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Story Board Creation Activity
F 1 2 3 Pre & Primary Essentials Worksheets English Creating Literature Creating Texts 15 Pages

Story Board Creation Activity

Encourage storytelling and sequencing skills with the Story Board Creation Activity! This resource features a variety of engaging story prompts and cut-out images for students to sequence in the correct order, helping them understand narrative structure and develop their writing skills. Perfect for independent practice, small group rotations, or whole-class activities, this resource promotes creativity while reinforcing essential literacy skills.

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Learning goals

  • We are learning to create and edit short written texts to record and report ideas and events using capital letters, punctuation and correct spelling of CVC words.
  • We are learning to create, re-read and edit short written and multimodal texts to report on a topic, express an opinion or recount an event using capital letters, punctuation and correct spelling.
  • We are learning to create short imaginative, informative and persuasive multimodal texts using text structures, language and grammatical features appropriate to the audience and purpose.
  • We are learning to edit texts for meaning, spelling, capital letters and full stops, for ourselves and others.
  • We are learning to construct texts using software including word processing programs, e.g. MS Word.
  • We are learning to create short imaginative, informative and persuasive texts to explore, record and report ideas using familiar words and beginning writing knowledge.
  • We are learning to create texts for a purpose that show our understanding of the connection between writing, speech and images.
  • We are learning to edit our texts and make changes to improve meaning, spelling and punctuation.
  • We are learning to use software, e.g. MS Word to construct texts and add images.
  • We are learning to create short imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to re-read and edit text for spelling, sentence punctuation and text structure.
  • We are learning to use software, e.g. MS Word or PowerPoint to construct texts which include visual and audio elements.

Curriculum alignment

AC9E1LY06 9 Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words AC9E2LY06 9 Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words AC9EFLY06 9 Create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly ACELY1651 8.4 Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge ACELY1654 8.4 Construct texts using software including word processing programs ACELY1674 8.4 Construct texts featuring print, visual and audio elements using software, including word processing programs ACELY1652 8.4 Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops ACELY1661 8.4 Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams ACELY1662 8.4 Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation ACELY1672 8.4 Re-read and edit text for spelling, sentence-boundary punctuation and text structure ACELY1664 8.4 Construct texts that incorporate supporting images using software including word processing programs ACELY1671 8.4 Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
EN1-3A old Composes texts using letters of consistent size and slope and uses digital technologies EN1-2A old Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers ENe-2A old Composes simple texts to convey an idea or message ENe-3A old Produces most lower case and upper case letters and uses digital technologies to construct texts ENE-CWT-01 new Creates written texts that include at least 2 related ideas and correct simple sentences ENE-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts ENE-VOCAB-01 new Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts ENE-HANDW-01 new Produces all lower-case and upper-case letters to create texts ENE-UARL-01 new Understands and responds to literature read to them EN1-UARL-01 new Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose EN1-HANDW-01 new Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts EN1-CWT-01 new Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure EN1-PHOKW-01 new Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts EN1-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts EN1-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
VCELY233 Construct texts featuring print, visual and audio elements using software, including word processing programs VCELY160 Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge VCELY231 Reread and edit text for spelling, sentence-boundary punctuation and text structure VCELY230 Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose VCELY197 Construct texts that incorporate supporting images using software including word processing programs VCELY195 Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation VCELY194 Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements VCELY161 Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops VCELY163 Construct texts using software including word processing programs

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

Differentiation

Modifications

•    Provide pre-sequenced examples for students needing additional guidance.
•    Allow verbal storytelling as an alternative for students who find writing challenging.
•    Offer larger images or digital versions for students with visual impairments.
 

Extensions

•    Challenge advanced students to write a short story based on their completed storyboard.
•    Incorporate discussions about beginning, middle, and end to enhance understanding of narrative structure.
 

Teach it your way

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