Scott Foresman Reading Street

SKILLS

STRATEGIES IN CONTEXT

Sequence Summarize

Test

Selection Test:
Unit 1
Benchmark
Test: Unit 1

Reteach/
Review

TE: 3.1 63b, 85b, 103, DI•53, DI•54; 3.2 165; 3.4 21; 3.5 219b, DI•54

PB: 3.1 13, 17, 23, 27, 36, 56; 3.2 6,
73, 77, 78

Practice

TE: 3.1 42–43,
64–65; 3.5
194–195

Introduce/
Teach

Sequence

	Determine the sequence of events in a story.
	Summarize important events in the order in which they occur.

INTRODUCE

Write the following sentences on the board: "Gina was hungry. Earlier in the day she ate a snack." Ask students to identify the clue word that indicates the sequence of events. (Clue word: "Earlier")

Have students read the information on
p. 42. Explain the following:

Use sequence to help sum up the events of a story in the order in which they happened.
Writers sometimes use clue words to make the sequence of events clear.

Use Skill Transparency 2 to teach sequencing and summarizing.

TEACH

STRATEGY Model how to use

sequence to help summarize.

MODEL The order of events I've read about so far is: Louise looks at her Chores List, then she offers to pay her brother 50 cents to fold the laundry, but then she withdraws her offer when she realizes that she spent the money.

SKILL Use paragraph 5 to model

how to identify sequence.

MODEL I need to list the events in order. I will begin by looking for clue words. Here's one clue word: next. However, most of the events in the selection do not have clue words. In these cases, I will tell the order of events by making a picture in my mind that shows what is happening.

PRACTICE AND ASSESS

STRATEGY Have students

summarize the events in order in their own words. Make sure they frame the order of events in the form of a summary.

SKILL The clue word Next indicates

that Gina saw her sister pouting after she talked to J.B.

WRITE Have students complete steps

1 and 2 of the Write to Read activity. You might consider having students work in pairs to complete the activity.

then… use Practice Book 3.1, p. 13 to provide additional practice.

If… students are unable to complete Write to Read on
p. 42,

Sequence

Available as Skill Transparency 2

Skill
Sequence

Strategy
Summarize

Sequence

Sequence is the order in which things
happen in a story—what happens first,
next, and last.

Sometimes a writer uses clue words like first, next, and in the morning. Sometimes a writer does not. Then you can tell the order by picturing in your mind what is happening.

      Louisa looked at the Chores list. It was her
turn to fold the laundry. That was the chore she
hated most. How could she get out of it?
     Louisa saw her brother J. B. in his room.
"J. B., would you like to make some money?" Louisa asked.
     "What's the catch?" asked J. B.
     "I'll pay you 50 cents to fold the . . . ," Louisa
stopped. She remembered that she had spent
her 50 cents yesterday. "Never mind."

Strategy Here's
a good place to stop
and sum up what's happened so far.
Louisa doesn't want
to fold laundry. She
tries to get J. B. to do
it, but remembers
she doesn't have
money to pay him.

First

Then

Last

Strategy: Summarize

Good readers sum up what happens as they
read a story. When you sum up, remember to
tell only the important events in the order that
they happened. This will help you remember
what you're reading.

     Next, Louisa saw her sister Grace pouting in
the living room.
     "I got the worst chore on the list today," said
Grace. "I hate dusting furniture!"
     "Dusting furniture isn't bad. I have to fold the
laundry! That's the worst!" Louisa said.

Skill Here's a clue
word that helps tell
the order of events.
What happened
after Louisa talked
to J. B.?

1. Read "Chores." Make a
    graphic organizer like
    the one above to help
    you keep track of what     happens.

2. Use your graphic organizer to
help you summarize the story events as you read.

"I don't mind folding laundry,"
said Grace. "Anything but dusting!"
The two girls looked at each other. They both smiled. As Grace folded
the laundry, Louisa hummed and dusted.



	Close
	Access Content Beginning/Intermediate For a Picture It! lesson on sequencing and summarizing, see the ELL Teaching Guide, pp. 8–9. Advanced Review order words such as first, next, and last. If necessary, relate them to numerals for reinforcement. Sequence Have students brainstorm in order to make a list of clue words that signify sequence. Encourage students to add to their lists as they continue reading. Practice Book 3.1 p. 13 with \| without Answers