(K-3) Mini-Lesson Reading Skill – Sequencing Eckford’s Story

Mini-Lesson. Reading Comprehension, Sequencing, Courage. Students read Eckford's story, sing a courage song, and sequence events to build comprehension and historical understanding.

Objectives

• Students will…
  • Read and engage with a text using repeated reading strategies.
  • Define courage as a civic virtue and explain its meaning in their own words.
  • Describe how Elizabeth Eckford demonstrated courage.
  • Sequence key events from Elizabeth’s story to show understanding of text structure.
  • Share examples of courage from their own lives through discussion and reflection.

Facilitation Notes

• This mini-lesson is intended to be implemented in a short 20-30-minute class period.
• This lesson is intended to follow Franklin’s Fantastic Civic Virtues lesson. It can follow or precede any version of Armstrong’s Amazing Courage.
• This lesson is intended for younger learners, from kindergarten to 3rd grade. Several modifications, such as different levels of texts and scaffolding notes, are available to span this large range of ages and developments.
• This lesson requires advanced preparation, including collecting and printing materials. See the Teacher and Student Materials list.

Resources

Teacher Materials 

• Eckford’s Epic Courage Song Courage to Stand Tall 
  • MP3 Song
• Chart paper for creating an anchor chart
• Optional: Modes of Reading Teacher Support Document

Student Materials

• Sequencing Worksheet
• Eckford’s Epic Courage Mini-book
  • Two versions of the mini-book are available based on the lexile level of your learners. Option A features clear, simple sentences, large easy‑to-read print, and a dedicated reflective writing page. With fewer total pages, it’s an ideal choice for younger learners or those who benefit from a streamlined, accessible format. Option B features more complex sentence structures and a longer page format. Skills boxes appear throughout to reinforce key literacy concepts including phonic spelling patterns (sounds), Fluency and Vocabulary practice words, and targeted phonemic awareness skills. This option offers a more robust challenge for developing readers who are ready for increased rigor.
    • Option A (K-1)
      • To create: Print single-sided, staple on left side where indicated, then cut on the dotted line to create books.
    • Print-Ready Option B (2-3)
      • Print double-sided, along short edge. Fold along center line and staple to create a book.
    • Digital Option B (2-3) – meant to be accessed via a device
• Group Assessment
  • Two options of the assessment are available to choose from based on the needs of your learners.
    • Option A (K-1)
    • Option B (2-3)