Grade 1, Unit: Sequencing

Rachael Sims, Rachel Datte, and Michelle Angel

Overview of Unit: Students will be introduced to mentor texts that will help students identify diferent sequential
patterns. n order to identify sequences, students will explore a !ariety of texts and use the information to then
practice organi"ing research into a sequence. Sequence clue words will be introduced which will help students
identify sequential patterns in readings and writings. Students will then be able to ma#e connections with their
e!eryday life and other sub$ects to understand the role sequencing has on our e!eryday li!es. Students will create
graphic organi"ers that can explain real%life examples and write sequential texts.
After this Unit: Students will use sequence patterns to participate in shared research and writing pro$ects to help
write a sequence of instructions for how to boo#s on a gi!en topic.
Enduring Understandings:
- &here are sequences in all aspects of our e!eryday li!es.
- My readers will understand information when it is written in a sequential pattern.
- can read sequential texts to help me gain a better understanding of processes and e!ents that ta#e place in
my life.
Tools students will add to their tool belts include:
'. dentify sequential patterns
(. dentify sequential patterns in e!eryday life.
). *rite following a logical sequence when deli!ering step by step information
+. dentify incorrect sequences as a reader and a writer
,. Recogni"e sequential text pattern in non-ction text and using the pattern to gain an understanding of a topic
.. /se and dentify sequence clue words 0-rst, second, third, next, after, -nally, then1 to show the correct order
of e!ents in non-ction.
Essential Questions to Guide nstruction and !ocus on Tools in Students" Tool #elts in This Unit:
2ow does sequencing ha!e an impact on my e!eryday life3 0&ool (1
2ow do we write informational text to tell about things that happen in a sequence3 0&ool )1
2ow do we determine if information needs to be put into sequential order3 0&ool +1
2ow does sequencing help me understand and remember what read3 0&ool ,1
2ow do sequence clue words help readers and writers understand information 0&ool .1
$entor Te%ts to &el' Students Add Tools to Their Tool #elts in This Unit:
De4e"elle, &., 5 6onomaref, S. &. 0(77,1. 8oting in elections. Man#ato, M9.: ;apstone 6ress.
4rade ', /nit: Sequencing
4ibbons, 4. 0'<=(1. &he post o>ce boo#: mail and how it mo!es. 9ew ?or#,9?: &.?. ;rowell @r.
4ibbons, 4. 0'<<'1. Arom seed to plant. 9ew ?or#: 2oliday 2ouse.
4ibbons, 4. 0'<<B1. ;lic#C: a boo# about cameras and ta#ing pictures. Doston, MA: Eittle, Drown.
4ibbons, 4. 0'<<71. 2ow a house is built. 9ew ?or#: 2oliday 2ouse.
4ordon, S. 0(77(1. Fxercise. 9ew ?or#: ;hildrenGs 6ress.
Eang, F. 0(7')1. Airst aid basics. Man#ato, M9: &he ;hildGs *orld.
Mann, R. 0(77+1. 6lants grow from seeds. Minneapolis, M9: ;ompass 6oint Doo#s.
Robinson, A. 0'<<,1. Recycle thatC. ;hicago, E: ;hildrens 6ress.
Stier, ;., 5 Eeonard, D. 0(7'(1. &oday on Flection Day. ;hicago, E: A. *hitman 5 ;o..
A''ro%i(ate Ti(eline for This Slice of the Unit: ( *ee#s
)ates **SS Ob+ectives: *A,
*hat are the enduring
understandings that students will
construct3
*hat are the tools they will add to or
use from their tool belts as
readersHwriters and critical thin#ers3
*hat are the essential questions that
will guide our wor#3
Evidence of Student -earning
2ow will #now students ha!e
constructed understanding3 *hat
will students write, say, create,
produce that will e!idence their
learning and allow me to pro!ide
feedbac#3 2ow will students reIect
on their own learning3
nstruction . $aterials
2ow will use the H*eH?ou model of
instruction to scafold students in
constructing rich understanding3
2ow will brea# the unit down into
wee#s and days3 *hat materials and
resources will use to scafold this3
/ee0 1 ;;S.R.'.):Describe the connection between two indi!iduals, e!ents, ideas, or pieces of information in a
text.
;;S.*.'.B: Students will participate in shared research and writing pro$ects 0e.g. exploring a number of
how to boo#s on a gi!en topic and use them to write a sequence of instructions1.
Mon. ;;S.*.'.BJ can identify sequences
in my e!eryday life.
;;S.R.)J can explain what a
sequence is and identify sequence
cue words.
Students will choose a routine e!ent
in their li!es and write a )%+ step
sequence discussing the basic
process.
: &eacher will model a morning routine
schedule out of sequence.
*e: As a whole class we will discuss an
outline of our daily classroom routine.
?ou: Students will choose a routine e!ent
in their li!es and write a )%+ step
sequence discussing the basic process.
Grade 1, Unit: Sequencing
&ues. ;;S.R.)J can identify and explain
what a sequence is and why a
sequence needs to be followed.
Students will wor# to diferentiate
between what types information
need to follow a speci-c sequence
and what types of information do not
using the examples pro!ided.
: &eacher will read two diferent pieces
of writing where one is following a
speci-c sequence and the other presents
information in no particular order.
Resource: 6lants 4row Arom Seeds from
Rachel Mann
*e: &eacher and students will discuss
the similarities and diferences of the
two pieces of writing that were
presented.
?ou: Students will wor# to diferentiate
between what types information need to
follow a speci-c sequence and what
types of information do not using the
examples pro!ided.
*ed. ;;S.*.'.BJ can use sequence cue
words.
Students will re!isit their daily
routine e!ent and use sequence cue
words to better explain the steps
in!ol!ed in the process.
: &eacher will follow a written sequence
with placing an emphasis on cue words
on how to wrap a present KRJ the
teacher will wrap a present and then
write the sequence of steps she followed
emphasi"ing the sequence cue words.
*e: &eacher will choose a handful of
e!ents and the students will choose an
e!ent and arrange the cue words in the
correct sequence.
?ou: Students will re!isit their daily
routine e!ent and use sequence cue
words to better explain the steps
in!ol!ed in the process.
&hurs. ;;S.R.)J can identify incorrect
sequences as a reader and a writer.
Students will arrange pieces of
information from familiar
informational texts in the correct
order.
: &he teacher will put a series of e!ents
out of order.
*e: &he teacher and students will wor#
together to put the incorrect sequence
of e!ents into the correct order.
?ou: Students will arrange pieces of
information from familiar informational
texts in the correct order.
4rade ', /nit: Sequencing
Ari. ;;S.R.)J can identify incorrect
sequences as a reader and a writer.
Students will construct an idea that
follows a sequence and trade ideas.
Students will then use that idea to
brieIy outline the correct sequence.
: &he teacher will write a series of
e!ents out of order.
*e: &he teacher and students will wor#
together to write the incorrect sequence
of e!ents into the correct order.
?ou: Students will construct an idea that
follows a sequence and trade ideas.
Students will then use that idea to
brieIy outline the correct sequence.
/ee0 1 ;;S.R.'.):Describe the connection between two indi!iduals, e!ents, ideas, or pieces of information in a
text.
;;S.*.'.B: Students will participate in shared research and writing pro$ects 0e.g. exploring a number of
how to boo#s on a gi!en topic and use them to write a sequence of instructions1.
E.KE.F.( Eife ;ycles % 6lants and animals ha!e life cycles. Doth plants and animals begin life and de!elop
into adults, reproduce and e!entually die. &he details of this life cycle are diferent organisms.
Mon. ;;S.*.'.BJ can identify sequences
used in mentor texts.
Students will be able to identify and
summari"e the basic sequence in the
mentor texts pro!ided.
: &he teacher will de-ne cause and
efect as it applies to sequences. &hen
the teacher will gi!e an example of a
cause and efect for sequences. Aor
example if you donLt use an umbrella
when it is raining outside you will get
wet. &hen the teacher will read the boo#
called Fxercise and discuss the cause
and efect that applies in the boo#.
*e: &he teacher and students will come
up with their own cause and efect
sequence.
?ou: Students will be able to identify and
summari"e the basic sequence in the
mentor texts pro!ided.
Resource: Fxercise by Sharon 4ordon
Grade 1, Unit: Sequencing
&ues. ;;S.*.'.BJ can identify sequences
used in mentor texts.
Students will be able to identify and
summari"e the basic sequence in the
mentor texts pro!ided.
: &he teacher will de-ne problem and
solution as it applies to sequences. &hen
the teacher will gi!e an example of a
problem and solution for sequences. Aor
example my pencil is not sharp so the
solution is sharpen it with a pencil
sharpener. &he teacher will highlight in
example of a problem and solution
sequence from the pre!iously read boo#
called ;lic#.
*e: &he teacher and students will come
up with their own problem and solution
sequence.
?ou: Students will be able to identify and
summari"e the basic sequence in the
mentor texts pro!ided.
Resource: ;lic#C A Doo# about ;ameras
and &a#ing 6ictures by 4ail 4ibbons
*ed. ;;S.R.)J can recogni"e sequential
text pattern in non-ction text and
using the pattern to gain an
understanding of a topic.
E.KE.F.( Eife ;ycles% 6lants and
animals ha!e life cycles. Doth plants
and animals begin life and de!elop
into adults, reproduce, and
e!entually die. &he details of this life
cycle are diferent for diferent
organisms.
n partners students will use new
understanding to na!igate additional
resources to gain further
understanding of the plant life cycle.
: &he teacher will read the boo# 6lants
4row Arom Seeds.
*e: As a class we will outline the
sequence pattern in the boo# pre!iously
read.
?ou: n partners students will use new
understanding to na!igate additional
resources to gain further understanding
of the plant life cycle.
Resource: Arom Seed &o 6lant by: 4ail
4ibbons
6lants 4row Arom Seeds from Rachel
Mann
4rade ', /nit: Sequencing
&hurs. ;;S.*.'.BJ can organi"e information
into a sequence.
n groups, students will use pieces of
information pro!ided from the
mentor text to practice organi"ing
information into a basic sequential
pattern.
: &he class has pre!iously read all
mentor texts. &he teacher will select one
the mentor text and thin# aloud as he or
she uses the information from the text to
design a graphic organi"er.
*e: n groups, students will use pieces
of information pro!ided from the mentor
text to practice organi"ing information
into a more ad!anced sequential
pattern.
Ari. ;;S.*.'.BJ can organi"e information
into a sequence.
n groups, students will use pieces of
information pro!ided from the
mentor text to practice organi"ing
information into sequential patterns
supplying more details.
: /sing the same text as the pre!ious
day the teacher will model how to locate
and organi"e additional details into the
graphic organi"er.
*e: n groups, students will use pieces
of information pro!ided from the mentor
text to practice organi"ing information
into sequential patterns supplying more
details.