Title of Lesson: Sequence of Events Course: EDDN 634

Core Components:
● Students will define the ‘sequence’ and use sequencer words in their sentences.
● Students will identify events and be able to put them in order.

Topic of Lesson and Rationale:

● The topic of the lesson is sequencing.
● Students will learn what sequence is and how it helps to retell an event or story.
Students will learn sequencer words that assist them as readers and writers to
understand what happens first to last. This lesson will be a building block for students
to begin to understand the parts of the story. Understanding the processes and
importance of sequence events can deepen the students’ comprehension of reading and
writing.

Content Objective:

● 1R3: Describes characters, settings, and major events in a story, or pieces of

information in a text.
● 1R7: Uses illustrations and details in literary and informational texts to discuss story
elements and/or topics

Language Objective:
● 1SL1: Participates in collaborative conversations with diverse peers and adults in
small and large groups and during play
● 1SL5: Create or utilize existing visual displays to support descriptions to clarify ideas,
thoughts, and feelings.

Student Population
● Grade level: 1st grade to 3rd grade
● Grouping: heterogeneously
● 3 ELLs (1st grade level)

Learning Community:
● Urban
● The majority of the students are Hispanic and the minorities are Non-Hispanic and
Asian.
● Elementary school
 ● The classroom context is team teaching. There are two teachers in the classroom and
they teach specific subjects.
● The classroom arrangement is different from a traditional school setting. There are a
couple of tables and they are the long ones where two students can sit together. The
majority of the classroom is taken up by a huge rug in the room. Students can use a
mat or a foldable desk table to do their work.

Materials/Resources:

● “The Little Red Hen” by Paul Galdone (1985)

● Anchor Chart
● Worksheet
● Scissors
● Gluestick
● Pencil

SIOP Components and Explanation

1. Preparation
● The content objectives are to use the illustration to help identify and “dissect”
the sentence. The language objectives are to participate and communicate with
peers when working on the activity.
● The content concept for this lesson is sequencing events. Students will learn the
sequencer words: first, next, then, last. For lower level ELLs, they will
correspond to the sequencer with numbers 1 to 4. They will not be focused on
matching the picture to the sentence but putting the pictures in order using a
retell strip (ladder).
● Some supplemental materials that are needed are an anchor chart, the 4 pictures
of the red hen, and visual cards vocabulary.
● To adapt content to all levels, there will be some adjustments to the student’s
language proficiency. The activity will be to cut out the 4 pictures and match the
picture to the correct sentence that describes the picture. Then students will have
to trace the sentence on the lines provided. Each student will have a key card
with the sequencer words as they work. For lower level ELLs, their activity is to
cut out the 4 pictures and put them in order. Students will circle which
sequencer that picture is and next to the sequencer will have numbers (e.g., first
- 1, next - 2). In the sentence worksheet, students will cut out the words on the
bottom and glue the words to make a complete sentence. For higher level ELLs,
their activity is to cut out the 4 pictures and write out the sentence using the
sequencer in the beginning. (e.g., First, I will plant the wheat).
● For students who are still interested in sequencing, in the reading center, there
will be books with CD players for them to listen to and read. After reading and
listening, there will be a similar activity that they have done with the book, “The
Little Red Hen”, but just with different sentences and pictures. This would allow
students to present a better understanding when working with another storyline.
2. Build Background
● Reading “The Little Red Hen” can use the students’ background knowledge on
farm animals. Students may have visited the farm with their family, lived on a
farm before, or taken care of farm animals. Before reading the book, the class
will discuss what a farm is and share any experiences they had there. Another
background knowledge students may have is their experiences or knowledge on
planting. After reading the book, the teacher will ask “Has anyone planted or
grown a plant? Are the steps the same as the red hen?”.
● The reading skills that students have learned like decoding, finger-pointing, and
print concepts will help the students be better readers. Students would need to
use their listening ears to pay attention to the story and be able to answer
questions. This lesson is a beginning point before teaching the different parts of
a story (e.g., beginning, middle, end, plot, characters).
● The teacher will go over the key vocabulary before reading the book. Students
will be echoing the word so they can practice speaking the word. There will also
be visual cards with the vocabulary words with pictures and in the students’
primary language.

3. Comprehensible Input
● When reading the book, the teacher will use guided reading while using a
pointer finger. The teacher will be using a clear enunciation and when it comes
to the repetition of the “Not I”, students will be encouraged to say it. It will not
be a quick reading like a read aloud, but it will go at a slower pace allowing
guided questions to be asked to help the students understand what is happening
in the story.
● For academic tasks, the teacher will model the steps on how to do it visually and
show one example that is completed together as a whole class. Before sending
the students to work on their activity, the teacher will read aloud the sentences
and have the students echo. The teacher will remind the class about the
instructions as they observe.
● If students are still having a hard time grasping the understanding of sequencing
then the teacher will use something that the students can see and experience at
that moment. Students may have a better understanding when they are through
the process of something (e.g., to read a book, do we flip the pages first or go to
the library first to get a book?).

4. Strategies
● This activity on sequencing also touches upon organizing and categorizing skills
for the students. Sequencing is also a good strategy to teach before summarizing
because it lays out pieces of the story and when putting it together would recap
the story.
 ● When students have gained a better understanding or master sequencing, I
would slowly add one or more challenges to the activity. For example, I would
take away the sentences to match with the pictures and have the students
unscramble the words to make a complete sentence.
● The teacher would ask questions that students can answer by observing and
listening to the story but also questions that students need to elaborate on. There
will be questions about what students think the character feels, why they are
feeling this way, who was lazy, etc. To promote higher-order thinking skills, the
teacher will ask the 5Ws in their questions.

5. Interactions
● The book, “The Little Red Hen” can have multiple activities that can build up
from other concepts that were learned before and be placed in the reading
center. For the sequencing activity, students can work in pairs and split half the
work and complete it together.
● The teacher would use group configurations by putting a group with students
who can successfully read, trying to master to decode words, and learning to
decode to support language and content objectives.
● To provide ample opportunities for students, there will be different activities
based on the students’ level. For lower level ELLs, students will just have to put
the pictures in order like a ladder without matching with the sentences. Whereas,
students who are starting to read and write will match the picture with the
sentence and will trace the sentence. For advanced students, they will
unscramble the words to make a correct sentence that matches the picture.

6. Practice/Application
● For a hands-on activity, students will be using their gross motor skills to cut the
paper and glue it with the corresponding sentence. For students who are still
getting the grasp of sequencing, there will be models and pieces that will
connect correctly when the story line matches.
● Students are encouraged to read the sentences aloud by themselves or with a
peer. There will be multiple questions asked about what they see in the pictures
to help them comprehend the story better. For students who are learning to read,
the pictures will help them find the key words in the sentence to identify the
sentence (e.g., I will cut the wheat; students will look at the picture to see what
the hen is doing).
● An activity students can do as a group is to reenact the story. Students can create
a puppet for their character and plan the events together. They will be able to put
the act in sequence and perform.

7. Lesson Delivery
● The content objectives will be supported for students discussing the book
throughout the reading. Using the book, students will have the opportunity to
practice and learn about sequencing and retelling using sequencers. Students
 will be using the illustrations to identify the sentences and matching with the
corresponding piece.
● The language objectives will be supported for students by encouraging
communications with their peers, regarding the story, questioning, asking for
help, etc. Students are encouraged to ask their peers before asking the teacher
for help. This will give students the independence of completing their
assignment on their own and with the help of their peers. And their peers will be
able to clarify their understanding by explaining and helping others. During the
activity, students are able to use the pictures to help differentiate and arrange
them in order.
● The teacher will engage students by asking questions and encouraging
participation during the reading (during the “Not I” parts in the story).
Throughout the independent activity, students will not be working on it quietly,
they will be motivated to read the sentences aloud and ask their peers whenever
they need help.

8. Review/Assessment
● At the beginning of the lesson, the teacher will explain what the “sequence” is
by having a do now about what they do to get ready for school. Students will be
able to understand what sequence means when the example shows step by step
with pictures.
● For the key content concepts, the teacher will have an anchor chart with visuals
for students to understand the words (first, next, then, last) that are created
together as a do now. It will be a common sequence event of getting ready for
school. Students will echo the vocabulary and the sentence they create for the
pictures.
● For students’ output, the teacher would regularly ask students to elaborate on
their statements and explain why they think so. The teacher would not just take
an answer if it's wrong or right but ask about the thinking behind it.
● Students will be having a formative assessment during the activity. They will be
working on a self-assessment on their knowledge and understanding of
sequencing. Students will also have a checklist to help them check off their own
progress. The teacher will be making observations and having a checklist to
distinguish the students’ comprehension.

9. Extension/Homework
● “How to Make” Booklet Activity
○ Students will understand how sequencing is retelling a story or activity. To
enhance the students’ understanding, students will create a “how to make ___”
and explain the steps in order. For example, making a pizza, making a sandwich,
planting a flower, getting ready for school, or other interests students have. They
will be encouraged to use sequencers (first, next, then, last).
● After-school Schedule
 ○ As a homework activity, students will be making a list of what they have done
right after school is finished. They will have a retell strip for them to draw and
write what they have done for that night. This homework assignment allows them
to have some family engagement and share with their family what they have
learned in school.

Section II: Lesson Plan Commentary

For ELLs to gain better comprehension in reading and writing, they will need to learn the
essential skills that are needed for the future. Everything they learn is like building blocks that go
on top of one another and without a basic understanding of the one beneath, students will not be
able to learn the new concept. For this reading lesson, I chose to teach the sequence skill to the
students. Sequencing allows students to break down a story into simple steps and put it in order.
This will be the basic block for students to learn the story elements and summarize the story.
After completing the lesson, the students were able to put the pictures in order which means
they were able to successfully learn the sequence. They already had a basic understanding that
things happen in a certain order but did not know the vocabulary for that. I was not able to
effectively impact the sequencers into the activity. I was focused on ensuring that the students
understood the sequence and putting the pictures in order but I forgot to emphasize the words
that correlated to the picture. If I were to do this lesson again, I would try to focus more on the
sequencer words. I would not just have the sequencer words for the advanced ELLs but also the
lower ELLs because that is the main part of sequencing. In “Teaching Reading to English
Language Learners: Differentiated Literacies”, Herrera and Escamilla stated, “if the students are
in the beginning stages of acquiring English, asking them to retell a story in English is likely to
reveal more about their ability to understand and produce the English language than their ability
to comprehend and retell stories” (Herrera & Escamilla, 2015, p.169). It may be a bit difficult for
the lower ELLs to implement the words in their speech but it will help them understand the
process in the book. When students learn the sequencer words, it will help them organize in their
writing and speaking.
The strengths in my lesson planning skills are that I am flexible and willing to adjust the
activity to benefit the students. I would find topics that interest students and connect their
background knowledge to new content they will be learning. I plan backward first, thinking
about the goals I want from the students and working backward from there. A skill that I plan to
work on is coming up with better assessments for the students. I cannot keep using formative
assessment when it is important to assess the students’ reading level and make sure they are
learning the necessary skills for reading. Formative assessment is good to improve my lesson
planning but it will be tricky to know where exactly the students’ progress is in reading. For
example, I would watch how the student is working on the activity and have a checklist of what
they are completing. I can see if they are decoding the words in the sentence or if they are
‘dissecting’ to find the keyword in the sentence that matches the picture. This would only work
in small groups. In a whole classroom, I would not be able to identify what skills the students are
using which will not be able to provide me as much evidence as other assessments.
Overall, I believe sequence is a good place to start with before diving into story elements.
As students would sequence the event, they would learn to identify who the characters are and
what they are doing. When they begin to learn about story elements, they will have a good
picture of what to look for in the story when they read. This will help students recognize and
build their ability to comprehend text.