Reading Event Sequences

Overview

This is lesson 4 of 10 in the unit First, Then, Next. Students read a short illustrated sequence text together, identify time-order words, and match sentences to pictures. They build on earlier work orally sequencing familiar events and prepare to plan their own short series of sentences.

Learning intentions

• WALT read and talk about a short sequence text.
• WALT find the words first, then and next.
• WALT match sentences to the picture that shows the event.
• WALT explain how time-order words help readers follow events.

Success criteria

• I can point to and read the time-order words.
• I can put the pictures and sentences in the correct order.
• I can explain what happens first, then and next.
• I can use the words to retell the events.

Curriculum links

• Writing Processes — Planning: planning a short series of sentences through talk and thinking carefully about each sentence before writing it.
• Writing Processes — Planning: using simple organisers to plan ideas and structure a text.
• Writing Processes — Planning: working towards a specific writing goal.
• English — Oral Language and Reading: using talk, illustrations and written words to make meaning from texts.

Lesson structure (30 minutes)

1. 0–4 min · Connect and predict. Teacher displays a three-picture sequence, such as planting a seed, watering it and seeing a sprout, using the opening sequence image, and asks, “What might happen first, then and next?” Students turn and talk, then share an oral sequence using the three time-order words.

2. 4–10 min · Shared reading. Teacher introduces the short illustrated text on the shared-reading slides and reads it aloud once, tracking the words; read it again with students joining in. Students listen for and help locate first, then and next, using the illustrations to explain what is happening.

3. 10–15 min · Notice how the text works. Teacher rereads each sentence, pauses at the time-order word, and models thinking aloud: “The word first tells me this is the beginning.” Students identify which event each sentence describes and show the matching picture with a partner.

4. 15–23 min · Match and sequence. Teacher pairs students and distributes the illustrated sentence-matching worksheet. Students cut or draw lines to match each sentence with its picture, number the events, and read the completed sequence aloud to a partner. Teacher circulates, asking, “What clue helped you?” and checks that students use the words rather than relying only on picture order.

5. 23–27 min · Partner retell. Teacher displays the partner-retell prompt and models pointing to each picture while retelling the sequence. Students take turns retelling the text with first, then and next; partners listen for all three words and give one specific positive comment.

6. 27–30 min · Share and assess. Teacher reveals the completed order on the answer and reflection slides and invites two students to explain a match. Students complete the worksheet reflection by circling the time-order word they can use confidently and orally share one event sequence before packing up.

Resources

• the sequence reading and discussion deck
• the illustrated sentence-matching worksheet
• Short illustrated sequence text with three or four events
• Pencils, crayons and scissors
• Whiteboard and marker
• Enlarged version of the text for shared reading
• Optional mini whiteboards for quick responses

Assessment

• During shared reading, check whether students can locate first, then and next and explain what each word signals.
• During the matching task, listen for students using sentence meaning, illustrations and time-order words as evidence.
• Collect the worksheet and note who can sequence independently, who needs picture support, and who needs prompting to retell in complete sentences.

Differentiation

• Support readers by pre-teaching the three time-order words with actions, using enlarged print, and rereading the text in a small teacher-led group. Provide oral sentence frames: “First, ___.” “Then, ___.” “Next, ___.”
• Pair students strategically and allow students to rehearse orally before completing the worksheet. Use pointing, gesture and picture cues for learners needing additional language or literacy support.
• For EAL learners, discuss the pictures and key action words before reading; accept oral retells alongside written responses and invite students to connect the sequence words with familiar words in their home language.
• Extend confident readers by asking them to identify what would happen if two events were swapped, or to add a sensible final event and explain their choice.