Sequencing cards for First/Next/Last writing

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Objective

SWBAT write the sequence of events as depicted in the sequencing cards and then orally read their sentences to the class.

Big Idea

We will write a story from the cards.

Warm Up

10 minutes

Today I will challenge my students to write story events  and orally read them to the class.  I want to have some fun with the writing activity.  Over the years I have purchased many boxes of sequencing picture puzzles that we have used in the past for oral story sequencing.  We will write sequencing sentences using the pictures of the puzzles as our prompts.  Today we will write sentences that will tell the story using the terms; first, next,  and last.  I will model the writing for several of the picture sequencing sentences.  Before the lesson I bagged each three pieces puzzle in a sandwich baggie and put them in a bowl.  When it is time to write I will give each student a puzzle to write the sequencing for.  We will use my first, next, last template.  It is important for my students to be able to sequence events in order to give an accurate retell.  

"I would like all my friends to sit on their squares.  Please sit criss cross applesauce.  I am looking for all your beautiful eyes to be looking at me.  Good job!  Today we are going to do something different for our writing activity.  We are going to use these sequencing picture cards.  Who remembers these fun puzzles?  Oh, yay, I am glad you remember them.  I am going to call up three of my friends that are sitting criss cross to put a puzzle together."

I call up three students and hand them one baggie with a three piece sequencing picture puzzle.  I encourage the students to put the puzzle in order by placing the pieces in  pocket chart.  I keep the three students by the chart and ask the student that placed the first card in the chart.  

"Tell me what is happening in the first picture.  Remember to start your sentence with the word, First."

After she has told us what is happening in the first picture, I ask her to sit down and I write the sentence.  Then I ask the next student to tell us what is happening in the Next picture, beginning with the word, Next.   I ask him to sit down as I write the sentence he said.  I then ask the last student to tell us what is happening in the last picture using the word, Last.  I ask him to sit down as I write the last sentence.  

"Did my friends have good sentences for each picture?  Do their sentences tell the story about the pictures.  Yes, they do.  Let's read the sentences together."

We chorally read the sentences.  We do a few more puzzles, calling on some of my lower students so I can help them through the process.  This practice may help them in producing similar sentences on their own. 

Writing Activity

10 minutes

"Let's do a writing example under the document camera on the writing paper so you know exactly what to do at your table."

This time I quickly line up the puzzle pieces right on the writing paper and have them give me suggestions for what happened firs, next and last.

"That was so much fun.  Now it is your turn to write the story sequence.  I will call you by rows to go to your table.  As you walk past me I will give you a baggie with puzzle pieces.  Please remember to put your pieces into the baggies when you are finished so we can use them again."

First next last writing

I call the rows by color of the squares to go to their tables.  My class paper passers pass out the writing papers to every seat.  I help prompt my students to write simple sentences for this activity.  I also prompt those with phonetic spelling needs.  I encourage my early finishers in drawing the pictures to go with their sequenced sentence.  When we are finished we gather on the carpet for our oral presentations.  

Wrap Up

10 minutes

When all my students are finished, we gather on the carpet for our  Oral Presentations.  It will be fun to listen to everyones interpretation of the pictures.  Everyone got a different set of picture puzzles to write about.  My students seem to have more confidence and more willing to read out loud when they are standing up in front of the class.  So, I call them up to the front by row or by small groups.  We cheer and applaud each students attempts at work a sequencing of their picture puzzles.

breantizy's work

breanitzy's oral presentation