Discovering Sequence Words

Overview

In this first lesson of First, Then, Next, students learn that sequence words tell the order in which events happen. Through teacher modelling, picture cards, oral rehearsal and a short worksheet, they identify and use first, then and next to describe a simple series of events.

Learning intentions

• WALT listen for and understand the sequence words first, then and next.
• WALT put events in the correct order.
• WALT talk through a short series of sentences before writing.
• WALT work towards a personal goal for clear sequencing.

Success criteria

• I can explain what first, then and next mean.
• I can identify which event happens at each stage.
• I can say three events in order using sequence words.
• I can check that my events make sense.

Curriculum links

• English — Writing Processes: Planning: planning a short series of sentences through talk and careful thinking before writing.
• English — Writing Processes: Planning: using simple organisers to plan ideas and structure a text.
• English — Writing Processes: Planning: working towards a specific writing goal to improve writing quality.
• English — Writing Processes: Planning: content taught across the first two years.

Lesson structure (30 minutes)

1. 0–4 min · Hook and connect. Teacher opens the hook slide showing a striking three-part visual, such as a seed, a sprout and a flower, and asks, “Could these happen in any order?” Students discuss with a partner what happens at the beginning, in the middle and at the end. Invite two or three responses and explain that writers use special words to show order.

2. 4–10 min · Explicit teaching and modelling. Teacher uses the sequence word teaching slides to introduce first, then and next, briefly explaining that first tells the beginning and then/next tell what happens afterwards. Model thinking aloud: “First I choose a cup. Then I pour in water. Next I drink it.” Point to each event as it is spoken and place the matching picture cards in a line. Students echo the words, show one finger for first, two for then and three for next, and help identify the stage for each event.

3. 10–16 min · Guided picture ordering. Teacher displays the guided picture sequence and shows three familiar actions, such as washing hands: turn on the tap, use soap, dry hands. Ask, “What happens first? What happens then? What happens next?” Students first think silently, then tell a partner a complete oral sentence for each picture. Select students to explain their choices, prompting them to use the sequence words rather than only naming the pictures.

4. 16–22 min · Pair practice. Teacher gives each pair a small set of mixed-up classroom-event picture cards and displays the pair activity instructions. Students arrange the cards in a sensible order, touch each card while saying, “First… Then… Next…”, and check their partner’s order by asking, “Does that make sense?” Circulate and listen for accurate vocabulary, asking students to justify changes. If pairs finish early, they swap their sequence with another pair and orally retell it.

5. 22–27 min · Independent check. Teacher distributes the sequence words practice worksheet and models the first item without completing it for students. Students match first, then and next to three pictured events, number or order a second sequence, and complete one oral-to-written sentence frame. Encourage students to rehearse each sentence quietly before writing. Support students to point, say and then record their answer.

6. 27–30 min · Plenary and goal. Teacher returns to the plenary questions and asks, “Which word tells the beginning? Which words tell what happens afterwards? Why is order important?” Students turn to a partner and retell one sequence using all three words, then share one thing they can do well and one goal for the next lesson. Collect worksheets as students leave.

Resources

• the sequence words slide deck
• the sequence words practice worksheet
• Three-event picture cards for familiar routines
• Board and markers
• Document camera or interactive display
• Pencils and crayons
• Individual writing supports or word cards

Assessment

• During modelling and discussion, check whether students can distinguish the beginning from events that follow and use the words orally.
• During pair work, observe whether students order events logically, explain their choices and listen to a partner.
• Use the worksheet and plenary retell as an exit check. Record students who confidently use all three words, those needing prompts and a suitable next-step goal.

Differentiation

• Support: use gestures, repeated oral rehearsal, clear picture cards and sentence frames: “First I ____. Then I ____. Next I ____.” Work with a teacher-led group if needed.
• EAL learners: demonstrate each action, pair the sequence words with consistent visual symbols and invite students to rehearse with a supportive partner before writing.
• Students needing additional support: reduce the task to two events first, then add the third; allow pointing, drawing or dictating an answer before attempting independent writing.
• Extension: students create a new three-event oral sequence from a familiar routine and challenge a partner to identify the correct order without seeing the pictures.