Sequencing - What's the Order? (Day 2 of 2)

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SWBAT retell a narrative with story elements in sequential order by using sequencing cards.

Big Idea

Students continue their learning about sequencing narratives. In this lesson, students will apply the skill to a text at their independent reading level.

Do Now

20 minutes

SmartBoard Activities - To begin this lesson, I ask students what they remember from the previous lesson about sequencing. I give them 45 seconds to think, then share out. I call on students by pulling Popsicle sticks that has their name written on them. This helps them connect previous learning to today's learning.

I review the questions on the SmartBoard (SB) lesson about what is sequencing and why it is important. I lead students in a discussion on how sequencing applies to our lives. I show the "How to Brush Your Teeth" activity and have students place the sentences in order. We discuss what would happen if we did not do the steps in order.  We do the same for the go to school activity. (It can get pretty funny discussing what happens if we do these things out of order.)

Next, I show them the order words and remind them this is how narratives are structured. There is a beginning, middle, and end. I show them other other words that help move the story along. These words can be used as signals, or clues, to the order of events. I am sure to tell students these words may not always show in a story, so they must refer back to the story to find out the order events take place.

Finally, we complete the Mulan SB sequencing activity as a class. They take their books out for reference. This is to emphasize the importance of referring back to the text and not always relying on memory. We sequence another story we have read as a class.

Independent Practice

30 minutes

I reminded students of what we did in the previous lesson with the sequencing cards and told them they were going to work with the cards again. Working in pairs, students selected a text at their independent reading level. (These had been properly vetted by me.) They took turns reading the text aloud. They took turns retelling the story sequentially using the sequencing cards. Students evaluated each other for accuracy. If they were unsure about an answer, they referred back to the text. 


60 minutes

Students are assessed individually. (This may take a couple days.) They read a different short narrative at their instructional level. I asked them to retell the story in sequence. I use the Sequencing Checklist to assess for story elements and sequencing. Assessing students individually also allows me to check for comprehension and proficiency with using story elements. I can also observe how long it takes students to process information. This is important for my English language learners.