Describe Story Beginning and Ending Structure
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2nd Grade Reading › Describe Story Beginning and Ending Structure
Think about the story.
Priya liked helping in the classroom garden behind the school. One spring morning, she saw the watering can was empty. The plants looked droopy and needed water.
First, Priya asked her teacher if she could refill it. Next, she carried the can to the sink carefully. Then she turned the faucet on slowly so it would not splash. Priya felt strong as she lifted the full can. Finally, she watered each plant in a slow circle.
Soon the soil looked dark and wet again. Priya smiled because the plants looked better.
What does the beginning of the story do?
It finishes the story by showing the plants looked better.
It tells who Priya is, where she is, and the problem.
It shows how Priya watered each plant in a circle.
Explanation
This tests story beginnings. The beginning tells who Priya is, where she is (school garden), and the problem (empty watering can). Good beginnings always give us this information. It sets up the whole story.
Read the story.
At the library, Carter picked a book about dinosaurs. Carter liked reading with his mom after dinner. When they got home, Carter could not find the book.
First, Carter checked his backpack and the car seat. Next, Mom said, "Let's retrace our steps." They looked by the front door and the kitchen counter. Then Carter remembered he had tied his shoe at the library table. They drove back and asked the librarian for help. The librarian smiled and pointed to the lost-and-found shelf. Finally, Carter saw his dinosaur book standing between two puzzles.
Carter hugged the book and said, "Thank you!" Mom smiled because the problem was over. That night, they read the first chapter together.
It tells the middle part where they drove back.
It finishes the story by showing the book was found.
It introduces Carter and tells what book he chose.
Explanation
We're looking at the ending of the story. The ending shows how the problem gets fixed and the story finishes. This part tells how Carter found his book and read it with Mom.
Read the story.
At the playground, Lila played jump rope with her friends. Lila liked taking turns and cheering for others. She felt left out when no one saved a turn for her.
First, Lila stood quietly and watched the rope swing. Next, she took a deep breath and said, "Can I have a turn next?" Her friend Sam stopped and listened. Then Sam said, "Sorry, we forgot," and made a new line. Lila smiled and waited while the others jumped once. After that, Sam counted, "One, two, three," and Lila jumped in.
Lila jumped five times and everyone clapped. She felt included again, and the game stayed fair. When recess ended, the friends walked inside together.
It describes the middle where Lila asked for a turn.
It tells how the ending finishes the problem and feels complete.
It introduces the playground and Lila's friends at the start.
Explanation
We're looking at the ending of the story. The ending shows how the problem gets fixed and everyone feels better. This part tells how Lila got her turn and everyone walked inside together.
Read the story.
Aiden loved to read funny books after school at the library. One Tuesday, he could not find his blue library card. He needed it to check out a new book.
First, Aiden checked his backpack and his jacket pockets. Next, he asked the librarian if anyone turned it in. Then he walked back to the reading table and looked carefully. He felt worried, but he kept looking slowly. Finally, his friend Mia pointed to a book stack near his chair.
Aiden found his card under the very last book. He smiled and thanked Mia for helping him. Then he checked out his book and felt relieved.
What does the beginning of the story tell you?
It tells who and where, and the problem.
It tells how Aiden felt after he found it.
It shows Aiden looking in many different places.
Explanation
We're finding what the beginning tells us. The beginning tells who (Aiden), where (library), and the problem (lost card). It sets up the story nicely.
Read the story.
Jamal wanted to learn to tie his shoes by himself. One Monday morning before school, his laces kept slipping loose. He felt frustrated because he was running late.
First, Jamal watched his dad tie a bow slowly. Next, Jamal tried, but the loops fell apart again. Then Dad said, “Make two bunny ears and cross them.” Jamal practiced three times and took a deep breath. Finally, he pulled the loops tight and the bow stayed.
Jamal grinned and walked to school without stopping. He told his teacher, “I did it!” Jamal felt proud because he kept trying.
Think about the story. What does the ending do?
It shows Jamal solved his problem and feels proud.
It introduces Jamal and the morning setting.
It tells the steps Dad said to try.
Explanation
This tests story endings. The ending shows Jamal tied his shoes. He felt proud and told his teacher. Endings show how things work out!
Read the story.
Aiden loved his blue water bottle for soccer practice. One sunny Saturday, he went to the park with Dad. After practice, Aiden could not find his bottle anywhere.
First, he checked the bench and the grass near the goal. Next, he looked by the water fountain and the snack table. Then he asked his friend Mia, “Did you see it?” Mia pointed to the bleachers where they had cheered earlier. Aiden ran there and looked under a seat. He found the blue bottle and felt relieved.
Finally, Aiden thanked Mia for helping him. He took a big drink and smiled all the way home.
What does the beginning of the story tell you?
It shows that Aiden felt relieved at the end.
It tells who, where, and the problem.
It tells what Aiden did to look for it.
Explanation
This tests finding story beginnings. The beginning tells who (Aiden), where (the park), and the problem (lost water bottle). Good beginnings always set up the story.
Read the story.
Diego packed a snack for a class field trip to the museum. On the bus Monday morning, he could not find his snack bag. He felt worried because he would be hungry later.
First, Diego looked under his seat and inside his jacket. Next, he asked his friend Tessa if she saw it. Then he checked the bus pocket in front of him. Tessa said, "Let’s look where you sat first." Diego walked to the back and searched carefully. Finally, he spotted the bag near the window.
Diego grabbed the snack bag and smiled with relief. He thanked Tessa and enjoyed the trip.
What does the beginning of the story do?
It tells who Diego is, where he is, and his problem.
It finishes the story by showing Diego enjoyed the museum.
It shows how Diego and Tessa searched on the bus.
Explanation
This tests story beginnings. The beginning tells who Diego is, where he is (on the bus), and his problem (missing snack). Beginnings always introduce these three things. This helps readers understand the story.
Read the story.
Marcus had a new jump rope and wanted to learn tricks. After recess on a windy day, he could not do one jump. He felt upset because the rope kept hitting his shoes.
First, Marcus watched another kid jump slowly. Next, he tried again and counted, "One, two, three." Then his teacher, Ms. Park, said, "Keep your elbows close." Marcus practiced near the wall so he had space. He tripped once, but he stood up and tried again.
Finally, Marcus jumped ten times without stopping. He grinned and thanked Ms. Park for the tip.
What does the ending of the story do?
It explains why the wind was blowing at recess.
It tells where Marcus was and what he wanted.
It shows Marcus reached his goal and finishes the story.
Explanation
This tests story endings. The ending shows Marcus finally jumped ten times and reached his goal. Good endings finish the story by showing the problem is solved. Marcus wanted to learn tricks and now he can jump.
Read the story.
Diego had a new lunchbox with a rocket on it. One sunny day at school, he ate lunch outside. After recess, he could not find his lunchbox.
First, Diego checked under the picnic table and near the slide. Next, he asked the recess helper, “Did someone turn it in?” Then he walked to the office and looked in the lost-and-found bin. Diego felt nervous, but he kept looking carefully. Finally, he saw the rocket lunchbox behind the water fountain.
Diego carried it back to class and felt relieved. He wrote his name on a tag for it. After school, he told his mom he solved the problem.
Think about the story. How does the ending conclude the story?
It shows Diego looked near the slide and table.
It introduces the lunchbox and the sunny day.
It shows the lunchbox was found and the story ends.
Explanation
This tests story endings. The ending shows Diego found his lunchbox. He felt better and told his mom. Stories end when everything is okay!
Read the story.
Eli liked to play soccer with his classmates on the field. During recess, he noticed a new student named Hana sitting alone. Eli wondered if she felt left out.
First, Eli walked over and said, “Do you want to play with us?” Hana shrugged and looked shy. Next, Eli offered her an easy job as the goalie. Then he explained the rules slowly and showed where to stand. After a few minutes, Hana blocked a slow ball and smiled. Soon she laughed and called, “Pass to me!” The other kids cheered for her.
At the end, Hana thanked Eli for inviting her. Eli felt glad because everyone played together. Recess ended with new friends on the team.
What does the beginning of the story tell you?
It tells who is there, where they are, and the situation.
It shows that recess ended and everyone went inside.
It tells how Hana blocked the ball in the middle.
Explanation
This tests story beginnings. The beginning tells who (Eli and Hana), where (soccer field), and the situation (new student alone). It sets up the story.