Putting Pictures in Order

Overview

In this second lesson of First, Then, Next, students use talk to sequence three-picture stories. They explain their choices with the time words first, then, and next, building on their understanding that ideas can be arranged in a clear order before writing.

Learning intentions

Students will:

• plan a short series of sentences by talking through each idea first
• sequence three events in a logical order
• use first, then, and next to explain the order
• listen to a partner and give a reason for their choices

Success criteria

• I can put three pictures in an order that makes sense.
• I can explain my order to a partner.
• I can use first, then, and next.
• I can listen carefully and change my order if I hear a better reason.

Curriculum links

• Writing Processes — Planning: planning a short series of sentences through talk and thinking carefully about each sentence before writing.
• Writing Processes — Planning: using simple organisers to plan ideas and structure a text.
• Writing Processes — Planning: working towards a specific writing goal to improve the quality of writing.
• Oral language supports clear communication, attentive listening and explaining ideas to others.

Lesson structure (30 minutes)

1. 0–4 min · Hook and recall. Teacher opens the hook and learning intention slides and shows three mixed-up pictures of a familiar routine, such as washing hands. Ask, “Which picture should come first? How do you know?” Students silently point to a possible first picture, then share their thinking with a partner.

2. 4–9 min · Teach sequencing language. Teacher reveals the pictures in a logical order and models oral rehearsal: “First, I turn on the tap. Then, I use soap. Next, I rinse my hands.” Emphasise that speakers think through the whole sequence before writing. Students repeat the sentence pattern, using actions for each time word.

3. 9–17 min · Partner picture sort. Teacher displays the activity instructions in the partner sorting instructions and gives each pair a three-picture story from the three-picture sequencing worksheet. Students cut or point to the pictures, decide on an order, and place them from left to right. Partners take turns explaining: “First… Then… Next…” Encourage them to ask, “Why do you think that?”

4. 17–23 min · Explain and compare. Teacher pauses pairs and invites two or three to share their sequence using the discussion prompt slides. Select a story where students may have different but reasonable orders. Students explain their choices to the class, listen to another pair, and identify whether the order makes sense because of time, cause or a visible clue.

5. 23–28 min · Oral-to-written planning. Teacher models turning the ordered pictures into three short sentences, thinking aloud before writing: “I know what happens first. I will say it aloud, listen to it, and then write it.” Students orally rehearse their own three sentences with a partner and record one sentence for each picture on the worksheet. Support students to begin each sentence with the correct time word.

6. 28–30 min · Plenary and exit check. Teacher returns to the plenary and self-check slide and asks, “Which word helps us tell the beginning? Which word tells what happens after that?” Students complete the oral sentence, “First I…, then I…, next I…,” using one picture sequence. Invite students to show one finger for first, two for then, and three for next as they say the words.

Resources

• the sequencing lesson slide deck
• the three-picture sequencing worksheet
• Pencils, crayons and child-safe scissors
• Large display or interactive whiteboard
• Prepared three-picture story sets
• Word cards or board display: first, then, next
• Partner seating arrangement

Assessment

• Listen during partner talk for logical sequencing and accurate use of first, then and next.
• Confer with selected pairs: ask, “What clue helped you decide?” Record students who need support explaining cause or time.
• Check the worksheet for a sensible picture order and three orally rehearsed or written sentences. Use the plenary response as a quick check of word meanings.

Differentiation

• Support learners with a familiar routine, large clear pictures, gestures and a sentence frame: “First ___. Then ___. Next ___.”
• Rehearse vocabulary and model each picture before independent work. Allow students to point, draw or dictate their sentences to an adult or peer.
• Pair students thoughtfully so a confident speaker can model without taking over; provide extra wait time and repeat directions in short steps.
• Extend ready writers by asking them to add a reason or detail to one sentence, such as “Then I put the wet clothes in the basket because they are dirty.” Encourage them to explain how one event causes the next.