in front of people?
• What happened?
• How did I feel?

A strong answer could be: This reminds me of when I shared my picture in class. I felt scared at first, but then I felt okay.

Summary

When you read, think about you. Ask, "What does this remind me of in my own life?"

That is a text-to-self connection. It helps you understand the story and the people in it.

Text-to-Text Connections means thinking about how one book is like another book you have already read.

When we make a text-to-text connection, we ask, "What does this story remind me of in another story?"

This helps us understand books better. It helps us notice the characters, the problem, the feelings, and the lesson in a story.

Introduction

Books can be connected in many ways. Two stories may have characters who act the same way. Two stories may have the same kind of problem. Two stories may teach the same lesson.

Sometimes two books are alike. Sometimes they are different. A text-to-text connection can show how books are the same and how books are different.

Main Teaching Points

When you read a story, you can think about another story you know. Then you can compare them.

• Characters: Are the characters alike? Are they both kind, brave, or silly?
• Problem: Do both stories have the same kind of problem?
• Setting: Do both stories happen in a forest, a house, or a school?
• Feelings: Do the characters feel the same way in both stories?
• Lesson: Do both stories teach the same lesson, like sharing or telling the truth?

Good readers do not just say, "These books are both about animals." They try to say more.

For example, a stronger connection sounds like this: "These books are both about animals who learn to help a friend."

You can use sentence starters to help you talk about your ideas.

• This story reminds me of...
• Both books have...
• In this book... and in that book...
• These stories are alike because...
• These stories are different because...

How to Make a Text-to-Text Connection

1. Read the story carefully.
2. Think of another book you know.
3. Ask: What is the same?
4. Ask: What is different?
5. Say your idea in a full sentence.

Worked Example 1: Same Kind of Character

Book 1 is about a little rabbit who helps his sister find her toy. Book 2 is about a little bear who helps his friend clean up blocks.

Text-to-text connection: These two books are alike because both main characters are helpful.

This is a good connection because it tells how the characters are the same.

Worked Example 2: Same Kind of Problem

Book 1 is about a girl who loses her mitten. Book 2 is about a boy who loses his hat.

Text-to-text connection: These stories are alike because both characters lose something important and try to find it.

This is stronger than just saying, "They both have kids in them." It tells the problem in both stories.

Worked Example 3: Same Lesson

Book 1 is about two friends who learn to share crayons. Book 2 is about brothers who learn to take turns on a swing.

Text-to-text connection: Both books teach a lesson about sharing and taking turns.

Even if the stories are not exactly the same, they can still have the same lesson.

Worked Example 4: Same and Different

Book 1 is about a duck who is scared to swim. Book 2 is about a child who is scared to go on stage.

Text-to-text connection: These stories are alike because both characters feel scared. They are different because one is scared of water, and one is scared of performing in front of people.

This is a very strong connection because it tells one same thing and one different thing.

What Strong Connections Sound Like

• Strong: Both stories have a character who learns to be brave.
• Strong: In both books, the main character solves a problem with help from a friend.
• Not as strong: Both books have pictures.
• Not as strong: Both books are about things.

Strong connections help us think deeply about the story.

Tips for Students

• Think about another story you know well.
• Look for a character, problem, feeling, or lesson that matches.
• Be specific.
• Say how the books are the same, and sometimes how they are different.

Let’s Practice

If you read a story about a boy who tells the truth after breaking a lamp, what other kind of story might connect to it?

A good answer could be: This story reminds me of another book where a girl tells the truth after making a mess. Both books teach that it is important to be honest.

If you read a story about a lonely cat who makes a new friend, what could you say?

A good answer could be: This story reminds me of another book about a dog who feels lonely at first. In both books, the character finds a friend and feels happy at the end.

Brief Summary

Text-to-text connections happen when you compare one story to another story you have read.

You can compare characters, problems, settings, feelings, and lessons.

Good readers make strong connections by telling exactly how the books are alike and how they are different.

When you make text-to-text connections, books make more sense, and reading becomes even more fun.