SUMMARY OF WHY THIS

PLAN SHOULD BE USED/

WHAT NEEDS IT MEETS

Sequencing is the process of putting events, ideas, and objects in a logical

order. Why is sequencing important? We sequence all day longwe divide
our time into what we need to do first, second, and last; we understand
events in our lives by understanding the order in which they occur. For some
children, sequencing can be a hard concept to grasp, especially when they
are trying to tell a story. Using good key words like first, next, then, and
finally, cue your child as to what is coming next. The following activities are
fun ways to practice sequencing with your child.

http://www.superduperinc.com/handouts/pdf/167 Sequencing.pdf
STANDARD

CCSS.ELA-Literacy.CCRA.R.5
Analyze the structure of texts, including how specific sentences, paragraphs,
and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.

OBJECTIVE

The student will be able to synthesize information from multiple

sources to create a chronological timeline of the key events in Eleanor
Roosevelts life by using evidence from text and video sources.

MATERIALS

Construction, Poster or Chart paper, Markers, Pencils, Computer access

for articles and media viewing
Links:
Short Bio: http://www.biography.com/people/eleanor-roosevelt9463366
Detailed Bio:
http://www.pbs.org/wgbh/americanexperience/features/biography/elea
nor-biography/

Timeline:
http://www.pbs.org/wgbh/americanexperience/features/timeline/eleano
r/

INSTRUCTIONAL INPUT
(TEACHING THE SKILL)

Sequencing Instruction. Use a simple and well-known Fairy Tale to

demonstrate sequencing.
1. Read The Three Little Pigs (or any favorite Fairy Tale on
http://www.kidsgen.com/fables_and_fairytales/three_little_pigs.htm)
with your student.
2. Ask them to retell the story.
3. Next ask them to draw pictures with captions of what happened at the
beginning, middle and end of the story on three separate sheets of
paper.
Example: First the pigs move away from home and each build their
own house made of straw, sticks and bricks. Then the wolf tries to get
in each house to eat the pigs. They all run away to the brick house.
Finally, the wolf tries to get blow down the brick house but it was too
strong and he could not get the pigs.
4. Mix the pictures up and try telling the story in the wrong order. Ask
your student if the story makes sense or is as entertaining when it is
told in the wrong order.
5. Explain that the purpose of telling stories in chronological order is to
show the progress of the action and the causes and effects of the
events that lead to a satisfying end.

GUIDED PRACTICE
(PRACTICING THE SKILL
TOGETHER)

1. Print the article http://www.biography.com/people/eleanor-

roosevelt-9463366

2. Read the Short Bio provided on the link with your student. Highlight
the section headers in BOLD.
3. On a poster or large construction paper draw 5 large boxes. Label each

box with a corresponding header from the article. Draw an arrow from
each box to the next from left to right to show the order of events.
4. For box 1-Synopsis, reread the section and have your student
summarize in 1-2 sentences what happened. Focus on Who, What,
When, Where and Why questions to help summarize events. Write the
summary in the box. Include any known dates.

5. Do this for each section.

Example:

Early Life 1884- ?

Eleanor Roosevelt, niece of President Theodore Roosevelt was

born October 11, 1884, in New York City. Her mother in 1892
and father died in 1894 when she was only 10. She was sent
to school in England and eventually married her distant
cousin Franklin Roosevelt. While married she became a an
active public figure.

INDEPENDENT PRACTICE

Print and Read Detailed Bio with your student

http://www.pbs.org/wgbh/americanexperience/features/biography/elea
nor-biography/

Have your student highlight dates and key events.

Have your student create a time line of events using the same method
used on the first article but creating their own titles.
Next, have your student view the online timeline.
Timeline:
http://www.pbs.org/wgbh/americanexperience/features/timeline/eleano
r/
Ask them to compare their timeline with the online timeline. Have
them fill in any gaps they may have.

ASSESSMENT

If they are able to document 80% of the biographical events correctly in

chronological order they have a good understanding of the process. If not try
it again with a simpler text or story that interests them until they are able to

do it on their own.
LIST OF ADDITIONAL WAYS
THIS PLAN COULD BE USED

Try an illustrated timeline. Use a movie or TV show if you have reluctant

readers first . Then try it with a story or informational article.