Elementary Level: Story Listening and Retelling
Mid Level: Writing a Descriptive Paragraph
High Level: Vocabulary Building (Using Context Clues)

Elementary Level (Kinder to Grade 2)

Subject: Story Listening and Retelling

Standards Alignment (Common Core State Standards – CCSS)

National Standards Alignment

Common Core State Standards (CCSS):

• CCSS.ELA-LITERACY.RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
• CCSS.ELA-LITERACY.SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
• CCSS.ELA-LITERACY.L.1.5.c: Identify real-life connections between words and their use (e.g., sequencing words like “first,” “next,” “last”).

Objectives

1. Listen actively to a short story and identify key events.
2. Retell the story in the correct sequence using their own words.
3. Use pictures and games to reinforce story comprehension and sequencing skills.
4. Build confidence in speaking and creative thinking through storytelling.

Materials

• A short, age-appropriate storybook (e.g., The Very Hungry Caterpillar by Eric Carle, Goldilocks and the Three Bears, or a favorite from your collection)
• Blank paper or index cards for drawing
• Crayons, markers, or colored pencils
• Scissors and glue (optional for cutting out drawings)
• Printed or hand-drawn story sequence cards (e.g., 4-6 key scenes from the story)
• A small bag or basket for mixing up sequence cards
• Optional: Audio version of the story if preferred

Activities

Day 1: Listening to the Story (30-45 minutes)

1. Warm-Up (5-10 minutes):
   • Ask: “What’s your favorite story? What happens in it?”
   • Explain: “Today, we’re going to listen to a story and then tell it back—like being story explorers!”
2. Story Reading (15 minutes):
   • Read the chosen story aloud with expression (e.g., The Very Hungry Caterpillar). Pause briefly to point out key moments (e.g., “Oh no, he ate too much!”).
   • Show pictures in the book to help them follow along.
3. Discussion (10 minutes):
   • Ask simple questions: “What happened first? What came next? How did it end?”
   • Encourage them to share one thing they liked about the story.
4. Wrap-Up (5 minutes):
   • Say: “Tomorrow, we’ll tell the story ourselves!”

Day 2: Retelling with Pictures (45 minutes)

1. Review (10 minutes):
   • Recap the story briefly: “Who remembers what the caterpillar did first? What happened at the end?”
2. Hands-On Activity: Drawing the Story (25 minutes):
   • Provide 4-6 sheets of paper or index cards.
   • Help the child draw key events in order (e.g., for The Very Hungry Caterpillar: egg on a leaf, caterpillar eating, cocoon, butterfly).
   • As they draw, ask: “What’s happening here? What comes next?”
   • Once done, have them use the pictures to retell the story to you or a stuffed animal audience.
3. Wrap-Up (10 minutes):
   • Praise their effort: “Wow, you’re a great storyteller!”
   • Mix up the pictures and ask: “Can you put them back in order?”

Day 3: Story Sequencing Games (45 minutes)

1. Warm-Up (10 minutes):
   • Play a quick verbal game: “I’ll start a tiny story—‘A dog ran to the park.’ What happens next?” Take turns adding one sentence.
2. Hands-On Activity: Sequencing Game (25 minutes):
   • Use the child’s drawings from Day 2 or pre-made story cards (e.g., egg, eating, cocoon, butterfly).
   • Put the cards in a bag, pull them out one by one, and ask: “Does this go first, next, or last?”
   • Lay them out in order together, then retell the story using the cards as prompts.
   • For fun, time them putting the cards in order (e.g., “Can you beat 1 minute?”).
3. Wrap-Up (10 minutes):
   • Ask: “What was your favorite part to retell? Why?”
   • Suggest they tell the story to a family member later.

Assessment

• Informal Observation: Note their ability to listen attentively and recall events during discussions.
• Retelling Check: Listen for correct sequence and key details when they use pictures or cards.
• Verbal Skills: Assess how clearly they express the story in their own words.

Extensions

• Act out the story with props (e.g., a scarf for a cocoon, a toy for the caterpillar).
• Read a new story and repeat the process with less guidance.
• Create a “story chain” where you start the retelling, and they finish it.

Mid Level (Grade 3 to 5)

Subject: Writing a Descriptive Paragraph

Standards Alignment (Common Core State Standards – CCSS)

National Standards Alignment

• Common Core State Standards (CCSS):
  • CCSS.ELA-LITERACY.W.4.3.D: Use concrete words and phrases and sensory details to convey experiences and events precisely.
  • CCSS.ELA-LITERACY.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • CCSS.ELA-LITERACY.L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Objectives

1. Understand the elements of a descriptive paragraph (topic sentence, vivid details, closing sentence).
2. Use sensory details (sight, sound, smell, touch, taste) to make writing come alive.
3. Write a paragraph describing a favorite place or item with clear, imaginative language.
4. Practice planning, drafting, and revising to improve writing skills.

Materials

• Notebook or lined paper
• Pencil, pen, or markers
• A favorite item (e.g., a toy, book, or snack) or a photo of a favorite place (e.g., park, bedroom, beach)
• Graphic organizer (printed or hand-drawn, with sections for topic, details, and closing)
• Sample descriptive paragraph (provided below or from a book)
• Optional: Colored pencils for illustrating the paragraph

Activities

Day 1: Introduction to Descriptive Writing (45 minutes)

1. Warm-Up (10 minutes):
   • Ask: “What’s your favorite place or thing? What do you like about it?”
   • Share your own example: “I love my cozy chair—it’s soft and smells like old books!”
2. Direct Instruction (15 minutes):
   • Explain a descriptive paragraph:
     • Starts with a topic sentence (what you’re describing).
     • Adds details (what you see, hear, smell, feel, taste).
     • Ends with a closing sentence (why it matters or a final thought).
   • Read a short sample aloud (e.g., “My backyard is a wild jungle. Tall green trees sway in the wind, and birds chirp like tiny musicians. The grass tickles my feet, and the air smells like fresh flowers. It’s my favorite spot to dream!”).
   • Point out sensory words: “sway,” “chirp,” “tickles.”
3. Discussion (10 minutes):
   • Ask: “What did you picture? Which words helped you imagine it?”
4. Wrap-Up (10 minutes):
   • Brainstorm: Have the child pick a favorite place or item to describe later (e.g., their room, a stuffed animal).

Day 2: Planning and Drafting (45 minutes)

1. Review (10 minutes):
   • Recap: “What makes a paragraph descriptive? What senses can we use?”
2. Hands-On Activity: Planning (15 minutes):
   • Use a graphic organizer:
     • Topic Sentence: Write one sentence about their place/item (e.g., “My toy robot is the coolest thing ever.”).
     • Details: List 3-5 sensory details (e.g., “It’s shiny silver,” “It beeps loudly,” “It feels cold and smooth”).
     • Closing: Jot a final thought (e.g., “I love playing with it every day!”).
   • Encourage wild ideas: “Does it smell like space? Sound like a rocket?”
3. Drafting (15 minutes):
   • Turn the organizer into a paragraph. Help them write it out, focusing on full sentences.
4. Wrap-Up (5 minutes):
   • Read it aloud together: “Wow, I can picture that! What do you like best about it?”

Day 3: Revising and Sharing (45 minutes)

1. Review (10 minutes):
   • Read the draft: “Let’s make it even more exciting! Are there enough details?”
2. Revising Activity (20 minutes):
   • Add one more sensory detail (e.g., “The robot’s lights flash like stars”).
   • Replace boring words (e.g., “nice” becomes “awesome,” “big” becomes “giant”).
   • Check for a clear start and end—adjust if needed.
3. Sharing (10 minutes):
   • Have them read the final paragraph to you, a sibling, or a toy audience.
   • Optional: Draw a quick picture of their place/item to go with it.
4. Wrap-Up (5 minutes):
   • Ask: “How did adding details change your writing? What was fun about this?”

Assessment

• Informal Observation: Note their enthusiasm and ability to brainstorm sensory details.
• Draft Check: Look for a clear topic, 3+ details, and a closing in the first draft.
• Final Paragraph: Assess for vivid language, sequence, and basic grammar (e.g., capitals, periods).

Extensions

• Write a second paragraph about a different place/item.
• Turn it into a “guess what” game—read it aloud and have someone guess what’s described.
• Explore a descriptive book (e.g., Owl Moon by Jane Yolen) for more inspiration.

High Level (Grade 6 to 8)

Subject: Vocabulary Building (Using Context Clues)

Standards Alignment (Common Core State Standards – CCSS)

• Common Core State Standards (CCSS):
  • CCSS.ELA-LITERACY.L.7.4.A: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function) as a clue to the meaning of a word or phrase.
  • CCSS.ELA-LITERACY.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
  • CCSS.ELA-LITERACY.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly.

Objectives

1. Understand how to use context clues (e.g., definitions, examples, synonyms, antonyms) to infer word meanings.
2. Identify and apply context clues in sentences and short passages to decode unfamiliar words.
3. Build vocabulary through worksheets and games that reinforce word-meaning skills.
4. Develop confidence in reading comprehension and verbal expression using new words.

Materials

• Notebook or paper for notes
• Pencil or pen
• Context clues worksheets (sample provided below or printable online)
• Index cards or small paper slips for vocabulary games
• A short story or article (e.g., from a book, magazine, or online source like National Geographic Kids)
• Dictionary (physical or online) for checking guesses
• Optional: Timer for games, highlighters for marking clues

Activities

Day 1: Introduction to Context Clues (45 minutes)

1. Warm-Up (10 minutes):
   • Ask: “What do you do when you read a word you don’t know? Guess, skip it, or something else?”
   • Share a silly sentence: “The flibbertigibbet danced in the rain.” Ask: “What might ‘flibbertigibbet’ mean?”
2. Direct Instruction (15 minutes):
   • Explain context clues: “Words around a tricky word can give hints about what it means!”
   • Teach four types with examples:
     • Definition: “The arid desert, a super dry place, had no water.” (Arid = dry)
     • Example: “She loved savory foods like pizza and burgers.” (Savory = tasty, salty)
     • Synonym: “The task was arduous, or really tough.” (Arduous = hard)
     • Antonym: “Unlike the loud city, the village was tranquil.” (Tranquil = calm)
3. Practice (15 minutes):
   • Write 3-5 sentences on paper (e.g., “The jubilant crowd cheered after the win.”). Have them guess meanings and underline clues.
4. Wrap-Up (5 minutes):
   • Ask: “Which clue type was easiest to spot? Why?”

Day 2: Context Clues Worksheets (45 minutes)

1. Review (10 minutes):
   • Recap: “What are the four types of context clues? Can you give me an example?”
2. Hands-On Activity: Worksheet Practice (25 minutes):
   • Use a simple worksheet (sample below):
     • “The tiny sapling grew into a tall tree over years.” (Guess: sapling = young tree)
     • “Unlike her shy brother, Mia was gregarious and loved parties.” (Guess: gregarious = social)
     • “The pungent smell of rotten eggs filled the room.” (Guess: pungent = strong, bad smell)
   • Work together: Read each sentence, circle the clue, and write the guessed meaning. Check a few with a dictionary.
3. Wrap-Up (10 minutes):
   • Discuss: “Did the clues help? Which word was trickiest?”
   • Assign: Pick 1 new word to use in a sentence at home.

Day 3: Vocabulary Games (45 minutes)

1. Warm-Up (10 minutes):
   • Play a quick “Guess the Word” game: Say a sentence with a made-up word (e.g., “The zibzob flew high above the clouds.”). They guess based on context.
2. Hands-On Activity: Context Clue Challenge (25 minutes):
   • Game 1: Card Match-Up
     • Write 5-7 new words on index cards (e.g., “elated,” “meander,” “somber”) and sentences with context clues on separate cards (e.g., “She was elated, jumping with joy after her win.”).
     • Mix them up, then match words to sentences. Time it for fun!
   • Game 2: Story Sleuth
     • Read a short paragraph from a story/article. Pause at 3-5 unfamiliar words and guess meanings together using context.
3. Wrap-Up (10 minutes):
   • Ask: “Which game did you like best? How did context clues help you today?”
   • Challenge: Use 2 new words in conversation before the next session.

Assessment

• Informal Observation: Note their ability to identify clues and explain guesses during discussions.
• Worksheet Review: Check for accurate word meanings and correctly spotted clues.
• Game Performance: Assess how well they apply context skills in matching and story activities.

Extensions

• Create a “Word Wall” with new words and their meanings to display.
• Read a chapter book and track 5 new words they figure out with context.
• Play an online vocab game (e.g., FreeRice.com) for extra practice.