Sequencing Lesson Plan - Debbie Pena



Sequencing Lesson Plan

• Students will have prior knowledge of sequencing

Grade: Kindergarten

Subject: Language Arts and Reading

Group size: 3-4 students

TEKS

(10) Reading/Literacy response. The student responds to various texts. The student is expected to:

(A) listen to stories being read aloud

(11) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts. The student is expected to:

(B) understand simple story structure

Objectives

1. Given a sequence of events the student will be able to accurately sequence each story independently using pictures.

2. Given a sequence picture cards of The Very Hungry Caterpillar by Eric Carle the student will understand that sequencing means remembering events in a story from beginning to end.

3. Given sequencing cards of daily life routines the student will understand why sequencing is important to daily life.

Materials

-The Very Hungry Caterpillar book by Eric Carle

-The very hungry caterpillar sequencing picture cards

-Bulletin board

-Other picture sequence cards that contain real life situations for students to sequence

Introduction and Anticipatory Set

The students will be asked a couple of questions regarding their morning routines and questions regarding their daily routines such as “Tell me how you brush your teeth in the morning? and “What do you need to do first?” Other questions like “What are the steps you take to wash your hands?” “Do you put soap on first or last?” These questions will have students thinking about their daily routines and their answers will consist of lists that are in chronological order.

Teaching/Presentation

I will first start off the lesson by reading The Very Hungry Caterpillar by Eric Carle. I will read the book to a small group of students which will consist of 3-4 students. While I am reading the story I will be showing and asking students to carefully pay attention of how the caterpillar turns into a butterfly. I will ask them questions such as what happens next and have other students predict that the story as well.

Guided Practice

After I am done reading the book students will be in small groups which consist of 3-4 students. I will help students use pictures to sequence the caterpillar becoming a butterfly. Students will place the small sequence pictures on the bulletin board according to the order they believe the caterpillar turns into a butterfly (The small sequence cards have velcro on them making it easier for student to take off and put back on the bulletin board.) I will be monitoring and guiding students if they need my help. I will also have students refer back to the book if they are having a difficult time sequencing the story. I will allow students about 7-10 minutes to finish the sequence.

Independent Practice

The bulletin board has two other activities that are attached to the sides of the board. During the first activity on the bulletin board students will grab a sequence scenario form the envelopes and will sequence the picture cards in order. Sequencing scenarios consist of how to brush your teeth, a chick hatching, and a flower growing. As students began to understand how to sequence the scenarios the scenarios become more challenging and have more steps. The second side of the bulletin board has a similar activity. I will sequence a story on the bulletin board and have students have to tell me if it is in the correct order. The students will place a check mark by the scenario if it correct and place an x if it not. If the sequencing story is not correct then students will arrange it and make it correct. Students will be allowed 4-5 minutes to complete one scenario and will have more time to complete sequencing stories that are more challenging.

Gifted Students

Students that are gifted will have sequence scenarios that are challenging and require more steps. Some examples for a Kindergarten gifted students will be steps in making a pizza or steps taken to build a snowman. I will also read a book to gifted students that is more challenging and requires them to remember more steps for sequencing.

Bilingual Students/ESL

For any bilingual or ESL students I will read the book in Spanish and have them sequence the book with same sequence picture cards.

Extensions

Extensions for this lesson will be reading another book that allows students to sequence the story. Such as Humpty Dumpty.

Assessment

Students will be assessed informally during independent practice. The work that students are expected to do during the independent practice will determine if they understand the concept of sequencing. If students do not understand the concept I will reach the lesson in another way.

Closure

The closure will be students coming back together as a group and I will students if they can think of other situations in life where there is a sequence. If students are having a difficult time thinking of a situation I will help students. I will reinforce to students what we have learned about sequencing and go over any sequences we did during the activity.

Picture of Bulletin Board

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