Sequencing ideas in texts

Sequencing events or steps in narratives, newspaper articles, magazine articles, experiments, instructions and websites requires the students to actively read the text and use the transitional language and phrases to understand the correct order.

Students need to have opportunities to read a wide variety of texts that do not always follow the sequential pattern of first, second, third etc. but rather use texts that have embedded events or steps that require the student to question and consider the logical sequence that may not be presented in this manner.

Activity 1 – oral recount

The text may be used as a shared, paired, group or individual reading. Give the students the Recount Plan scaffold (see below) to record the key points of the text in a logical sequence.

The students need to be able to view the text or have a copy.

Oral recount plan   (PDF 91.99KB)

Activity 2

The students need to be able to view the text or have a copy.

Ask students to summarise the key information into a single sentence in a flowchart in a logical sequence e.g. what would come first, second, third etc. in the process. Students need to be made aware this does not always occur within texts and they need to apply their understanding and knowledge to order information in a sequence.

Template of flowchart   (PDF 10.48KB)

Discuss students’ sequences and clarify items which may not have been sequenced correctly. Ensure students have an opportunity to discuss selections, address any issues and justify their responses. Create a class summary of the text as an example and a reference for students.

Students will require additional opportunities to develop their sequencing skills in both reading and writing. Ensure students are given a wide range of texts that both follow and do not follow a strict sequential pattern.

Dictagloss can be used to enhance sequencing, vocabulary development and the comprehension of texts.

Additional resources

For additional teaching ideas, resources and explanations please go to the following links:

Timeline of events graphic organiser (JPG 25.6KB)

Dictogloss (JPG 65.44KB)

References

Australian curriculum reference – ACELA1491: Text structure and organisation: Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives.

NSW syllabus reference– EN2-4A: Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives

NSW literacy continuum reference – Comprehension, Cluster 8, Marker 6: Articulates the main idea and provides a synthesised retell that captures key events in texts.

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