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sequence chunks of text to make a whole eg story 
Description:
Jumbling and sequencing sentences without illustrations to develop sequencing and reading comprehension skills.
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| Early years skill: | not specified |
| Early years typical range: | not specified |
| P-scales/Curriculum skill: | English Reading |
| P-scales/Curriculum level: | L2c |
| TAP skill: | Understanding of Language/Comprehension |
| TAP level: | TAP64 |
| Pre/Nat. Curriculum Area: | not specified |
| Pre/Nat. Curiculum Standard: | not specified |
| Section: | Primary (5-11yrs) info; Secondary (11-16yrs) info |
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Jumbled sentences A photocopied piece of text without illustrations on A4 paper/card for each pupil, such as a traditional tale or a set of instructions. Each pupil should have a different text, at a level they can all read aloud quite easily. A second copy of each piece of text for you to keep in your 'Results' envelope. Ruler/pencil Scissors 1 envelope for each child and 1 envelope marked 'The results'. | 1. Give out one copy of the text to pupil and keep one master copy for yourself. Put the master copy in the 'Results' envelope. 2. Explain the task is to make a comprehension puzzle for another pupil and then to become a 'comprehension detective' to improve their reading for meaning skills. 3. Give pupils time to read through the page of text independently. 4. Ask pupils to read the text through again. This time they need to decide where to divide it up into a puzzle with a beginning, middle and end. 5. Pupils indicate with pencil where they would like to divide the text up. (They will draw 2 lines to make three pieces.) 6. Check with pupils where they are going to divide the text up before they start cutting it! Sensitively suggest changes if necessary. 7. Cut it up with scissors. Each pupil places the pieces of text in their own envelope. 8. Pupils swap envelopes with a partner. They read through what their partner has given them and put it back in the right order. 9. Before you give each pupil the original uncut copy, encourage them to talk about and point to the 'clues' in the text, which lead them to make their decision. 10. Open the envelope! Were they correct? | This activity may be useful for bilingual pupils and pupils with speech and language difficulties, who can sometimes read aloud with confidence but have difficulty in understanding/answering comprehension questions. This activity could be done in a small group (e.g. with 3 pupils) or in pairs. It could also be adapted for 1-1 work. Try to keep the activity fun. Encourage them to explain why they would divide the text up at the points they have chosen. Support pupils with fine motor skills difficulties where necessary. When being the detective, encourage them to look for language that shows sequence, e.g. firstly, after that, finally. Write down notes/phrases that helped them on a white board/flipchart. Extension activity You could ask them to divide the text into 4, 5 or 6 segments if appropriate for their comprehension needs. |
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