While completing my coursework for EDU

3210, Theories and Principles of Reading

Instruction, I completed a literature based lesson
plan focused on the process of sequencing. I
created this lesson in order to assist children in
becoming successful in understanding the
concept of sequence and how it applies to
processes of reading and writing. In order to
gain a better understanding of the process of
sequencing, students were required to sequence
the main events of a story both orally and
through illustrations.

Throughout my lesson, I used a variety of
methods to teach, demonstrate and reinforce the
concept of sequencing. I referred back to
previously read texts and also incorporated real
life events that took place in a predictable
sequence such as the basic steps students follow
to get ready for school. After introducing the
initial concept, students broke off into small
groups where they read the story and worked to
sequence the main story events through
illustration cards. This lesson didnt take a large
portion of time and it was a great way to
introduce the concept of sequence interactively.

As with every lesson, students had to be
assessed. The main item they were assessed on
their ability to differentiate between the
beginning, middle and end of the selected text.
Students were also observed and evaluated
throughout the activity on their participation and
their ability to work cooperatively with others.
Those students who were struggling with the
concept of sequencing were provided with an
alternate activity that included a more familiar
text or hands on activity that had a more
apparent beginning, middle and end to the story.

After teaching, assessing and reflecting upon
this lesson, I feel that I was able to effectively
use multiple representations and explanations
that really captured the concept of sequencing.
My goal as a future educator is for all of my
students to walk away feeling confident in their
understanding of the process or concept at hand.
I am ready and willing to take my lessons in any
direction necessary to help a child make
conncections and truly understand the concept
or process at hand.






Standard 4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and the
structures of the discipline(s) he or she teaches and creates learning
experiences that make these aspects of the discipline accessible and
meaningful for learners to assure mastery of the content.