Partnering With Parents: Reading Comprehension Lesson Plan

Reading Skill: Sequencing Events

SUMMARY OF WHY THIS
PLAN SHOULD BE USED/
WHAT NEEDS IT MEETS

Sequencing is an important skill for students; it helps

them to recall events and understand their
relationship as well as importance. This lesson will
help your child put events in order.
Enjoy this opportunity for practice outside of school &
enjoy!

STANDARD

4th Grade Students (CCSS.ELA-LITERACY.RI.4.5):

Describe the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in a text or part of a
text.
5th Grade Students (CCSS.ELA-LITERACY.RI.5.5):
Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or
information in two or more texts.

OBJECTIVE

INSTRUCTIONAL INPUT
(TEACHING THE SKILL)

Your student will be able to correctly sequence the

order of events from a literary passage.
First, let your student know the purpose of the lesson.
PARENT: Today we are going to learn about how
to put the events in a text in order. We can use
this for stories as well as how we do things or
how things happen.
Second, read the text Look at Leaves. Remind your

child to listen for the order of events.

Third, note the first two events in the reading.
PARENT: The first event was fall, when the
leaves changed colors and fell off the tree. Next,
the tree had no leaves.
Fourth, ask your child to see if they can tell you what
happens next. If not, review the first two images, then
point to the third, and start the sentence, prompting
your child to finish it.
PARENT: First, the leaves changed colors and
fell, next, the leaves were gone during the winter.
Then[the tree grew new buds and leaves].
Fifth, ask your child to identify what happened last. If
they are unable to do so, repeat the process as above.
Last, remind your child that sequencing means putting
the events in order and that it can be used to retell
stories as well as for things we do or things that
happen in real life.
GUIDED PRACTICE
(PRACTICING THE SKILL
TOGETHER)

First, introduce and read aloud the second text I Want

to Buy a Computer Game. Remind your child to listen
for the sequence, or order of events.
Second, prepare your student to break down the story
into three parts.
PARENT: Now let's break the story down into
three parts: First, [Next,] Then, Last.
Third, ask your child to identify what happens first
[Luis wants to buy a video game]. If they struggle to

answer, give them three choices, for example:

Luis wants to buy a video game
Luis saves money to buy a video game
Luiss mom tells him he cant buy a video game
Last, repeat the process with then [Luis decided to save
money] and last [Luis buys the game]. You could also
include one the step next [Luis asked his mom to buy
the game]; include this step if your child needs an
additional challenge.
INDEPENDENT PRACTICE

First, introduce the last and final text, A Clean Park, to

your child. This will be the last text that is used for the
independent practice and assessment of the
sequencing lesson plan.
This lesson can be differentiated for different
levels of learners and readers:
1. Child reads the text aloud independently
- the parent serves as coach to assist with
any unfamiliar words the child may not be
able to decode on their own.
2. Child and parent read the text aloud
together. This provides additional support
for the child.
Second, coach or prompt the child to be thinking
about the sequence of events, or what happens first,
then, next, and finally in the story. Remind the child
that he or she will need to describe these for their final
practice or assessment.
Third, have the child start thinking about the
sequence, or order of what happened first, then, next,
and finally aloud.

 Fourth, tell the child that they will have a second

chance to read the story and explain their thinking of
the sequence, or order of events for his or her
assessment.
ASSESSMENT

For the final assessment, the child will re-read the text
A Clean Park aloud - either independently or with the
support of of the parent.
The parent will prompt the child with the following
questions:
What happened first in the story, A Clean Park?
What happened next in the story, A Clean Park?
What happened then in the story, A Clean Park?
What happened last in the story, A Clean Park?
Depending on the childs ability and reading level, the
child can be orally assessed on three different sets of
criteria:
1. Child outlines the basic details of first, next,
then, last.
2. Child outlines the all details of first, next, then,
last, using complete sentences.
3. Child outlines all details of first, next, then last,
using complete sentences AND provides
justification as to how or why then know this to
be true.
The parent should select the level (1, 2, or 3) that he or
she will be assessing his or her child. After the parent
has selected that level of difficulty, the parent is
looking for mastery of the objective with the child
being able to to correctly identify and explain 3 or

more of the events described in the passage, A Clean

Park.
Your student will be able to correctly sequence
the order of events from a literary passage.
LIST OF ADDITIONAL
WAYS THIS PLAN COULD
BE USED

The skill of sequencing can be used across all academic

areas:
Social Studies: Timelines of historic events.
Science: Sequencing the life cycles of animals,
plants, etc.
Music: Sequencing, or understanding the order
of a song with lyrics, a chorus, and the verses.
Math: Understanding how patterns work with
counting, shapes, etc.
Technology: Comparing the sequence to turn
on a device, the order of playing a computer or
video game.
Every day life: Reflecting with the child about
the sequence of their daily routine at home or
at school.
Enjoy & have fun!