Next Generation Sunshine State Standards
- CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
8) Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum.
The purpose of this strategy is to help students keep track of main ideas and supporting details in a narrative. They do this by illustrating important scenes in a story. The student can use this for summarizing or retaining important details in the story. By checking the accuracy of the students storyboards the teacher can evaluate the students comprehension effectively, before moving on to more analytic tasks.
Steps:
Step 1: Provide a storyboard template for students. The template should have several blocks that are large enough for students to draw pictures with room for captions below. You can find many storyboard templates online. There is also an example posted below.
Step 2: Ask students to draw the main ideas of a story. Students could do this after hearing a story aloud or while reading a story to themselves. Each drawing should have a short caption explaining what is happening in the picture. You could also have students use relevant quotations from the story as captions.
Step 3: You can ask students to compare storyboards with a partner or a small group. How are their storyboards similar? How are they different? This discussion can help students clarify basic ideas in the text and can also help them analyze which ideas are most important.
Example:
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