During this read-aloud, students are going to have many predictions or inferences, on what they think is going to happen next. A great idea for a storyboard is to have students illustrate their predictions. Plan on specific stopping points while reading, and have your students predict what will happen. They will illustrate their prediction in a storyboard cell and use evidence from the text or prior knowledge to back up their prediction.
The main focus for the storyboard example below was to predict what Elmer will use from his knapsack. The story lists exactly what Elmer brought with him on his trip:
Using this knowledge, and the narrative about the specific animal, one can predict what they think he will use and how he will use it to escape.
What do you predict Elmer will use from his bag to help him escape from the animal?
When Elmer meets the Rhino for the first time, the Rhino is weeping because his tusk is now yellow instead of white
"When I was a young rhinoceros, my tusk was pearly white, but it has turned a nasty yellow-gray in my old age, and I find it very ugly.”
Elmer runs into a lion who is yelling and angry because he has blackberry twigs stuck in his hair.
"A lion was prancing about clawing at his mane, which was snarled and full of blackberry twigs.”
I think Elmer will use the brush or the comb to help the lion brush his mane.
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Make predictions about what will happen following certain parts of the story.
(You can also create your own on Quick Rubric.)
Student made a very reasonable prediction based on known context and inferencing.
Student made a prediction, but it lacks strong connection to known context.
Student made a prediction based on nothing in particular.
The student demonstrated high levels of creativity. The student clearly made references back to the text using humor, wit, or other artistic means.
The student used some creativity throughout their storyboard. The student included subtle originality that showed understanding.
The student did not use much creativity.
There are no errors in spelling, grammar, or mechanics throughout the storyboard. All writing portions reflect careful proofreading.
There are a few errors in spelling, grammar, and mechanics throughout the storyboard. All writing portions show some proofreading.
There are several errors in spelling, grammar, and mechanics throughout the storyboard. Most writing portions do not reflect proofreading.