Learning Experience 1

Formal Pre-Assessment

Sequencing Short Stories:

Teacher will read aloud a short story (Nan hears a bell. She runs
to get her money. Now she sees the red truck. She wants to
buy Ice Cream.) After the text has been read aloud to the
students, the students will cut out sentence/picture strips with
one of each of the four parts of the story on it. The students will
then glue each sentence/picture strip into the correct order. The
pre-assessments will then be collected and scored using a
checklist compiled of the parts the students need to be able to
comprehend and put in sequential order.

Date

Monday, September 21st, 2015

Plan

Title: Introducing Sequencing

Central Focus

The students will participate in a learning experience where they

will use reading and comprehension strategies to understand a
story and put each event of the story into sequential order in
multiple contexts.

State-Adopted Standards
(Number and text)

CCSS.ELA-LITERACY.W.1.3

Learning Objectives
(Associate with standards)
(A Audience, B Behavior,
C Condition, D Degree

The student will be able to write a narrative in which they

recount two or more appropriately sequenced events, include
some details regarding what happened, use temporal words to
signal event order, and provide some sense of closure.

Academic Language

Sequencing

Key Vocabulary
(Words necessary to engage
child in learning, plan
opportunities for use, explain
how supported use in
commentary)

Write narratives in which they recount two or more appropriately

sequenced events, include some details regarding what
happened, use temporal words to signal event order, and
provide some sense of closure.

First
Next
Then
Last

Instructional Resources
and Materials
(Citations at end of
commentary labeled with
plan day/number)

The Doorbell Rang by Pat Hutchins

Sentence strips (Each strip will have a portion of the story on it)
Easel
Magnets

Instructional Strategies
(What you will be doing to

During this lesson, instruction will take place in a whole group

environment. All of the students will be participating as a class

support diverse childrens

needs)

and will work together as a class to put the read-aloud story into
the correct sequential order.
For students struggling with reading, the sentence strips will be
read aloud multiple times by their peers and the teacher. The
teacher will also reread strips as needed so the students can
focus on sequencing.
For students on speech IEPs, they will have the option to point
and come up to the board and manipulate the sentence strips
themselves into the correct order instead of verbally telling the
teacher where to put the sentence strip.
The students will also be allowed to collaborate with peers from
their class to determine the location of each sentence and to
hear explanations from multiple viewpoints about sequential
order.
For students who struggle to remain seated or focused during a
lesson, after the story is read the students will have a chance to
interact and collaborate with classmates and the teacher. They
will be interacting with the lesson instead of observing.

Opening

Teacher Modeling

Learning Tasks/Activities
Students will take a seat in the carpet area. The teacher will
then ask all of the students what they think sequencing is. The
teacher will then have some of the students say what they think
sequencing is. Once the students have verbally told what they
think sequencing is, the teacher will either support what some of
the students said or clarify what they said by giving the
examples of getting ready to brush your teeth. The teacher will
sequence the steps it takes to do this and then tell the students
they will be sequencing a story after it is read aloud.
The teacher will read aloud to all of the students the book The
Doorbell Rang by Pat Hutchins. After the book has been read
aloud to the students, the teacher will go back and explain how
a story must go in sequential order to make sense and if you
mix this order up then the story will be confusing and difficult to
comprehend. Throughout the explanation the teacher will model
the vocab for this lesson (first, next, then, last).
After this explanation the teacher will then read the sentence
strips aloud to the class. The teacher will then look back through
the story to see what the first event was that took place in the
story. Once this has been found, the teacher will read the event
out of the book, then read the sentence out of the story and then
say First, Ma makes cookies for Sam and Victoria. The teacher
will then place this strip first on the easel.

Guided Practice

After the teacher has demonstrated to the students what the

activity constitutes and has modeled vocab (First, Second,
Third, fourth, Last), then the teacher and students engage in the
material to place two more sentences from the story into the
correct order. The teacher will then have two students from the
class use vocab to describe what order those two events in the
story took place.

Independent Practice

Once the teacher has modeled the first strip from the story and
the students have placed two more strips in order from the story
with teacher guidance, then the students as a class figure out
where the last two strips would go. The students will tell the
teacher and she will place them where they think they belong.

Closure

Once the students have placed all of the strips of the story into
the correct order then they will come back together with the
teacher. The teacher and students will then go back through the
events in the book and will check their answers, The students
after looking back in the book will tell the teacher whether they
think each strip on the easel is correct or not. After all of the
sentence strips have been checked then the teacher will tell the
students they just sequenced a story and that sequencing can
be done with any activity or story and they will be practicing it all
week.

Informal/Formal
Assessments
(Type of assessment and
what is being assessed,
collect a sample from each
child)

Assessments
The assessment for this lesson will be informal. The teacher will
just observe the students during whole class instruction to see
which students are starting to understand sequencing, which
students have misconceptions and whether the class as a whole
was able to put the sentence strips into order correctly after
looking back and with some teacher guidance.