Lesson 1

Subject: Reading Comprehension Skill -- Sequencing/Sequence Writing

Teacher: Mrs. Lombardo

Date: Monday, Feb. 20, 2017

Time frame: 9:10 a.m.-9:25 a.m.

Topic: Sequencing/Sequence Writing

Book: N/A

Common Core/NCSCOS Standard[s]:

CCSS.ELA-Literacy.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include
some details regarding what happened, use temporal words to signal event order, and provide
some sense of closure.

RL 1.7: Use illustrations and details in a story to describe its characters, setting, or events.

W.1.5: With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.

Focus and Review

To focus students for learning, and to review prior learning, we will talk about putting parts of a
story in order (beginning, middle, and end). Students have not written a sequence of events, so
this is a new skill that is being introduced as part of this learning progression.

Statement/Learning Objective

The following statement will be written on the board:

I can determine a sequence of events, and can use sequencing vocabulary.

Today, we are going to begin learning how to write a sequence of events (first, next, then, last).

Teacher Input

Introduce vocabulary (on SMART Board), with visual symbols next to each word to aid student
comprehension (words: sequencing, first, next, then, last, catchy, conclusion).

Model putting steps of a process in order (examples: making lemonade, making valentines, etc.)
use SMART Board visuals and steps for this portion of the lesson. Use appropriate and
pointed questioning strategies to provide differentiation, and to elicit and build on student
responses.
Guided Practice

Present another example (ex: how to make chocolate milk), and ask students to turn and talk
about in which order they would put the sequence of events (sequence visuals provided on the
SMARTBoard--see Lesson 1 Instructional Materials).

Then, ask one pair of students to come up to drag-and-drop the sequence of events in the
correct order.

Independent Practice

Have students cut-and-paste a sequence of events sheet on their own; use this formative
assessment as a way to see if students can independently order events in the correct
sequence, and connect the order of events to the four sequencing academic vocabulary words.

Differentiation:

Tier 1 and Tier 2 Students will receive support and guidance (as needed) as they
complete their formative assessment.

Closure

Check work as a group by showing students the answers, step by step. Analyze this data to
inform further instruction.

All student work will be checked by myself, my CE, or our Instructional Assistant.

Please continue scrolling to view the next lesson.

Lesson 2

Subject: Reading Comprehension Skill Sequencing/Sequence Writing

Teacher: Mrs. Lombardo

Date: Tuesday, Feb. 22, 2017

Time frame: 9:10 a.m.-9:25 a.m.

Topic: Sequencing/Sequence Writing

Book: N/A

Common Core/NCSCOS Standard[s]:

CCSS.ELA-Literacy.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include
some details regarding what happened, use temporal words to signal event order, and provide
some sense of closure.

RL 1.7: Use illustrations and details in a story to describe its characters, setting, or events.

W.1.5: With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.

Focus and Review

To focus students for learning, and to review prior learning, we will review vocabulary (words:
sequencing, first, next, then, last, catchy, conclusion), and practice 1-2 sequencing examples on
the SMARTBoard as a whole group.

Statement/Learning Objective

The following statement will be written on the board:

I can use sequencing vocabulary to write a sequence of events.

Today, we are going to begin learning how to write a sequence of events (first, next, then, last)
using a graphic organizer.

Teacher Input + Guided Practice

Create an anchor chart (with students), listing things most everyone in our class knows how to
do. Use turn-and-talks to encourage students to come up with what they think should come first,
next, then, and last in the process (ex: making a peanut butter sandwich).

Decide as a group which steps we could use, and list each step on the anchor chart, next to,
first, next, then, and last. Model writing steps, using academic vocabulary (first, next, then,
and, last. Steps will be listed as phrases, not sentences, so that students can take what is on
the chart, and develop it in their own writing, by turning the ideas into complete sentences.

Guided Practice

See above

Independent Practice
Have students take the step ideas we came up with, and turn it into a sequence of events, using
the sequencing graphic organizer (remove catchy first sentence and conclusion until later in the
week. When students demonstrate understanding of sequencing events, add the catchy first
sentence and conclusion pieces).

Differentiation:

Tier 1 and Tier 2 students will receive additional conferencing time and support as they
develop their sequence writing drafts.

Closure

All student work will be checked by myself, my CE, or our Instructional Assistant.

Please continue scrolling to view the next lesson.

Lesson 3

Subject: Writers Workshop Sequencing/Sequence Writing

Teacher: Mrs. Lombardo

Date: Wednesday, Feb. 23, 2017

Time frame: 9:10 a.m.-9:25 a.m.

Topic: Sequencing/Sequence Writing

Book: N/A

Common Core/NCSCOS Standard[s]:

CCSS.ELA-Literacy.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include
some details regarding what happened, use temporal words to signal event order, and provide
some sense of closure.

RL 1.7: Use illustrations and details in a story to describe its characters, setting, or events.

W.1.5: With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.

Focus and Review

To focus students for learning, and to review prior knowledge, review academic vocabulary on
the SMARTBoard. Continue to associate the words, first, next, then, and, last, with the
numbers one, two, three, and four, respectively.

Statement/Learning Objective

The following statement will be written on the board:

I can write to inform and provide a sense of closure.

Today, we are going to use our writing from yesterday, and record ourselves reading it, to see if
the steps we have written make sense.

Teacher Input

Teach students how to record their voices on the Seesaw app. Model reading my own writing on
the Seesaw app, and show students the recording.

Have students open the Seesaw app, and take a picture of their writing.

Guided Practice

Show students how to record again, using a student example.

Students will work on an independent sequencing activity, while waiting for his/her turn to
record. Students will be called by myself, my CE, or are Instructional Assistant, to receive
support in recording.

Independent Practice

Students will listen to their voice recordings; I will conference with them to see what they think of
their writing, and if they need to make any changes.

Differentiation:

I will work with students to help them develop their thoughts as they are revising their
writing.

Closure

All student work will be checked by myself, my CE, or our Instructional Assistant.

Please continue scrolling to view the next lesson.

Lesson 4

Subject: Writers Workshop Sequencing/Sequence Writing

Teacher: Mrs. Lombardo

Date: Thursday, Feb. 23, 2017

Time frame: 9:10 a.m.-9:25 a.m.

Topic: Sequencing/Sequence Writing

Book: N/A

Common Core/NCSCOS Standard[s]:

CCSS.ELA-Literacy.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include
some details regarding what happened, use temporal words to signal event order, and provide
some sense of closure.

RL 1.7: Use illustrations and details in a story to describe its characters, setting, or events.

W.1.5: With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.

Focus and Review

To focus students for learning, and to review prior knowledge, review academic vocabulary on
the SMARTBoard.

Statement/Learning Objective

The following statement will be written on the board:

I can write a sequence of events, and provide a sense of closure.

Today, we are going to learn about writing a catchy first sentence, and finishing our writing with
a conclusion.

Teacher Input

Teach students about writing a catchy first sentence. This sentence introduces what their writing
will be about. Ask students questions to see what sentence starters they can come up with.

Show students how to write a conclusion (modeling). Remind students that they can use these
models as a guide, but do not need to copy them word-for-word.

Guided Practice

Allow students to think-pair-share about what they know a lot about (what they could write about
for this learning experience). Have students choose their topic, and write it on a sticky note.

Independent Practice

Invite students to write about the how-to topic of their choice, using the graphic organizer
provided.

Differentiation:

I will work with students to help them develop their thoughts as they are revising their
writing.

Closure

All student work will be checked by myself, my CE, or our Instructional Assistant.

Please continue scrolling to view the next lesson.

Lesson 5

Subject: Writers Workshop Sequencing/Sequence Writing

Teacher: Mrs. Lombardo

Date: Friday, Feb. 25, 2017

Time frame: 9:10 a.m.-9:25 a.m.

Topic: Sequencing/Sequence Writing

Book: N/A

Common Core/NCSCOS Standard[s]:

CCSS.ELA-Literacy.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include
some details regarding what happened, use temporal words to signal event order, and provide
some sense of closure.

RL 1.7: Use illustrations and details in a story to describe its characters, setting, or events.

W.1.5: With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.

Focus and Review

To focus students for learning, and to review prior knowledge, review academic vocabulary on
the SMARTBoard.

Statement/Learning Objective

The following statement will be written on the board:

I can write a sequence of events, and provide a sense of closure.

Today, we are going to learn about writing a catchy first sentence, and finishing our writing with
a conclusion.

Teacher Input

Review with students the elements they need in a sequenced writing piece. Review vocabulary.
Provide input in one-on-one writing conferences with students.

Guided Practice

Continue to support students through the writing process by conferencing with students.

Independent Practice

Students will create their final copies of their how-to/sequenced writing, and we will share our
work online, as well as in the hallway (with our peers and colleagues).

Differentiation:

I will work with students to help them develop their thoughts as they are revising their
writing.

Closure

All student work will be checked by myself, my CE, or our Instructional Assistant.