Lesson Name: Text Structure Sequence of Events

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.

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:

Austin ISD Language Arts Updated June 2015 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.)

https://docs.google.com/document/d/1Uj-Jcjn_7xMQopY6lmj- R8PQu1aoGvYMxxlz5MsvW8g/edit?usp=sharing

Anchors of Support Create or add to anchor charts that support retelling of sequence of events in literary texts read aloud.

Austin ISD Language Arts Updated June 2015 Differentiation Special Education: Have students identify and order events orally or using pictures. Instead Strategies 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.

Austin ISD Language Arts Updated June 2015 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?

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 ______.

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.)

ACTIVITY 1: (guided reading response) Austin ISD Language Arts Updated June 2015 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.

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 Formative: Understanding Monitor students during whole group and partner activities to assess identification and (Evaluation) 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.

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.

Austin ISD Language Arts Updated June 2015