Story Elements Detectives • Sequence • Lenny.com
Story Elements Detectives
A Grade 1 reading comprehension unit teaching students how to identify character feelings, actions, dialogue, and problems using the STORY elements framework with multi-tiered differentiated packets and paraprofessional guides.
Y (Yes! Solution): Drawing shows both boys jumping in air smiling together.
Verbatim Coaching Scripts for Paraprofessionals:
If student circles the cardboard box:"Look at the first page. Who is talking and waving? Does a box talk, or does the energetic boy shout 'Yo!'? Point to the boy with me."
If student struggles with punctuation: Guide pencil: "An exclamation mark shows big excitement! Draw a straight line down and put a dot right below it for !."
Page 2 Focus Frame (6 Lines):"...feeling sad because he has no friends to play with on the street."
Problem Check: Check: He feels lonely because he has no friends to play with.
Pages 3 & 4 (STORY Map Responses):
S (Setting): Outside on city street sidewalk.
T (Characters):Energetic boy and quiet boy.
O (Oops! Problem): Quiet boy has no friends.
R (Resolve): Lively boy says "Me!" to offer friendship.
Y (Solution): Both boys jump and shout "YES!"
💬 Verbal Prompt for Tier 2:"What word in the word bank explains how the boy stands when he is sad? Look at slumped! Write slumped on your 1-inch lines."
TIER 1 KEY
Independent & RAC Response Key (Tier 1 Worksheet)
RAC Evidence Criteria
Page 1: RAC Exemplar Paragraph (8 Lines):
"The quiet boy is feeling sad because he is lonely and has no friends to play with. A problem is what a character wants but does not have. In the book, when the other boy asks him 'Why?', he answers 'No fun' and 'No friends.' His body looks sad with slumped shoulders. Then the lively boy shouts 'Me!' and offers to be his friend. By the end, both boys jump together shouting 'YES!' with giant smiles."
Friendship Solution (Page 2): Saying 'Me!' shows kindness and welcoming someone who feels left out.
Pages 3 & 4: STORY Map Key Elements:
S (Page 3): City street sidewalk outdoors in daytime.
T (Page 3):Outgoing boy (initiator) and lonely boy.
O (Page 3):Loneliness and isolation ('No fun, no friends').
R (Page 4): Reaching out with questions and offering 'Me!'.
Y (Page 4): Joyful connection; both jump shouting 'YES!'.
💬 Verbal Prompt for Tier 1:"Check your RAC criteria: Did you Restate? Did you quote dialogue like 'No friends' or 'Me!'? Did you explain how their feelings changed?"
Quick Troubleshooting: 3 Common Challenges & Immediate Fixes
1. Sparse Dialogue Reading
Immediate Fix: Remind students: "Even with one-word sentences, the punctuation (! and ?) and pictures tell us exactly what the characters feel!"
2. 1-Inch Letter Formation
Immediate Fix: Guide student to write tall capital letters touching the headline and small letters touching the dashed midline.
3. Defining Loneliness
Immediate Fix: Connect to lived experience: "Have you ever wanted someone to play with at recess? That is why the energetic boy's offer of 'Me!' is so powerful."
Page 1 Word Bank:scared, fever, doctor, medicine, rest.
Page 1 Clues: Action: fever; Dialogue: scared.
Page 2 Focus Frame (6 Lines):"...wonders about the doctor because she feels scared / nervous / worried."
Problem Check: Check: She is sick and afraid of the doctor.
Pages 3 & 4 (STORY Map Responses):
S (Setting): At home in bed and at the doctor's office.
T (Characters): Main: sick girl; Helpers: Dad and doctor.
O (Oops! Problem): Wants to feel well, but she is scared & sick.
R (Resolve): Doctor looks in ears and checks throat.
Y (Solution): Takes medicine, rests, and now feels better.
💬 Verbal Prompt for Tier 2:"Read the word bank with me. Did she feel scared or fine? Find scared in the bank and write it on your 1-inch lines."
TIER 1 KEY
Independent & RAC Response Key (Tier 1 Worksheet)
RAC Evidence Criteria
Page 1: RAC Exemplar Paragraph (8 Lines):
"The little girl wonders 'what will the doctor do?' because she feels scared and worried about her visit. A problem is what a character wants but cannot have. She wants to feel healthy, but she fears the doctor's office might be painful. On page 11 she says, 'I am scared,' and on page 16 she looks anxious while waiting for the doctor."
Feelings Change (Page 2): From scared on pg. 11 to relieved ("That was not scary!") on pg. 29.
Pages 3 & 4: STORY Map Key Elements:
S (Page 3): Bedroom (morning) to doctor's clinic & pharmacy.
T (Page 3):Sick young girl, Father (caregiver), and Doctor.
O (Page 3): Girl is ill with fever/cough and fears the exam.
R (Page 4): Exam checks fever, ears, throat; prescription given.
Y (Page 4): Takes medicine, rests, discovers it was not scary.
💬 Verbal Prompt for Tier 1:"Check your RAC criteria: Did you Restate? Did you name her negative feeling? Did you quote 'I am scared' on your lines?"
Quick Troubleshooting: 3 Common Challenges & Immediate Fixes
1. Student Brings in Own Doctor Fears
Immediate Fix: Redirect to the text: "That happened to you, but let's check what our book says on page 11."
2. 1-Inch Letter Formation
Immediate Fix: Guide student to write tall capital letters touching the headline and small letters touching the dashed midline.
3. Physical vs. Emotional Feelings
Immediate Fix: Clarify: "Her body feels sick (physical), but her mind feels scared (emotional). Both are negative feelings!"
Paraprofessional Instructional Guide • Patricia Jensen's I Am Sick Page 2 of 2 • Tier 2 & Tier 1 Exemplars & Troubleshooting
Multi-Modal (2 Pages)
• Target: Emerging communicators, EL newcomers, and IEP support.
• Visual System: High-contrast black-and-white vector icons (zero color distractions).
• Output: Circling choices, dashed letter tracing boxes, and drawing stations.
• STORY Map: Visual icon options for S, T, O, R, Y elements.
Page 2 Focus Frame (6 Lines):"...tug at the case because they both think it is theirs / mine."
Problem Check: Check: They both claim the same blue case.
Pages 3 & 4 (STORY Map Responses):
S (Setting): Daytime inside school classroom.
T (Characters): Classmates: Jack & Ann; Helper: Meg.
O (Oops! Problem): They are tugging because they both want case.
R (Resolve): Meg helps find Jack's case under jacket.
Y (Solution): To prevent mistakes, they will write names.
💬 Verbal Prompt for Tier 2:"Why did Jack take the case off Ann's desk? Because it was blue with stars and looked alike! Match alike to your 1-inch lines."
TIER 1 KEY
Independent & RAC Response Key (Tier 1 Worksheet)
RAC Evidence Criteria
Page 1: RAC Exemplar Paragraph (8 Lines):
"Jack and Ann tug at the pencil case because they both believe it belongs to them and are furious at each other. A problem is what characters want but cannot have. On page 4, Ann says, 'Give me my pencil case,' but Jack refuses to let go. In the picture on page 6, they pull with angry faces because their pencil cases look identical."
Proactive Solution (Page 2): Meg tells them to write their names inside so they never mix them up again.
Pages 3 & 4: STORY Map Key Elements:
S (Page 3): School classroom at desks during school hours.
T (Page 3):Jack (owner), Ann (accused), and Meg (mediator).
O (Page 3): Accidental accusation and physical tug-of-war.
R (Page 4): Meg realizes two cases exist and leads search.
Y (Page 4): Jack's case found under jacket; both label names.
💬 Verbal Prompt for Tier 1:"Check your RAC criteria: Did you Restate? Did you explain why both kids are mad? Did you quote 'Give me my pencil case'?"
Quick Troubleshooting: 3 Common Challenges & Immediate Fixes
1. Blaming Jack as a "Thief"
Immediate Fix: Clarify intention: "Jack made an honest mistake because his case is also blue with stars. Meg helps them find the truth!"
2. 1-Inch Letter Formation
Immediate Fix: Guide student to write tall capital letters touching the headline and small letters touching the dashed midline.
3. Explaining "Proactive"
Immediate Fix: Explain: "Proactive means solving a problem before it happens again—like writing your name on your belongings right away!"
Paraprofessional Instructional Guide • Meg and the Lost Pencil Case Page 2 of 2 • Tier 2 & Tier 1 Exemplars & Troubleshooting
