Activity Overview
Stuart Little is a great book to practice summarization on both the chapter level and the story level. As the chapters are styled as vignettes, students who are working on beginning summarization may benefit from focusing on one chapter to practice summarizing. This could also be a helpful tool for comprehension of the entire story if each chapter is summarized. It is helpful to limit the number of cells students can use, to help them be more concise.
Consider having students plan their storyboard using a blank template prior to creating the full storyboard online. Students should begin with the narrative in each box before adding character dialogue. This will allow them to focus on the purpose of summarizing and determining importance, before getting distracted by the details of the storyboard. Students can also be given a set number of frames to use for the storyboard to help them be concise. After planning on a template, students can compare the important events they chose with a partner's, and the class could discuss why different events in the story were included in the storyboard over others.
Here is an example of chapter level summary storyboard:
Chapter 9: A Narrow Escape
- Beginning: Stuart accidentally gets picked up by a garbage truck while trying to hide from a dog on his way to find adventure.
- Middle: Stuart thinks his life is over when the truck arrives at the river and begins dumping its trash to be towed out to sea.
- End: Margalo comes to the rescue and flies Stuart home!
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard summarizing a chapter in Stuart Little.
- Use the template provided by your teacher.
- Identify and describe the beginning, middle, and end of the chapter.
- Illustrate each scene with appropriate characters, scenes, an items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Plot | Each of the cells represents a different part of the summary. The cells are in order from beginning to end. Sentences accurately summarize each part. | One cell is out of order, or the storyboard is missing important information. | Important information is missing and/or two or three cells are out of order. |
| Images | Cells include images that help summarize and do not get in the way of understanding. | Some of the images help summarize. Descriptions do not always match the images. | Images do not make sense with the summary. |
| Spelling and Grammar | Spelling and grammar is mostly accurate. Mistakes do not get in the way of understanding. | Spelling is very inaccurate and hinders full understanding. | Text is difficult to understand. |
Activity Overview
Stuart Little is a great book to practice summarization on both the chapter level and the story level. As the chapters are styled as vignettes, students who are working on beginning summarization may benefit from focusing on one chapter to practice summarizing. This could also be a helpful tool for comprehension of the entire story if each chapter is summarized. It is helpful to limit the number of cells students can use, to help them be more concise.
Consider having students plan their storyboard using a blank template prior to creating the full storyboard online. Students should begin with the narrative in each box before adding character dialogue. This will allow them to focus on the purpose of summarizing and determining importance, before getting distracted by the details of the storyboard. Students can also be given a set number of frames to use for the storyboard to help them be concise. After planning on a template, students can compare the important events they chose with a partner's, and the class could discuss why different events in the story were included in the storyboard over others.
Here is an example of chapter level summary storyboard:
Chapter 9: A Narrow Escape
- Beginning: Stuart accidentally gets picked up by a garbage truck while trying to hide from a dog on his way to find adventure.
- Middle: Stuart thinks his life is over when the truck arrives at the river and begins dumping its trash to be towed out to sea.
- End: Margalo comes to the rescue and flies Stuart home!
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard summarizing a chapter in Stuart Little.
- Use the template provided by your teacher.
- Identify and describe the beginning, middle, and end of the chapter.
- Illustrate each scene with appropriate characters, scenes, an items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Plot | Each of the cells represents a different part of the summary. The cells are in order from beginning to end. Sentences accurately summarize each part. | One cell is out of order, or the storyboard is missing important information. | Important information is missing and/or two or three cells are out of order. |
| Images | Cells include images that help summarize and do not get in the way of understanding. | Some of the images help summarize. Descriptions do not always match the images. | Images do not make sense with the summary. |
| Spelling and Grammar | Spelling and grammar is mostly accurate. Mistakes do not get in the way of understanding. | Spelling is very inaccurate and hinders full understanding. | Text is difficult to understand. |
How Tos about Stuart Little Chapter Summary
Organize a classroom discussion using students’ storyboard summaries
Invite students to share their storyboard summaries with the class. Display a few examples and encourage students to explain their choices. This builds confidence and lets everyone see different perspectives.
Facilitate a comparison activity between different storyboard versions
Pair students and have them compare their storyboard summaries. Ask guiding questions like, 'Why did you each choose these events?' This promotes critical thinking and respectful discussion.
Highlight key story elements together as a class
List important story events on the board as students mention them from their boards. Discuss together which details are most important and why, reinforcing the purpose of summarization.
Encourage students to revise their storyboards for clarity
Ask students to review their storyboards after discussion. Suggest adding, removing, or clarifying events based on what they learned. This step helps refine summarization skills.
Frequently Asked Questions about Stuart Little Chapter Summary
How do you summarize a chapter of Stuart Little for elementary students?
To summarize a chapter of Stuart Little for elementary students, identify the beginning, middle, and end of the chapter. Focus on the most important events, use clear language, and limit details to keep the summary concise and easy to understand.
What is an example of a chapter summary storyboard for Stuart Little?
An example storyboard for Chapter 9: A Narrow Escape—Beginning: Stuart hides from a dog and ends up on a garbage truck. Middle: He fears for his life as the truck dumps trash at the river. End: Margalo rescues Stuart and flies him home.
What are the best tips for helping students summarize Stuart Little chapters?
Tips include: use a template to plan summaries, limit the number of storyboard frames, start with narrative before adding dialogue, and encourage comparing summaries with classmates to discuss key events and importance.
Why is summarizing chapters helpful for comprehension in Stuart Little?
Summarizing chapters helps students identify main ideas and determine importance, which improves comprehension. It allows them to focus on the story's key points without getting lost in details.
How can teachers structure a Stuart Little chapter recap activity?
Teachers can structure a recap by providing a blank storyboard template, setting a frame limit, guiding students to describe the beginning, middle, and end, and having students illustrate scenes. Comparing storyboards in pairs or as a class enhances learning.
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