Story Sequencing: Wormbat

Year Level

Prep (Foundation Year)

Duration

30 minutes

Class Size

6 students

---

Curriculum Alignment

Australian Curriculum: Languages (Foundation Year)
Content descriptor:

• Recognise and respond to simple texts and supported spoken interactions 【10:AC9L2FF01.md】
• Participate in shared interactions with support to respond to imaginative texts (songs, stories) 【10:AC9L2FF01.md】
• Use language to describe familiar experiences, events or sequences 【10:AC9L2FF01.md】

Key general capability: Literacy — understanding narrative sequence and storytelling
Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures — embedding storytelling and sequencing in diverse cultural contexts

---

Learning Objectives

WALT (We Are Learning To):

• Sequence story events from Wormbat Stew correctly.

Success Criteria:

• Students can identify and order key events in the Wormbat Stew story.
• Students demonstrate understanding by verbally explaining or physically arranging story events in sequence.

---

Lesson Outline

Materials Needed

• Printout or digital copy of Wormbat Stew story with clear illustrations.
• Story sequencing cards showing main events from Wormbat Stew.
• Sequencing app loaded on tablets or computers for tech-savvy learners.
• Whiteboard or chart paper for group sequencing work.
• Visual timers and sensory fidgets for breaks and focus support.

---

1. Introduction (5 minutes)

• Engagement: Gather students in a circle; introduce the story Wormbat Stew with illustrated book or digital display.
• Activate prior knowledge: Briefly recap previous lessons on narrative texts and discuss what sequencing means — putting things in order.
• Explain WALT and Success Criteria: Use simple language with visuals for clarity.
• Accessibility: Provide visual WALT and success criteria cards for neurodivergent learners.

---

2. Guided Reading and Discussion (7 minutes)

• Read Wormbat Stew aloud, showing illustrations.
• Stop at key events and ask questions such as:
  • "What just happened?"
  • "What do you think will happen next?"
• Use visual story map on the board to highlight story progression.
• Use gestures and simple repeated phrases to support neurodivergent students’ understanding.

---

3. Sequencing Activity (10 minutes)

• Group work: Provide each student with story sequencing cards (illustrations and simple sentences).
• Students arrange cards in story order on floor mats or a table.
• Facilitate discussion about why events go in that order.
• For tech-savvy students, provide access to a sequencing app that lets them drag and drop events into order digitally.
• Use prompts and individual support as needed for diverse learning profiles.

---

4. Reflect and Share (5 minutes)

• Each student shares their sequence order aloud or using simple phrases.
• Teacher reinforces correct sequence by modelling and provides positive feedback.
• Highlight variations and encourage respect for different approaches.
• Use thumbs-up/thumbs-down or emoji cards as non-verbal success indicators for those who find verbal sharing challenging.

---

5. Conclusion and Transition (3 minutes)

• Recap by revisiting WALT and success criteria.
• Encourage students to think about how sequencing helps us understand stories better.
• Assign a simple follow-up task: "Draw your favourite event from Wormbat Stew at home."
• Prepare students for next lesson by previewing what will come next in the unit "Exploring Narrative Texts."

---

Differentiation Strategies

• Visual supports: Illustrated cards, story map on whiteboard, and visual timers.
• Sensory breaks: Allow fidget tools or movement breaks for neurodivergent students.
• Tech integration: Sequencing app with audio prompts and drag-drop function for tech-savvy learners needing interactive engagement.
• Simplified language: Use of sentence frames and gesture-supported instructions for students with emerging language skills.
• Peer support: Pair neurodivergent students with empathetic peers for sequencing task collaboration.
• Multiple modes of expression: Allow drawing or verbal explanation depending on student preference and communication style.

---

Assessment

• Observation during sequencing activity: ability to arrange events in correct order.
• Verbal or non-verbal explanation of sequence shows comprehension.
• Use a simple checklist aligned with success criteria to note achievements for each student.

---

Notes for Teachers

• Emphasise repetition and visual cues — crucial for prep learners and neurodivergent students.
• Adjust pacing based on student engagement — flexibility in timing for each section is encouraged.
• Celebrate all attempts and creative interpretations to build confidence in storytelling skills.

---

This plan embodies the Australian Curriculum v9 for Languages Foundation Year, focusing explicitly on sequencing events to support early narrative text comprehension and is tailored for a small, neurodivergent-inclusive classroom environment.【10:AC9L2FF01.md】