Lesson 3: Retell a Story with Sequence Clue Words
My Apron | 550L
- Learning Goal
- Use sequence words (first, second, third, next, after, finally, then, morning, afternoon, late afternoon) to retell a story.
- Approximately 50 minutes
- Necessary Materials
- Provided: Independent Practice Worksheet
Not Provided: My Apron by Eric Carle, Kitten’s First Full Moon by Kevin Henkes
will explain that when we retell stories to other people, it is important for us to tell the story in the correct sequence. It helps the listener if we use some of the sequence words that we have been learning about when we retell the story. I will use My Apron to model how to retell a story using sequence words. For example, say: "First, the boy wanted an apron like his uncle. Then his aunt made him an apron. In the morning he helped his uncle. At lunch, they sat down and ate. In the afternoon, he helped his uncle more. Late in the afternoon, they went home for supper. Next year he will help his uncle again."
TIP: For the Direct Teaching, make photocopies of some of the pictures from the story. Use them to retell the story by posting the pictures in the correct order as you retell.
Ask: "How did I retell the story so that you could understand the order of events?" Students should respond that you used sequence clue words, such as first, then, next, and last to tell the story.
will practice retelling another familiar book previously read aloud in class. We will use sequence words (such as first, then, next, finally) in our retelling. We will practice retelling the story using sequence words to a partner. I will read Kitten’s First Full Moon by Kevin Henkes aloud.
will draw pictures and use the sequence words provided to depict your retelling of Kitten’s First Full Moon. (Independent Practice is provided.)
TIP: Write the words “first”, “then”, “next”, and “finally” on the board for students to use as a reference when completing the Independent Practice. Struggling students may need more practice with retelling before incorporating sequence words into the retelling.
|Tier 2 Word: full|
|Contextualize the word as it is used in the story||“It was Kitten’s first full moon.”|
|Explain the meaning student-friendly definition)||Full means having as much as possible. When Kitten saw the full moon, it means that she saw all of the light of the moon.|
|Students repeat the word||Say the word full with me: full.|
|Teacher gives examples of the word in other contexts||The bottle is full of milk. The bus is full today. All of the seats on the bus are taken. I am full. I cannot eat any more food.|
|Students provide examples||Can you think of something that is full? Start by saying, “Something that is full is ___________________.”|
|Students repeat the word again.||What word are we talking about? full|
|Additional Vocabulary Words||field, porch|
Before reading Kitten's First Full Moon, explain that you can tell from the book cover that you are going to be reading a book about a full moon. Tell the students that one night every month the moon looks like a perfect bright circle in the sky, rather than a crescent or a half circle. Draw these shapes on chart paper or on the board. Then draw a sun. Explain that the moon is bright because it reflects the light from the sun. The part of the moon facing the sun is lit up. The part facing away from the sun is in darkness.
Texts & Materials
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