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Language and Communication sequence steps in an activity or events in a story  This resource has been viewed by a moderator.

Description:

To sequence the steps in an activity or the events in a story, using sequencing language.

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Early years skill:not specified
Early years typical range:not specified
P-scales/Curriculum skill:English Speaking
P-scales/Curriculum level:L2b
TAP skill:Expressive Language
TAP level:TAP68
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
Do and review

A simple activity, e.g. paper folding

A framework to support the recall of the steps to do the activity (e.g. worksheet divided into boxes)

Pen

Prompt sheet for sequencing language (first, next, then, last, after, before, finally, etc)

1. Explain that you are going to do _____ (your activity), and then write down what you did so that someone else would know how to do it.

2. Show the children the framework, so they can be thinking about the steps in the activity.

3. Do the activity.

4. Have the children record what they did, in a sequence of steps. They could draw or write. Have the prompt sheet where they can see it, to remind them of key sequencing words.

You can make this simpler by having descriptions already written on squares of paper, and having the children put them in the right order.

You may also need to talk through what they have just done before they start recording it.

Possible activities to use include:

Paper folding, such as making aeroplanes or hats

Other craft activities

Cooking, e.g. making a cup of tea or making toast

Simple science experiments

News

A framework to support the recall of events (e.g. worksheet divided into boxes)

Pen

Prompt sheet for sequencing language (first, next, then, last, after, before, finally, etc)

1. Explain to the children that they are going to report on what they have done e.g. at the weekend. You may need to provide your own model.

2. Have them pick one event.

3. Give them the framework, and let them fill it out, by writing or drawing. Have the prompt sheet where they can see it to remind them of key sequencing words.

4. Have them report back to the group in turn.

You could also have them work in pairs and report each other's news.

Reporting on special events in school, e.g. school trips, is also a good opportunity to practise this skill.

Book review

A story that is short enough for the children to work with the whole story (i.e. a few paragraphs).

A framework to support the recall of events (e.g. worksheet divided into boxes)

Pen

Prompt sheet for sequencing language (first, next, then, last, after, before, finally, etc.)

1. Read the story with the children.

2. Have them write or draw the key events in the framework.

3. Let them compare it to one you have already done; discuss any differences.

To make this simpler, have the events of the story either written on sheets of paper, or relevant pictures copied.

Have the children take it in turns to put them in the right order. A framework may still be needed to support this.

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