Learn to Read 33

Ages 4–6 · 11 minutes · English

Explore the order of a story with sequences

In this lesson, students will build confidence in reading by practicing the following skills:

- Order parts of a story
- Use words like “first, second, last, then”
- Build sequences in order (ie. brushing teeth)

Some prior reading experience may be helpful.

Part of

Learn to Read

Standards alignment

Common Core State Standards

RF.K.4 — Read emergent-reader texts with purpose and understanding.
ELD-SI.K-3.Explain — Multilingual learners will… • Share initial thinking with others • Follow and describe cycles in diagrams, steps in procedures, or causes and effects • Compare and contrast objects or concepts • Offer ideas and suggestions • Act on feedback to revise understandings of how or why something works
ELD-SI.K-3.Narrate — Multilingual learners will… • Share ideas about one's own and others' lived experiences and previous learning • Connect stories with images and representations to add meaning • Ask questions about what others have shared • Recount and restate ideas • Discuss how stories might end or next steps

Alabama

ELA21.K.15 — Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.
ELA21.K.6 — Uses spatial and temporal concepts correctly.
ELA21.K.27a — With prompting and support, retell a text orally, including main character(s), setting, and important events in logical order.
ELA21.K.25 — With prompting and support, identify the topic of texts, using titles, headings, illustrations, and text clues.

Alaska

RF.K.4 — Read emergent-reader texts with purpose and understanding.
1.CC.2 — Use ordinal numbers correctly when identifying object position (e.g., first, second, third, etc.).
RL.1.2 — Retell stories, using key details, and demonstrate understanding their message (e.g., teach a lesson, make you laugh, tell a scary story, tell about an event) or lesson.

Arizona

K.RF.4 — Read emergent-reader texts with purpose and understanding.
K.RL.10 — With prompting and support, actively engage in group reading activities with purpose and understanding.
K.RL.3 — With prompting and support, identify characters, settings, and major events in a story.
K.RL.5 — Recognize common types of texts (e.g., storybooks, poems); identify the front cover, back cover, and title of a book.
K.SP1.1 — Use a variety of words to reference time in the past, present, and future; identify the beginning, middle, and end of historical stories.

Arkansas

K.FR.22.F — Orally read texts consisting of previously taught grapheme-phoneme correspondences, self-correcting as necessary.
K.RC.7.RF — Demonstrate comprehension of age and grade-appropriate texts by speaking or writing.
H.1.K.1 — Discuss a sequence of events using chronological terms such as first, next, last, before, after. Sequence of events may include: • Daily classroom activities • Significant events in students’ lives • Typical day in the life of the student
K.FR.12.PD — Read high-frequency words.
K.NPV.3 — Identify the position of objects in a set using ordinal numbers (first, second, third, etc.).

California

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.1.5 — Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

Colorado

RWC20-GR.K-S.2-GLE.3-EO.b.vi — Read text consisting of short sentences comprised of learned sight words and consonant-vowel-consonant (CVC) words.
RWC20-GR.K-S.2-GLE.3-EO.d — Read emergent-reader texts with purpose and understanding.
RWC20-GR.K-S.2-GLE.2-EO.a.ii — With prompting and support, identify the main topic and retell key details of a text.
RWC20-GR.K-S.2-GLE.2-EO.a.iii — With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
P.CC.C.8 — Identify and use numbers related to order or position from first to fifth.

Connecticut

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.

Delaware

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Florida

MA.K.NSO.1.3 — Identify positions of objects within a sequence using the words “first,” “second,” “third,” “fourth” or “fifth.”
ELA.K.F.1.1 — Demonstrate knowledge of the basic concepts of print. • Locate a printed word on a page. • Distinguish letters from words within sentences. • Match print to speech to demonstrate that language is represented by print. • Identify parts of a book (front cover, back cover, title page). • Move top to bottom and left to right on the printed page; returning to the beginning of the next line. • Identify all upper- and lowercase letters of the alphabet. • Recognize that print conveys specific meaning and pictures may support meaning.
SC.K2.CS-CP.2.2 (Discontinued after 2024-2025) — Perform a simple task (e.g., making a sandwich and brushing teeth) breaking it into small steps.
SS.K.A.3.1 — Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school.
ELA.K.F.1.4 — Recognize and read with automaticity grade-level high frequency words.

Georgia

ELAGSE2RI3 — Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Hawaii

K.RF.4 — Read emergent-reader texts with purpose and understanding.
K.RL.10 — Actively engage in group reading activities with purpose and understanding.
K.RL.3 — With prompting and support, identify characters, settings, and major events in a story.
K.RI.2 — With prompting and support, identify the main topic and retell key details of a text.

Idaho

K.FR.PH.3 — Use knowledge of grade-level phonics and word analysis skills in decoding words.
K.FR.PC.1e — Read left to right, top to bottom, and page by page.
K.FR.PH.3c — Read common high-frequency words with automaticity by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Illinois

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
SS.1.H.1 — Create a chronological sequence of multiple events based on current learning.

Indiana

K.RF.9 — Orally read decodable texts with appropriate accuracy and automaticity.
K.H.3 — Identify events and place events in a sequence. (E)
K.RC.2 — With support, retell familiar stories, poems, and nursery rhymes, including key details. (E)
K.W.4 — Use words, pictures, and dictation to narrate a single event or simple story, arranging ideas in order. (E)

Iowa

RF.K.4 — Orally read grade-appropriate text with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics, which includes word analysis skills to support decoding and encoding words.
RF.K.3.c — Read common high-frequency words with accuracy and automaticity (e.g., the, of, to, you, she, my, is, are, do, does).

Kansas

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details.
RL.K.7 — With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
RI.K.13 — Actively engage in individual or group readings of informational text with purpose and understanding.

Kentucky

RF.K.4.a — Read emergent-reader texts with purpose and understanding.
RL.K.3 — With prompting and support, identify characters, settings and major events in a story in order to make meaning of the story development.
RL.K.1 — With prompting and support, ask and answer explicit questions about key ideas and details, and make logical inferences to construct meaning from the text.
RL.K.5 — Recognize common structures of poems, stories and dramas.

Louisiana

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
K.1 — Order events in a chronological sequence using schedules, calendars, and timelines. For example: a. Daily classroom activities b. Significant events in students’ lives

Maine

R.12.K.a — Read emergent-reader texts with purpose and understanding.
R.6.K.b — With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
R.11.K.a — With prompting and support, describe the relationship between illustrations and the text.
R.6.K.a — With prompting and support, identify characters, settings, and major events in a story.

Maryland

RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RL.1.2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 — Describe characters, settings, and major events in a story, using key details.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Massachusetts

K.T3.3 — Put events from their personal lives, observations of the natural world, and from stories and informational texts read or read aloud in temporal order, using words and phrases relating to chronology and time, including: a. Sequential actions: first, next, last; b. Chronology and time: now, then, long ago, before, after, morning, afternoon, night, today, tomorrow, yesterday, last or next week, last or next month, last or next year.
RL.PK.6 — With prompting and support, “read” the illustrations in a picture book by describing a character or place depicted, or by telling how a sequence of events unfolds.
RF.K.4 — Read early-emergent-reader texts with purpose and understanding.
RL.PK.2 — With prompting and support, retell a sequence of events from a story read aloud.
RI.PK.6 — With prompting and support, “read” illustrations in an informational picture book by describing facts learned from the pictures (e.g., how a seed grows into a plant).

Michigan

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
Individually and collaboratively, students construct explanations using correct sequence and relevant information.

Minnesota

0.1.1.3 — Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
0.2.6.2 — Correctly order beginning, middle and end of a story, with support and guidance.
0.1.1.2.b — Know and apply grade-level phonics and word analysis skills in decoding words: read high-frequency words, in and out of context, demonstrating both accuracy and automaticity.
0.1.2.1 — With guidance and support, read and monitor understanding of grade-level text, self-correcting as needed, using strategies including, but not limited to, decoding, asking questions and making connections.

Mississippi

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.1.2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Missouri

K.RF.4.A — Read, with support, appropriate texts with purpose and understanding
1.R.1.A.d — retelling main ideas in sequence including key details
1.R.2.A.a — describe characters, setting, problem, solution, and events in logical sequences
K.W.1.B.a — sequencing the actions or details through letters, words, and pictures

Montana

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Nebraska

LA.K.RP.1 — With prompting and support, orally retell familiar stories, including key details, and demonstrate understanding of their central message or lesson.
LA.K.F.4 — Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension.
LA.K.F.4.c — Read grade level high-frequency words with automaticity and accuracy (e.g. Fry or Dolch words or those included in instructional materials).
LA.K.RP.2 — With prompting and support, identify main character(s), setting, and important events in a literary text.

Nevada

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.

New Hampshire

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

New Jersey

RF.K.4.a — Read emergent-readers with purpose and understanding.
RL.K.2 — With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).
RF.K.4 — Read emergent texts with one-to-one correspondence to develop fluency and comprehension skills
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.

New Mexico

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.NM.1 — Identify the main topic, retell key details of a text, and make predictions.

New York

K.8a — Specific words and phrases related to chronology and time should be used when recounting events and experiences.
KRF4 — Will engage with emergent level texts and read-alouds to demonstrate comprehension.
KR3 — Identify characters, settings, major events in a story, or pieces of information in a text. (RI&RL)
1RF4a — Read beginning reader texts, appropriate to individual student ability, orally with accuracy, appropriate rate, and expression on successive readings.

North Carolina

RF.K.5 — Read emergent-reader texts with purpose and understanding.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RF.K.4.c — Read common high-frequency words by sight.

North Dakota

1.F.12a — Read accurately and automatically at the word level
1.F.12b — Read accurately and automatically at the sentence level
1.F.8 — Decode words with phoneme-grapheme correspondences:

Ohio

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.10 — Actively engage in group reading activities with purpose and understanding. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

Oklahoma

K.2.R.3 — Students will sequence the plot (i.e., beginning, middle, and end) of a story with prompting.
1.2.F.1 — Students will expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.
1.2.R.3 — Students will sequence the plot (i.e., beginning, middle, and end) of a story.
K.2.W.2 — Students will sequence the action or details of stories/texts with prompting.
1.2.F.2 — Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

Oregon

K.RF.4 — Read emergent texts to develop fluency and comprehension skills.
K.RF.4a — Read emergent texts with one-to-one correspondence with purpose and understanding.
K.13 — Understand that events happen in a sequential order.
K.RL.3 — With prompting and support, identify characters, settings, and major events in a story. Identify beginning/middle/end.

Pennsylvania

CC.1.1.K.E — Read emergent-reader text with purpose and understanding.
CC.1.3.PK.A — With prompting and support, retell a familiar story in sequence with picture support.
CC.1.2.K.E — Identify parts of a book (title, author) and parts of a text (beginning, end, details).
CC.1.3.K.A — With prompting and support, retell familiar stories including key details.

Rhode Island

RF.K.4 — Read early-emergent-reader texts with purpose and understanding.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.5 — Recognize common types of texts and characteristics of their structure (e.g., story elements in books; rhyme, rhythm, and repetition in poems).

South Carolina

ELA.K.C.7.1 — Present information orally in a logical order of events using conjunctions and temporal words (e.g., before, after).
ELA.K.F.4.3 — Read texts by: a. using letter-sound knowledge to segment and blend sounds together; b. decoding the word by analogy; and c. using visuals from the text to support decoding and confirm recognition.
ELA.1.AOR.6.1 — Retell a text orally and in writing to enhance comprehension: a. include main story elements at the beginning, middle, and end for a literary text; and b. include a central idea and supporting details for an informational text.
ELA.1.C.7.1 — Present information orally in a logical order of events using complete sentences, appropriate volume, clear pronunciation, conjunctions, and temporal words (e.g., before, after).
ELA.1.F.4.3 — Read texts by: a. using letter-sound knowledge to segment and blend sounds together; b. decoding the words by analogy; and c. using context and visuals from the text to support monitoring and self-correcting.

South Dakota

K.RF.4 — Read emergent-reader texts with sufficient accuracy and fluency to support comprehension
K.RF.4.a — Read grade-level text with purpose and understanding.
K.RL.10.a — With prompting and support, read and comprehend proficiently at grade level with increasing challenge in text difficultly and complexity (e.g., layout, text structure, language/literary features, knowledge demands.)
1.H.1.1 — Demonstrate chronological order using events from their own lives
K.RI.2 — With prompting and support, identify the main topic and retell key details of a text.

Tennessee

K.FL.F.5.a — Read emergent-reader texts with purpose and understanding.
K.RI.KID.2 — With prompting and support, orally identify the main topic and retell key details of a text.
K.RI.RRTC.10 — With prompting and support, read informational texts of appropriate complexity for Kindergarten.
K.RL.RRTC.10 — With prompting and support, read stories and poems of appropriate complexity for Kindergarten.

Texas

K.14B — use social studies terminology related to time and chronology correctly, including before, after, next, first, last, yesterday, today, and tomorrow;
K.8D.iii — the steps in a sequence with adult assistance;
K.2D.i — identifying the front cover, back cover, and title page of a book;

Utah

P4.R.6-7 — With prompting and support, retell simple texts, including event sequence and characters. (RL & RI)
K.R.3 — Demonstrate mastery of age-appropriate phonics skills.

Vermont

RF.K.4 — Read emergent-reader texts with purpose and understanding.
D4.2.K-2 — Individually and with others, students use writing, visualizing, and speaking to… Construct explanations using correct sequence and relevant information.
D2.His.1.K-2 — Individually and with others, students… Create a chronological sequence of

Virginia

K.C.2.D — Retell, create, and dictate stories, rhymes, poems, and events in sequential order using drama, props, and/or pictures indicating first, next and last events in a story.
K.DSR.1.A — Use knowledge of letter-sound correspondences to read and reread controlled decodable sentences and texts that include phonic elements and irregular words (Reading Fluency, K-12).
K.RL.1.C — With prompting and support, orally re-tell a familiar story in sequential order (beginning, middle, end).
K.FFR.1.E — Identify the front cover, back cover and title of a text.

Washington

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Washington, D.C.

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

West Virginia

ELA.K.I — Read emergent-reader texts with purpose and understanding.
ELA.K.2 — With prompting and support, retell familiar stories, including key details in literary texts.
ELA.1.I.a — Read on-level text with purpose and understanding.

Wisconsin

ELA.K.RF.4 — Read emergent-reader texts with purpose and understanding.
ELA.K.R.2 — With prompting and support, retell stories (RL); share key details from a text. (RI)
ELA.K.R.3 — With prompting and support, identify characters, settings, and important events in a story or pieces of information in a text. (RI&RL)
ELA.K.R.7 — With prompting and support, describe the relationship between illustrations and the text. (RI&RL)

Wyoming

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.