Beginning to be aware of the way stories are structured.
Observe whether the child: beginning to be aware of the way stories are structured.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Child shows early awareness of story routines (e.g., notices 'the end' or a repeated opening) but needs adult prompts to connect events. Their sequencing/prediction is mostly guessing.
What you might see
When asked 'what happened first?', the child points to a random page/character without relating it to the story sequence.
After finishing a familiar story, the child cannot indicate that it is finished (e.g., keeps flipping without returning to the start/end).
During reading, the child does not react when a key event repeats (e.g., the character keeps doing the same action) and does not anticipate it.
The child says 'the end' when the adult closes the book, but cannot say what happened before that.
With heavy prompting ('and then?'), the child produces one related event but mixes up the order.
The child predicts a random ending (unrelated to the story) when asked 'what might happen next?'.
Expected
On track
Child can follow a simple sequence with support (e.g., 'first…then…') and can anticipate a key event in a familiar story. They show awareness that characters do things and that something changes across the story.
What you might see
With picture cues, the child sequences two events correctly (e.g., 'he went out… then he came back').
In a familiar story, the child anticipates a key moment (e.g., says a repeated phrase before the adult reads it).
When asked 'who was in the story?', the child names a main character and links them to one action.
Exceeding
Going further
Child describes or acts out a clear sequence of main events (beginning/middle/end) in familiar stories and makes plausible predictions about what might happen next. They refer to characters and events in a way that shows they understand order and cause.
What you might see
After a short story, the child retells 2–3 main events in the correct order using simple connectors (first/then/and).
The child predicts a likely next event (e.g., 'he will look again') and the prediction fits the story pattern.
When a character has a problem, the child states what the problem was and what happened to fix it (simple cause-and-effect).
The child independently uses 'beginning/middle/end' language or 'first/next/finally' during retell or play.
The child compares two stories (e.g., 'this one starts the same… but then…') showing awareness of structure.
In a group, the child prompts peers to remember the order (e.g., 'no, first he lost it, then he found it').
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Story time: after reading, ask 'what happened first, then, and at the end?'—notice whether your child keeps the events in order.
Play: use small toys to act out a simple story (start/problem/finish)—notice whether your child copies that structure or jumps randomly between scenes.
Mealtime: tell a tiny 'mini-story' about making lunch (first/next/finally)—notice whether your child can repeat the sequence back.
Transition (bedtime): ask 'what do you think will happen next?' on a familiar story page—notice whether the prediction fits the pattern of the story.
Bath time: retell a bath routine as a story (first wash, then rinse, finally towel)—notice whether your child uses sequencing words.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012) — Literacy: Reading (30–50 months).
Frames early story-structure awareness as an observable step toward later comprehension.
Developmental research
Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9(1), 111–151.
Story-grammar structure supports encoding and recall of narratives, aligning with observable sequencing/prediction behaviours.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Child enjoys a story but does not show awareness of a beginning/ending or that events happen in an order. They treat pages/events as unrelated and do not anticipate what comes next.
When asked 'what happened first?', the child points to a random page/character without relating it to the story sequence.
After finishing a familiar story, the child cannot indicate that it is finished (e.g., keeps flipping without returning to the start/end).
During reading, the child does not react when a key event repeats (e.g., the character keeps doing the same action) and does not anticipate it.
Emerging
Child shows early awareness of story routines (e.g., notices 'the end' or a repeated opening) but needs adult prompts to connect events. Their sequencing/prediction is mostly guessing.
The child says 'the end' when the adult closes the book, but cannot say what happened before that.
With heavy prompting ('and then?'), the child produces one related event but mixes up the order.
The child predicts a random ending (unrelated to the story) when asked 'what might happen next?'.
Developing
Child can follow a simple sequence with support (e.g., 'first…then…') and can anticipate a key event in a familiar story. They show awareness that characters do things and that something changes across the story.
With picture cues, the child sequences two events correctly (e.g., 'he went out… then he came back').
In a familiar story, the child anticipates a key moment (e.g., says a repeated phrase before the adult reads it).
When asked 'who was in the story?', the child names a main character and links them to one action.
Secure
Child describes or acts out a clear sequence of main events (beginning/middle/end) in familiar stories and makes plausible predictions about what might happen next. They refer to characters and events in a way that shows they understand order and cause.
After a short story, the child retells 2–3 main events in the correct order using simple connectors (first/then/and).
The child predicts a likely next event (e.g., 'he will look again') and the prediction fits the story pattern.
When a character has a problem, the child states what the problem was and what happened to fix it (simple cause-and-effect).
Reflexive
Child applies story structure flexibly: retells across different stories, uses story language in play ('first…then…finally'), and explains why events happened. They sometimes guide peers in sequencing or predicting.
The child independently uses 'beginning/middle/end' language or 'first/next/finally' during retell or play.
The child compares two stories (e.g., 'this one starts the same… but then…') showing awareness of structure.
In a group, the child prompts peers to remember the order (e.g., 'no, first he lost it, then he found it').
