Activity Overview
Social stories are individualized short stories about social situations that children may encounter at any time. Frequently used in special education or SEL classrooms, social stories use words and/or images to explain interactions, behaviors, and social skills, and they help to reinforce SEL relationship skills. Social stories should be brief and use positive language, avoiding words such as “don’t”, “can’t”, and “won’t”. For this activity, teachers will read aloud the social story below, choose a different one to share, or have students write their own. Next, students will create a 4-6 cell storyboard that illustrates each part of the story.
Example social story: I love to run when I play outside. It makes me feel good. Sometimes I want to run inside the school, but it is dangerous. I want to keep myself and others safe, so I walk when I am inside. My teacher is happy that I am walking in the building, and that makes me feel good.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a storyboard that tells and illustrates a social story.
Student Instructions
- Click “Start Assignment”.
- Write the parts of the social story in the description boxes.
- In each cell, create an illustration that represents the part of the social story using appropriate characters, scenes, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
Social stories are individualized short stories about social situations that children may encounter at any time. Frequently used in special education or SEL classrooms, social stories use words and/or images to explain interactions, behaviors, and social skills, and they help to reinforce SEL relationship skills. Social stories should be brief and use positive language, avoiding words such as “don’t”, “can’t”, and “won’t”. For this activity, teachers will read aloud the social story below, choose a different one to share, or have students write their own. Next, students will create a 4-6 cell storyboard that illustrates each part of the story.
Example social story: I love to run when I play outside. It makes me feel good. Sometimes I want to run inside the school, but it is dangerous. I want to keep myself and others safe, so I walk when I am inside. My teacher is happy that I am walking in the building, and that makes me feel good.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a storyboard that tells and illustrates a social story.
Student Instructions
- Click “Start Assignment”.
- Write the parts of the social story in the description boxes.
- In each cell, create an illustration that represents the part of the social story using appropriate characters, scenes, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How to Teach Emotional Regulation through Social Stories
Introduction to Emotional Regulation and Social Stories
Start the lesson by introducing the concept of emotional regulation and its importance in managing feelings and behaviors. Explain that social stories are narratives used to teach and reinforce social and emotional skills. Discuss the objectives of the lesson: to understand emotional regulation and how social stories can help with this.
Reading and Analyzing Social Stories
Choose a social story that focuses on emotional regulation, such as a story about recognizing and coping with anger, frustration, or anxiety. Read the selected social story with the students, either aloud or individually, depending on the format. Encourage students to analyze the story by discussing how the characters in the story regulate their emotions and why it's important.
Creating Personal Social Stories
Provide students with a template or guidelines for creating their own personal social stories related to emotional regulation. Instruct students to think about a specific situation or emotion they have trouble regulating and create a social story that includes the problem, a solution, and strategies for emotional regulation. Students can work individually or in pairs to draft their social stories.
Sharing and Reflecting on Personal Stories
Have students share their personal social stories with the class. They can either read them aloud or summarize the content. After each presentation, facilitate a discussion about the strategies and techniques used in the stories to regulate emotions. Encourage students to reflect on how the social stories can help them and their peers with emotional regulation.
Frequently Asked Questions about Social Emotional Learning - Creating Social Stories
What are Social Stories, and who are they designed to help?
Social Stories are structured narratives developed to help individuals, primarily those with autism spectrum disorders or related developmental challenges, understand and navigate social situations. These narratives provide guidance and support for individuals who may struggle with social interactions, communication, or behavior. Social Stories are personalized to address specific social and communication difficulties, making them valuable tools for educators, therapists, and caregivers to assist those who face social challenges.
What are the key components to include in worksheets for teaching the process of creating effective Social Stories?
Effective worksheets for creating Social Stories should encompass several key components. These include step-by-step instructions for identifying the targeted social skills or challenges, guidelines for personalizing the story to suit the individual's needs, and strategies for reinforcing the story through practice and application. Worksheets may also include examples and visual aids to enhance the understanding of the Social Story creation process.
How can the use of storyboards and worksheets be integrated into individualized education plans (IEPs) for students with special needs?
Storyboards and worksheets can be seamlessly integrated into individualized education plans (IEPs) for students with special needs. Educators and support staff can collaborate to incorporate these tools as a visual and structured approach to teaching and reinforcing social and communication skills. The IEP can specify how and when storyboards and worksheets will be utilized to support the student's individual goals and objectives. By doing so, the IEP ensures a tailored and effective approach to addressing the specific needs of students with special requirements.
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