Story Chain Activity: Comprehension Skills and Strategies

Mykala Wilt

April 3, 2021

EDU 270

Title: Goldilocks and the Three Dinosaurs – Story Chain

Subject: ELA

Grade Level: First Grade

Standard and Learning Goals: (NAEYC 5c)

Standard Area- CC.1.4: Writing

Students write for different purposes and audiences. Students write clear and focused text to
convey a well-defined perspective and appropriate content.

Standard: CC.1.4.1.K: Use a variety of words and phrases.

Objective: The students will use a variety of words and phrases to build a story chain.

Curriculum Alignment/Curriculum Framework: (NAEYC 5c)

Big Idea: Effective readers use appropriate strategies to construct meaning.

Essential Question: How do strategic readers create meaning from informational and literary
text?

Rational: (NAEYC 1a)

The students have been doing sequencing of stories and now we’re going to pay more attention on
transition words. The students will be doing a review of the information taught over the past couple
weeks on story sequencing, story chains and learning about transition words. The teacher will reinforce
the learning through group activities and peer to peer activities.

Activity: (NAEYC 1a)

The lessons will begin with reading Goldilocks and the Three Dinosaurs, following which the teachers
and students will work as a group to determine the story sequence and find transition words. After
finishing this, the students will separate into groups of four and create their own story chains. The lesson
will conclude when all story chains are completed, shared as a class, and hung on the board for everyone
to view.

Duration: 1 hour

List of Materials/Equipment: (NAEYC4.b)

  Goldilocks and the Three Dinosaurs by Mo Willems
 Story Chain Worksheet
 Paper for group activity
 Pencil
 Extra Story Chain Worksheet to write their final copy
 Premade Groups List (Teacher Material only)
 Anchor Chart of transition words

Vocabulary: (NAEYC 4.b)

 Sequence
 Later
 Transition

Procedures: (NAEYC 5c.)

1. Once students are sitting around the teacher, the teacher will ask, “Lately we’ve been learning
about sequence, can anyone tell me what sequence means?” Students will share what they know.
2. The teacher will introduce the meaning of the word “transition”, and describe transition words,
showing the class an anchor chart of transition words.
3. Teacher will introduce the book Goldilocks and the Three Dinosaurs. Students will listen to the
story, raising their hand every time they hear any transition words.
4. The class will work together to tell the story sequence of Goldilocks and the Three Dinosaurs and
make a list of all the transition words that can be found in the story.
5. The story sequence of Goldilocks and the Three Dinosaurs made by the class will be hung on the
board along with the anchor chart of transition words.
6. The teacher will group the students up in groups of four, handing out Story Chain Worksheets
with a topic on dinosaurs and two different colored markers. The students will use a red marker
when writing transition words, and a black marker when writing the rest of the sentences.
7. The groups will work together to complete the story chain worksheets making up their own story
chain.
8. While the students are completing their worksheets, the teacher will walk around the classroom
and check in with each group.
9. Once each group is done, the groups will gather together and two groups will share their story
chain, and everyone will share the transition words they used.
10. After the students give each other feedback on their story chains and transition words, the teacher
will hang up the story chains on a wall for the students to view.
11. The teacher will do a short review on story chains and transition words. Ending the lesson by
asking the class if they learned anything new.

Assessment (Formative): (NAEYC 3.b)

Teacher will take anecdotal notes on how the students analyzed the story sequence of Goldilocks and the
Three Dinosaurs. Teacher will observe and take notes on how the groups of four create a story chain of
their own using grade-level writing. Teacher will file the notes taken in the students’ portfolios for future
reference.

Related Materials and Resources: (NAEYC 4.b)

1. Books to be included in the classroom library:

 Goldilocks and the Three Bears by Robert Southey
2. Here’s a fun game on connecting stories for groups of 6-8, Connecting Stories - Icebreakers Ideas
Games Activities!
Another little game that can be done in the classroom on story chains! Story Chain ESL Activity -
EFL / ESL Activities - eslactive
3. Interactive reading app for kids, where kids can listen to stories online! Storyline Online - Home

Adaptions: (NAEYC 3.c)

For ELL’s and children with exceptionalities, accommodations will include placing these students evenly
throughout the groups of four during the group activities. The students they will be paired with are the
students who better understand story chains and can be better helpers for these ELL’s and students with
exceptionalities. Separate worksheets and anchor charts given to these students to use during the group
activity, and a copy of an already completed story chain for them to view with the transition words
marked in red.

For gifted students review completed story chains and create a poster sharing the similarities and
differences found in their story chains.

Extensions: (NAEYC 2.c and 3.d)

For a family friendly activity, the teacher can create a story chain outline alongside some transition words
to use with a topic of their own choice. This story chain outline will be sent home with the students to
complete with their parents. The story chains completed at home can be brought back and hung up on the
wall or the students can take pictures of their story chain and send to the teacher to print and hang up. If
the parent likes, they can also send an email of pictures they took while doing this activity.

Student Reflection: (NAEYC 4.d)

My goal throughout this lesson plan is to teach students more about transition words and story chains, but
also for them to have an additional chance to practice their writing. I’m optimistic that this lesson plan
can help the students with their comprehension when it comes to creating stories of their own in the
future.

Completing story chains at home and continuing to do similar activities including some elements of this
one will help hone their skills even more.

I chose this lesson for a multitude of reasons, but mainly because of all the different elements of learning
I can incorporate into it. At the beginning reviewing sequence and beginning to learn about transition
words will help lay the foundation of their writing. Creating a story sequence helps with comprehension
and fluency, learning transition words helps with creating a story that flows smoothly from one topic to
the next, and creating their own story chain helps with so much, but especially writing.

The extension activity will be a little something fun they can do with their parents and the related
materials can all be beneficial for the students to take a look at. For the adaptions, I can only hope they fit
the needs of the students.