Austin ISD



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 |

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| |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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