EL Support Lesson
What's the Sequence?
Students will be able to recognize simple sequences.
Students will be able to sequence a story with transition words using verbal prompts and visual supports.
Prior to the start of the lesson, write the lines for the Five Little Ducks on the board or chart paper
- Gather the class together and introduce the lesson by telling a short story about what you did at school today using the format: "First I , next, I , last I ____."
- Ask students what would happen if you mixed up the sequence of your morning (e.g., you went to recess, you arrived, you ate breakfast)?
- Explain that it is important to tell a story in the right sequence, otherwise it would be very confusing!
Building academic language
- Introduce new vocabulary words to the class using the vocabulary cards and glossary as needed.
- Have students share with a partner what they did first at school today using the sentence starter: "The first thing I did at school today was __ __ __ __."
- Practice sharing sentences aloud with whole class to practice the new vocabulary words ("first," "next," "last").
- Introduce the Five Little Ducks song to the class by singing it aloud.
- Define any confusing words and review what happens in each part of the song with the students (e.g., First the five ducks went out and far away, next mother duck calls them back and only four return, etc.).
- Sing the song again, this time having students repeat the lines back to you as you point to them on the board.
- Explain that the class will now get to make their very own puppets and will practice sequencing the story using their puppets.
- Demonstrate how to cut out the ducks and glue them to the sticks (pre-cut the ducks as needed).
- Review any materials expectations with the class.
- Pass out the materials and have students get to work.
- As students finish, pair them with a partner and have them practice sequencing the story using their puppets, using the new vocabulary words.
Additional EL adaptations
- Work with a small group of students to sequence the story together.
- Provide additional verbal prompts for students to use when sequencing their story.
- Have students complete the First, Next, Last 3 worksheet. Then have students share their worksheet with a peer, explaining the sequence.
Formative Assessment of Academic Language(5 minutes)
- As students are sequencing the story using their puppets, take note of any confusion.
- Assess if students are able to use the new vocabulary words (first, next, last) while sequencing their story.
Review and closing(5 minutes)
- Gather the class back together and invite several pairs to come up and share their story sequence with the class using their puppets.