| Many of you have been reading my articles for | | | | marks, and put them in sequential order. |
| some time, and know how much I stress | | | | D. One will likely have to repeat this a few times |
| teaching with the child in mind. But for those of | | | | before the child actually develops the brain |
| you who are not familiar with my articles: | | | | patterns to complete this task efficiently. |
| Workbooks are OK for reinforcing what the | | | | However "hands on learners" (50% of the |
| student already knows, but they are not very | | | | population) often surprise us by how quickly and |
| effective in teaching new concepts to them. | | | | accurately they master this activity. |
| Forcing children to learn by inefficient methods is | | | | II. Possible Extra Activity (note: For home school |
| like trying to fit round pegs into square holes. It | | | | families this activity can be done in a co-op |
| wastes much of your time and theirs. | | | | setting.) |
| The most successful methods are those that | | | | A. After completing an activity such as a field trip |
| listen to the child, and adjust accordingly. | | | | or baking a cake, instruct each child to draw and |
| Sequencing is one of the few reading | | | | color pictures of different parts of that event. It |
| comprehension elements I recommend teaching | | | | is important to tell each child what you want them |
| kindergarten students, and there are several easy | | | | to make their drawing about, and make sure you |
| and fun ways to do just that. Studies show | | | | do not assign more than one child to draw that |
| young children learn best while at play. Using play | | | | picture. Then have each of them come to the |
| to teach is so simple, and yet most effective. | | | | front of the room holding their pictures up, and |
| Here are but a few examples. | | | | telling what it is about. (You may have to remind |
| Begin by explaining to the child that sequencing | | | | younger ones). You will want to make sure the |
| means to put a story in the order that things | | | | order is not in the proper sequence at this time. |
| happened. For example, you might say to them: | | | | The reason becomes clear in the next step. |
| "If I where to tell you to put the milk in the | | | | B. Now have the children put the pictures in |
| refrigerator, would you walk to the refrigerator | | | | sequential order. Discuss as the activity moves |
| before picking up the milk?" Ask them, "why not?" | | | | along. If they get it wrong, no problem...simply |
| "So sequencing means to tell a story in the exact | | | | recap the story in the wrong order. Ask them |
| order that it all happened." | | | | what is wrong with what we see here, and how |
| I. Activity One (can be done with preschool | | | | would they fix it? Example: "If we put the cake in |
| children as well) | | | | the oven before adding the eggs, what would |
| A. Take the child for a walk pointing out important | | | | happen?" When they get any of these activities |
| markers as you go (example: a large tree, a stop | | | | correct give lavish praises. |
| sign, a green house, ext.). Have the child help you | | | | III. Activity Two (This one is especially good |
| find the way back pointing out the markers in | | | | because it also teaches general reading |
| reverse order. | | | | comprehension) |
| B. Once you return to your starting point, discuss | | | | A. Have the child (or children as the case may be) |
| with the child how important it is to notice | | | | read an early reader book to you. As each page |
| markers in the proper order to protect us from | | | | is read, have the child operate one puppet, and |
| getting lost. | | | | you the other as you reenact the story together. |
| C. Have them draw and color pictures of the land | | | | |