Make your own free website on

Jeanette's Unit/Lesson Plans
Home | Visulaization guided readding lesson | Sepquencing shared reading lesson plan | Homony Lesson Plan for Creative Arts | Multiplication Unit Plan for Math | Sequencing Unit | Landform Unit Plan for Science and Language Arts
Sequencing shared reading lesson plan

This lesson is working on the sequences of stories through a shared reading lesson.

Shared Reading Instructional Plan

ETC 583

Reading Development

Master in Teaching Program

City University, Everett

September 3, 2007


Lesson 1


Shared Reading: Sequences for Better Reading Comprehension





Essential Question: How does sequencing aid in reading comprehension?



EALR 1: The student understands and applies the concepts and procedures of mathematics.

Component 1.4: Understand and apply concepts and procedures from probability and statistics

1.4.4 Understand, determine, and use mode to describe a set of data.


EALR 2: The student uses mathematics to define and solve problems

Component 2.2: Construct solutions.

2.2.1 Select and use relevant information to construct solutions.   


Social Studies:

EALR 3: Critical Thinking Skills.

Component 3.1: Understand and apply critical thinking and problem solving skills to make informed and reasoned decisions.

3.1.2d Investigate cause and effect relationships and their impact on people, environments, and economic systems.



EALR 1 — Systems:  The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.

Component 1.1: Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things.

1.1.2 Understand the relative position and motion of objects.

          Measure and describe the position of one object relative to another object (or surroundings) using

          Positional language (such as in front of, behind, to the left, to the right, above, and below) and a distance scale (such as centimeters).



EALR 3: The student writes clearly and effectively.

Component 3.1: Develops ideas and organizes writing

3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates.



EALR 2: The student understands the meaning of what is read.

Component 2.2: Understand and apply knowledge of text components to comprehend text.

2.2.1 Understand sequence in informational/expository text and literary/narrative text.

          Explain story ideas or events in sequential order.  (Note: Differences in story telling order exist between cultures. For example, in some cultures the end of the story is told first.)

          Explain steps in a process (e.g., problem solving in mathematics, life cycle of a butterfly).

          Select, from multiple choices, the order of ideas, facts, events (e.g., what happened first, next, last; the order in which ideas or facts were introduced).


Behavioral objectives:

  1. The third grade students will write a complete sentence on one of the sequences of events in the story.

2.        The third grade students will work with their classmates to discover the sequence of events by putting their illustrations and sentences in order on the class timeline.

3.        The third grade student will write journal entries about how finding the sequence in a story helps increase their understanding of the story. 




The class is made up of 28 students.  There are 15 male and 13 female students in the class.  There are two ADHD students and four students have a learning disability with reading.  There are two students who are English Language Learners.  There are also two students that are gifted.  The classroom is arranged in group seating, there are seven groups of four students.  To help the ADHD students and the students with learning disabilities, the teacher will move around the classroom, the teacher will pace the lesson to help them comprehend what is being taught, and the teacher will use multiple modes of teaching by using visuals, handouts, and telling the students what needs to be done.  To assess for prior knowledge of students the teacher will have a running record of the students reading and writing ability. 



The classroom rules were created by the students and the teacher at the beginning of the year.  The rules are: respect others, listen and follow directions, use kind words/actions/ and manners, hands/feet/objects to self, use appropriate voice level.  To manage the classroom the teacher will monitor the whole class.  The teacher will be consistent with rules.  The teacher will keep interventions brief, clear, and firm.  The teacher will also use statements that preserve student’s dignity.  There is a star system in place for rewards for good behavior.   This lesson does not use technology.  Family involvement is not needed to complete this lesson.   




The teacher will have the students’ think of their favorite food and have them picture it in their mind.  Then the teacher will ask the students what skill picturing something in their mind is and how that can help them to better understand their reading.  Then the teacher will tell the students “today we will be learning about how sequences help books make more sense.”  After that the teacher starts reading Matilda by Roald Dahl, which is their class book.  The teacher should open up the chapter that they are reading read the first paragraph, then read a paragraph from the middle of the chapter, then go back to the beginning, and then from towards the end of the chapter.  Next the teacher will ask the students to Think, Pair, and Share why we would not want to read a story like that.  Then the teacher will read the chapter from beginning to end stopping to ask questions, like “What did we just find out?”, “What do you think will happen next?”, and “Should I skip the next few paragraphs and come back to them later?”    


Understanding the sequence of a book helps the students comprehend what they are reading.  Comprehension helps students become successful, independent readers. Strategic reading allows students to monitor their own thinking and make connections between texts and their own experiences.

Enter supporting content here