To connect to prior learning I asked students if they knew what the word sequencing meant. To make sure all students were engaged, I had them share their thoughts with a partner. I gave them three minutes to talk, then called on individual groups to share out with the class.
I modeled telling a story students were familiar with out of order. They noticed and corrected me during the incorrect retell. I asked them what was wrong with the way I was telling it. They responded that it didn't make sense, it didn't sound right, that's not how it happened, etc.
I asked students why sequencing was important and had them share with a partner. I called on individual pairs to share out. I scribed their responses on chart paper as a future reminder of the concept. This aided my visual learners and served as a resource for all learners.
Finally, I introduced the story cards to students. I explained that they help tell a story in sequence. I modeled telling the story using the cards. Afterwards, I asked students which version made the most sense; the one I told earlier or the latter using the story cards. I had them do a Thumbs Up/Thumbs Down to vote on the story cards version. It was all thumbs up.
I told students that they would retell a story in sequence using story cards. I used a story they had read before and know well. (We used The Ballad of Mulan.) This allowed students to focus on the skill of retell instead of decoding and comprehension.
I placed students in pairs and labeled them Partner A and Partner B. They took turns with the story cards, beginning with Partner A.(This identified right away who would go first versus students losing time deciding who went first.) I walked around the room and listened to students, providing assistance as needed.
I assessed students as they worked by listening in on their retells. I was listening for story elements recounted in sequential order. For students who were unable to do this, I formed a small group and provided additional instruction.