Describe Story Beginning and Ending Structure
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2nd Grade Reading › Describe Story Beginning and Ending Structure
Read the story.
On a sunny spring day, Mei walked in her backyard. Mei loved watching insects near the flowers. She noticed a ladybug stuck in an empty cup.
First, Mei knelt down and looked carefully inside. Next, she tipped the cup, but the ladybug slid back. Then she placed a leaf in the cup like a ramp. The ladybug climbed up the leaf very slowly. Mei held her breath and kept the cup steady. Finally, the ladybug crawled out and sat on the grass.
Mei smiled and whispered, "You are free." The ladybug flew to a yellow flower nearby. Mei went inside feeling proud and gentle.
It tells the steps Mei used to help the ladybug.
It explains why ladybugs have spots on their backs.
It introduces Mei, the backyard, and what she noticed.
Explanation
We're finding the beginning of the story. The beginning tells who is in the story, where they are, and what they see or notice. This part says Mei was in her backyard and saw a ladybug that was stuck.
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 introduces the playground and Lila's friends at the start.
It tells how the ending finishes the problem and feels complete.
It describes the middle where Lila asked for a turn.
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.
On Monday morning, Luis brought his blue lunchbox to school. He loved the rocket sticker on the top. At lunchtime, Luis could not find his lunchbox anywhere.
First, he looked under his desk and in his cubby. Next, he asked Mia, "Did you see my lunchbox?" Mia helped him check the library table and the art shelf. Then Luis remembered he had shown his sticker to Mr. Chen. They walked to the reading corner and looked by the pillows. Finally, Luis spotted the lunchbox behind a big storybook.
Luis smiled and said, "I found it!" He ate his lunch and felt relieved. After that, he kept his lunchbox in his cubby.
It tells who, where, and the problem.
It explains how Luis felt after he ate.
It tells what Luis did to look for it.
Explanation
We're finding the beginning of the story. The beginning tells who is in the story, where they are, and what problem happens. This part says Luis brought his lunchbox to school and then couldn't find it.
Read the story.
At art class, Amina loved painting big skies. The class worked in the bright classroom after lunch. Amina wanted to paint a rainbow, but her brush was missing.
First, she checked her art tray and the sink area. Next, she asked Mateo, "Did you borrow my brush?" Mateo shook his head and helped her look. Then Ms. Rivera said, "Check the drying rack," in a calm voice. Amina walked to the rack and looked behind the paper towels. Finally, she found her brush inside a cup of water.
Amina said, "Now I can paint!" She finished her rainbow before class ended. She cleaned up and felt ready for tomorrow.
It introduces new characters and a new problem.
It shows the story is finished and the problem is solved.
It tells where Amina found the brush at the end.
Explanation
We're looking at the ending of the story. The ending shows the problem is fixed and the story is done. This part tells how Amina painted her rainbow and got ready for tomorrow.
Read the story.
On Saturday, Ben visited his grandma at her house. Ben liked helping in her garden. Grandma wanted to plant seeds, but her hands were tired.
First, Ben carried the watering can to the flower bed. Next, he used a small spoon to make tiny holes. Then Grandma showed him how to drop one seed in each hole. Ben covered the seeds and patted the soil gently. After that, he watered the row until the dirt looked dark. Grandma smiled and said, "You are a great helper."
The work was finished, and the garden looked neat. Ben felt happy because Grandma felt better. They washed their hands and went inside for lemonade.
It shows Ben washing his hands and drinking lemonade.
It introduces Ben, the garden, and a need for help.
It tells the exact tools Ben used in the garden.
Explanation
We're finding the beginning of the story. The beginning tells who is in the story, where they are, and what they need to do. This part says Ben visited Grandma and she needed help planting seeds.
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 finishes the story by showing the book was found.
It introduces Carter and tells what book he chose.
It tells the middle part where they drove back.
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.
During recess, Omar played soccer on the playground. He liked his red water bottle with a flip top. When the bell rang, Omar could not find his bottle.
First, he checked the swings and the slide. Next, he asked his friend Tessa, "Did you see my bottle?" Tessa pointed to the shady tree where they had sat. Omar looked there, but the bottle was not on the ground. Then he remembered he had lent it to Jay for a sip. Omar walked to Jay and asked politely. Jay said, "Oh! I put it on the teacher's bench." Finally, Omar found it on the bench and thanked Jay.
Omar took a big drink and felt calm again. He carried the bottle back to class. After that, he wrote his name on it with a marker.
It shows Omar thanking Jay and writing his name.
It tells who Omar is, where he is, and the problem.
It explains every place Omar searched in the middle.
Explanation
We're finding the beginning of the story. The beginning tells who is in the story, where they are, and what problem happens. This part says Omar played soccer and couldn't find his water bottle.
Read the story.
After school, Priya went to the park with her dad. Priya wanted to learn to ride her new bike. She felt nervous because she kept wobbling.
First, Dad held the seat while Priya pedaled slowly. Next, Priya tried alone, but her foot slipped off. She took a deep breath and tried again. Then Dad said, "Look ahead, not down," and Priya listened. Priya practiced around a small tree two more times. Finally, she rode all the way to the bench without stopping.
Priya laughed and shouted, "I did it!" Dad clapped and gave her a high five. Priya felt proud on the ride home.
It introduces the park and Priya's new bike.
It shows Priya practicing and not giving up.
It tells where Priya went after she learned.
Explanation
We're looking at the middle of the story. The middle shows what happens to solve the problem. This part tells how Priya kept trying to ride her bike even when it was hard.
Read the story.
Marcus had a small red kite he loved to fly. One Saturday at the beach, the wind blew hard. The kite string slipped from his hand.
First, Marcus ran along the sand and watched the kite dip. Next, his aunt said, “Let’s follow it together.” Then they walked past the dunes and looked near the sea grass. Marcus felt worried, but he kept looking carefully. Finally, they saw the kite caught on a low fence.
Marcus gently pulled it free and wrapped the string neatly. He thanked his aunt for helping him stay calm. They flew the kite again and laughed as it soared.
Think about the story. What does the ending show?
It tells how the kite first slipped away.
It shows the problem is solved and the story is finished.
It tells where Marcus went on Saturday morning.
Explanation
This tests story endings. The ending shows Marcus got his kite back. He thanked his aunt and flew it again. Stories end when problems are fixed!
Read the story.
Keisha liked helping in the school garden after class. One spring afternoon, she saw a small plant bent over. She wanted to help it stand up straight again.
First, Keisha asked her teacher for a soft string. Next, she found a small stick and pushed it into the soil. Then she tied the plant gently to the stick. Keisha watered the plant and watched it lift up. Finally, the leaves looked brighter in the sun.
Keisha felt happy because the plant looked strong again. Her teacher said, “Good job being careful.” Keisha walked home smiling and thinking about the garden.
Read the story. What do you learn at the start of the story?
You learn who Keisha is, where she was, and her goal.
You learn how she tied the string to the stick.
You learn the plant looked brighter at the end.
Explanation
This asks about story beginnings. The beginning tells who Keisha is and what she wants. It says she helps plants and wants to fix one. Beginnings set up the story!