If you happen to follow my store you may have noticed I've become a little obsessed with the game Scoot! It is such a fun and simple way for kids to practice different skills while engaging in kinesthetic learning by moving around the room. It requires very little prep and is a great formative assessment tool for you to determine your students’ current levels of understanding. After taking the new common core assessments for the second year in a row I've noticed that one skill that was heavily tested was sequencing. Not only were students required to use sequence signal words in their writing, but were also required to read and comprehend a text and put it in the correct sequence. By using these tools with my own classroom I hope to better prepare my students (and yours!) for these types of questions.
This product contains THREE SETS of sequencing task cards in three different formats: multiple choice, fill-in the blank, and finding sequence words in context. These cards can be used as task cards at a center OR as a “Scoot” game played around the room. Each set contains 24 cards along with a student recording page and answer keys for each. You can use each set individually or mix-and-match a combination of the three.
I designed this product to be used as a practice and application activity for sequencing after students have learned the basics. I’ve included common sequencing signal words targeted to 2-4 grade students. To use these cards simply print, laminate for wear, and cut apart. Provide each student with an answer recording page for them to complete as they answer each question.
Common Core Standards:
RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
L.6 Acquire and use accurately grade appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).