Story Sequencing

Overview

In today’s lesson, students learn to build short narratives by sequencing sentences and checking basic grammar. They will use simple vocabulary, write sentences they say aloud, and add capital letters and full stops.

Learning intentions

• Students will be able to sequence 3 short sentences to make a beginning, middle and end.
• Students will be able to use a simple past tense sentence structure (e.g., “I went…”, “I saw…”, “I played…”).
• Students will be able to use capital letters and full stops in their writing.
• Students will practise sentence punctuation and reread their writing to check it makes sense.

Success criteria

• I can put picture cards in the correct order to show a story.
• I can write 3 sentences that match the pictures.
• I can start each sentence with a capital letter and end with a full stop.
• I can say my sentence out loud before I write it.

Curriculum links

• Writing – composition: write sentences by saying out loud what they are going to write about; sequence sentences to form short narratives.
• Writing – vocabulary, grammar and punctuation: develop understanding of year 1 grammar concepts and punctuation.
• Writing – vocabulary, grammar and punctuation: use sentences and join ideas in simple ways appropriate for beginning narrative writing.

Lesson structure (60 minutes)

1. 0–5 min · Hook (Story time). Teacher shows a 3-picture sequence (e.g., “Cat finds a hat”) and reads it in order; students answer: “What happened first/next/last?”
2. 5–12 min · Presentation (Model sentences). Teacher displays a sentence frame set and models saying + writing one sentence at a time (e.g., “First, I saw a cat.” “Next, I found a hat.” “Then, I played.”); students repeat chorally and point to the matching picture.
3. 12–20 min · Practice 1 (Order cards). Teacher hands out picture cards; students work in pairs to order them, then each pair says the sentences for the three pictures using the frame “First… Next… Then…”.
4. 20–30 min · Practice 2 (Punctuation and checking). Teacher writes two mixed-up examples on the board (one missing a capital letter/full stop); students vote with thumbs (correct/incorrect) and explain what to fix; teacher highlights: capital at start, full stop at end.
5. 30–38 min · Practice 3 (Build a sentence bank). Students choose from a small word bank (e.g., first/next/then; I saw/found/played) and match words to pictures; teacher circulates to check they use a past action verb in simple sentences.
6. 38–50 min · Production (Write 3 sequenced sentences). Students independently: (1) point to pictures in order, (2) say each sentence out loud before writing, (3) write 3 sentences using the frames; teacher provides a “start and end” writing checklist.
7. 50–58 min · Production share (Read and improve). Students read their sentences to a partner; teacher gives one “spot it” focus per child (e.g., “Show me your capital letter” or “Point to the full stop”); peers give one kind suggestion.
8. 58–60 min · Exit check (Quick assessment). Each student shows the teacher their final piece and answers: “What happened first?” using one sentence from their writing.

Resources

• 3-picture story sequence cards (A4 or laminated)
• Sentence frame posters: “First, I …. Next, I …. Then, I ….”
• Word bank cards (first/next/then; saw/found/played/got)
• Writing checklist (Capital letter? Full stop?)
• Student worksheets with 3 boxes for writing and a large picture strip
• Pencils, pencil grips (if needed), rubbers
• Mini whiteboards and markers for teacher demo/punctuation checks
• Timer and chart paper for modelling

Assessment

• Formative: observe pair ordering and listen for correct “first/next/then” language and sentence meaning.
• Formative: during independent writing, check use of capital letters and full stops, and confirm students say each sentence before writing.
• Teacher check: during partner share, note whether students reread and can locate their capital letter and full stop.
• Exit check: student answers “first” using a sentence from their work (or a sentence frame if needed).

Differentiation

• Support: provide sentence starters and a word bank with only 3–5 choice words; allow a tracing/overwriting option for capital letters and full stops; use pair support for students needing help sequencing.
• Sentence scaffolds: provide “First, I saw a …” / “Next, I found a …” / “Then, I played …” (with picture prompts).
• Extension: ask confident writers to add an extra detail word (e.g., “First, I saw a big cat.”) or to include “because” orally (not required in writing).
• EAL/SEN: use consistent story topic and repeated oral rehearsal; offer visuals for each word choice; check understanding with gestures and pointing rather than long explanations.