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Sequences three pictures with first next last 
Description:
To sequence pictures of familiar events and daily routines.
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| Early years skill: | Reading |
| Early years typical range: | 40-60+m |
| P-scales/Curriculum skill: | English Reading |
| P-scales/Curriculum level: | P8 |
| TAP skill: | Understanding of Language/Comprehension |
| TAP level: | TAP48 |
| Pre/Nat. Curriculum Area: | not specified |
| Pre/Nat. Curiculum Standard: | not specified |
| Section: | Early Years (0-5yrs) info; Primary (5-11yrs) info |
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Picture sequences with first/next/last template Commercially produced sequencing cards e.g. Black Sheep press (see general resources), Colorcards - available from many educational suppliers. | 1. Use the first/last template to model the sequence of first and last. 2. Start with 2 picture sequences of a simple event e.g. 'rain falling' 'girl puts up umbrella'. 3. Talk about the pictures. Ask the child 'What is happening in the first picture?' Discuss the consequences of the first picture (getting wet) and what the girl does (puts up the umbrella) 4. Put the two pictures into the template: one in the FIRST column and the other in the LAST column. 5. Do this with a range of 2 sequence picture stories. 6. Turn the cards face down and take turns to turn them over and put them in the right part of the FIRST/LAST template. Can the child tell the story? 7. When the child is confident using the FIRST LAST template to order 2 picture sequences move onto using 3 picture sequences and use the FIRST/NEXT/LAST template. 8. Follow the procedure for working with 2 picture sequences. | Prepare materials in advance. Give a child time to familiarise him/herself with teaching materials and comment on them if needed before starting the learning activity. Give lots of praise. Correct mistakes gently! You can also look confused if the child tells the story in the wrong order. For children who are having difficulties grasping the connection between the picture sequence and an actual event, start with simple sequences you can actually act out - such as pouring a drink - and match a picture with each step of the sequence - e.g. (1) empty glass, full bottle, (2) pouring from bottle into the glass, (3) full glass, half empty bottle. |
| Story on a line. Clothes pegs String for a washing line. Sequence cards | Attach 2 or 3 card sequences to a washing line with clothes pegs. Can the child tell the story? | Using a washing line can be motivating for some children. The child can put a card onto the washing line as he/she works thorugh them. Or alternatively he/she can take them off the line in order and tell the story. |
| Sequencing cards Published cards of 3 step sequences (LDA or Colour Cards do some good ones). | 1. Tell the child you are going to make a story. Put all three pictures on the table, and talk about what is happening in each one. 2. You choose the first picture in the sequence and say 'this is the first picture' and describe what is happening. Ask the child to find the next picture. 3. When the child has found the next picture, talk about how the 3rd card is the last picture. 4. Then mix up the cards again, and see if the child can put them in order. | If the child is struggling with the concept of 'first, next, last', you could write 1 2 3 on a sheet of paper. Do the same activity, but have the child find 2 and 3. Make sure you still talk about 'first, next, last'. When the child is confident in doing this, have him put all 3 cards in order - don't tell him which one is first. To make the activity more interesting, you could peg the pictures onto a string washing line, or stick them onto a special background (e.g. a rocket....) NB. When the child has the pictures in the wrong order, 'tell the story' out loud, and ask him if it makes sense. If he can spot a problem himself he will develop his skills more effectively. |
| Sequencing Pictures Sequences of 3 pictures on paper (Black Sheep Press have a wide range) | Cut up the pictures. Tell the child you are going to make a story. Put all three pictures on the table, and talk about what is happening in each one. Then have the child put them in order. She could then stick them on paper or in a book. | To make the activity more interesting, use Blu Tac, and stick the pictures to the table first. If you are working with a group of children, 3 of them could stand in a line and hold one picture each. To put them in order they can change places in the line. You could also have the child write a sentence under each picture. NB. When the child has the pictures in the wrong order, 'tell the story' out loud, and ask her if it makes sense as in the activity above. |
| Every day activities Digital camera photos of the child or people he knows doing every day activities | Use a digital camera to take a sequence of 3 pictures of the child or someone he knows doing every day activities. E.g. pouring a drink and drinking; hanging up his coat; doing his work. Print the pictures, and use them for the activities above. |
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