A worksheet to use when teaching students how to sequence important events when reading.
Use this generic worksheet when teaching students how to sequence important events in a variety of stories.
teaching resource
Story Sequencing - Template
Updated: 24 Oct 2017
A worksheet to use when teaching students how to sequence important events when reading.
Non-Editable: PDF
Pages: 1 Page
Years: 3 - 4
Curriculum
VC2E3LY10
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to analyse texts by drawing on a growing knowledge of context, text structures and language features to build literal and inferred meanings <ul> <li>making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic</li> <li>identifying important ideas, events or details in texts</li> <li>learning new content from reading and listening, and asking questions to expand understanding</li> <li>comparing and contrasting how different texts present similar ideas or information</li> <li>drawing inferences, using evidence from the text and prior knowledge and experience; for example, making predictions about a character's likely actions or about the content of tabbed pages on a website</li> <li>determining the relevance of a text for a particular task</li> </ul>
VC2E4LY09
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings <ul> <li>making connections between information in print, images and sound</li> <li>reading or listening for key topic-specific vocabulary words to build understanding</li> <li>reading or listening to interpret the main idea and supporting ideas</li> <li>identifying evidence and reasoning used by authors to support points or arguments</li> <li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li> <li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li> <li>evaluating an author’s use of evidence to support arguments</li> </ul>
EN2-VOCAB-01
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
ACELY1680
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language featuresElaborationsmaking connections between the text and students own experie...
ACELY1692
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating textsElaborationsmaking connections between the text and studentsâ own experience and oth...
AC9E3LY05
Use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
AC9E4LY05
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
Curriculum
VC2E3LY10
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to analyse texts by drawing on a growing knowledge of context, text structures and language features to build literal and inferred meanings <ul> <li>making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic</li> <li>identifying important ideas, events or details in texts</li> <li>learning new content from reading and listening, and asking questions to expand understanding</li> <li>comparing and contrasting how different texts present similar ideas or information</li> <li>drawing inferences, using evidence from the text and prior knowledge and experience; for example, making predictions about a character's likely actions or about the content of tabbed pages on a website</li> <li>determining the relevance of a text for a particular task</li> </ul>
VC2E4LY09
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings <ul> <li>making connections between information in print, images and sound</li> <li>reading or listening for key topic-specific vocabulary words to build understanding</li> <li>reading or listening to interpret the main idea and supporting ideas</li> <li>identifying evidence and reasoning used by authors to support points or arguments</li> <li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li> <li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li> <li>evaluating an author’s use of evidence to support arguments</li> </ul>
EN2-VOCAB-01
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
ACELY1680
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language featuresElaborationsmaking connections between the text and students own experie...
ACELY1692
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating textsElaborationsmaking connections between the text and studentsâ own experience and oth...
AC9E3LY05
Use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
AC9E4LY05
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
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