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# Sequences three or more pictures

Description:

Pupil sequences three or more pictures

 Early years skill: Reading Early years typical range: 40-60+m P-scales/Nat. Curriculum skill: English Reading P-scales/Nat. Curriculum level: P8 TAP skill: Reading TAP level: TAP48
 Section: Early Years (0-5yrs) info; Primary (5-11yrs) info; Secondary (11-16yrs) info

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Activity/strategy name and materials required How to do the activity Key principles for doing the activity and comments
Picture sequencing

Sources of picture sequences:

Step 1

1. Start with three cards: the three cards can make up a whole story, or be part of a longer one;

2. Tell the story with the cards introducing each card one by one;

3. Get the child to have a go at retelling the story.

Step 2

Using the same cards, this time give the child the cards all mixed up - the child needs to put the cards back in the right order and tell the story.

Step 3

1. Using three cards which the child hasn't seen before, mix them up and give them to the child to try and work out the story;

2. When the child has put them in an order that he or she is happy with (not necessarily the right order) get him/her to tell you the story (see 'comments' column for ideas of what to do if the cards are in the wrong order)

Step 4

Continue with more cards from the same story if the whole sequence is more than three steps long.

Step 5

Try working with longer sequences.

To work on this activity, the child must understand the concept that a sequence of pictures can relate to a story, if not, do the activities in the sheet called "sequences three pictures showing a practical activity" which introduces this concept.

If the pictures are in the wrong order, the child may notice this when they try to tell back the story. If not, ask questions to prompt the child to rethink how they've ordered the pictures. For example, if picture 1 shows a girl next to her snowman, picture 2 shows the sun melting it, and picture 3 shows the girl crying, but the child has got pictures 2 and 3 swapped around, you could ask about the second picture 'why is she crying?' and look confused.

If you can physically act out the sequence this may also help.

The idea is to try and get to the point where the child gets the pictures in the right order with the minimum amount of assistance from you. Try to avoid the situation where you need to physically re-arrange the pictures (if you keep needing to do this despite using prompting, then the sequence is probably too difficult).