Student: Rachelle Curasi Course: EDU 329 02 Grade: 3 Topic: Sequencing

Professor: Kraemer, Linda Date: March 5, 2014 Content Area: ELA

INSTRUCTIONAL OBJECTIVE (Lesson Objective*) After a class lesson on sequencing, students will read a series of sentences and arrange them in sequential order with 80 percent accuracy. STANDARDS AND INDICATORS ELA & Literacy Standard (CCLS) R1.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. Indicator: This will be evident when the students work collaboratively to determine the beginning, middle, and end of a specific event. This will also be evident when students work independently to complete the sequence of events worksheet.

ELA & Literacy Standard (CCLS) R1.3.3: Describe the relationship between a serious of historical events, scientific ideas or concepts, or steps in a technical procedure in a text, using language that pertains to time, sequence, and cause/effect. Indicator: This will be evident when the students read a serious of sentences and arrange them in chronological order as well as when they work together with the teacher to arrange sentence strips in the proper order.

ELA & Literacy Standard (CCLS) R1.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text to a grade 3 topic or subject area. Indicator: This will be evident when the students listen to a passage and write down two to three signal words or phrases that they hear. This will also be evident when students create short stories that incorporate the use of signal words/ phrases such as: first, second, third, next, then, etc.

MOTIVATION (Engaging the learner(s)*) The teacher will read If You Give a Mouse a Cookie by Laura Numeroff and ask questions regarding the beginning, middle, and end of the story, which will lead into a lesson on sequence of events.

MATERIALS If You Give a Mouse a Cookie by Laura Numeroff, an overhead projector, sentence strips, paper, pencils, crayons, sequence of event worksheets, reading passage, hat.

STRATEGIES (Learning Strategies*) Group Discussion: The teacher and students will discuss signal words and phrases and arrange sentence strips in the proper sequential order together. Teacher Demonstration: The teacher will read aloud a passage on the overhead projector while circling signal words and phrases. Cooperative Learning: Students will be broken up into groups of four and asked to work together on identifying the beginning, middle, and end of a specific event picked from a hat (morning routine, bedtime, school day, how a caterpillar becomes a butterfly etc.). Independent Study: Students will work independently to complete the sequence of events worksheet.

ADAPTATIONS (Exceptionality*) The student who is an English language learner will be provided with content specific vocabulary words prior to the lesson.

DIFFERENTUATION OF INSTRUCTION Tier One: After a class lesson on sequencing, students will read a serious of sentences and will be asked to arrange them in sequential order, sentences will be accompanied by photos to help the students identify the proper order of events with 80% accuracy. Tier Two: After a class lesson on sequencing, students will read a serious of sentences and will be asked to arrange them in sequential order with 80% accuracy.

Tier Three: After a class lesson on sequencing, students will read a serious of sentences and will be asked to arrange them in sequential order with 80% accuracy. Students will circle or underline at least two signal words or phrases.

DEVELOPMENTAL PROCEDURES The students will listen to a passage and write two to three signal words or phrases that they hear. (What is a signal word? What are examples of signal words? What are signal phrases? What are examples of signal phrases?) Students will work independently to read a serious of sentences and arrange them in sequential order. (What is happening? What key words should we be looking for? What comes 1st, 2nd, 3rd etc.?) Students will work in groups to determine the beginning, middle, and end of a specific event. (What happened just before? What happened after? Are you able to retell the events? Are there key points in the event, if so what are they?) The lesson will finish when students share their group work with the class. The teacher will review one more time what was discussed during the lesson. (Why do you need to know signal words/phrases? What happened in the passage we listened to? What were some signal words/phrases we wrote down? Why is sequence of events important? What are key points? What are some of the events your classmates wrote about? Next time you are reading a passage or a story, what will you look for to identify the sequence of events?)

ASSEMENT (artifacts* and assessment [formal & informal]*) Students will accurately sequence five events in a storyline.

INDEPENDENT PRACTICE After the lesson on sequencing students will sequence five events in their daily routines and incorporate the proper signal words and or phrases.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT Direct Teacher Intervention: The teacher and student will work together on an interactive CD-ROM to practice sequencing and identifying signal words/phrases.

Academic Enrichment: Students will create short stories using pictures and signal words/phrases to demonstrate their knowledge of sequencing.

TEACHER REFERENCES Have Fun Teaching. Making A Bed Sequencing Worksheet. Retrieved from http://www.havefunteaching.com/worksheets/reading-worksheets/sequencingworksheets/ Help Teaching. Grade 3 Sequencing of Events. Retrieved from http://www.helpteaching.com/questions/Sequencing_of_Events/Grade_3 Laura, N. (1985). If You Give a Mouse a Cookie. Haper Collins.