SEQUENCING
"Because some details have to be comprehended and then remembered in a certain order, readers must organize them sequentially. These include historical or biographical events, steps in a process, and directions," (Gunning, 2010, p. 325.)
Graphic organizers (different kinds of charts used to help students visually organize information) are a good way for students to record and visually reference the sequence of events in text they are reading, or in processes such as the recursive writing process and the scientific method. To help teach sequencing, you have only to model and assist the students in filling out whatever graphic organizer they are using for the assignment.
VOLUNTEER INSTRUCTIONS:
We may learn and practice sequencing in a variety of ways, to keep the students interested. Follow the steps used in the teaching example below (5 Key Steps), and you should be able to successfully adapt to any sequencing activity we are performing as a class. If you are introducing and modeling a concept to students, be sure to speak in terms they can understand about what you're doing and why. Ask students lots of questions during the guided practice portion, and watch them carefully during independent work, to check for understanding. Encourage and assist the students to the best of your ability, and never be afraid to ask me for help!
TEACHING EXAMPLE:
1. First I would introduce the strategy to the students with wording such as, "Sometimes when we're reading something or trying to remember the steps of how to do something, it is helpful to think about the order in which the events happen. This is called sequencing. Understanding the sequence in which events happen in a text can help us better understand and remember what it is about. Today, we will be making our own timelines for the story we're reading, to help us remember the sequence of events in it."
2. Next I would model an example of what we would be doing. I will display on the SMART board and read aloud a selection of text that has some action in it. (With an individual or small groups of students, they could just look over my shoulder and follow along as I read.) Each time I came to an important event in the text, I would grab a Post-It note, write it down, and stick it up on the appropriate place on the timeline I had drawn on the marker board. After reading the whole selection and sticking up all the notes in order on the timeline, I would verbally summarize the sequence of events from beginning to end and discuss the process with the students.
3. Then, I would do the same thing again, starting over with a new text and new blank timeline, but this time have the students point out the important events. I would still write them down on the Post-It notes, but would ask individual students to come up and stick the notes on the appropriate place on the timeline. After reading the whole text selection, we would again verbally review the sequence of events and discuss it as a class.
4. Finally, I would have the students work in pairs or small groups as they read through an assigned narrative or informational text and created their own timelines on the wall next to them. I would attempt to set this activity up so that we could leave their timelines up for the duration of our study of this strategy, perhaps just replacing the sticky notes with new ones as we read different texts. During this independent practice, I would walk around observing and offering help when necessary.
5. If I noticed students struggling, I would attempt to re-teach the process.
"Because some details have to be comprehended and then remembered in a certain order, readers must organize them sequentially. These include historical or biographical events, steps in a process, and directions," (Gunning, 2010, p. 325.)
Graphic organizers (different kinds of charts used to help students visually organize information) are a good way for students to record and visually reference the sequence of events in text they are reading, or in processes such as the recursive writing process and the scientific method. To help teach sequencing, you have only to model and assist the students in filling out whatever graphic organizer they are using for the assignment.
VOLUNTEER INSTRUCTIONS:
We may learn and practice sequencing in a variety of ways, to keep the students interested. Follow the steps used in the teaching example below (5 Key Steps), and you should be able to successfully adapt to any sequencing activity we are performing as a class. If you are introducing and modeling a concept to students, be sure to speak in terms they can understand about what you're doing and why. Ask students lots of questions during the guided practice portion, and watch them carefully during independent work, to check for understanding. Encourage and assist the students to the best of your ability, and never be afraid to ask me for help!
TEACHING EXAMPLE:
1. First I would introduce the strategy to the students with wording such as, "Sometimes when we're reading something or trying to remember the steps of how to do something, it is helpful to think about the order in which the events happen. This is called sequencing. Understanding the sequence in which events happen in a text can help us better understand and remember what it is about. Today, we will be making our own timelines for the story we're reading, to help us remember the sequence of events in it."
2. Next I would model an example of what we would be doing. I will display on the SMART board and read aloud a selection of text that has some action in it. (With an individual or small groups of students, they could just look over my shoulder and follow along as I read.) Each time I came to an important event in the text, I would grab a Post-It note, write it down, and stick it up on the appropriate place on the timeline I had drawn on the marker board. After reading the whole selection and sticking up all the notes in order on the timeline, I would verbally summarize the sequence of events from beginning to end and discuss the process with the students.
3. Then, I would do the same thing again, starting over with a new text and new blank timeline, but this time have the students point out the important events. I would still write them down on the Post-It notes, but would ask individual students to come up and stick the notes on the appropriate place on the timeline. After reading the whole text selection, we would again verbally review the sequence of events and discuss it as a class.
4. Finally, I would have the students work in pairs or small groups as they read through an assigned narrative or informational text and created their own timelines on the wall next to them. I would attempt to set this activity up so that we could leave their timelines up for the duration of our study of this strategy, perhaps just replacing the sticky notes with new ones as we read different texts. During this independent practice, I would walk around observing and offering help when necessary.
5. If I noticed students struggling, I would attempt to re-teach the process.