Miss Quanrud 1st Grade Language Arts

Date: TBD

Concept: Sequence of events

Name of Text: Pete the Cat: Petes Big Lunch

Level of Text: Guided Reading Level F

Designed for Emergent Readers

Continuum of Literacy Learning Standards: Understand how sequence of
events affects our daily lives.

Objective: Students will be able to have further practice in defining sequence of
events and apply it to their daily lives with 100% accuracy.

Text Introduction: (draw and label each step you took in completing your
sandwich)
Modeling:
Tell your guided reading group that last night you made a sandwich for
yourself. Tell the students: I first got two slices of bread and all my other
ingredients for my sandwich, lettuce, turkey, cheese, tomato, mayo, and
pickles, out of the fridge. Then, I got a knife out to spread the mayo on both
slices of bread. After spreading my mayo I placed 2 pieces of lettuce, 3 slices
of turkey, 1 slice of cheese, 2 slices of tomatoes, and 3 pickles on my the
bottom slice of my sandwich. The next step I took in completing my
sandwich was to take my other slice of bread and place it on top of my
sandwich! After that I was able to eat my sandwich with joy!
Ask students what they noticed about how I put my sandwich together.
(specific order)
o Point out to students transition words.

Inform students that today we will be reading a story and focusing on the sequence
of events that happen throughout the book.
Write learning target for our small group:
o I can write my own step-by-step process to a typical morning of mine
using transitional words.

Pass out books and inform students that . . . Today we are going to read a story called
Pete the Cat: Petes Big Lunch.
What do you think the story is going to be about looking at the title and front
cover illustration? (Wait Time)
Share with your partner what you think this book is about and what
evidence you have to support that idea.
Miss Quanrud 1st Grade Language Arts

Date: TBD

Those who are comfortable will have an opportunity to share out to the large
group.

Picture Walk: At this point students and I will do a picture walk of the book
together talking as a whole group focusing on the relationship between the
sentences provided to us and the pictures illustrated in the book.
Once we have connected the relationship of the sentences to the pictures I
will ask students of how this story relates to how we opened our session
together.
We will then explore the foods Pete the Cat is putting on his sandwich and how the
book shows us Pete the Cat applying them in a specific order.

I will also direct students attention to vocab that they may have a hard time with
such as sandwich, loaf, takes, wonders, enough, sharing, and fridge.
When we discuss each word I will have students say them aloud as practice.
I will model for the students how all the words have one or two syllables. I
will explicitly state how counting the words syllables can help us determine
the word. As a whole group we will then practice clapping all the words and
determining how many syllables they have in each word.

Discussion of Text:
Students will read the book quietly to themselves. Some students maybe
asked to whisper read allowing me to see where students are at in their
fluency process.
Once students are done reading the text my job will be for my students and I
to further our knowledge about the text.
As a group we will go into the text and list the items Pete the cat put on his
sandwich from beginning to end, using transitional words already listed on
the board. (Thus explicitly teaching the specific strategy and showing students
the strategy through the list we created together.)
Students and I will discuss any other words that came difficult to them when
reading the text and how they figured out the word instead of just skipping
over it.

Processing Strategy: Students will be provided a graphic organizer (see
attachment) and will be asked to complete their own sandwich. They must provide
what they would do first, then, next, after, thirdly, etc. showing others the sequence
of events that occurred while making their own sandwich.

Extension: Students will be asked to record their morning routine at home
(discuss how this too is a sequence of events that occurs on a regular basis) and the
next meeting we will share out our findings.

Miss Quanrud 1st Grade Language Arts

Date: TBD


Exit Slip: Have each student write on a post-it note:
How they believe they met todays learning target
Why or why not they could find the sequence of events in another book
Why or why not they could provide another example of a step-by-step
process in their life, such as the step-by-step process they take before going
to bed.




































Miss Quanrud 1st Grade Language Arts

Date: TBD




How to Make the Perfect Sandwich!



Miss Quanrud 1st Grade Language Arts

Date: TBD



By: _____________________