Scott Foresman Reading Street

SKILLS

STRATEGIES IN CONTEXT

Sequence
Monitor and
Fix-Up

Test

Selection Test:
Unit 5
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 73, 77, 78

Practice

TE: 3.1 42–43, 64–65; 3.5
194–195

Introduce/
Teach

Sequence

	Understand sequence in a story.
	Read on to understand sequence in a story.

INTRODUCE

Write, in jumbled order, key events from a well-known story, such as "Little Red Riding Hood." Have students put the events in the proper order using such clue words as first, next, after that, and finally. Remind students that sequence in a story is the order in which the events occur.

Have students read the information on
p. 194. Explain the following:

Clue words can help the reader keep track of what happens first, what happens next, and what happens after that.
If students become confused by the series of events in a plot, they can read on to see if the events become clearer.

Use Skill Transparency 23 to teach sequence and monitor and fix-up.

TEACH

SKILL Use paragraphs 1 and 2

to model how to track sequence in a story.

MODEL I see the clue words first and after that. This tells me that the first thing Tom did was pack the tools in the garage. The next thing he did was help wrap treasures from the attic.

STRATEGY Discuss how

reading on can help make the events clearer.

MODEL I see that Tom packed his own clothes, toys, and other belongings and then went to bed. But when did that happen? I'll read on to figure out what's going on.

PRACTICE AND ASSESS

SKILL Clue words: first, after that

STRATEGY Possible response:

Now I understand that Tom did his packing in the days before his actual moving day. The first sentence of the final paragraph tells me so.

WRITE Have students complete steps

1 and 2 of the Write to Read activity. You might consider using this as a whole class activity.

then… use Practice Book 3.2, p. 73 to provide practice.

If… students are unable to complete Write to Read on
p. 194,

Sequence

Available as Skill Transparency 23

Strategy
Monitor
and Fix Up

Skill
Sequence

Clue words, such as first, next, then,
and finally, are often used to signal the
sequence of events. Dates and times can
also be clues. Sometimes, no clue words
are used at all.

The sequence of a story is the order in
which events happen.

Sequence

Mom and Dad decided to pack things that
they didn’t need every day. Tom would help.
First, he helped his dad pack tools in the garage.
After that, Tom helped his mom carefully wrap
special treasures from the attic. When they were
done, the house seemed strange and there were
boxes everywhere.

Tom’s family was getting ready to move to
Chicago. Tom’s mom was starting a new job in
two weeks. There was lots to do to get ready for
moving day!

finally

then

first

Skill Here are
some clue words.
In what order have
events happened
so far?

When something you read is confusing,
one way to better understand is to read
on. If you are confused by the order of
events, keep reading to see if the events
become clearer.

Strategy: Monitor and Fix Up

Moving day finally arrived. While the movers
loaded all of their belongings into the truck,
Tom helped his parents make sure nothing was
forgotten. It had been a tremendous amount of
work to get ready for moving day!

The day before moving day, Tom got up
early to pack his own clothes. After lunch, Tom
packed all of his toys and other belongings.
When Tom went to bed that night, his room
was almost empty.

Strategy If you’re
confused here, read
on. Events may
become clearer.

Write a short paragraph that
summarizes the story in the
correct order.

Read “Moving Day.” Make a
graphic organizer like the one
above. Write the events of the
story in sequence.



	Close
	Access Content Beginning/Intermediate For a Picture It! lesson on sequence and monitor and fix-up, see the ELL Teaching Guide, pp. 155–156. Advanced Have students recall a time they moved to a new home or new school. What happened? On the board, make a list of nouns and verbs students can use to tell about their experiences. Sequence Walk the group through the organizer in the middle of the page. Explain that students can use this type of organizer to keep track of key events as they read. Then create a sequence organizer on the board. Have volunteers write the events of “Little Red Riding Hood" or another story in the boxes. Practice Book 3.2 p. 73 with \| without Answers