![]() Sentence strips work well for this type of activity, since events can be written on individual strips and then rearranged as necessary to put the events in the correct order. Once you have finished the story, make lists with students about the events that occurred, trying to arrange them in order. Depending on your lesson, you might say, "As we read, let's think about what happens during the beginning, middle, and end of the story," or "After we finish reading, we're going to try to retell the story."Īs you read, pause frequently to ask students to identify the events in the story and to help encourage them to think about when the beginning gives way to the middle, which in turn transitions to the end. Prior to reading a story aloud, remind students that they will be working on their sequencing skills. Below are some ideas for practicing sequencing in the context of read-aloud stories or during independent reading. A familiar example of such stories would be a book of fairy tales and fables.Ī variety of ways exist to help students hone their sequencing skills. ![]() ![]() When selecting a text for a sequencing activity, start with a short piece that contains distinct events has a clear beginning, middle, and end and that lends itself to being retold. Sequencing is a skill that can be incorporated into any education subject area, but it is often associated with teaching early readers. Sequencing activities also provide an opportunity for students to examine text and story structure, which, in turn, strengthens their writing skills. If students are encouraged to identify the parts of a story, for instance, they will be better able to retell it to someone else, as it is a more manageable task to think of a story in pieces-the beginning, middle, and end-rather than try to recall it as one large book. Practicing sequencing helps remedy both of these common issues and makes this aspect of reading comprehension second nature. Even more experienced readers may re-tell a story by focusing primarily on the sections that were most appealing to them rather than by giving a more complete sequence of the events that occurred. Beginning readers and those that have not had much opportunity to work on their sequencing skills have a tendency to retell a story by starting with the end, since it is the part of the book that they read or heard most recently. Why Is It Important?Īs students listen to or read text, they are best served if they can understand the information as it is presented and then recall it at a later point. The ordering of events in a story, along with connecting words such as once upon a time, then, later, afterwards, and in the end, are good examples of textual features, an understanding of which gives the reader a way of integrating the story's individual parts into its larger framework-and thereby understanding the author's purpose. Finding meaning in a text depends on the ability to understand and place the details, the sequence of events, within some larger context-the start, middle, and end of a story. The ability to sequence events in a story is a key comprehension strategy, especially for narrative texts. Sequencing refers to the identification of the components of a story, such as the beginning, middle, and end, and also to the ability to retell the events within a given text in the order in which they occurred. ![]() Sequencing is one of many skills that contributes to students' ability to comprehend what they read. ![]()
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