D. Identify correct sequence of events after hearing a story read. (AL COS)

Creating a Wall Story
After hearing a picture book read aloud, students sketch their favorite part of the story.  The pictures are shared with and sequenced by the class.

Integrating Language Arts Using If You Give a Mouse a Cookie
This lesson uses Laura Joffe Numeroff's If You Give a Mouse a Cookie to combine word-skill work with prediction and sequencing practice. Students learn about cause-effect relationships during a shared reading of the book and then complete a cloze exercise that uses context and initial consonant clues. Students then create story circles that display the events of the story and use these circles to retell the story to a peer. Finally the students compose their own stories, featuring themselves in the role of the mouse.

Collaborating on a Class Book: Exploring Before-During-After Sequences
In this classroom project, students and the teacher produce a class book through a group-writing activity, focusing on a basic before-during-after sequence of events. In this case, the book focuses on the carving of the class jack-o-lantern, though the lesson plan could be customized for explorations of other items in the classroom. For instance, as part of a foods unit, you might explore a variety of fruits. For a field trip, you might write about the events before, during, and after your trip.

Tell a Visual Story
Work on sequencing with this activity from Crayola.com.  Make sure you register (it's FREE) so that you can access this lesson.

Clifford's Good Deeds:  Learn about helping out and sequencing with these activities.

1,2,3:  Reproducible on sequencing

Sequence Game
A lot of work goes into making the books you and your friends love to read! Learn what it takes to put a book together and then play our game to see if you could make one yourself

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)

E/B: Have a students copy a story.
E/B: Create a picture word bank.
E/B: Label illustration about a story.
D: Cut out pictures representing the story and organize in sequential order.
D: Fill in missing words in sentence strips from a story.
E: Expand on class language experience story orally or in writing.
E: Change parts of a story and discuss what would happen.
E: Make a fold-a-book with cut outs and dictate sentences.
E/B: Listen to stories read aloud and respond to comprehension questions by using nonverbal communication or one-or-two word responses.
E/B: Respond to meaning and sequence of stories from a variety of sources through pictures and key spoken words or phrases when prompted; D: Respond orally to stories from a variety of sources with simple sentences; E: Respond to stories from a variety of sources by speaking or writing with simple sentences.
E/B: Identify the title of a book through visual support; D: Identify and restate the title and author of a book; E: Identify and restate the title, author, and characters of a book.
E/B: Convey understanding of basic facts through gesturing (i.e. pointing to pictorial representations), using key words orally, and possibly spoken words and phrases; D: Summarize understanding of basic facts with key spoken phrases or sentences when prompted; E: Summarize plot sequence and main idea with simple sentences and with limited support.

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