This multi-faceted lesson teaches students how to sequence stories. It reinforces the following concepts: first, last, before, after, left, right. This lesson can also focus on carryover of articulation skills to answering questions as well as story telling.
A lesson plan for grades K–1 English Language Arts
- properly sequence story from left to right.
- explore specific vocabulary words needed to relate the story.
- utilize complete sentences to relate story. Sentences will include correct grammatical forms, pronouns, etc.
- demonstrate carryover of articulation skills as he/she retells story.
- answer questions relative to time concepts: first, last, before, after.
- demonstrate strategies to assist him/her with recalling information.
- demonstrate ability to predict a second outcome to the story.
- use imagination to determine what might have happened before the story actually began.
Time required for lesson
- Evaluate the language skills of your students: use of full sentences, varied verb tenses, personal pronouns, etc. If you have a student who is receiving articulation therapy, work with the speech pathologist to determine which sounds need to be reinforced in the classroom.
- Sequence a story for the children, modeling the strategies you use to determine what happens first, second, etc.
- Examine each picture in the story and identify specific objects, actions, people. Use probing questions to elicit specific vocabulary. You may want to write the vocabulary on the blackboard.
- Your questioning patterns will elicit specific responses. Vary them to teach specific verb tenses:
- “What does he do next?”
- “What is she ____?”
- “What will they do after ___?”
- “What did he do before ___?”
- Model complete sentences when appropriate. Similar techniques can be used to teach pronouns, if this is an area of concern.
- Have student find a picture that you describe. Then ask him what happened “before” or what will happen “after”.
- Show me the picture “Before the boy ___, he ____.”
- Show me the picture “After the father ____, the daughter ___.”
- Students should be using correct articulation at the word level before you stress carryover to sentences and storytelling. Have student identify words in the story that contain his/her target sound(s). Have student use these words in a complete sentence as he/she tells the story.
- After story is correctly sequenced, have student close his/her eyes. You remove one picture. Student identifies missing picture using a complete sentence. If student has difficulty, retell the story to the missing fact. This strategy should clue him/her to identify the missing picture (information). When the student is successful at this level, I remove two, then three pictures.
- After student has successfully sequenced and told the story, place a blank card at the end of the story. Explain to the student that he/she can make the story longer. “What do you think will happen next?” or “What will he do after ___?” Student can draw the picture after he/she gives an acceptable response.
- demonstrates telling a story following a logical progression of facts.
- uses grammatically correct sentences as he/she tells their story.
- correctly answers questions relevant to concepts taught.
I have adapted this lesson plan for autistic children, children with fragile X and students in the mild mentally handicapped range of intelligence.
- Common Core State Standards
- English Language Arts (2010)
- Grade 1
- 1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
- 1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.
- K.RL.1 With prompting and support, ask and answer questions about key details in a text.
- K.RL.2 With prompting and support, retell familiar stories, including key details.
- K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
- Grade 1
- English Language Arts (2010)
North Carolina curriculum alignment
English Language Arts (2004)
- Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
- Objective 2.01: Demonstrate sense of story (e.g., beginning, middle, end, characters, details).