get a general idea of the content. Captions under pictures, graphs, charts, and vocabulary are also noted.
Questions: Based on that quick survey, students write prediction questions about the material to be covered.
Read: Now the students read actively, looking for answers to the questions they posed.
Recite: Students put the book aside and try to recall what they have read, talking through the possible answers and testing themselves on
the text material. Going over difficult material aloud involves more than one sense, and that auditory feedback is often an effective way to
grasp complex materials. Another option is to write down what they have learned. This is a good check on whether the material is clearly
understood or not. Review: Students reread parts of the material to confirm the answers
previously given. Then they take time to review their notes, their questions, or the material with a classmate. The teacher may also give
a short quiz to assess students’ comprehension of chapter content.
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B. Story Mapping
1. The Concept of Story Mapping
Based on Oxford learner’s dictionary, visual media are “pictures, films, video, maps, etc. used as teaching aids”. They can be also defined as
things that can be seen which are used as teaching and learning visuals. Pamela said that “story map is defined as a graphic or semantic visual
representation of a story”.
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Story maps are graphic representations of the various components and sequence of events of a story, which clearly outline the relationships to
each other. Components are usually the setting, the characters, the problem, the plot and the resolution.
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Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.357
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Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.345
Story maps can be used as an outline for creating a story or to summarize the story events. They help students visualize the people,
places and events of the story. In a creative writing exercise, students use story maps to help with the initial process of organizing their thoughts
before proceeding with the story writing. As a post reading exercise, students can reflect on the story and summarize it using a story map.
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Story mapping is an instructional strategy that represents knowledge through visuals. Story maps helps students “talk through” their thought
and share ideas, and are beneficial both auditory and visual learners. Story maps can be used to generate ideas during brainstorming sessions, to aid
learning by integrating new and old knowledge, to assess understanding or to diagnose misunderstanding. Story maps can be used in a variety of ways
to help students organize their learning.
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2. The Procedures of Story Mapping
The general procedure to follow when preparing a basic story map includes the following steps Davis McPherson, 1989; Reutzel, 1985:
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a. Read the story. Write a sequenced summary of the main ideas, key events, and characters that make up the plot of the story.
b. Place the title, theme, or topic of the story in the center of the graphic story map in predominant bubble Figure 2.2 2.3 or the top of the
semantic chart Figure 2.4. c. For the graphic organizer, draw enough ties projecting out
symmetrically from the center of the map to accommodate the major events of the story’s plot. Attach related pieces or second-level
information from the summary list to these ties in chronological order, moving clockwise around the center. The semantically organized chart
is simply arranged by story elements, so information is transferred to it accordingly.
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http:presentationsoft.about.comodpowerpointlessonplansqtstorymap_lesson.htm.
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http: www.region15.orgcuriculumNARRATIVE_WRITING-Portrait.Pdf
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Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ..., p. 346
d. Draw additional ties projecting out symmetrically from each secondary bubble to accommodate the important details associated with the key
plot event, adding relevant information from the summary list. e. Review the final semantic chart or story map for completeness.
There are simple procedures which we may apply in the classroom, here they are:
1. Read the story. 2. Draw a basic story map outline see example on the
right. 3. Fill in the setting, main characters, and problem.
4. Sequence the events of the story chronologically using the terms, beginning, middle, and end.
5. Fill in the resolution.
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Shanahan Shanahan 1997 shows one innovative and particularly effective way to use a mapping technique involves Character Perspective
Chart CPC. To begin the CPC into literature circles or small group use, begin with
a demonstration lesson:
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a. Read a thought-provoking picture book aloud to the class. b. Pick two characters to discuss, the main character and one other.
c. Work through the chart with the class, filling in the different areas together, and beginning with the main character.
d. Next, refocus on a secondary character and repeat the process, this time probing a different point of view. Then, examine the results.
Query the students about why certain parts of the chart changed depending on the character under inspection.
e. Discuss the value of looking at a story from different perspectives, how it pulls a reader into deeper levels of thought and affords a more
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http: fcit.usf.eduFCATstrategiesSMoverview1-2.htm
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Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ..., p. 348
complete understanding of the story than the standard story map format typically does.
3. Kinds of Story Mapping
