Lesson 1: Sequence Clue Words (Part 1)
- Learning Goal
- Use sequence clue words (first, second, third, next, after, finally, then) to show the correct order of events in fiction.
- Approximately 50 minutes
- Necessary Materials
- Provided: Direct Teaching Passage, “Tony's First Day of School;” Guided Practice Passage, “The Lost Kitten;” and Independent Practice Worksheet
Not Provided: scissors, chart paper, markers
will explain that it is important to understand the sequence (or the order that things happen) in a story so that we can understand the story better. I will explain to students that authors often use sequence words to help us understand the sequence of events in a story. I will put four students in a line and model using sequence words by explaining which student is first, second, third, and last. I will chart these sequence words. I will tell students that there are other sequence words that can help determine sequence as well. I will add these to the chart (next, after, finally, then). I will explain that sequence words in stories help the reader understand when things are happening in the text. I will read aloud the short passage “Tony's First Day of School” (text provided in unit) and model identifying the sequence words that tell me what happened after Tony woke up that morning. Note: You will need to save the sequence word chart, as it will be used in Lessons 2 and 3.
Ask: "How can I identify the order of events in a story?" Students should respond that you can pay attention to sequence words such as first, next, then, last, and finally.
will read “The Lost Kitten” (provided in this unit) together and identify the sequence words in the story. We will discuss how the sequence words helped us know what order the events in the story happened after the boy saw the kitten.
will use sequence words to put sentence strips of “Rebecca’s Morning” (provided in this unit) in sequence. You will explain how the sequence clue words help you determine the sequence of the story.
Build Student Vocabulary excited
|Tier 2 Word: excited|
|Contextualize the word as it is used in the story||“I was so excited that it was the first day of school.”|
|Explain the meaning student-friendly definition)||Excited means to feel enjoyment or to look forward to something. The character in the passage is excited. This means that the character is looking forward to the first day of school.|
|Students repeat the word||Say the word excited with me: excited.|
|Teacher gives examples of the word in other contexts||I was excited to go to the zoo. I love to see the zebras. I was excited to visit with my cousin.|
|Students provide examples||When have you been excited? Why were you excited? Start by saying, I was excited when ______________ because _________________.”|
|Students repeat the word again.||What word are we talking about? excited|
|Additional Vocabulary Words||streaming, bright|
After reading the passage, "The Lost Kitten," teach the students additional facts about kittens. Kittens are born into a "litter," a group of other baby kittens. Most kittens are born helpless and dependent on their mother cats. Mother cats carry their kittens around by the scruffs of their necks.
Texts & Materials
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