Teaching children to sequence information
Developing sequencing skills should help to improve a student’s ability to explain/describe an event, both when talking and writing.
Students can be helped to learn about sequencing information in the following ways:
Using picture sequences the adult: -
- sets the pictures out in the correct order,
- talks about each picture as it is placed,
- then talks through the whole sequence, emphasising the order.
Then following this the student can be encouraged to join in:
- Repeat the above sequence putting the pictures in order.
- Keep the pictures in the correct order.
- Start talking about the 'first' picture, or the 'last thing that happened'.
- Encourage the Student to find these pictures.
For some students, it would be sensible to undertake the above while using a familiar sequence of event, e.g. the routine for their day, how to make a sandwich etc., and gradually progress to an sequence of an unknown event, e.g. sequencing a science experiment.
Photographs of an event (a walk along the river) could be taken and used in a similar way. This could also be extended by seeing if students can start to recall which photo should be put down first.
Similarly a set of photos could be taken during one activity such as cooking and then used on a later occasion to explain or reinforce the sequence of events. In other words, set the relevant photos out:
- wash hands; put on aprons
- get out items of equipment
- perform actions: weighing/whisking/pouring
- put the food in the oven
- take it out
- wash up
- eat the food!
Once students have an understanding of what it means to sequence information, it should be possible to ask them to order sequences themselves.
Even then, consider carefully any materials that you use and your own reasons for this activity. Students need to learn about real sequences and about time ordering, rather than prescriptive story lines.
Students who have difficulty in understanding sequencing may also have difficulty in understanding time. Temporal concepts such as 'before', 'after', 'yesterday', 'long ago' or broader historical concepts may need to be addressed specifically.
Group/individual focus
Some Students may need to be taught how to sequence ideas and events. Adults may need to talk through sequences many times before the student can order them by him/herself. Visual props such as photos, scrap books, home/school diaries, will be helpful in reminding the student about the order of events. This will have an impact upon written tasks, when asked to complete an essay or similar piece of work.
Students may require extra strategies such as writing frames and narrative grids, see Elklan Secondary Language Builders (Liz Elks and Henrietta McLachlan (2008).
Extra time can be spent thinking about events before they occur, and reflecting upon them afterwards.
A group might practise retelling stories, first by relying on visual props, and then with reduced support.
Classroom management
Normal class work offers many opportunities for teachers to point out different types of sequences, for example:
- beginnings, middles, ends of stories or routines
- overt story planning
- scientific frameworks
- causes and effects, as they arise throughout the day
- recipes
The analysis of text in the literacy hour, readily encourages looking at words such as 'first', 'next', 'then', 'last (of all'), 'because', 'after', 'before'.
Adults frequently remodel or help to shape student's personal experiences. Methods and reasons for doing this should be made explicit: 'Let's put that in the right order - you went swimming and then went to Michelle's to watch a DVD?'