Lesson 1 Sequencing Lesson

The ability to recall the parts of a story and determine the main idea of a reading passage is the basis for skills such as inferencing, sequencing, and overall comprehension of what has been read. Based on this knowledge, this author would address Jose’s ability to recall main story elements and therefore understand the main idea of the reading passage first.

This learning activity has the students looking more deeply into their chosen book using a more critical mind rather than just enjoying the book for its basic story line. It has them taking note of what is happening at each stage of the book and why these events are taking place, then taking this information they have gathered and developing a written report to convey their thoughts and ideas in the book along with developing the skills necessary to produce a piece of writing that is easy to read and understand for the reader. This activity also has a lot of hidden features to the task, such as using the correct grammar, development of sentence structure and use of creative thinking to make the piece interesting to the reader.

Another example I would use, would be a picture of 'Peter Rabbit' running, which could be an illustration of the vocabulary words 'wandered' or 'scampered'. During the reading of the story 'Peter Rabbit', I will point to the vocabulary word in the pocket chart and ask my students, 'what is this word'? and we will say it together; example: 'Trembling'. I would then ask the students a comprehension question like; 'What was Peter Rabbit doing'? A students response could be; 'Peter Rabbit was trembling with fright'.

There were three sentences in her sample to retell the story related to the text and all were structured in the same way, the sentence beginning then in the text it says and then evidence given from the text. The student does not get a chance to voice her opinion or provide stronger descriptive words. During reading partners the student is working on retelling mainly the gist of the stories along with learning to sequence and this is then portrayed within her writing. During the retell of many stories, she is able to summarize in words everything she read, when asked to write this sequence down the student is unable to fully and complete write the words without the sentence stems and evidence from the text.

To ensure that the students clearly grasp the theme of the previous day’s story, the students and the teacher went over this. Once the teacher had a clear understanding that the students can use character development to identify the theme of a story, she placed the students into three different groups and gave them

Students will listen to a simple story (such as The Three Little Pigs or Goldilocks and the Three Bears), and then will re-enact that story using puppets to reflect the timeline of events and characters of the story. Sequencing also develops listening, observation, and memory skills, which are necessary for all areas of learning. “Sequencing is an important part of problem solving across subjects” (Reading Rockets).

In the first half of the chapter, Levine discusses sequential ordering in terms of the five levels described above. He states that a child needs to be able to perceive the order of the days of the week, the months of the year, and perhaps the steps in solving a problem. If parents recognize a lack in this ability in their child, Levine suggests that they should practice teaching their children rhymes and other practices that force the child to use their sequential

Engage and orient the reader using techniques such as dialogue and description to set up the situation and create a smooth progression of events. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the events. Athena was amused. The little human named Odysseus was lost. Again.

This book is filled with tier three vocabulary including specific types of butterflies and the different parts of a butterfly. These are terms that cannot be brought into a variety of subjects and that are unlikely to be known previously by students. In addition, there are also high-level vocabulary words, that make the Lexile level go up as they are only used once throughout the book. In Readability and the Common Core’s Staircase of Text Complexity by Elfrieda H. Hiebert, it mentions that as vocabulary words are used more frequently the Lexile level decreases as these words become more common. In this book, words such as “miraculous”, “spectacular”, “muddled”, “coincidence”, “conservation”, “slathered”, “gurgled”, and “migration” are all used either once or just a few times.

Once the students returned from PE, students were directed to have desk cleared off. Ms. Kennedy began to discuss the weekly reading selection. She then led them to take out their reading workbooks. This week's reading selection was the Great Kapok Tree, and their skill associated with the lesson was the generalization. The workbook had approximately ten pages per story. The students were taught the pronunciation of each vocabulary word and their meaning. They were then given the opportunity to answer questions associated with the vocabulary words. One activity was filling in the missing word and reading sentences that had the vocabulary word in them. The students were tasked to identify the proper meaning of the vocabulary word embedded in the sentence. Ms. Kennedy worked with the students to identify the appropriate responses for both activities. After Mrs. Kennedy had completed both activities, she directed the students to complete the first reading worksheet of the story

This activity will cover the standards 3.RN.2.1, 3.RN.3.1, and 3.RN.3.2.The learning outcome states that the student will be able to read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 2-3. By the end of grade 3, students interact with texts proficiently and independently. The standard 3.RN.2.1 states that the student will be able to ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. This activity will have questions to test their comprehension of the material and they will have to follow the directions or else the slime will not turn out right. 3.RN.3.1 states that the student will apply knowledge of text features to locate information and gain meaning from a text (e.g., maps, illustrations, charts, font/format). In this assignment the students will have to follow the directions for the slime to be successful and they will be able to locate information throughout the text. 3.RN.3.2 states that the students will identify how a nonfiction text can be structured to indicate a problem and solution or to put events in chronological order. The question will ask about the chronological order of the

Think about how your favorite stories began. In what way did the author start the story to catch your attention? What was it that made you want to cheer for the main character, the hero, as he or she ventured out? Open your digital notebook and describe your strategy and the reading skills you will use to succeed in this lesson.

For the language assessment, I chose to read the story The Little Old Lady Who Was Not Afraid of Anything by Linda Williams. This is a great story to use with young children to develop listening skills and sequencing skills. I like to read this story with a lot of enthusiasm. As I read this book, I can ask the child “wh” questions, I can model the sounds and movements, and I can ask the child to imitate my movements or sounds.

I would like you to look at the words on the cards that I give to you and try to pronounce them. Think about what the word means, if you have ever seen it before. When you are done, we will read them aloud as a class. When I read the story I am going to ask you to tell me when you hear the words on your notecards by holding them up and saying the word. We will talk about what the words mean and how they are important in the

The curriculum for reading with a group of second grade students is, teaching the students how to interact with the text by asking questions and answering those questions. Having the students learn how to ask “who, what, when, where, why, and how” is the first step for new readers to understand what they are reading. The students are learning how to pick out the key ideas and details within the story to help fully understand the concept and meaning behind the writers words. Students need to be able to describe what they are reading and pay attention to the story’s plot. Second grade students now have the ability to understand the reason behind the characters actions within the stories that they read. This short story in particular serves the purpose of learning how to pick out the key ideas and details for new readers.