Curriculum.austinisd.org
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. |
| | |
| |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 |
| | |
| |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. |
| | |
| |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] |
| | |
|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. |
| | |
| |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. |
| | |
| |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 |
| | |
| |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. |
| | |
| |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. |
| | |
| |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. |
| | |
| |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. |
| | |
| |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. |
| | |
| |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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