Story Sleuth Lesson Plan
Teacher Guide Tier 3 Intervention
Story Sleuth
Lesson Facilitation Guide
Duration
20 Minutes
Objective
Students will complete a 20-minute individual screening assessment measuring their grammar understanding and storytelling skills to identify areas for targeted support.
Audience
1st - 2nd Grade Students (Individual Setting)
The Why
"This lesson pinpoints each student’s strengths and areas for growth in grammar and narrative skills, enabling personalized learning plans and early intervention."
Teacher Preparation
- Review the Screening Quiz and Storytelling Prompt.
- Print one copy of each assessment for the student.
- Arrange a quiet, distraction-free space for testing.
- Gather writing utensils and set a timer.
Required Materials
Screening Quiz Storytelling Test Pencil Timer
Procedure
01 2 min
Introduction
- Greet the student and explain the purpose: to understand their grammar and storytelling skills.
- Emphasize that this is not for a grade but to help the teacher support them.
- Answer any questions before beginning.
02 8 min
Grammar Assessment
- Hand the student the Story Sleuth Screening Quiz.
- Start the timer and instruct the student to complete all items.
- Observe without assistance, only clarifying instructions if needed.
03 8 min
Storytelling Assessment
- Provide the Storytelling Prompt Assessment and writing utensils.
- Explain the prompt and ask the student to write (or orally tell while you scribe) a short story.
- Encourage creativity but keep the focus on complete sentences and clear structure.
04 2 min
Wrap-Up
- Collect all assessment materials.
- Praise the student for their effort and explain next steps (review results, plan supports).
- Reset the space for the next student.
Story Sleuth Screening Quiz
Story Sleuth
Grammar Screening Case File
Student:
Date:
Instructions: Read each question carefully. For multiple-choice questions, circle the best answer. For open-response questions, write your answer clearly on the line.
1. In the sentence below, which word is a noun?
"The dog ran quickly."
dog
ran
quickly
the
2. In the sentence below, which word is a verb?
"The birds chirp in the morning."
birds
chirp
morning
the
3. Which sentence is written correctly?
He go to school every day.
He goes to school every day.
He goed to school every day.
He going to school every day.
4. Choose the correct word to complete the sentence:
"My sister _______ her bike after school."
rides
ride
rided
riding
5. What is the plural form of "fox"?
foxes
foxs
foxies
foxe
6. Which sentence uses punctuation correctly?
lets eat Grandma!
Let's eat Grandma!
Lets eat, Grandma!
Let's eat, Grandma!
Open Evidence Section
7. Fill in the blank with a noun:
The
jumped over the fence.
8. Fill in the blank with an adjective:
The
rabbit hopped away.
9. What is the past tense of the verb "run"?
10. Write one complete sentence about your favorite color.
Story Sleuth Answer Key
Teacher Resource Answer Key
Story Sleuth
Scoring Guide & Answer Key
Grammar Screening (Mission 01)
Q#
Concept
Correct Answer
1
Parts of Speech (Noun)
dog
2
Parts of Speech (Verb)
chirp
3
Subject-Verb Agreement
He goes to school every day.
4
Verb Tense (Present)
rides
5
Plurals (Irregular -es)
foxes
6
Punctuation (Commas in Direct Address)
Let's eat, Grandma!
7
Parts of Speech (Noun)
Any valid noun (e.g., horse, cat, boy, girl).
8
Parts of Speech (Adjective)
Any valid adjective (e.g., white, fluffy, fast, small).
9
Verb Tense (Past Tense - Irregular)
ran
10
Sentence Construction
Sentence should begin with a capital, end with punctuation, and contain a subject/predicate about a color.
Storytelling Rubric (Mission 02)
Criteria
Needs Support (1)
Developing (2)
Proficient (3)
Structure
Missing 2+ parts (B/M/E). Random sentences.
Includes 2 parts. Some sequence present.
Clearly includes Beginning, Middle, and End.
Content
Off-topic or incomplete sentences.
Addresses prompt with limited detail.
Creative response with 3–5 complete sentences.
Grammar/Mech.
Major errors impede meaning.
Some errors in punctuation or capitals.
Consistent use of capitals and periods.
Observation Note: During Tier 3 screening, pay close attention to the student's verbal storytelling if writing is a significant barrier. Scribe their oral story if necessary, and note this on the assessment.