The purpose of this activity is for students to demonstrate understanding of a text or other authentic resource by sequencing a series of events in a story.
The teacher chooses an input source (story, sequenced text, video) that is appropriate for the proficiency level of your students.
The teacher separates the story into individual sentences. There should be at least one sentence (but potentially a set number of sentences, depending on time, complexity, proficiency level, etc.) for as many students or groups who are putting the story together.
The teacher shuffles the sentence strips and gives one (or more) cut sentences to each student.
Explain to students that the object of this activity is to reassemble the story.
After a designated amount of time, the individual/group reads their completed story to the class, each student reading his/her sentence(s).
If the story has more sentences than there are of sentences as there are students in the group, some students can have two sentences.
The teacher should walk around and provide feedback by removing incorrectly sequenced sentences. This will help students find the correct answer and avoid them getting stuck or going down a garden path.
Cut the sentences into halves and ask students to put the halves together first, then order the sentences. Use a sequence of about six pictures that tell a story, dividing the class into groups. Students put the pictures into the order they think is best and work out a story to match.
This task can also be done with visual supports (ex. a recipe: match each step of a recipe to the correct image, then put the images in order).
Sentence strips from a preselected text.