How I Became a Pirate - Literacy Unit

How I Became a Pirate - Literacy Unit
How I Became a Pirate - Literacy Unit
How I Became a Pirate - Literacy Unit
How I Became a Pirate - Literacy Unit
How I Became a Pirate - Literacy Unit
How I Became a Pirate - Literacy Unit
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1 MB|9 pages
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This is a literacy unit used to supplement the story "How I Became a Pirate: by Melinda Long. This packet includes:

Pages 2-3: Inferences –Before you read the story: First, “preview” the book: Show the students the front and back of the book, read them an excerpt from a randomly selected page. Have them write/draw the “clues” they found in the preview. Next, have the students write/draw what they already know about pirates. Finally, have them make an inference based on what they already knew about pirates (background information) and what they learned from the preview (clues) about what will happen in the story. I included two different formats to use, depending on your student’s level.

Pages 4-5: Vocabulary – Vocabulary check-off list. You can either laminate and re-use the check off list by having your students use an erasable marker, OR print off and use as homework. This can be used in a variety of ways. Your students can either check off when they hear the word in the story. Or, they can check it off if they know what the word means. Page 5 has a vocabulary worksheet that can be used for independent work, or homework.

Pages 6-7: Questions – Page 6 has discussion questions divided into before you read the story and after you read the story. Page 7 has comprehension questions that can be used as homework.

Page 8 – Treasure Map – The map can be used for a variety of ways. First, you can send it home as homework and have them describe their map when they bring it back. This way you can analyze the kiddo’s articulation, or language during their explanation. Next, this map can be used as a barrier game. Have one kiddo describe where the treasure would be hidden (you can collect expressive language and articulation data at this time) and have another student (auditory comprehension) listen and try to draw the secret location.

Page 9 – Story Elements – This graphic organizer can be utilized during the story or as a retell component after the story has been read. This can be sent home as homework and returned for the child to re-tell.

This item was created by Whitney Palyu of

Total Pages
9 pages
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