Make a connection to how this process supports students to find the central theme. Somebody-Wanted-But-So-Then: Have students capture the main ideas from a story or text by determining the ‘somebody’ (the main character of the story), what the main character ‘wanted’ (which is the inciting incident and starts the movement of the plot), the ‘but’ (the problem that keeps the main character from betting what they ‘wanted’), and ‘so-then’ (is the resolution of the story or the solution of the problem).
Tracking details is a way to help determine what a theme may be. Anchor Chart: To help students track changes in plot, provide a list of transition signal words for reference (e.g., first, next, after, before, last).In longer read aloud texts, the teacher may stop every few pages and ask students to tell the GIST of what was read so far. For simple texts read aloud by the teacher, students can provide the GIST by identifying some of the main events from the story. GIST: GIST (Generating Interactions between Schemata and Text) is a strategy that asks readers to condense or summarize a text by generating a brief summary in their own words.Identify pictures that represent the key events (beginning, middle, and end) of a given story.Record any transitional signal words used in the story.Model think-aloud of key events and evidence supporting a theme or central idea from the story.Practice finding key events with a set of short paragraphs or very short stories. Preview the type of information to look for prior to reading the story.
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Also, provide pictures from the story and model how to look back in the story and match the picture in order to retell the story. Then, at the end of the story, demonstrate how to retell the story and find the key details that help determine the central theme as a model for your students.