Reflection: Staircase of Complexity Independent Story Sequencing - Section 5: How Do I Differentiate and/or Change to Meet Students' Needs?

 

It is important for me, as I plan my lessons, to remember that students must develop a conceptual understanding of things before I can move on or build upon them.  In order for students to be able to build a solid foundation like this, I need to provide them with many exposures of different types to the same skills.  Since sequencing can be so difficult, I make sure to give my students many experiences like this with that particular skill.  As I move on with this skill, and students understand more and more, I build their knowledge and provide lessons that go up the staircase of complexity.  In the beginning, some students may only be able to sequence with beginning, middle and end; however, once they have mastered that skill, they can move on to first, next, then and last.  Some students don't need to even start with beginning, middle and end because their working memory is strong enough to remember five or more events!  In the end, it comes down to building the foundation and moving on while also having knowledge about each of my students and their learning capabilities!  I make sure to use activities like this to challenge and build more and more knowledge whenever possible!

  The natural progression of sequencing is important to remember
  Staircase of Complexity: The natural progression of sequencing is important to remember
Loading resource...
 

Independent Story Sequencing

Unit 4: Jack and the Beanstalk Unit
Lesson 5 of 7

Objective: SWBAT independently think about and sequence important events from a familiar story and re-tell it from beginning to middle to end.

Big Idea: Re-tell it to yourself (and make personal sense of it) and you'll never forget it!

  Print Lesson
6 teachers like this lesson
first next and last
 
1
2
3
4
Similar Lessons
 
To be living or not to be living! That is the question?
Kindergarten Science » Walking alive...or not???
Big Idea: Young children think that many non-living things are alive and that many living things are not. This lesson requires kids to define life through criteria and use that criteria to identify things as living or non-living.
  Favorites(4)
  Resources(15)
Phoenix, AZ
Environment: Urban
Dawn Gunn
 
Four Seasons (Part One)
Kindergarten ELA » An Apple A Day Is A Fun Way To Learn
Big Idea: Students describe qualitative changes through the seasons with the help of an apple tree.
  Favorites(1)
  Resources(20)
Lexington Park, MD
Environment: Suburban
Joanne  Clapp
 
Stretching Sentences
1st Grade ELA » Language
Big Idea: This lesson will make expanding sentences as easy as stretching a silly band.
  Favorites(6)
  Resources(18)
Shelbyville, TN
Environment: Urban
Regan Aymett
 
Something went wrong. See details for more info
Nothing to upload
details
close