Summarizing A Narrative Text Using Sequencing Words
When?
Use this in a guided reading group as an activity to practice summarizing narrative texts using academic sequencing for a narrative text.
How?
1. Select a text that students have recently read or that you have recently read aloud to your class.
2. Find 3 - 6 illustrations from the book that represent the main elements of the plot. Shrink and copy the pictures and photocopy one for each student. Cut out the photos.
3. Elicit sequencing words from students (first, after that, then, finally, etc) and when they are used (beginning, middle, end) - see anchor chart above for ideas
4. Students copy sequencing words onto green yellow, and red sentence strips (for beginning, middle, and end)
5. Students sequence the pictures and then tell the story to a partner making sure that they are beginning their description of the event represented by each picture with a sequencing word. Each time they use a sequencing word they should hold up the sequencing word they are using as they tell the story.
6. After telling the story aloud, students write the summary of the book. To emphasize sequencing words, have students trace over the sequencing words in a different color pencil.
Materials?
Why?
EL's benefit from explicit explanation of academic language as well as the opportunity to practice using academic language in meaningful contexts. Explicit instruction is provided as the teacher teaches the sequencing words and when they are used in a summary. By copying the sequencing words in a different color on their written summary, student attention is also drawn to how and why the sequencing words are used. The opportunity to use the academic sequencing words orally while explaining a known story to a peer provides the student with a meaningful context to apply the academic sequencing words.
Use this in a guided reading group as an activity to practice summarizing narrative texts using academic sequencing for a narrative text.
How?
1. Select a text that students have recently read or that you have recently read aloud to your class.
2. Find 3 - 6 illustrations from the book that represent the main elements of the plot. Shrink and copy the pictures and photocopy one for each student. Cut out the photos.
3. Elicit sequencing words from students (first, after that, then, finally, etc) and when they are used (beginning, middle, end) - see anchor chart above for ideas
4. Students copy sequencing words onto green yellow, and red sentence strips (for beginning, middle, and end)
5. Students sequence the pictures and then tell the story to a partner making sure that they are beginning their description of the event represented by each picture with a sequencing word. Each time they use a sequencing word they should hold up the sequencing word they are using as they tell the story.
6. After telling the story aloud, students write the summary of the book. To emphasize sequencing words, have students trace over the sequencing words in a different color pencil.
Materials?
- 3 - 6 illustrations from a book that you have read aloud or students have read shrunk, copied, and cut for each student
- Anchor chart with sequencing words
- Sequencing words for students on sentence strips (optional)
- Pencil and paper
- Colored pencils
Why?
EL's benefit from explicit explanation of academic language as well as the opportunity to practice using academic language in meaningful contexts. Explicit instruction is provided as the teacher teaches the sequencing words and when they are used in a summary. By copying the sequencing words in a different color on their written summary, student attention is also drawn to how and why the sequencing words are used. The opportunity to use the academic sequencing words orally while explaining a known story to a peer provides the student with a meaningful context to apply the academic sequencing words.