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Content Standards:
Review
Remediation/Reteaching
W.1. 3. Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words to
signal event order, and provide some sense of closure.
Learning Objective:
Students will write 3 events from the story in the correct order out of 4.
Academic Language (or A.L. Demands, A.L. Objectives):
Community helpers, neighborhood, doctor, waiting room, exam, order, first, next, then, last,
second, third
Prior Knowledge:
In the prior lesson, students learned about community helpers and identified the main idea
from stories.
This lesson uses that skill to identify main events under the same topic of community
helpers but scaffolds in the new concept of sequencing.
Assessments:
Introduction:
Remind students of our work with community helpers. Ask them to recall what kinds of
community members help us.
Structured Practice/Exploration:
Read the story Going to the Doctor with students aloud on the smartboard. Reinforce
events as they happen, retell and recall the story as each new event happens.
Independent Practice/Application:
Pass out writing prompts page. Have students each write in a full sentence the events that
came first, next, then, last from the story. They can use their coloring page for reference.
Closure:
Share as a group the event from the story we liked the most.
Allowing the students to draw the events as well as write them out allows them to use
multiple senses and process the sequence through multiple mediums. This is a best teaching
practice because it supports the connection between images and words to help the students
connect with the content. According to Comenius idea of Pansophism, visual aids aid
connection to material and deepen learning.