scene of the picture. Students were asked to provide appropriate details in relation to the scene, demonstrating their knowledge and language use of the terms “who, what, when, and where.” Students were able to successfully utilize the vocabulary and key phrases required of the learning segment. Students were able to demonstrate understanding of the terms first, next, then and last. Students demonstrated understanding of how to retell as I asked the class what words we use when we use this language function and several students raised their hands to answer: first, next, then and last. As a class, we thoroughly discussed these terms. Students were also required to have an understanding of the terms who, what, when and where in relation to a story. During the learning segment, all of these aspects of the book were discussed. Focus Student 1 demonstrated their knowledge of “who” and “what” in their writing: “First Lisas waated to buy Corduroy.” (First, Lisa wanted to buy Corduroy.) Focus Student 3 demonstrated their knowledge of “who,” “where,” and “what” in their writing: “In the first part of the story lisa wanted to buy Corduroy but she couldn’t buy Corduroy at the toy store.” Students seemed to have a good understanding of the terms presented and how to apply their knowledge of these terms to the story presented. When I questioned students about who, what, when, and where, they demonstrated a clear understanding of “who” and “where” events were taking place. Students seemed to understand the concepts of “when” and “what” but both of these aspects of the story take some inferencing. I found this to be somewhat difficult for some students in the class to grasp. When we talked about “when” something was taking place, students generally relied on the pictures. Even when I scaffolded instruction and went back to reread certain sections of the book, students were confused when determining when something took place. When retelling the order of events, students generally talked about who and what, but did not generally relay details such as when and where. Students talked about “what” was happening as they were depicting the scene from the four main events of the book. Students were asked to write a caption depending on their current reading level and ability. Some students explicitly talked about who, what, when, and where, but these students were prompted to give more information from the teacher to extend the lesson. In terms of students understanding of syntax and discourse, most students demonstrated understanding of the requirements of this lesson. Students ability to use discourse was demonstrated>