Learn Story Elements

Building academic language

Word

• Explain that before we begin, we will need to learn new vocabulary.
• Present the rest of the tiered vocabulary found in the next section. Use the vocabulary cards as you define each word and allow students to discuss how the visual relates to the new word. As you introduce each word, use the word in a sentence relating to books you have previously read aloud to the class.
• Tape the chart paper with tiered vocabulary words/phrases around the room. Assign each of the seven groups of students a color of colored pencil/marker and a word to start with. Tell students to write the definition, a sentence, or draw a picture related to the word.
• After one minute, instruct students to move with their group to a new word to their left. Repeat so students can contribute to 4–5 different words.

Sentence

• Review the contributions of each group to the vocabulary word charts.
• Allow students to write their own sentences with the new vocabulary words. For example: "I wear my best clothes to special events."
• Ask student volunteers to come up to the projector/smart board and circle the vocabulary words in their sentences. Then have them share their sentences aloud.

Discourse

• Project the book, The Bad Seed (or another short picture book of your choice).
• Ask students to follow along with their fingers as you read the story aloud.
• Distribute the Story Elements Map worksheet to students. Project your copy.
• Present each section of the story map, reviewing new vocabulary.
• Ask students to turn and discuss the following questions with a partner:
  • What is the first important event in the in the story?
  • What happened next?
• Explain that their answers may be a little different from one another's.
• Project written sentence frames for student reference during partner discussion. For example: "First the seed ____. Then, ____."
• After partner discussion, have students complete the story map.