Seuquencing+Tools

[|Journal Response] -I can use this for after reading a story. It's great because it has a place where the student can rate the book. LOVE!

[|Beginning, Middle, and End] -Can be used to help teach students the beginning, middle, and end of a story.

> > ==Telling and Retelling a Story== > > ==Giving Directions== > > ==Using Illustrations==
 * 1) ==Sequencing Cards==
 * Sequencing cards provide an easy and convenient tool for students to practice sequencing independently. Students put the elements of the story in the correct order after reading or hearing the story. Use illustrations from the book to create sequencing cards or draw activities on cards for early readers. List story segments or summaries on cards for more advanced readers. Another option is to take story segments and put them on cards so students can construct the stories in their own ways.
 * Read the story to the students or have the students read the story, and then have the students retell the story or write the events down in a timeline. Alternatively, after the story has been read, have the students sit in a group and pass a beanbag around the circle. As each student holds the beanbag, he supplies the next event in the story. A third option allows students to write their own story, thinking through the events and placing them in the correct order on a card before writing the story on paper.
 * Ask the students to think of an activity they perform frequently, such as brushing their teeth before bed or getting ready for __ [|school] __. Tell them to write directions on how to do the activity for someone who has never done it. A second option is to provide the class the steps needed to perform a familiar activity and have them assemble the steps in the correct order. As a third option, call on a student and have her give a step in a process and have the next student provide the next step. Continue until all the steps are completed.
 * Provide a set of three or four illustrations and ask the students to write a story based on the illustrations. Allow the students to share their stories and see how different the stories are. Alternatively, have the students illustrate a story they have heard, placing the drawings in the correct order. A third option allows each student to illustrate an __ [|adventure] __ she had, such as a vacation or a birthday party, and scramble the pictures. Have other students in a small group try to figure out the correct sequence of the events to write a companion story.