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Make personal connections with students by giving real examples of exception questions, such as “How many of you do not have siblings?” or “Which one of our classmates is not in school today?”

will model how to eliminate answers that don’t make sense and how to use the strategy of going back to the text to determine the sequence of events in a story. I will use the story “Moving Day” (provided in the unit) to answer two exception questions (All of these are in sequence except . . .) about the sequence of the story. (Exception questions are provided; see Direct Teaching Worksheet in Teacher and Student Materials below.) I will model reading each possible answer, returning to the text and marking where each event happens in the story, and determining if that could be the correct answer.

Ask: How did I determine the correct sequence of events? Students should respond that you read each answer and went back to the story to underline those events and determine if they were in the correct order in the answer provided.

will work together to analyze the sequence and answer the exception questions on the graphic organizer. We will base our answers on evidence from the text. (Guided Practice Worksheet is provided below.)

will read “Game Day” (provided) to eliminate answers and use relevant information from the text to answer exception questions about the sequence of the story. You will also explain (orally or in writing) how you use these strategies to determine your answers. (Student Independent Practice is provided below.)