Curriculum.austinisd.org
Lesson Name: Retell Using Sequencing Words
Grade: 1st Grade
Grading Period/Unit: CRM 1/Unit 1/Arc 8
Estimated timeframe: 3 days/ 20 min
This lesson is appropriate for both Monolingual teachers and Dual Language teachers.
Recommended
Monolingual Pacing: Day 1 –. Engage/ Read Aloud / Whole group lesson
Day 2 – Retell/ Model Graphic Organizer/ Activity 1
Day 3 - Activity 2/ Closure
Recommended
Dual Language Pacing: Day 1 –. Engage/ Read Aloud / Whole group lesson
Day 2 – Retell/ Model Graphic Organizer/ Activity 1
Day 3 - Activity 2/ Closure
|Lesson Components |
|Lesson Objectives: Students will be able to retell the order of events in a text using sequencing words and/or illustrations. |
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|Language Objectives: Students will listen to stories read aloud and apply comprehension strategies learned to orally retell the events of a |
|story. Students will orally describe and retell the order of events of the story in their own words. |
|Prior Learning: |
|K 8(A) retell a main event from a story read aloud; |
|Students have defined and described sequencing. Students have used illustrations, words, and oral retell to show the order of events of a story.|
|Standards(Texas Essential Knowledge and Skills): |
|1.9 Students understand, make inferences and draw conclusions about the structure elements of fiction and provide evidence from text to support |
|their understanding. Students are expected to: |
|(A) describe the plot (problem and solution) and retell a story’s beginning, middle, and end with attention to the sequence of events |
|College and Career Readiness: |
|Identify key information and supporting details. |
|Adapt reading strategies according to structure of texts. |
|Essential Questions: |
|What happened first? |
|What happened second, third, next, last? |
|Why is it important for a story to be told in order? |
|If I change the order of events, does the story still make sense? |
|Vocabulary |Essential: |
| |events, order, logical, illustration, sequence, beginning, middle, end, labels, |
|Lesson Preparation |Teacher should pre-read books to determine appropriate stopping points and story questions. Mark stopping points for |
| |sequencing. Suggested books in which sequencing can be taught include: |
| |The Old Lady Who Swallowed Some Books (or any book from this series) by Lucille Colandro. |
| |The Very Hungry Caterpillar |
| |La orugamuy hambrienta by Eric Carle |
| |The Napping House |
| |La casa adormecida by Audrey Wood |
| |The Little Red Hen by Jerry Pinkney |
| |La gallinita roja by Rebecca Allen |
| |If you Give a Mouse a Cookie |
| |Si le das una galletita a un raton by Laura Numeroff |
| |Sequencing Graphic Organizer, click image to access graphic organizer. |
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| |Create (or add to) anchor chart that supports sequencing during reading. |
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|Anchors of Support | |
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|Differentiation |Special Education: Have students retell the story by sequencing orally or using pictures. Instead of complete |
|strategies |sentences, some students might write relevant words that relate to each part of the sequence of the text. If students |
| |are comfortable, they can also act out parts of the story in order. |
| |English Language Learners: Pre-teach any vocabulary in the story that may be difficult for ELLs. Have students work in|
| |pairs to complete the graphic organizers. Students could also state the sequence of events orally or using pictures. |
| |Extension for Learning: Students can independently sequence a story using a graphic organizer and then share their work|
| |with a buddy or the class. |
| |Students could also use sentence strips to sequence “How-To” instructions or a schedule of our day. |
| |Consider the PowToon extension described in the 21st Century Skills box below. |
| |Have students work in pairs to complete the There Was An Old Lady Who Swallowed a Book sequencing book. This book can |
| |be used as an independent reader later on and can go in their leveled readers’ bags. Students should work in pairs to |
| |practice reading the text and to make sure the text matches the pictures they are adding to the book. A FREE template |
| |for the book can be found here: There Was An Old Lady Who Swallowed Some Books Sequencing Template. |
| |Have students read their books to each other to practice saying sequencing academic words (first then) and to build |
| |fluency. If you would like to select a different sequencing activity, you could also do a one-page sequencing graphic |
| |organizer. Old Lady Sequencing Organizer |
|21st Century Skills |Model critical thinking skills that show students how to analyze and evaluate stories they have heard or read. For |
| |example, what do the characters in Amos and Boris tell us about friendship? Relationship skills are an important skill |
| |to learn for young children. Living in communities involves living with others. How we navigate the tricky waters of |
| |friendship and negotiate our needs while respecting the needs of others is a skill that needs to be modeled and |
| |practiced. |
| |Good talk – about books and subjects – stimulates the intellect and is the enemy of boredom (Graff, 2003). During read |
| |aloud, plan stopping points and open-ended question and let’s students talk and debate! It is this kind of discussion |
| |and intellectual exchange that will motive students to read and talk more! |
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| |As an extension to learning, have students use PowToon to create an animated plot and sequence “mini-movie” over a |
| |book. More information and tutorials about PowToon can be find on the Language Arts Website using the following link: |
| |(you will need to long into AISD Cloud to reach this) |
| | tools/web_tools |
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| |Consider contacting your IT Facilitator for your campus to come work with your class to use this technology. To find |
| |the IT Facilitator for your campus go to this link from the AustinISD cloud |
| | .|
| |You can also contact the K- 12 Language Arts Technology Curriculum Specialist Liz Canales at |
| |elizabeth.canales@. |
|English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency|
|Standards (ELPS) to support English Language Learners. |
|Lesson Cycle |
|Engage |Day 1 |
| |Have students grab their backpacks and show some things that may be in there. Maybe they have some books, a pen, a |
| |ruler, a folder or anything related to the book, There Was An Old Lady Who Swallowed Some Books. Have students predict |
| |what the story is going to be about based on the cover. If they are familiar with the story have them explain parts of |
| |the story or what they remember happening. |
|Lesson stages |*If you feel that students need a brain break before, during, or after these short lessons, please take a couple of |
| |minutes to help the students refocus. Brain break activities can be found on the AISD PE website. AISD Brain Breaks |
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| |SE Focus Lesson 1: (Teacher-led/ Whole Group) |
| |Review sequencing in stories by going over or adding to your sequencing anchor charts and viewing the Brain Pop Jr |
| |video on story sequencing BrainPop Sequencing. Some great sequencing stories, like The Napping House, are available as |
| |read-alouds through TumbleBooks or YouTube. Please check the videos first to make sure they are grade-appropriate. |
| |Read to the students the story, There Was An Old Lady Who Swallowed Some Books. Use some of the tools that are in the |
| |story as props as you read. You may also use some of the objects that students had in their backpack. Have them raise |
| |the object in the air each time it’s mentioned in the book. Students could also put their hands over their bellies and |
| |pretend to swallow every time the old lady swallows an object. |
| |At your preselected stopping points, have students turn and talk to tell each other the objects the lady has swallowed |
| |so far. Remind the students that they should try to tell each other in order. Have students share out loud the order of|
| |events that happened and create a classroom-wide sequencing chart. |
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| |Day 2 |
| |Retell the story. |
| |After retelling the story model completing the sequencing graphic organizer. As you model, go back to the text to find|
| |each event to confirm the logical order of the story. Draw, label and model sentence writing for each event. Choose |
| |appropriate sequencing words from the word bank and anchor chart. As you model also use the CLI strategy ‘This Setting |
| |Needs’ to engage the students in identifying the details of the event. |
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| |CLI Strategy - This Setting Needs – Sequencing Events Strategy |
| |Modified from |
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| |f |
| |Students will be able to: use the details of an event by creating a visual representation using their bodies. |
| |Procedure: |
| |Invite students to sit in an audience, facing an open ‘stage’ area. Explain that we are going to create an environment,|
| |or setting, together using our bodies. |
| |Show an event from a story. Brainstorm with students details of the event one might find in this setting. |
| |One at a time, students may raise their hand and offer something that they would find in this setting by saying the |
| |sentence “This setting needs... (Character/object).” Students will then go on ‘stage’ and create a frozen picture with |
| |their bodies that represents that character or object. |
| |Encourage students to create specific choices as well as think about how their character/object will connect to other |
| |students in the setting/environment. (Maximum 5-7 students) |
| |Facilitator can tap actors on the shoulder, in order for actors to make a sound or word as character/object. If an |
| |actor gets stuck on what to say, take suggestions from the audience. (You can also have entire class repeat word or |
| |sound.) |
| |Possible Reflection Questions: |
| |Describe: How would you describe what you see in this frozen picture? What do you see that makes you say that? |
| |Analyze: What clues do the actors give you to help you understand who they are/what they are doing/how they feel about|
| |it? |
| |Relate: If you had to give this image a title, what would you title it? What other predictions might we determine from|
| |this picture? |
| |ACTIVITY 1: (with partners) |
| |Students work in pairs with the teacher to complete the sequencing graphic organizer for There Was An Old Lady Who |
| |Swallowed Some Books. |
| |As students work together in partners they may find that they need a strategy to help them address the SEL core |
| |competency Relationship Skills/ Working Cooperatively. Consider introducing the brain break ‘Finger Aerobics’ from |
| |Energizing Brain Breaks 2 by Scott Wilder. |
| |Students will copy finger movements of their partner. |
| |Both partners place hands flat on table. |
| |Person A begins by lifting one finger putting it back down. Person B copies the movement by lifting the finger |
| |directly across, like a mirror image. |
| |Person continues by repeating the first movement and adding another. Person B copies the two movement pattern. |
| |Continue building pattern up to five movements and then switch so that Person B makes the first movement. |
| |To increase difficulty, choose a pattern that uses two fingers. |
| |When most students have completed the work, choose a pair of students to share and discuss with the class. |
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| |Day 3 |
| |ACTIVITY 2: (with partners) |
| |Students work with partners to read books on their independent reading level and complete the sequencing graphic |
| |organizer. |
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| |Provide appropriate leveled or decodable text for students who need extra support with reading along. Also consider |
| |using Tumblebooks stories on students’ listening comprehension level. Allow students who need extra support in writing |
| |to draw and label or dictate to teacher or another student in class acting as a scribe. |
| |When most students are finished have a student or pair share and discuss their work with the class. |
| |*Students continue to use the sequencing graphic organizer throughout the year as a reading response to independent |
| |reading. |
|Closure Activity |Review with students where anchor chart for sequencing is located in the classroom. Review where sequencing graphic |
| |organizers are located and how students can use both tools to complete reading responses to independent reading in the |
| |classroom. Lead a class discussion using “Turn and Talk” with the Essential Questions: |
| |If I change the order of events, will the story still make sense? |
| |Why is it important for the story to be told in order? |
|Check for understanding |Formative: Teacher observations with Activity 1, Activity 2, and partner discussions. Actively monitor and prompt |
|(evaluation) |thinking in line with critical attributes of retelling as you confer with students. |
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| |Summative: Teacher monitoring of development of students’ ability to retell order of events in logical order using |
| |sequencing words both verbally and with sequencing graphic organizer through drawing, labeling and writing. Following |
| |the lessons, use small group work time to assess students’ abilities to retell texts in logical order. |
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