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Your Day: Story Sequencing
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Students will be able to recognize simple sequences.
- Have the students come together as a group.
- To motivate the students, tell them that "Today, we are going to learn about story sequence. That means what happens first, next, and last. Can anyone tell me three things you did before you arrived at school this morning?"
- Give students time to process your request.
- Randomly select students to give examples.
- Once they're done, share three things you did before you arrived at school this morning. For example, "First, I woke up at 6:30 a.m. Next, I took a shower and brushed my teeth. Last, I got dressed and drove to school."
Beginning: Model sharing what happened first in your day.
- Have students pair-share with a partner what happened first in their day, using the sentence starter, "First. I __ __ __ __ ."
Intermediate: Have students share the first thing that they did today. Then ask them what happened next. Finally, have them think about what happened last.
Explicit instruction/Teacher modeling(10 minutes)
- Say, "Today, we are going to read a book called JB Gets Ready for School by William Ziegler."
- Read the story to the students placing emphasis on the sequence of events.
- At the end of the story, ask the class to recall the main events.
- Record their answers on the board.
Beginning: Preview the text with students prior to the lesson.
- As you read, write down major events in the story.
Intermediate: Have students pair-share what happens first, next, and last in the story, using the book to guide them.
Guided practice/Interactive modeling(10 minutes)
- Talk about the sequence of events that happen at school during the day.
- As a group, record what happens from the time of arrival to the time of dismissal. Be sure to use words like "first," "second," "next," and "last."
- Once you feel comfortable that the students are able to properly sequence, have them return to their desks.
Beginning: Provide students with visuals that correspond with your day at school.
- Have students practice putting the visuals in order to practice sequencing the day.
Intermediate: Write up a list of 3-4 major parts of the school day.
- Have students practice sequencing those events in order either as a group or with a partner.
Independent working time(10 minutes)
- Review the safety procedures for using scissors.
- Provide each student with one of the All About Story Sequence worksheets and pencil.
- Have the students write their names on their worksheets if they are able to do so.
- Read the instructions to the students.
- Have the students cut out the five pictures at the bottom of the worksheet.
- Give the students time to cut and paste in the correct sequence.
- Be sure to walk around the room and give help where needed.
- Collect the students' papers.
Beginning: Put students in a small group with teacher support to ensure comprehension of directions.
- Ask students prompting questions to support their understanding.
Intermediate: Have students share their ideas before cutting and pasting with a partner.
- Enrichment: Read advanced students The Very Hungry Caterpillar, and see if they can identify the week-long story sequence.
- Support: Have struggling students complete a shorter sequence, e.g. the one in the First, Next, Last worksheet.
- Give students a sheet of paper that is already divided into three equal vertical sections.
- Give each student a pencil and crayons.
- Have the students each draw three things that depict what they did before school that day.
Beginning: Assess if students are able to use the new vocabulary as they sequence their day by listening to them share with a partner at the start of the lesson.
- Have students share their 3-part sequence aloud to their partner.
Intermediate: Collect work samples and assess if students were able to connect their verbal sequencing with a written sequence.
Review and closing(10 minutes)
- Have the students share the things they drew in their pictures.
Beginning: Have students share their pictures with a partner.
Intermediate: Provide sentence frames using the new vocabulary for students to use as they share their pictures.