Sequencing

Maris Radiana
Master an 2 sem II
General procedure
 In sequencing the learners are presented with a text that has
been altered in terms of the sequence of elements. Elements
that may be reordered include:
• Paragraphs
• Sentences within paragraphs
• Clauses within sentences Words and phrases within clauses
 Activities guide the learners to notice and to explore either (a) grammatical or
lexical features in texts that give information about the sequence of elements
(e.g. articles, pronouns and conjunctions) or (b) larger patterns of textual
organisation. The general procedure is as follows:
1. Choose a text or series of texts and change the sequence of some of the
paragraphs or sentences within paragraphs or of certain elements within
sentences.
2. Have students work out what the original sequence might have been in one text
or a portion of one text through noticing a particular grammatical feature or set
of grammatical features.
3. Work with the students to explore further the kinds of grammatical features that
can be used as clues to help to determine the original sequence and why the
original sequence is better.
4. Have the students practise this procedure on their own with the rest of the text
or another similar text.
Sequencing: teaching idea
Daily activities (thirth grade)
 Explicit Instruction/Teacher Modeling
 I tell the students that I would like to share with them the
sequence of my morning routine.
 As I tell the students my routine, I hold up the corresponding
printed image for each step. For example: First, I wake up
and put on my warm and cozy slippers. Next, I go and brush
my teeth using my purple toothbrush. Then, I go to the
kitchen and eat a bowl of cereal and drink some orange juice.
Last, I put on my coat and come to school. I use the words
first, next, then and last in my description of my morning
routine. I emphasize each of these words as I speak.
 After I have finished describing my morning
routine, "accidentally" drop all of the picture
cards on the floor.
 I pick up the cards and hang them up out of order
on the board using magnets or tape.
 I ask the students if they can help me put the
cards in the correct order.
 I make sure to let students specifically describe
where to place each card.
 I guide them towards using the sequencing words. For
example, ask questions such as: What happened last?What
happened first?
 When the cards have been correctly sequenced by the
group, I explain that heard the students use some special
words. The words first, next, then, and last are
sequencing words. I explain that these words help us to
tell the order in which events happened.
 I retell the sequence of my morning routine again using the
sequence words.
 I place the sequence word index cards above or below each
picture. I emphasize again that these key words tell the reader
about the order of the story.