Marlena Gastineau

CIED 3293-004

10/03/14

Targeted Literacy Strategy or Skill: Comprehension; Sequence and Text to Self strategy.
Grade level: 2nd grade.
Objective:
The student will be able to accurately sequence certain events or occurrences in the correct order
within a story.
Student will apply Text-to-Self strategy to relate to the text for increased comprehension.
Common Core State Standard/ PASS Standard:
PASS Standards:
Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a wide variety of texts.
5. Comprehension/Critical Literacy The student will interact with the words and concepts in a text
to construct an appropriate meaning.
1. Literal Understanding
a. Read and comprehend both fiction and nonfiction that is appropriately designed for
second grade.
b. Use rereading strategies to preview, activate prior knowledge, make predictions, use
picture clues, and establish the purpose for reading (i.e., graphic organizers).
c. Ask and respond to questions to aid comprehension about important elements of fiction
and nonfiction.
2. Inferences and Interpretation
a. Make inferences about events, characters, and ideas in fictional texts by connecting
knowledge and experience to the story.
b. Support interpretations or conclusions with examples taken from the text.
3. Summary and Generalization
a. Retell or act out narrative text by identifying story elements and sequencing the events.
b. Produce oral or written summaries of text selections by discussing who, what, when,
where, why, and how to identify the main idea and significant supporting details of a
text.
4. Analysis and Evaluation
a. Identify cause and effect relationships in a text.
b. Make comparisons and draw conclusions based on what is read.
c. Describe character traits, changes, and relationships.
5. Monitoring and Correction Strategies - Integrate the use of semantics, syntax, and
graphophonic cues to gain meaning from the text.
a. Example: semantic Does it make sense?
b. Example: syntax Does it sound right?

c. Example: graphophonic Does it look right?

Common Core Standards:
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and
the ending concludes the action.
CCSS.ELA-LITERACY.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for
each character when reading dialogue aloud.
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details
to describe actions, thoughts, and feelings, use temporal words to signal event or CCSS.ELACCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a
question.der, and provide a sense of closure.
Prior knowledge:
Students have a previous understanding of author and illustrator descriptions.
Know how to find the main idea.
Knowledge of sequencing.
Knowledge of beginning, middle, and end of a story.
Observations/Rationale:
Noticed that my students were not grasping sequencing during a previous lesson. This lesson will pinpoint
certain events for the students to put in order for better understanding of sequencing.
Materials Needed
A House for a Hermit Crab" by Eric Carle
Printable packet that is attached.
Constriction paper for sequencing activity.
Coloring utensils(markers/color-pencils, ect.) and writing utensils
Scissors
Glue(stick preferred)
If you would like, having stickers, joules, or other items to add would be a wonderful addition to
the shell within the packet.
Lesson from
http://aspoonfuloflearning.blogspot.com/2014/05/fun-in-ocean-part-2.html
http://www.theeducatorsspinonit.com/2013/07/a-house-for-hermit-crab-activities-vbc.html
http://primaryreadingparty.blogspot.com/search/label/ocean
Mentor Text: "A House for a Hermit Crab" by Eric Carle

Student Groups (whole/small group/partners):

Whole group read aloud.
Small group for sequencing activity (students will stay paired with their assigned table), individual
work with rest of packet.
Whole group share
Mini Lesson Format:
Connect (Engagement/Pre-reading):
1. Before reading, I will discuss sequencing.
2. Sequencing is the ability to identify components of a story. (The beginning middle and
end) Sequencing is also the ability to retell the events within a story in order that the events
occurred in.
3. I will then show the front of the book "A House for a Hermit Crab" by Eric Carle. I will ask
who is the author, illustrator, and what they inference/guess the story is about by looking at
the title.
4. To keep the students engaged during the reading I will ask them to infer what happens in
the begging, middle, and end of the story.
Teach (Model/Explain)
1. While reading I will model what I am thinking during the sequence of events with in the
story. Such as Why did he choose this item?
2. When the hermit places a new item on his sell, I will point out that item; model my
thoughts and inference of the item that will next be placed on the hermits shell.
3. I will model when the begging, middle, and end is during the reading.
Active Engagement (students try it out):
1. Each student will have a packet.
2. Students will go to work at their tables as a group with the sequencing activity.
a. Students will cut out the items that the hermit placed on his shell and then paste the cutouts
in order on the sequencing worksheet.
3. Once the sequencing work sheet is complete the students will independently design their very own
hermit shell.
a. Draw and color what they would include on their shell if they were the hermit.
b. The following page is a writing page. The students will write a short description of 3
items that they would place on their shell and why. (I would choose these three items for
my shell because will be displayed on the board.)
4. The last page in the packet is the Text-to-Self work sheet.
a. Students will draw items that they have outgrown and relate to how the hermit outgrew his
shell.
Once the students finish their packets, the students will come together as a whole to share what they have
drawn and written about their hermit shell.

Link
Students will be able to use sequencing and text-to-self with any text that they read to understand
and make meaning. For example, sequencing could be used in science when discussing the life

cycle. While text-to-self builds knowledge though self connection with their personal background
knowledge.
Differentiation
1. ELL students may need to have prewritten sentences for the writing portion. The teacher
may want to work with a small group for the sequencing portion. (This activity would be
good for word exposure and inference using pictures.)
2. Special considerations those who have modified learning would be to precut out the
pictures for the sequencing activity.
Assessment
The students enjoyed this activity. Students show a better understanding of sequencing.
I decided to use this lesson in two parts of the day. The first part in reading and the second part in
the writing workshop to allow for more time with activities. Over all I plan to do this lesson in the
future.