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Lesson Name: Text Structure – Sequence of Events

Grade level: 1st Grade Reading

Grading Period/Unit: CRM 1/Unit 1/Arc 5

Estimated timeframe: 4 days - 20 minutes each day

This lesson is appropriate for both Monolingual teachers and Dual Language teachers.

Recommended

Monolingual Pacing: Day 1 – Engage/ Read Aloud – read for enjoyment

Day 2 – Read Aloud – Teacher Think Aloud/Build anchor chart

Day 3 – Retell / Activity 1

Day 4 - Retell / Activity 2/ Closure

Recommended

Dual Language Pacing: Day 1 - Day 1 – Engage/ Read Aloud – read for enjoyment

Day 2 – Read Aloud – Teacher Think Aloud/Build anchor chart

Day 3 – Retell / Activity 1

Day 4 - Retell / Activity 2/ Closure

|Lesson Components |

|Lesson Objectives: The student will retell items or events in order or tell the steps in which something occurs, or retell the steps to follow |

|to do something or make something. |

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|Language Objectives The student will describe items or events in order or tell the steps to follow to do something or make something. The |

|student will locate specific information by using organizational features including signal words such as first, then, before and after in |

|informational text. The student will organize information found in nonfiction text through charting, listing, mapping, or summarizing. |

|Prior Learning: |

|K10(C) discuss the ways authors group information in text; |

|Standards(Texas Essential Knowledge and Skills: |

|1. (14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository |

|text and provide evidence from text to support their understanding. Students are expected to: |

|1.14(C) retell the order of events in a text by referring to the words and/or illustrations; |

|College and Career Readiness: |

|A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying |

|lengths. |

|5. Analyze the presentation of information and the strength and quality of evidence used by the author, and judge the coherence and logic of the|

|presentation and the credibility of an argument. |

|Essential Questions: |

|How is the text organized? |

|What items, events or steps are listed or being described? |

|Would the information change if the events, items or steps were in a different order? |

|What must be done first, second, third etc.? |

|What is the beginning event? |

|What is the final event? |

|What were the events in the middle? |

|What came before___________? |

|What came after ____________? |

|Do they have to happen in this order? Why or why not? |

|Do they always happen in this order? Why or why not? |

|Vocabulary |Essential: |

| |retell, events, sequence, sequence of events, logical order, nonfiction, expository, inform, information, topic, |

| |facts, details |

|Lesson Preparation |Teacher should pre-read books to determine appropriate vocabulary introduction, stopping points and story |

| |questions. Mark stopping points for identification of events in a sequence. |

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| |Choose a text that lends itself to retelling events in order, tells the steps in which something occurs, or to |

| |follow steps to do something or make something. |

| | |

| |The possible texts for this lesson are: |

| |Habitos Saludables/ Healthy Habits by Rebecca Weber |

| |Other suggested texts are: |

| |Como Hacer Slime/ How to Make Slime by Lori |

| |Como hacer un globo con olor misterioso/ How to Make a Mystery Smell Balloon by Lori Shores |

| |Going to School/ De camino a la escuela by Joanne Mattern (or any book in the ‘My Day at School Weekly Reader |

| |Early Learning Library |

| |Germs Are Not for Sharing/ Los germenes no son para compartir by Elizabeth Verdick |

| |Recycling Step by Step by Jean M. Lundquist |

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| |Review a previously made or prepare a partial new anchor chart that allows you to add new sequencing or transition|

| |words as the year moves along, such as chart example below. |

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| |Prepare a class set of ‘Informational Sequence of Events’ graphic organizers for use in the lesson. Prepare |

| |multiple copies to have available throughout the year as a reading response to independent reading. Click on |

| |image to open a link to print. (Be sure you are in Chrome to open this Google Doc.) |

| |[pic] |

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|Anchors of Support |Create or add to anchor charts that support |

| |retelling of sequence of events in literary texts |

| |read aloud. |

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|Differentiation Strategies |Special Education: Have students identify and order events orally or using pictures. Instead of complete |

| |sentences, some students could write relevant words from the story which illustrate the sequence. Refer to the |

| |student’s IEP for other routinely offered accommodations. |

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| |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 show their sequencing using illustrations. |

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| |Extension for Learning: Students can create something of their choice, a puppet, a tool, a vehicle etc. Next the |

| |student can write a sequence of steps for a second student to follow. Then the second student’s creation can be |

| |compared to the original creation to see how effective the sequence of events was communicated to help the second |

| |student create the project. After that the first student can revise the sequence of events and continue the |

| |process with a third student. |

| |Kidspiration ® is a great tool for students to create flowcharts to illustrate sequence. It is available on all |

| |AISD computers. (It may need to be downloaded onto your computers from the AISD server.) |

|21st Century Skills |Critical Thinking and Problem Solving |

| |A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within |

| |and across texts of varying lengths. |

| |2. Use text features and graphics to form an overview of informational texts and to determine where to locate |

| |information. |

|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 |

| |Get students thinking about events in their own day by asking them to think about the things that they do in their|

| |day to keep themselves healthy or feeling good. Have a few students share their ideas, add a few of your own if |

| |they need a prompt (eat breakfast, brush teeth, go for walk…etc.) Get students moving by trying a CLI strategy |

| |such as ‘Cover the Space’ or the Kagan strategy of ‘Mix Pair Share’ |

| |Kagan – Mix, Pair , Share example |

| |Students will move around the room to music and share ideas in a variety of partner or small groups. |

| |Say ‘The ‘Think’ is to share about the things that you do in your own day to keep yourself healthy, or feeling |

| |good |

| |Students stand and wait for music to begin |

| |As the music begins students smile and wave as they walk around the room or ‘mix’, or ‘cover the space’. |

| |After a short period stop the music, say ‘Pair’ (students near each other in groups of two or three give each |

| |other a ‘high five’) |

| |Say ‘Sit’, ‘Knee to Knee’ (students sit in their pairs or groups of three) |

| |Say ‘Think.’ Repeat prompt to students. Direct students to tell what they do in their own day to keep themselves|

| |healthy or feeling good. hen say ‘Share’ |

| |monitor and reinforce students as they share |

| |Repeat the Mix, Pair, Share once or twice. |

| |Finally, randomly choose a student to share what he or his partner said they do to during the day to keep |

| |themselves healthy. |

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|Lesson Stages |Read Aloud – teacher reads aloud for students to enjoy together Habitos Saludables/ Healthy Habits by Rebecca |

| |Weber , or book of choice |

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| |Teacher should pre-read books to determine appropriate stopping points and story questions. Mark stopping points |

| |for sequence questions to apply in Teacher Think Aloud on Day 2. |

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| |Day 2 |

| |Read Aloud – Teacher Think Aloud |

| |Review or create Informational Sequencing Anchor Chart. Read through the text stopping at your predetermined |

| |points to allow you to focus on the definition, visuals of boxes, and signal words. As you read through the story |

| |think aloud about the words before and after, and other sequencing words you would like to especially focus on. |

| | |

| |Review and discuss together the following questions about sequence of an informational text: |

| |What items, events, or steps are listed or being described? |

| |What must be done first, second, third etc. ? |

| |What is the beginning event? |

| |What is the final event? |

| |What were the events in the middle? |

| |What came before___________? |

| |What came after ____________? |

| |Do they have to happen in this order? Why or why not? |

| |Do they always happen in this order? Why or why not? |

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| |Day 3 |

| |Retell the story. |

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| |Introduce the Informational Sequence graphic organizer. Together with the students in whole group complete the |

| |graphic organizer, referring back to the anchor chart for support. |

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| |When completing the bottom part of the graphic organizer ‘Pick an Event,’ write about what came before or after. |

| |Share the sentence stems as a scaffold for students who need extra help with reading or writing. |

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| |The event that happened before __________________________ was ____________. |

| |The event that happened after _______________________was ______________. |

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| |In Activity 1 below, students will work in partners. This is a good opportunity for you to introduce a partner |

| |brain break that helps develop the SEL Core Competency /Relationship Skills – Working Cooperatively. Consider |

| |Slap Count, found on the AISD Brain Break page (type in Brain Breaks on search from the AISD Cloud, or just click |

| |on image below.) |

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| |ACTIVITY 1: (guided reading response) |

| |Student pairs and teacher work together to complete the Informational Sequencing graphic organizer. If there are |

| |several events in the text, it is possible to work with students to pick and choose some different events than |

| |those chosen whole group. |

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| |Choose a pair of students to share a completed graphic organizer with the class. Discuss their responses whole |

| |group with ‘glowing’ and ‘growing’ questions and comments. |

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| |Day 3 |

| |ACTIVITY 2: (application to independent reading, extra help) |

| |Students work in pairs to read books on independent reading level and complete Informational Sequencing graphic |

| |organizer as a reading response. |

| |Along with providing appropriate leveled or decodable text for students who need extra support in reading and/or |

| |writing, consider offering books on appropriate listening comprehension level on Tumblebooks, or the My Capstone |

| |Library. There are ebooks available through your school library. Consider supplying sentence stems incorporated |

| |into the graphic organizer as fill in the blank items. Students who need support with writing may choose to draw |

| |and label only, and/ or use sentence stems with minimal blanks on graphic organizer. |

| |*This Activity 2 graphic organizer can be made available to use as a reading response to independent reading for |

| |routine reading responses. |

|Closure Activity |Teacher- Led Discussion: |

| |Review the complete Information Sequencing anchor chart. Review the Information Sequencing graphic organizer by |

| |having a student share his or her independent work with the class. Allow students to discuss with ‘glowing and |

| |growing’ questions and comments. Brainstorm and discuss how understanding the way in which a text is organized |

| |helps us understand the book better and improve our reading comprehension. |

|Check for Understanding |Formative: |

|(Evaluation) |Monitor students during whole group and partner activities to assess identification and ordering of sequence of |

| |events. Assist students as needed. Also use teacher directed Q&A during group or independent work to evaluate |

| |ability to identify what happened at beginning, middle, end and what came before and what came after. |

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| |Summative: |

| |Students read independent level books, reread texts we have shared as a class, or use books on their listening |

| |comprehension level online such as Tumblebooks or My Capstone Library eBooks. Students complete the Information |

| |Sequencing graphic organizer as a reading response. |

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