WR012.b

Content Standard 2b - Level 1

Report events sequentially.

Students will write a story that has a beginning, a middle, and an end.

KNOW Student will identify logical sequence (beginning, middle, end) patterns.

ABLE TO DO Student will generate 7-8 sentences on one topic, in sequential order from beginning, middle to end.

Teacher will model the use of graphic organizers to create sequence.
Students will use daily journal writing to gain practice using sequencing.
Teacher will read and guide discussion of storybooks that have a clear logical sequence.

Teacher will informally assess by reviewing daily writing journals to assess the following:
- Each writing session the student produces a story with logical sequence.
- The students writing stays on topic throughout the piece.
After listening to the teacher read The Listening Walk, students will generate multiple sentences on the topic of experiences they have had going on a walk. This assessment will occur at the end of the first and fourth quarters.
- The student's story will be sequential (beginning, middle and attempts an end).
- Each sentence will address the topic of the picture or given topic.
Upon being given a picture, students will generate multiple sentences that tell a story about the picture. This assessment will occur at the end of second and third quarter (different pictures for each quarter).
- The student's story will be sequential (beginning, middle and end).
- Each sentence will address the topic of the picture or given topic.
Conferencing with students to determine what might need to be changed in their writing. Teacher sits with student, reads their writing and points out the portions that are correct and the portions where student needs to edit. Conferencing form (form)can be found in front of their writing journal.

Sequencing pictures: Using the website, students will chose a series of three pictures then generate sentences that correspond to each picture. The pictures will be put in logical sequence from beginning, middle, to end. Students will then write three sentences in order from beginning, middle, to end.

Flip books: Teacher will introduce the use of flip books to put sentences into sequence.

Pages in Sequence: By taking apart two Take-Me-Home books (so that the pages are not front and back), children have the opportunity to sequence the pages and retell the story. Children can share the work of coloring the pictures or a parent volunteer might complete this task. The sequencing and retelling activity can be modeled with the whole group and rehearsed during small-group meetings. When children are comfortable with the task, the activity can move to a literacy center. Of course, a copy of the Big Book or pupil book to which the children can compare is included in the center activity.

"Light Pens"-Obtain a Nite Companion pen light from the hardware store. Meet with student individually to talk about writing goals, and set a goal with him ex; use a variety of connecting words. Explain that the pen light will help. As student writes with the pen light, the light will light up the immediate area around the letters being written. To increase the power of the lighting, turn off overhead lights.