Date: October 9

th
, 2012
Time: 11 to 11:30 AM
Grade: 1
st

School: Marshall Elementary

Story Boards p. 131 from 50 Literacy Strategies Step by Step 4
th
Edition

PLAN:

Description of Learner: struggling 1
st
grade literacy student. Independent level: pre-primer.
Instructional level: beginning primer

Ohio Common Core ELA Standard: 1.RL.7 Use illustrations and details in a story to describe
its characters, setting, or events.

Objective for this lesson: The student will use illustrations and details in a story to describe its
events using the Story Board strategy to completion. (1.RL.7)

Key Vocabulary: pirates, plank, armor

Academic Language: sequencing, connections, prior knowledge, events, details, observing

Materials/Resources: Whos Afraid of the Dark by Crosby Bonsall, Edward and the Pirates by
David McPhail, pictures related to Edward and the Pirates used for sequencing the story board.

ENGAGE:

Procedures: Allotted Time: 20 min activity, 10 min independent reading

Activity #1: Independent Reading: Whos Afraid of the Dark? By: Crosby Bonsall
(read together)

Activity #2: Story Board

Opening: We are using the same book we used for the open-mind portrait, so during the
opening, I want to discuss with my tutee what she recalls from the previous activity we
had done with the book. I will bring the activity we had completed, so she can look at it
and we can have a discussion about what we did with the activity. I will then prompt a
discussion for what the book was about. This will help my tutee gather her prior
knowledge of the subject and provide a basis for the activity we are going to complete.
During this step, I will also re-read the book the book with my tutee and introduce the
activity that we will be completing with this book which is the story board strategy.

Modeling: After reading the book again, I will take some of the pictures that are related
to Edward and the Pirates and think aloud by putting them in order according to when
they had happened in the story. All of this will be done while thinking aloud and
explaining why I am placing certain events in front of others.

Guided Practice: During this step, I will encourage my tutee to recall more events from
the book and continue to put the pictures related to the story in order. We will work
together for a few pictures to sequence them in the proper order. Once I see that my tutee
knows the idea of the activity, I will lead her into independent practice.

Independent Practice: My tutee will finish organizing the pictures into the proper
sequencing that is in correspondence to the way the events happened in the story. If she is
struggling and needs more scaffolding, return to guided practice by prompting her
memory of the story.

Discussion: This is where we will talk about the placement of the pictures on the story
board and what each picture is and what was happening in the story. This is also where
my tutee will explain the beginning, middle, and end of the book.

Closure: During the closure, we can look through the book and compare the pictures we
placed in order to the pictures and text in the book to see if they match up. My tutee will
also be able to glue down the pictures to the story board. I will also ask my tutee about
the beginning, middle, and end of the story and have her point it out to me to see if she
understands the purpose and organization of the activity.

ASSESS:

Did the student use illustrations and details in a story to describe its events using the Story Board
strategy to completion?