As I am going through these questions pupils are building their predictions and the background of the story knowing that the story might be talking about family, Eid, Ramadan, or grandma. which will prepare the students to interact with parts of the story elements such as Title, Author, Iltration, Theme, ETC. "The meaning of pre-reading is to skim through the content, highlight key points and identify clues before you tackle the main body of the text."(Kishore, 2021) 

using the CROWD strategy:

    

"The physical domain covers the development of physical changes, which includes growing in size and strength, as well as the development of both gross motor skills and fine motor skills"(Fraser-Thill, 2021) 

"The cognitive domain includes intellectual development and creativity.1 As they develop cognitively, kids gain the ability to process thoughts, pay attention, develop memories, understand their surroundings, express creativity, as well as to make, implement, and accomplish plans"(Fraser-Thill, 2021)

"The social-emotional domain includes a child's growing understanding and control of their emotions.1 They also begin to identify what others are feeling, develop the ability to cooperate, show empathy, and use moral reasoning."(Fraser-Thill, 2021)

"Language development is dependent on the other developmental domains. The ability to communicate with others grows from infancy, but children develop these abilities at different rates. Aspects of language include:4

The teacher can use Theis's jar storytelling in the reading center where it will be filed with stories they know and new stories, Students will be putting their hand in the jar and grab the paper the includes the story cover page, and then starts to say the plot of the story, if they don't know the story they will predict the plot of the story to enhance their imagination skill and develop their cognitive domain.

The teacher can use this game to engage the children in a group activity that focuses on making a story plot by rolling the cubes (dice), It s a play based learning where the child will play and grow their leaning skills.

The teacher can use this activity for a mid and low-level activity to help them to learn about the story elements and strategies, therefore, it comprehends the children thinking pross and the visual learner to be able to participate and understand the story elements.

I started the lesson by preparing the library to teach them my story lesson by taking the students from the class to the library by putting them in one line and reminding them of the library rules all the way to the story lesson. The students were excited and asked questions before entering the library (What is the story about? There is a princess. There are animals) I responded now you will see when we enter the library and sit on the chairs quietly, I will show you the story and will read it to you. I placed the students in their group levels the set quietly while they were quiet, I put the tools sheet near me. I began by asking them about the story elements (what are the story elements? What do we always have in a story?) students raised their hands I choose one of them to give me one answer for each story element? (Students 1: Character, Students 2: Beginning, Students 3: middle, Students 4: End, Students 4: Setting, Students 5: Title) But however, the low-level student Abdulla knows a few of the stories and some in Arabic. After that, I started to read the story while reading the story I where assisting the students in identifying the concept of print after finishing reading the page and moving to the next page I asked them where do I begin to read and the students pointed on the beginning of the text, Where I end reading Meera raised her hand and read the last word of the text. However, Salem was not able to tell the differences between commas and full stops on the other hand Abdullah was facing difficulty in knowing the concepts of prints no matter the effort his trying to understand but he gets confused for several things like the Cover page and back page. When I flipped the page to ask them, All the students started asking questions to be making predictions by looking at the page what the girl’s name is, what he is doing, and why she is sad. All the students were paying attention to the picture of the story while the teacher was reading the story. And understanding what the teacher was talking about. By that, I was reading and posing and asking them about one word what is the initial sound, middle sound, and end sound of the word to assist their phoneme awareness skills of analyzing the phonemes. Along the teacher was reading the story the students were interacting while the teacher reads the story because it has local characters wearing their cultural cloth, the teacher finished reading the story and students were able to comprehend the cultural values and share with others how important their religion and culture to the teacher of the importance of (respecting elder people, being with family, following their religion, and fasting in remand to get good deeds from Allah). The teacher divided the pupils into their group learning levels (High\Mid\Low) to give them the activity while she was giving the activity, she made sure to provide the students with all the material they need to be productive in the activity. After finishing the activities students were able to describe their experience in the activity and relate to the story by describing the cultural occasion (Eid and Ramadan), Telling their experience, and naming the culture’s food and cloth. When the teacher finished the activities, the teacher went through the Keywords to assist the students in memorizing and comprehending skills. The teacher will Assess the story lesson by doing the camera shot activity where the students will draw different scenes of the story what they have seen and write a short sentence by following the sentence ( I can see____, This is a_______)