Beginning, Middle, End

With guidance and support, use this graphic organizer to help students track the sequence of events in a story (real or imagined) or the steps in a process.

Where is this in the Reading Process: Step 5

Explicitly Teach: Explain. Connect. Model. Practice.

Cycle of Independence: I do. We do. They do. You do.

Origin: First called advanced organizers, thought to originate with Ausubel's work on cognitive theory and meaningful learning (1960) and then further developed by Richard Barron in 1969 (Manoli and Papadopoulou 2012).

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Beginning, Middle, End Step-By-Step Process

Plan your lesson Plan your lesson

Learning
Pathway
Planning Journal

Teach the skill Teach the skill

Student Activity
Interactive Lesson

Differentiate and support learning Differentiate and support learning

Reading Rubrics

Assess and track growth Assess and track growth

Goal
Tracker
Teacher Reflection

Practice skills in all subjects

Cut N' Fold
Cut N' Fold Steps
Cut N' Fold Back

Literacy Standards In Action

We've mapped our literacy lessons and reading, speaking, and writing skills to state standards, Common Core, and NGSS. The standards are "the what" to teach. Our lessons are "the how" to meet the expectations defined by the standards. Click on the links below to view our quick reference table that maps standards to literacy lessons.

R3
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
R5
Analyze the structure of texts, including how specific sentences, paragraphs, and large portions of the text relate to each other and the whole.
W8
Gather relevant information from multiple print and digital resources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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