Learning+to+Sequence

media type="custom" key="9086796"Learning To Sequence

** 1. Preplanning ** Objective- Given a PowerPoint with the characters from the story The Napping House, the student will choose the correct character or object in the order that they appeared in the book at 100% accuracy.

Standards- 4K Good Start Grow Smart Standards: ELA-4K-1.6 Begin to identify significant words from text read aloud. ELA-4K-1.7 Recall some details in stories read aloud. Materials/Technology- SMARTBoard- PowerPoint of The Napping House Sequencing the Story activity Story Cards // The Napping House // by Audrey Wood ** 2. Set Up ** Anticipatory Set/Multiple Means of Engagement Getting Attention- The lesson will be presented during Circle Time during the afternoon group time. It will be presented in a whole group setting. “I need everyone to find their seats and grab your nose when you are ready.” Expectations- Students will be reminded of the classroom rules. The teacher will point to each picture rule on the board as student’s state each rule.

** 3. Lesson Opening ** “Today we are going to sequence the characters and events from The Napping House. We are going to read the story, practice putting story cards in order, then play a game on the SMARTBoard to see if we can remember what order the characters in the story came in. Let’s think...what does sequence mean? Well sequence is a really big word for putting the characters or parts of a story in order from beginning to end. And that’s what we’re going to do with //The Napping House//, so pay attention while I read.”

** 4. Lesson Body ** Procedure/Multiple Means of Presentation- Model, Lead, Test

// Part 1 //

The teacher will: MODEL: As we read through the story I will ask students to anticipate or answer who or what comes next. I will begin by modeling this for them. For example, “There is a house, a napping house, where everyone is sleeping.” I will say, What/who do you think is in the house? And then model answer for them maybe if they are sleeping there is a bed in the house. Then I will read the next page, etc. I will do this for the first time reading through the story. LEAD: Teacher guided problems/discoveries (guided practice) Once finished reading I will have students help me in sequencing the parts and characters in the story using story cards from the Read It Once Again curriculum. We will review the story and what happened when through this activity.

//Part 2//

MODEL: I will model for the students how to play/complete the PowerPoint SMARTBoard activity. I will read and select the first answer. For example, “And in that house there is a...” option to choose a bed or a sock. I would choose the bed to show them how to play the game. LEAD: We will then complete the rest of the PowerPoint game together as a group. I will read each slide and have the students take turns coming up to touch which picture comes next. TEST: I will individually test each student on their ability to sequence the story one on one with myself during Teacher Time (where students work one on one with the teacher) using the story cards from Circle Time.

**5. Lesson Closing** “We practiced sequencing the story some more today. Can anyone tell me what sequence means? That’s right it means to put people or parts of the story in order from beginning to end. Remembering the parts of the story is very important because it helps us to tell others about the story without actually reading the book to them, or we can tell the story by looking at the pictures in the book.”

** 6. Evaluation/Multiple Means of Expression ** I will have a chart to record how many story cards students place in the correct order. Objectives will be evaluated based on the IEP goals for each of my students.


 * Name || Number of Story Cards in Correct Order (#/10) || Comments ||
 * J.W. ||  ||   ||
 * C.H. ||  ||   ||
 * K.D. ||  ||   ||
 * J.M. ||  ||   ||