This study aims to develop an effective teaching model using cooperative story adaptation in a third-grade elementary school English classroom. Both the experimental group and the comparative one consist of thirty students, respectively. Those in the former group have modified the nine story books with their five group members in their twenty-minute mini-lessons for eighteen weeks. The cooperative learning in the experimental group has been based on the Student Team Achievement Division (STAD) model, which puts emphasis on intra-group cooperation and inter-group competitions. Meanwhile, the students in the comparative group had practiced reading and writing about the above nine story books in the teacher-led mini-lessons. The major findings are as follows: First, the cooperative story adaptation displays improved listening, reading, and writing capacities of the middle and the lower level learners. Especially, the students’ writing capacity in their portfolios shows salient improvements in the area of vocabulary usage, grammatical correctness, and organization. Second, the affective areas including interest, participation, content, and confidence, reveal significant improvements with students in all levels of learning. Third, thanks to sufficient reading and writing practices, this teaching model has improved the mid-level students’ English ability. Fourth, the meaningful inputs in this teaching model increase the lower level learners’ vocabulary capacity thus, assisting their English learning process.