Comprehension /sequencing by Kelly Jean Sullivan

 

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Comprehension /sequencing 

   Reading Station Comprehension /Sequencing Three Little Pigs Sequencing Activity Objective: The student will demonstrate his/her ability for comprehension of the stories and to be able to sequence them. 

Standards:  LAFS.1.RI.1.1 - Ask and answer questions about key details in a text.  LAFS.1.SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media.  LAFS.1.SL.2.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.  LAFS.1.RL.3.7 - Use illustrations and details in a story to describe its characters, setting, or events.  LAFS.1.SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and more significant groups.  LAFS.1.RL.1.2 - Retell stories, including key details, and demonstrate an understanding of their central message or lesson.  LAFS.1.RL.1.1Ask and answer questions about key details in a text

   LAFS.1.RL.1.2Retell stories, including key details, and demonstrate an understanding of their central message or lesson. Out key details in a text. · 

Access Points  LAFS.1.RL.1.AP.1a: Answer questions about key details in a story (e.g., who, what, when, where, why).  LAFS.1.RL.1.AP.1b: Ask questions about key details in a familiar story.  LAFS.1.RL.1.AP.2a: Retell a favorite text, including key details.  LAFS.1.RL.1.AP.2b:

 Use details to tell what happened in a story.  LAFS.1.RL.1.AP.2c: Retell the sequence of events in a story. This station uses the sequencing strategy to have children identify the critical events in the story in order. I have focused on beginning, middle, and end. 

 This station is for grade 1 /ASD - I have made it so I can change it easily for k-3 and small groups of 2as needed. This literacy station is using sequencing to remediate the comprehension deficit. I have used a variety of visual cues and aids and directions to assist the student in how to work at the station. Research – Research shows that small groups of 2-5 work best to Improve reading comprehension, I have incorporated questioning, searching-selecting, sequencing summarizing, and visualizing-organizing. 

Recognizing story structure, and technology. According to the research in Orton Gillingham this evidence-based strategy of sequencing has shown that putting pictures in order or sequencing is a higher functioning strategy that assists in reading comprehension. www.asha.org/policy indicates that sequencing has proven to be effective evidence-based strategy. 

 Practicing sequencing helps remedy both of these issues and makes this aspect of reading comprehension second nature. If students are encouraged to identify the parts of a story then they will be better at retell it to someone.my center aims to help the child to think of the three little pigs story in pieces—the beginning, middle, and end—rather than try to recall it as one large chunk. Sequencing activities are evidence based and give the child the chance to look at the story structure. Research shows that sequencing helps children with their writing skills. 

 Being able to sequence events in a text is a key comprehension strategy, especially for narratives like the three little pigs.

Finding meaning in a text depends on the ability to understand and place the details, the sequence of events, within some larger context—the beginning, middle, and end of a story. This is the basis of my center. I have differentiated the station activities by using open-ended activities. All the students can do the same activity, but there will be a variety of outcomes. The speech bubble activity with the dry erase is an example.

 There are activities in the containers labeled and with self-check components in zip lock bags. There is a tactile activity to build three houses with hay sticks and bricks. There are visual step by step directions for each activity so that the student can follow and do the activity. For the tiered activity, I have a pig memory game and memory bingo. For choice, I have a series of 3 versions of three little pigs for motivation. There are zip-lock activities such as magnet sequence strips and bingo sequencing handouts for cut and paste. 

These activities can are for the lower middle and higher groups. have incorporated a puppet-making activity, and the students can act out the story/story retelling as a strategy that has been proven effective in DAR based research. .for the visual and auditory -I have a QR code that links to the Disney video story version of the story.  

There is an art build a pig and fill in an alternative version ending activity. There are self-check sequencing worksheets. There is a” what” will happen next sheet. I will collect the worksheets at the end of the day and keep notes on progress for monitoring. there is a self-check component for the students to self-monitor with answer sheets.

The product will be how I will progress monitor the children can use the self-check also for monitoring. I will check the answers on the handouts and keep in the students file and determine what needs to be retaught or what strategies I need to use next for the student. I will expect 3 out of 5 correct responses on the handouts.

 For behavior, I have included cards that the student will get pig and wolf sticker and be able to save and trade in for reward /pig soap. I have a basket of many versions of the three little pig book one in Spanish one in braille I made and one from the perspective of the wolf. This center is for students to work on comprehension deficit.

 The student’s present level of performance will be the starting point. How data will be used- data collected form informal and formal product will be used to determine if the student is getting benefit from the specific intervention or evidence-based strategy. Based on the data I will refine and improve the student’s outcomes by intensifying the strategy or changing strategies. Keep folders of each child’s progress and use for IEP meeting or with parents.

 References Catts, H. & Kamhi, A (2012). Language and reading disabilities (3rd ed.). Boston, MA: Pearson. Florida Center for Reading Research: www.fcrr.org Gersten, R., Fuchs, L., Williams, J., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71 (2), 279-320. Tierney, R. J. & Raedene, J. E. (2005). Reading Strategies and Practices. A compendium. 6th ed. Boston, MA: Pearson.