Beacon Lesson Plan Library

Get in Order

Martha Todd
Santa Rosa District Schools


Students practice putting events from a written passage in chronological order, both in groups and individually.


The student understands explicit and implicit ideas and information in third-grade or higher texts (for example, main idea, implied message, relevant supporting details and facts, chronological order of events).

The student understands explicit and implicit ideas and information in fourth-grade or higher texts (for example, knowing main idea or essential message, connecting important ideas with corresponding details, making inferences about information, distinguishing between significant and minor details, knowing chronological order of events).

The student extends previously learned knowledge and skills of the fourth grade level with increasingly complex reading texts and assignments and tasks (for example, explicit and implicit ideas).


-Short story (possibly from a reading textbook)- all students need a copy of the story
-A list of events from the story, listed so students can number them in chronological order
-Index cards (one per student)
-Simple book to read aloud to the class


1. Select book to read aloud and story for students to read silently. Have both on hand for each student.
2. Get an index card for each student.
3. Make a list of events from the teacher-selected story and type, in checklist form. Run one copy per student.


Day 1
1. Write the term chronological order on the board. Discuss the meaning of order first. What does it mean when you are told to put things in alphabetical order? What about in order by size? Then explain that chronological order means in order by time, or the order in which things happened.
2. Give each student an index card. Inform the students that they will listen to a book read aloud to them. Each student is to write down one event from the book on his index card.
3. Read the book aloud.
4. After each student has an event written down, put the students in small groups, holding their cards.
5. Have the students sit on the floor so that their cards are in chronological order. (If more than one student has the same event, let them sit beside each other.)
6. Read the book aloud again, and have the students stand when you read their event, thus checking their chronological order.
Day 2
1. Review chronological order and discuss ways to put events in chronological order. (Going through a story and marking the events, and then numbering them in order is a good strategy for testing situations.)
2. Give students a story to read and a teacher-made list of events to be put in chronological order. As they work on this assignment, circulate and assist any student who is having trouble.


A formative assessment is made by the teacher during the group and individual activities. These observations will be used to re-teach as needed.


1. This activity could be done several times during the year. When students have grasped the concept sufficiently, step 2 on Day 2 could be given as a summative assessment.
2. The teacher could pre-select events from a story and put them on sentence strips and pass them out to the students. As they read together, the students listen and as they hear their event read, they place their sentence strip either on the board in order, or in a sentence strip holder in order
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