Scott Foresman Reading Street

SKILLS

STRATEGIES IN CONTEXT

Sequence Visualize

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.
	Visualize characters and events to keep track of sequence.

INTRODUCE

Write the following sentence on
the board: "I made sure to wash my
hands before dinner, and then I sat
at the table." Ask students to identify
the clue words that signify sequence,
or order. (clue words: before, then)

Have students read the information
on p. 64. Explain the following:

Writers sometimes use time clue words to show the sequence of events.
When writers do not include time clue words, readers need to make mental pictures to help show the order of events.

Use Skill Transparency 3 to teach sequencing and visualizing.

TEACH

SKILL Use paragraphs 1 and 2 to

model how to identify sequence.

MODEL I know that many stories begin with the first event and go in order from first to last. The clue words the next day in the second paragraph make it clear that the events in this paragraph happen after the events of the first paragraph.

STRATEGY Model how you

would visualize Inez as she carries all the items she picks up in the second paragraph.

MODEL I can imagine that Inez is holding all the items she has picked up in a big bundle in her arms. This is a strong image that I can use to help me list the order of events.

PRACTICE AND ASSESS

SKILL Have students add the event in

which Inez's grandmother gives her money to the first section of their time lines.

STRATEGY Have students explain

how they can use this image to help them keep track of the sequence of events.

WRITE Have students complete

steps 1 and 2 of the Write to Read activity. As students prepare their time lines, help them to understand how to encapsulate each event they identify into one or two words.

then… use Practice Book 3.1, p. 23 to provide additional practice.

If… students are unable to complete Write to Read on
p. 64,

Sequence

Available as Skill Transparency 3

Alexander, Who Used to Be Rich Last Sunday

Strategy Visualize

Skill
Sequence

Comprehension

Sequence

Sequence is the order in which things happen in a story. As you read, pay attention to what happens first, next, and last.

Sometimes a writer uses clue words like then, next, and finally.

Inez sighed and put everything back. Then she picked up the camera and followed her grandmother to the checkout counter.

Finally, Inez walked over to the camera she wanted. She looked at the price tag on the camera. If she bought the bag, the strap, and the album, she would not have enough money to buy the camera!

The next day, Inez and her grandmother walked to the camera shop. Just inside the door Inez saw a camera bag. It was blue
with butterflies on it. Inez loved butterflies.
She picked up the bag. Then she saw a camera strap. It was the same color blue
as the camera bag. Inez picked up the strap.
Next, she saw photo albums. One had a
butterfly picture on it. It was perfect! Inez
picked up that too.

Inez's grandmother gave Inez money for
her birthday. Now Inez could buy the
camera she'd been wanting!

Skill Here is the first thing that happens to Inez. You could add this to a time line.

Last Event

Second Event

Next Event

First Event

Strategy: Visualize

Active readers make pictures in their minds as they read a story. As you read, picture in your mind the characters and what is happening.
That will help you keep track of the sequence
of events.

Strategy Here's a
good place to stop
and visualize. What do you see in your mind
as you think about
Inez carrying all these things?

2. Write a description of how you pictured Inez when her grandmother gave her the birthday money and when she looked at the price tag on the camera.

1. Read "Inez's
Birthday Gift."
Make a time line like the one above. Note the sequence of events. List as many events as you need to.



	Close
	Access Content Beginning/Intermediate For a Picture It! lesson on sequencing and summarizing, see the ELL Teaching Guide, pp. 15–16. Advanced Before students read "Inez's Birthday Gift," lead a discussion about times individuals have had to figure out how much something in a store cost. Sequence Have students work in pairs to describe to each other the events that occur in a typical day of their lives. Have partners list the events in order from first to last. Practice Book 3.1 p. 23 with \| without Answers