Lesson 1: Retell a Story in Sequential Order
First Day Jitters | 210L
- Learning Goal
- Retell a story in sequential order.
- Approximately 50 minutes
- Necessary Materials
Provided: Guided Practice Example Chart; Independent Practice Passage, “Clara and Phillip the Turtle”
Not Provided: First Day Jitters by Julie Danneburg, chart paper, markers
will explain to students that when retelling a story, it is important to retell it in the correct sequence (or order). I will model retelling a familiar story previously read aloud in class. I will chart the events as I retell the story and discuss how important it is to tell the story in sequential order. Note: Save the chart of the retell for Lesson 2.
Ask: How did I retell the story? Students should respond that you told the story in the order in which the events happened.
will read First Day Jitters by Julie Danneberg, and chart details from the story in sequential order after we finish reading. (Guided Practice Teacher Example Chart is provided in the Texts & Materials tab.)
TIP: Read The First Day Jitters before charting the retelling of the story. Then do a picture walk through the story to remind students of the events in the story and the order in which they occurred.
will follow along as we read together the passage “Clara and Phillip the Turtle.” You will list the events in sequential order and then retell the story to a partner. (The text is provided in the Texts & Materials tab. )
TIP: Allow students to add as many details to their retelling as they want. The focus of this lesson is to retell the story in sequential order. The next lesson will focus on important events versus minor details.
Build Student Vocabulary fumbled
|Tier 2 Word: fumbled|
|Contextualize the word as it is used in the story||When Sarah Jane Hartwell is getting dressed, “she fumbled into her clothes.”|
|Explain the meaning student-friendly definition)||To fumble means to act in a nervous or clumsy way. When Sarah Jane Hartwell fumbled into her clothes, she clumsily and nervously got dressed.|
|Students repeat the word||Say the word fumbled with me: fumbled.|
|Teacher gives examples of the word in other contexts||I fumbled for my eyeglasses in the dark room. I fumbled for my keys in my messy purse.|
|Students provide examples||When have you fumbled? Start by saying, “I fumbled when_________________.”|
|Students repeat the word again.||What word are we talking about? fumbled|
|Additional Vocabulary Words||covers (noun), slumped|
After reading the passage “Clara and Phillip the Turtle”, explain that while turtles are slow walkers, they are fast swimmers. Turtles have webbed feet and a curved shell, which helps them to move quickly underwater. On land, however, turtles carry around a heavy shell, they have short legs that are not directly beneath them, and they have very slow blood flow above water, causing them to move slowly.
Texts & Materials
(To see all of the ReadWorks lessons aligned to your standards, click here.)