Sequence Kindergarten Unit
Lessons
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In centers, students can use the attached picture sequence cards from The Very Hungry Caterpillar to sequence other parts of the book. (See Additional Activity A in Teacher and Student Materials below.)
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Using a book in the unit, students can explain why a story would not make sense if the events were not in sequence.
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If Predicting has been introduced, students can make predictions about what might happen in the middle or at the end of a book.
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Students can act out events from a story in sequence.
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Students can discuss sequence in procedural texts, such as recipes, “How-To” books, and directions.
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Have students draw a sequence of events (beginning, middle, and end) depicting the events in a read aloud session on separate pieces of paper. (Each student should draw the events of a different read aloud session.) Then, have students exchange sequences with a partner. Have students see if their partners can correctly put the events in order.
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Write events from a read aloud session on sentence strips. Write sequence clue words on separate sentence strips (“first”, “then”). After reading the story aloud, have students match the sequence word to the event from the story and place the events in sequential order.
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After a read aloud session, create a beginning, middle, and end chart with the class. Divide chart paper into three columns (“beginning”, “middle”, and “end”). Write sentences and draw pictures of events that occur in each part of the story on the corresponding section of the chart.
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Students can write or illustrate various parts of the day (getting ready for lunch, going to P.E.) in sequence.
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Students can create beginning, middle, and end (BME) books about stories read in read aloud sessions, shared reading or guided reading.
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Read aloud a sequence story (see supplemental book list for suggestions), but do not read the ending. As a class, write the ending to the story. Finish reading the book and discuss how the ending of the book compares to the class version of the ending. This will require that students describe both endings.
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Read aloud a wordless book such as The Popcorn Book by Tomie dePaola or The Snowman by Raymond Briggs. As a class, use sequence clue words such as “first” and “then” to write the events in the story in the order in which they happen.
- Fountas and Pinnell
- F
- Lexile
- 300L
- Fountas and Pinnell
- WB
- Lexile
- NP
- Fountas and Pinnell
- F
- Lexile
- NP
- Fountas and Pinnell
- K
- Lexile
- 360L
I presented this unit during the winter months and wanted to stay with snow themed books. Some books I used (and thought they worked out well) was The Mitten by Jan Brett, Sadie and the Snowman- by Allen Morgan, Brenda Clark, The Snowy Day- Ezra Jack Keats, Snowmen at Night (any of the Snowmen books)-By Caralyn Buehner, Owl Moon- By Jane Yolen. Some of these were easy for the students to figure out and others needed some support. Overall, the students seemed to love them!