Create Your Own Story

Building academic language

Word

• Explain to students that before they create their stories, they are going to learn some new vocabulary words they can use to make their story interesting and better understand what they read. Pass out the Vocabulary Cards worksheet to each student.
• Define the vocabulary words from the worksheet as a whole group, encouraging students to offer ideas about what the words mean. Refer to the visuals from the worksheet and discuss how the vocabulary word connects to the visual.
• Post the Frayer Model worksheets around the room and explain the steps to filling out one of the Frayer Models. Separate the students into small groups and ask them to rotate from one Frayer Model to another. Give each group a colored marker to add pictures, thoughts, sentences, and brief notes about vocabulary words from the lesson.
• Ask each group to go back to their desks with one of the completed Frayer Models. Ask them to share out their interpretations of the pictures, thoughts, sentences, and brief notes on their chosen vocabulary word. Write the following sentence frames on the board to provide support as students orally share their ideas:
  • The word ____ means ____.
  • I saw a picture of a ____. I think that connects to the word ____ because ____.

Sentence

• Split students into small groups and pass out whiteboards and markers. Explain that they will be making sentences using the words they just learned. Provide a few example sentences for the students, reiterating the importance of using transition words. For example, say, "I'm going to try to use the word delicious in a sentence. I know, based on looking at my vocabulary cards, that delicious means something tastes or smells good or pleasing. I love eating oatmeal with brown sugar for breakfast, so I'm going to use my idea about breakfast to create a sentence." Next, model writing the following sentence on the board:
  • In the morning, I love to eat breakfast. First, I make the oatmeal. Next, I sprinkle brown sugar on my oatmeal. My breakfast is delicious!
• Remind students to start their sentences with a capital and end with a period. Reiterate the importance of collaborating, or working together, with their small group to decide on a topic and create the sentences. Provide some of the following sentence frames to assist in their collaboration:
  • "I agree with ____ because..."
  • "I disagree with ____ because..."
  • "What you said made me think about...."
• Model using the sentence frames within groups as you circulate to monitor student progress.
• Give students time to create their story sentences in small groups.
• Ask students to pick out their favorite sentences and do a whip around pass with the students, allowing each group to share out.

Discourse

• Pass out the Choice Storyboard worksheet and have students get out their reading logs or journals. Ask a student to read the directions aloud. Read through the columns, starting with "Choose a Character." Ask students if they need any words defined and provide visuals and student-friendly definitions as needed.
• Model creating a short story using the choice storyboard and be sure to explain to the students that they shouldn't create the same story as you.
• Encourage students to use the new vocabulary words they learned in their stories and pull ideas from the sentences they created in their small groups. Put students in small groups and walk around, observing how well students collaborate.
• Allow each group to share their story with the class, if time allows.