Comprehension: Retelling with Story Maps
To develop reading comprehension through creating and using story maps to retell narratives.
- Framework: EYFS
- Unit: EYFS Literacy
- Learning area: Literacy
- Level: EYFS Reception
Objectives
- Creates accurate story map
- Retells with correct sequencing
- Identifies key events
- Compares story structures
Materials
- Large paper for mapping
- Coloured pens
- Story map templates
- Texts previously shared as class
Instructions
After reading a rich picture book as a class, invite children to help create a class story map: 'A story map shows us the journey of the story. Where does it start? Let's draw that here.' Model drawing quickly and simply — this is about record-keeping, not art.
Co-create the map by asking sequencing questions: 'And then what happened? Where did they go next? Was that before or after the cave?' Children physically point to where on the map each event should be placed.
Use the class story map for whole-class retelling sessions: 'Storytellers, let's retell using our map. [Pointing] At the beginning... then... then... until finally...' The map provides structure without constraining voice.
Children create their own personal story maps for books they've read independently or in small groups. Provide a simple template (three sections: beginning, middle, end) initially before moving to free-form maps.
Story maps make excellent assessment evidence. A child who can independently map the events of a text with correct sequencing demonstrates strong narrative comprehension.
Compare story maps from different texts: 'Is this story like that other story? Look at the maps — they both have a problem in the middle! Lots of stories work that way.' This builds structural literary understanding.