Context of the Standard

As students write and tell stories, they use tools such as story maps, storyboards, and sequential graphic organizers to plan and describe events. In second grade, planning stories becomes more complex as they begin to add descriptive details to their stories. Planning a story is similar to writing an algorithm or program in that there are steps that are followed as the author determines the beginning, middle and end of the story as well as adds details to accomplish a task.  Just as there are multiple ways to tell a story, different algorithms can be used to describe a task. While the end results may be similar, the actual pathway to achieve the task may not be the same.

This standard is intended to develop a fundamental understanding that programs can be developed using similar strategies as stories.

Essential Skills

Essential Questions

Essential Vocabulary

Students should demonstrate these skills:

• Plan and create a design document to tell a story.
• Using a graphical representation (graphic organizer, storyboard, or story map) to retell a story by arranging the events in the correct sequence.
• Participate in teacher-directed planning and writing strategies to organize ideas and information into a story and/or program.

Students should investigate these concepts:

• How is a program like a story?
• What are ways that you plan and write a story and/or program?
• How can you identify the beginning, middle, and end of a story?

Students should be introduced to these concepts:

• Storyboard
• Graphic organizer