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					         Sequencing
A Third Grade Learning Focused Unit




        By: Cheryl Brinkley
                 &
          Allison Beasley
Content Map: Sequencing

Key Learning(s) Sequencing is an important skill to help students organize their thoughts
and information in all curriculum areas.


Unit Essential Question(s): How does knowing how to sequence make me a better reader?



Concepts:
   Signal words           Sequencing daily        Importance of           Importance of
                             activities            sequencing              sequencing



Lesson Essential Questions:
What are the signal    How do I sequence      Why is sequencing       How do I sequence
words for sequencing? events?                 important in a story?   the events in a story?




Vocabulary:
First, when, next,                            Cottage, stumbled       Department, audience,
After, then, before, in                                               obeys, commands,
conclusion, finally,                                                  expression, accident,
now, etc.                                                             noticed
Content Map: Sequencing

Key Learning(s) Sequencing is an important skill to help students organize their thoughts
and information in all curriculum areas.


Unit Essential Question(s): How does knowing how to sequence make me a better reader?



Concepts:
   Importance of         Finding sequence in    Finding sequence in     Sequence in writing
    sequencing            informational text     informational text




Lesson Essential Questions:
How do I sequence      How do I use            How do I use            How do I write the
the events in a story? informational text to   informational text to   steps in a process?
                       sequence events?        sequence?



Vocabulary:
Department, audience, Spawn, froglet           Spawn, froglet
obeys, commands,
expression, accident,
noticed
GEORGIA PERFORMANCE STANDARDS:

ELA3W1
  d. Uses organizational patterns for conveying information (e.g., chronological
  order, cause and effect, similarity and difference, questions and answers).
ELA3R3
  a. Reads a variety of text for information and pleasure.
  b. Makes predictions from text content.
  c. Generates questions to improve comprehension.
  g. Summarizes text.



QUALITY CORE CURRICULUM
S.3.15
Recognizes and describes a variety of animal and plant life cycles. Illustrates the
life cycles of a chicken, butterfly, frog, turtle, grasshopper, dog and fish.




UNIT EXPECTATIONS

         Know                      Understand                           Do
How to identify the               The use of                Write the steps in a
sequence of events                 chronological order.     process and follow them.
from text.                        Understanding the        Using the pictures taken
                                   events of a story        of themselves, they will
                                   leads to better          put them in order and
                                   comprehension.           write a paragraph
                                                            explaining the steps in
                                                            sequential order.
Culminating Activity: The Writing Process



Essential Question of the Culminating Activity:

How does knowing how to sequence make me a better reader and writer?



Paragraph Description of Culminating Activity:

   Students will bring items in to show the steps in a process. They will
write the steps the day before. They will follow their steps as they are
written. If they leave out a step on the paper, they will have to leave it
out the activity. As they stand up and make their product, take a
digital picture of each step. Print the pictures and let them glue them
on white construction paper in order. Have them write a paragraph
explaining how to do their activity. They should include signal words.




Steps for Completing the Culminating Activity:
   1. Each student needs to decide what to make.
   2. Write the steps to make the product.
   3. Bring in any items needed to the next day.
   4. Make the product in an oral presentation. Teacher will take digital
      pictures of each step.
   5. Cut the pictures out and glue them on construction paper.
   6. Write a paragraph explaining the steps that were taken to create
      the product.




Resources: Digital camera, construction paper
  Criteria   Outstanding      Good          Needs
                                            Help
 Sequence      All steps    Most steps   Steps were
                 were          were          not
              written in    written in   written in
               correct        correct      correct
                order.        order.       order.
Organization Followed all    Followed     Did not
                 steps      most steps   follow the
              correctly.    correctly.      steps.
  Content    Paragraph      Paragraph    Paragraph
              was clear      had few     had many
               with no       mistakes.    mistakes.
              mistakes.
                                                                         Name _______________
                                                                        Sequencing Question Stem Test



                                            A Great Day
   My name is Adam, and I had a great day! First, my mom made pancakes for our breakfast.
After that, when it was time to leave for school, my dad surprised me with a new baseball glove.
While Dad was driving me to school, he said that he would come to watch my ball game after
school. When I got to school, I found out that I got the part I wanted in our class play. At lunch,
I found an extra cookie in my lunch bag. Finally, our team won the ball game! I wouldn’t mind
having every day be like today!



1. In the story, what did Adam get first?            2. What happened last in the story?
    a. an extra cookie                                  a. Dad drove Adam to school.
    b. pancakes                                         b. Adam ate his lunch
    c. a part in the school play                        c. Adam’s team won the game.
    d. a baseball glove                                 d. Adam ate breakfast.


3. What happened right after Adam ate                4. When did Adam find the cookie
   pancakes for breakfast?                              in his bag?
   a. He received a new glove.                          a. at breakfast
   b. He found an extra cookie in his bag.              b. on the drive to school
   c. His team won the game.                            c. during the ball game
   d. His dad drove him to school.                      d. at lunch


5. What is the best evidence that the events          6. Which of these list the proper
   of the story are sequenced?                            sequence for the story?
   a. The story uses the words first, after that,        a. pancakes, ball game, cookie,
       and finally.                                          play
   b. The passage is mostly about a great day.           b. pancakes, glove, cookie, won
   c. Adam found a cookie in his lunch bag.                   ball game
   d. Adam was happy at the end of the story.            c. pancakes, won ball game,
                                                              glove, cookie
                                                         d. play, pancakes, cookie, won
                                                               ball game
7. In the second sentence, what did Dad surprise      8. What kind of passage is this?
   Adam with?
   a. a cookie                                           a.   a poem
   b. pancakes                                           b.   a recipe
   c. a day off from school                              c.   a story
   d. a glove                                            d.   a friendly letter


9. What is the main purpose of this
   passage?
   a. to explain something
   b. to entertain readers
   c. to give directions
   d. to persuade readers


10.


      Mom made                   I received a
      pancakes for               new glove                         ?                 I got a part
                                                                                     in the play.
      breakfast.                 from dad.




       a.   Dad said he would come to my ball game.
       b.   I found a cookie in my lunch bag.
       c.   My team won the ball game.
       d.   None of these.
Answer Key:

   1-    b
   2-    c
   3-    a
   4-    d
   5-    a
   6-    b
   7-    d
   8-    c
   9-    b
   10-   a
Launch Activity

     Use a familiar nursery rhyme such as Humpty Dumpty.
     Build a sequence word map with the students. Provide other examples for
sequencing.
     Walk through the content map.



                           Sequence Word Map
What is it?                                      What is it like?

Putting things in order.                             Beginning,
                                                     Middle, End


                                                    First, Second,
                   Sequence                              Last



                                                      ABC order


What are some examples?
Teacher Directed Lesson Plan
Title: Signal Words               Author’s Purpose: Inform
Comprehension Strategy: Sequencing Genre: Signal Words

Essential Question (GPS): ELA3W1d
What are the signal words for sequencing?



Activating Strategies: (Learners Mentally Active)
Review signal words from previous unit using beach ball. Throw the
ball in the air to different students, asking them to give you a
signal word as they catch the ball.


Cognitive Teacher Strategy:
Explain that sequencing is another skill that is important to know to be a good
reader. This skill has signal words just like main idea did. Ask if anyone knows
what it means to sequence something. Create a sequencing word splash for the
signal words. Have partners share their favorite signal word. Complete a
sequence word map on chart paper and have them complete one as well.
Tell them to take out their reading books, open to page 20 and read the first
paragraph. Ask them what they did first, what they did last.
Talk with partners about why it is important to do things in a certain order.
What would have happened if you had not done that in order?(You couldn’t
turn the page until you got the book out first)
Complete sequence flow chart together sequencing our daily routine.
Working in pairs, complete sequencing flow chart sequencing how to make a
peanut butter and jelly sandwich.
Share organizer using signal words.



After Reading:
Questions: (3 skill + 1 review + 1 inference)
   1. What is a signal word?
   2. How do signal words help me better understand sequencing?
   3. Give an example of a signal word.
   4. What is your favorite signal word and why?
   5. Where have you seen signal words?




Graphic Organizer:
                     Last      When          Now
                                        After
                     Next                     Then
                                    Main
                First           Sequencing       Before

               In conclusion                   Following
                                   Finally




Summarizing Strategies: Learners Summarize and Answer EQ

Ticket out the door--Write three signal words for sequencing.



Resources

Copy of Flow Chart Organizer and word map for each child.
                     Sequence Word Map
What is it?                       What is it like?




                 Sequence



What are some examples?
                                Sequencing Signal Words



First       next     following      finally     first thing    when

Last      not long      right after           now      afterward

Then               before            after                 in conclusion




                                  Signal Word Display



         The sequence of a passage tells what comes

        first, next, or last.




                                                    now



  in conclusion
                                              Sequencing
                                                                      finally



                                                                      first
           following

                                                    next
Teacher Directed Lesson 2                        Author’s Purpose: Inform
Title: Sequence Practice                         Genre: Various Genres
Comprehension Strategy: Sequence

Essential Question (GPS):ELA3W1d
How do I sequence events?



Activating Strategies: (Learners Mentally Active)
 Give a student a shirt, scarf, and jacket. Have him get dressed. Ask why he
put shirt on under jacket. Give reasons for importance of order.




Cognitive Teacher Strategy:
Ask students to describe all things they do in the morning from the time they get
up until the time they arrive at school. Pick one student and write his steps on
board. Explain that these are all events and the order in which they happen is the
sequence. Now rewrite events out of order. Pick someone to read new sequence.
“Does this make sense?” “Why not?” Explain that understanding the proper
sequence is important if we want to fully understand what we are reading.
Review the signal words for sequencing.
Ask, “What are some things that are done in order?” Brainstorm ideas and
write on board. Have them choose one from board (or think of own) and write
steps in order on index cards. (One step per card).
Swap cards with partner and put them in order. Discuss if the steps were
correct.

Have steps of brushing teeth on sentence strips. Pass out to several students.
Let them place them in order on pocket chart.

After Reading:
Questions: (3 skill + 1 review + 1 inference)
   1. What is the first step in brushing teeth?
   2. What do you do just before drying your mouth?
   3. What do you do right after you put the paste on the brush?
   4. What is a signal word for main idea?
   5. What is the difference in something that happens first and something
      that happens last?

Summarizing Strategies: Learners Summarize and Answer EQ
 Make a flip book writing a sentence and illustrate the process of brushing
teeth. Use signal words in flipbook.

Resources
-3 sheets of paper per child to make a flip book
-Index cards
-Sentence strips with steps of brushing teeth
Teacher Directed Lesson 3
Title: The Little Old Lady Who Wasn’t Afraid Of Anything
Comprehension Strategy: Sequence
Author’s Purpose: Entertain            Genre: Fiction


Essential Question (GPS): ELA3W1d
Why is sequencing important in a story?




Activating Strategies: (Learners Mentally Active)
 Pass out Ziploc bag to each group. The bags will have “The Three Bears”
sentence strips from the story. They will sequence the story.




Cognitive Teacher Strategy:

Pre-Reading: (picture walk, book introduction, prior knowledge, review)
Remind students that sequencing is putting events in order from beginning to
end. It is important in reading because without sequence, a story wouldn’t
make sense.



During Reading: (shared, paired, or independent)
Read “The Little Old Lady Who Wasn’t Afraid Of Anything” by: Linda
Williams. Discuss what events took place in the story. Use this time to
discuss genre and author’s purpose.
Tell your partner what signal words you heard in the story.
Have the clothing items from the story, have a student come to the front.
Let the class decide what he needs to put on first, second, next, and last so
that he is dressed like the book. Discuss the importance of the right
sequence.
Pass out paper with teacher created clothing pieces from the story. Have
them cut the pieces out and glue them in correct order on a piece of
construction paper. Write a sentence under each piece of clothing telling what
came next. Use signal words. (Ex. “First, the Little Old Lady heard the shoes
go Clomp Clomp.”).




After Reading:
Questions: (3 skill + 1 review + 1 inference)
   1. What was the first piece of clothing to follow her?
   2. What followed right after the pants?
   3. What followed her right before the gloves?
   4. What would be another title for this story?




Graphic Organizer: Teacher created; See Attached



Summarizing Strategies: Learners Summarize and Answer EQ
Dear_______, Today I…..




Resources
The Little Old Lady Who Wasn’t Afraid of Anything By: Linda Williams
Teacher Created Story Cut outs
The Three Bears Sentence Strips
    Goldilocks and the Three Bears

1. After eating all of the porridge and
   breaking the chair, Goldilocks was tired
   so she went upstairs to find a bed. Daddy
   Bear’s bed was too hard. Mummy Bear’s
   bed was too soft. Baby Bear’s bed was
   just right. She fell asleep.
2. First, Goldilocks tried some of the
   porridge. Daddy Bear’s porridge was too
   salty for Goldilocks. Mummy Bear’s
   porridge was too sweet for Goldilocks.
   Baby Bear’s porridge was just right. She
   ate it all up!
3. While they were out, Goldilocks came
   along and went into their house!
4. Mummy Bear had cooked some porridge
   but it was too hot, so they went for a walk.
5. Next, Goldilocks looked for a chair.
   Daddy Bear’s chair was too hard.
   Mummy Bear’s chair was too soft. Baby
   Bear’s chair was just right. Goldilocks
   sat down and she broke the chair!
6. The bears go upstairs. Goldilocks is
   asleep, so they wake her up and she runs
   away. The End.
7. Once upon a time, there were three bears
   who all live together.
8. The bears came home. Baby Bear said
   “someone has eaten all of my porridge!
   Someone has broken my chair!”
Teacher Created Story Cut Outs
Teacher Directed Lesson 4                        Author’s Purpose: Entertain
Title: Gloria and Officer Buckle                 Genre: Fiction
Comprehension Strategy: Sequence

Essential Question (GPS): ELA3W1d
How do I sequence the events in a story?



Activating Strategies: (Learners Mentally Active)
Hot Seat asking: “What is a signal word for sequencing?” Put this question under
several desks.



Cognitive Teacher Strategy:
Pre-Reading: (picture walk, book introduction, prior knowledge, review)
Picture Walk. Frayer model with a few of the more difficult words.



Vocabulary: (pg. 21) department (pg. 24) audience
(pg. 21) obeys (pg. 21) commands (pg. 24) expression
(pg. 24) accident (pg. 24) noticed



During Reading: (shared, paired, or independent)
Share Reading of the story, “Gloria and Officer Buckle.”
Use sequencing think aloud. Discuss genre and author’s purpose.



After Reading:
Questions: (3 skill + 1 review + 1 inference)
   1. What happened at the beginning of the story?
   2. What happened after Gloria left Napville School?
   3. What happened at the end of the story?
   4. What would another title be for this story?
   5. How do you think Officer Buckle felt after he watched the news?
Summarizing Strategies: Learners Summarize and Answer EQ
Rewrite “Make a Hat.” See Attached.




Resources
Gloria and Officer Buckle, “Make A Hat” handout for each child.
                   Make a Hat

Miss Polly made a pretty new hat, but she forgot
how she did it. When she tried to tell her friend,
she got all mixed up.


Can you read Miss Polly’s story and write her
story on the lines in the order you think it
happened? Then draw a picture of the hat on the
back of your paper.


I glued flowers on it. Then I bought a straw hat.
Now, I am wearing my hat. I tied a pretty bow on
the hat, too. Then I added ribbon around the
flowers. I tried on many hats at the store. I went
to the hat store with my friend. It turned out to
be a very pretty hat.


Rewrite the real story.
Teacher Directed Lesson 5                    Author’s Purpose: Entertain
Title: Gloria and Officer Buckle             Genre: Fiction
Comprehension Strategy: Sequence

Essential Question (GPS): ELA3W1d
How do I sequence the events in a story?



Activating Strategies: (Learners Mentally Active)
Play Sequence It. Located in Reading Comprehension Book.



Cognitive Teacher Strategy:
Pre-Reading: (picture walk, book introduction, prior knowledge, review)

Review Officer Buckle and Gloria. Let groups act out voc. Words.



During Reading: (shared, paired, or independent)

Partner read the story. After reading, have them think of 7 important events in
the story. Working with partner, complete a Flow Chart Graphic Organizer putting
those events in order. Share to see how they compared with others.



After Reading:
Questions: (3 skill + 1 review + 1 inference)
   1. What was the first Safety Tip Officer Buckle gave the students.
   2. What did the audience do after Officer Buckle told them to “Never Sit On
      A Thumbtack!” ?
   3. When did Gloria go onstage by herself?
   4. What is the main idea of this story?
   5. Why do you think the students fell asleep when Gloria was by herself?
Graphic Organizer: Flow Chart



Summarizing Strategies: Learners Summarize and Answer EQ
Give groups an envelope with “My Mixed Up Day” cut into strips. Let them place in
correct order.




Resources
Officer Buckle and Gloria, Flow Chart, “My Mixed Up Day”
                      My Mixed-Up Day
                    BY: Danielle Dearborn

Tonight I snuck a book into bed. I got to read almost half of it before
Dad found out and made me turn my lights off.



After I got dressed, I had cereal, milk, and fruit for breakfast.



When Dad got me up this morning at 7:00, it was raining outside.



I finished all my homework before 9:00 tonight. Dad said I’d better
remember to take it to school tomorrow!



When I got to school, I discovered I forgot my homework. So I called
home. Dad said he’d bring it to school, but just this once!



I decided to wear my green pants and blue and green plaid shirt.



I had to clean the garage this afternoon when I got home from school.
It’s really Jasper’s turn to do it, but he helped me with my math
homework last week.
After school, Mike and Kit and I played soccer in the mud puddles. You
scored a goal whenever you kicked the ball into a puddle. It was neat!



It was fun walking to school in the rain. I splashed through every
puddle. Good thing I remembered to wear my boots!



I almost forgot to brush my teeth before I left the house, but Dad
made me go back and do it.



I made a 93 on my math test. Mrs. Richland wrote, “Excellent work,
Danielle!” on my paper.
Teacher Directed Lesson 6                       Author’s Purpose: Inform
Title: Life Cycle                               Genre: Non-fiction
Comprehension Strategy: Sequence

Essential Question (GPS): QCC: S.3.15
How do I use informational text to sequence events?



Activating Strategies: (Learners Mentally Active)
Have the events of “Officer Buckle” on sentence strips. Put in order on pocket
chart.



Cognitive Teacher Strategy:
*This lesson can be adapted to fit with any science or social studies unit of study.

Pre-Reading: (picture walk, book introduction, prior knowledge, review)
Remind the students all the things that have been sequenced in the past week.
Explain that we can also sequence things in science. Talk to them about what
informational text is.
Talk with partner about what you think might be sequenced in our science book.



Vocabulary: metamorphosis, amphibian.

During Reading: (shared, paired, or independent)
Have them turn to page A61. Partner read the box on the right side of page.
Discuss the changes a tadpole makes to become a frog.
Partners can fill in a flow chart graphic organizer of the 4 steps and illustrate.

After Reading:
Questions: (3 skill + 1 review + 1 inference)
   1. What is the first step in the life cycle of a frog?
   2. What happens after the eggs are hatched?
   3. What happens to the froglet right before it becomes a frog?
   4. What are some signal words you used?
   5. Do you think tadpoles could live on land?
Graphic Organizer: Flow chart




Summarizing Strategies: Learners Summarize and Answer EQ
Write a Dear __________, letter explaining the life cycle using signal words.




Resources
Harcourt science book, flow chart
Teacher Directed Lesson 7                       Author’s Purpose: Inform
Title: Life Cycle                                Genre: Non-fiction
Comprehension Strategy: Sequence

NOTE: Use any Science or Social Studies text that correlates with
your present unit of study. Be sure to point out the sequence of
events.

Essential Question (GPS): QCC S.3.15
How Do I use informational text to sequence events?



Activating Strategies: (Learners Mentally Active)
Have the 4 plastic pieces of the frog life cycle. Toss them to different children.
As they are caught, they can tell you which stage they have. If you don’t have
plastic models of the life cycle use pictures.



Cognitive Teacher Strategy:

Pre-Reading: (picture walk, book introduction, prior knowledge, review)
This text describes the life cycle of a frog.



Vocabulary: spawn

During Reading: (shared, paired, or independent)
Shared and Paired Reading of any informational text about the life cycle of a frog.
Discuss genre and author’s purpose.
Working with a partner, they will fold 11x17 (or the longest you have) construction
paper in half hot dog style. Then fold in half two more times. Open the paper. They
should have a piece with 8 smaller sections (4 on top and 4 on bottom). The first
section is for the title. They will fill in the other sections sequencing what they
just read. They can also illustrate what each step would look like.

After Reading:
Questions: (3 skill + 1 review + 1 inference)
   1.   What happens after the tadpoles develop back legs?
   2.   What does the tadpole eat after it becomes a froglet?
   3.   What is the last step in the life cycle of the frog?
   4.   What is another title for this?
   5.   Why do you think the frogs need to live in a damp place?

Graphic Organizer: They will make graphic organizer using construction paper.




Summarizing Strategies: Learners Summarize and Answer EQ
Turn to your partner and answer the EQ.




Resources
Informational text about the life cycle of a frog or toad, Large construction paper
Extending/Refining Lesson 8
Acquisition Lesson Strategy: Sequence
Extend/Refine Strategy: Analyzing Perspectives

NOTE: Use any Science or Social Studies topic that correlates with
your present unit of study to adapt this lesson. Be sure that you
concentrate on the sequence of events.

Essential Question (GPS): ELA3W1d
How do I use sequencing when writing?



Activating Strategies: (Learners Mentally Active)
Play “I Have, Who Has?” with life cycle facts.



Cognitive Teacher Strategy:
Have them write a story as if they are going through the stages. They will start
life as an egg…how do they feel? What do they look like? What do they eat? Then
they will grow into a tadpole. What changes occur? Etc. Remind them to include
the signal words.



Summarizing Strategies: Learners Summarize and Answer EQ
3-2-1 Write 3 stages of the frog life cycle
            2 of your favorite signal words
            1 thing a frog likes to eat.




Resources
“I Have, Who Has?” Facts
                     I Have Who Has

I am the beginning of a tadpole’s life. I am in
clumps called spawn.

I am an egg. Who has what hatches from the egg
in ten days?

I have a tadpole. Who has what begins to develop
back legs.

I have froglet. Who has what loses its tail, gets
front feet, and can live outside of water>

I have a frog!!!!!
Teacher Directed Lesson 9                         Author’s Purpose: Inform
Title: Writing steps in a process                 Genre: Non-fiction
Comprehension Strategy: Sequence

Essential Question (GPS): ELA3W1d
How do I write the steps in a process?



Activating Strategies: (Learners Mentally Active)
Explain to them that we are going to make lemonade. Tell them you found two
recipes last night. “HHHMMMM Which one should I use?” “This one is the easiest,
I’ll follow it.” Make the lemonade in front of them. Read it as you go…”pour a little
sugar…it doesn’t say how much. I’ll just put a little.” Pour everyone a little and let
them taste. Ask them what’s wrong with it. Why is it nasty? Make it again and
follow the next set of directions. Read….”Pour one cup of sugar in.” Let them taste
it now. Explain the importance of writing good directions.



Cognitive Teacher Strategy:

Working with a partner, let them brainstorm things that are made or done in steps
(sandwich, snacks, planting a seed). After they brainstorm, write their ideas on
board. Let each child choose something they want to do or make. Have them write
the steps in order without leaving anything out. Let them take the steps home so
their parents can see it. They should bring in the materials needed the next day to
make in front of the class for a grade.




Summarizing Strategies: Learners Summarize and Answer EQ

Resources
Ingredients for lemonade, cups

				
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