Story Picture Sharing

Overview

Students are introduced to Storybird as a digital place to create and share picture-based stories. They practise using simple story structure and intentionally chosen words while building a story from images.

Learning intentions

• Students will explore Storybird and learn how it helps us tell stories using pictures.
• Students will create a short story using a simple beginning–middle–end structure.
• Students will use descriptive words and speech marks in sentences to add meaning to their story.
• Students will share their story and respond kindly to a friend’s ideas.

Success criteria

• I can choose images on Storybird and make a beginning, middle and end.
• I can use words to describe what is happening and who is in the story.
• I can say or write one or two sentences with clear punctuation (capital letters and full stops).
• I can share my story and give a kind comment using a sentence starter.

Curriculum links

• EN1-UARL-01: Students create texts using similar structures, intentional language choices and features appropriate to audience and purpose.
• EN1-CWT-01: Students plan, create and revise texts for different purposes using vocabulary, text features and sentence structure (including punctuation and sentence structure).
• EN1-OLC-01: Students communicate using interpersonal conventions and language to extend ideas in social and learning interactions.
• EN1-RECOM-01: Students understand sentences and whole text by connecting meaning while reading and recalling details.

Lesson structure (60 minutes)

1. 0–5 min · Hook. Teacher displays the introduction slides and asks: “What can a picture tell us before we read any words?” Students do a quick turn-and-talk, sharing one idea about what they think the picture story might be.

2. 5–15 min · Storybird familiarisation (guided). Teacher uses the introduction slides to show a teacher-created Storybird page and points out: images, pages, adding text, and sharing. Students watch and then help identify features by answering: “Where do we choose the pictures?” and “Where do we type our story?”

3. 15–25 min · Language + structure teach. Teacher shows a simple model on the introduction slides:

• Beginning: “First, …”
• Middle: “Then …”
• End: “After that …” Teacher explicitly prompts descriptive sentence starters (e.g., “The character looks…”, “The place is…”, “I can hear…”). Students repeat sentence starters with the teacher and practise one oral sentence each.

4. 25–40 min · Create a simple story (supported). Teacher sets up pairs of students at iPads/laptops with Storybird ready. Teacher distributes the digital story planning worksheet and explains they will plan 3 sentences (one for beginning, middle, end) before typing/adding text in Storybird. Students select 3 pages of images, write or dictate their sentence plans, then type into Storybird (or the teacher supports typing if needed).

5. 40–50 min · Quick conferencing while creating. Teacher plays the introduction slides to show “teacher check prompts” (What’s your beginning? What happens next? How does your story end?). Students use the prompt to review their own draft and adjust one sentence (revise choice of words or add a full stop). Teacher circulates and gives specific feedback using the success criteria.

6. 50–58 min · Share (gallery walk). Teacher returns to the introduction slides for sharing expectations: listen, look, and give a kind comment. Students share with a partner first (30 seconds each), then 2–3 students share to the class their favourite page and read their sentences.

7. 58–60 min · Exit check. Teacher collects the digital story planning worksheet and asks one final question shown on the introduction slides: “What did your picture show you that helped you write?” Students answer on the spot (oral or a thumbs check: “Beginning / Middle / End”).

Resources

• the introduction slides (hook, Storybird features, story structure model, teacher prompts, sharing expectations)
• the digital story planning worksheet (3-sentence plan: beginning/middle/end; word bank; punctuation reminder)
• iPads/laptops with Storybird accessible
• Teacher account and a sample class Storybird template ready (no hyperlinks in student materials)
• Headphones optional for reduced distraction
• Coloured pencils for quick planning on the worksheet
• Timer for pair sharing

Assessment

• Teacher observation checklist during creation: structure (beginning/middle/end) and sentence clarity (capital letters, full stops).
• Formative conferences using prompts from the introduction slides (beginning/middle/end and descriptive word choice).
• Collected the digital story planning worksheet as evidence of planning and student language choices.

Differentiation

• Support: Provide sentence starters on the digital story planning worksheet and allow dictation to a scribe or teacher typing for students needing it.
• Support: Offer a small “word bank” (character, place, feeling, action) on the worksheet.
• Extension: Invite students to add one extra sentence (e.g., a second “middle” event) or include one speech sentence using a simple format (e.g., “ ‘Hello!’ ”).
• EAL/SEN: Encourage pointing to the picture to generate vocabulary; use visual cues on the worksheet; pair students intentionally (language buddy).