Using the Story Grammar Marker (SGM) to support reading, writing and speaking (Titanic Unit) and others

Children’s stories are more or less structured the same way. The structure, also called “story grammar” divides a story into smaller segments. Depending on what programs you use, the story grammar elements could be different, but character, setting, problem, events are usually standard.

It is important that children learn to identify parts of a story so they can understand and analyse and show a deeper understanding of different stories. Story grammars make students aware of the structure of the narrative text.

When my colleague, a certified speech and language therapist, introduced the Story Grammar Marker to me, and was eager to learn more about the program, I could immediately see its benefits, and made one for Kai. I made the pompom using this video here.

There are other stages that involve more complex analysis of the story, but since Kai is only 5 years old, we only focus on Stage 1 and Stage 2, with these icons and beads:

These were Kai’s inquiry questions before our Titanic unit:

This was what Kai learned about the Titanic, written with the support of the Story Grammar Marker:

For a 5 year old, I think this is sufficient as our first time learning about the Titanic. We kept this casual and low-prep, and I am sure as his reading and research skills improves, he can study the Titanic in more depth. For now, a Stopmotion animation was a perfect end to this unit!

UPDATES August 2021

I continue using the Story Grammar Marker when reading and writing with Kai:

Do check out my other posts on WRITING!

Published by Ms Claudia L. Kimura

Apple Distinguished Educator, Class of 2015 Primary school teacher, technology coordinator Not just a regular mom, but a teacher-mom Mom of 2 boys, stepmom of 3 boys

6 thoughts on “Using the Story Grammar Marker (SGM) to support reading, writing and speaking (Titanic Unit) and others

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