FL ELFAS Task and Rubric Template

Task Title / Chain of Events
Grade Level / K
LAFS / LAFS.K.W.1.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Description / The student will listen to literary text “Socks Plays with Sam” read aloud by the teacher. The student will illustrate three events in the story and put the events in sequential order. Then, students will provide a reaction to what happened in the story.
Materials / · Passage entitled “Socks Plays with Sam” (1 copy for teacher)
· Handout with three sentences from “Socks Plays with Sam” (1 per student)
· K-2 story paper (1 sheet per student)
· Chart paper with three large boxes drawn vertically.
Considerations for Planning / · This task may be bundled with two other tasks: RL.1.3 “Popping Details” and RL.1.1 “Four Corners.” The recommended sequence is “Chain of Events,” “Popping Details,” then “Four Corners.”
· Students have prior knowledge of and experience with sequencing events in a story.
· Students have prior knowledge of and experience with illustrating details from a fictional text.
English Language Learner Considerations
· Review the meaning of the terms important events and (in) order as they apply to a story; provide examples.
· Refer to the ELL considerations on the passage “Socks Plays with Sam” for additional suggestions.
Time Allotment / 25-30 minutes
Group Size / Individual
English Language Learner Considerations:
ELLs at lower levels of English proficiency may be grouped or paired with higher-proficiency ELLs or with English native speakers.

Task Directions

1. Teacher introduces the task and states overall purpose, expectations for students, and why the task is important. Teacher explains that students will listen to the story “Socks Plays with Sam.” Students will order events in a story. Students will be expected to read three sentences from the story and then illustrate and write the sentences in order. Then, students will write a reaction to the story. Teacher explains that this task is important because it helps students identify, illustrate, and order important events in the story. This task will also help students begin to organize their thoughts and develop as writers.

2. Teacher presents task directions to students, going over the various steps, student expectations, and materials.

· Teacher tells students that he/she will first read aloud the text “Socks Plays with Sam” to the whole class. Teacher tells students to think about the order in which events happen in the story.

· Teacher explains, “I will give you a handout that has three sentences from the story written on it.” Teacher shows students the page. “The sentences will not be in the order in which they happened in the story. You will need to read the sentences and then write them in the correct order on your Kindergarten story paper. Then you will draw a picture for each event being as specific as you can about what happened. Finally, you will write your reaction to what happened in the story.”

· Teacher models to students how to perform the task. Teacher reads the following sentences to students: “It was a nice Saturday morning. Bill took a ball outside to play. Bill kicked the ball. The ball went into the doghouse!” The teacher directs the students to the large chart paper with the three boxes drawn on it. “What happened first in the story?” Teacher elicits from students a response and writes ‘Bill took a ball outside’ above the first box. “What happened next?” Teacher elicits a response and writes ‘Bill kicked the ball’ above the second box. “What happened last?” Teacher elicits a response and writes ‘The ball went into the doghouse” above the last box. Teacher illustrates each event using details in the drawing. Teacher provides a personal reaction to the story.

· Teacher reminds students that after he/she reads the story, they will write the sentences from the story on their Kindergarten story paper and draw pictures for each event.

· Teacher reads “Socks Plays with Sam” to whole class, reminding students to think about the events that happened and when they happened in the story.

· Teacher hands out materials for the task: handout with three sentences from the story; Kindergarten story paper, pencils, and crayons.

· Teacher reminds students to begin by reading the three sentences on the handout page, then write the sentences in the order they happened on their paper, and then draw their pictures of the events. Students will conclude with writing a personal reaction to what happened in the story.

3. While students engage in the task, teacher observes, asks questions, and assists students. Teacher utilizes rubric and checklist to determine student performance based on common misconceptions/errors, identify appropriate questions to ask students to elicit evidence of student thinking, and determine next steps for instruction.

Rubric: Chain of Events

Level 1: The student demonstrates a beginning understanding of using a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tells about the events in the order in which they occurred, and provide a reaction to what happened.
Misconception/Error / Questions for Eliciting Thinking / Instructional Implications
Student does not accurately write or illustrate the events in sequential order, and does not provide a reaction to what happened in the story.
English Language Learner Misconceptions:
ELL may not understand important events in the story due to limited English proficiency. / “What happened first in the story?”
“Can you tell me what the major events in the story were?”
“What picture can you draw to show what this sentence is about?”
English Language Learner Considerations:
“Let’s review some of the characters and events in the story. Who is Socks? Who is Sam? Are cats and dogs always friendly to each other? Socks hisses at Sam—what does that mean? What does Sam do next? Where does Sam go?” Etc. / Read sentence for first occurring event. Locate this event in the story. Ask, “Which event happened next?” (Read both remaining sentence strips as prompts.) Have student locate matching sentence in story. Repeat for third event. Model how to draw a quick sketch of the details to illustrate first event. Ask student to illustrate remaining two events.
Reread the story and ask student to repeat the events in the story.
English Language Learner Considerations:
Walk student through some of the events in the story, particularly around the three sentences that are the focus of this task.
Level 2: The student demonstrates some understanding of using a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Misconception/Error / Questions for Eliciting Thinking / Instructional Implications
Student partially illustrates events in sequential order from the story, and partially writes a reaction to what happened in the story.
English Language Learner Misconceptions:
ELL understands the events of the story but may be confused about the order of some events. / “Read this sentence. Is there something else that happened before that?”
“How do you feel about what happened?”
English Language Learner Considerations:
“Who brings Socks to the house? What does Socks do that makes Sam run? Where does Sam run to? What happens after that?” / Cut apart incorrectly sequenced illustrations with sentences. Reread story with student, asking him/her to listen for the sequence of the illustrated events, placing them in order as they are read.
Review with student how events in the story lead to other events. Discuss cause and effect relationships with events from story.
English Language Learner Considerations:
Discuss the order of events in the story, pointing out how some events are a problem while others are the solution to the problem.
Level 3: The student demonstrates a complete understanding of using a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Misconception/Error / Questions for Eliciting Thinking / Instructional Implications
Student accurately illustrates and writes the events in sequential order, and writes a reaction to what happened in the story, with self-correction or teacher prompting. / “How did you identify the events in the story that led to Sam hiding under the table? / Provide an opportunity for the student to identify other events that led to Sam’s other reaction at the end of the story.
Provide student an opportunity to include other events in the story in appropriate order by writing in complete sentences.
Level 4: The student demonstrates an advanced understanding of using a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Misconception/Error / Questions for Eliciting Thinking / Instructional Implications
Student accurately illustrates and write the events in sequential order, and writes a reaction to what happened in the story. / “Why is it important to be able to put events in sequential order?” / Provide student an opportunity to identify the order of events in a different story they have read and write them out in sentences.
Provide student an opportunity to write their own story that details the beginning, middle, and end. Have student provide a sentence summarizing his/her reaction to the event.

Teacher Checklist for
Chain of Events
Q1 Does the student order sequentially and illustrate events in a story?
Q2 Does the student write a reaction to what happened in the story? / Orders sequentially and illustrates events in a story / Writes a reaction to what happened in the story / Level 1, Level 2, Level 3, or Level 4 / Observation notes
Student Name / Q1 / Q2

Sentences from “Socks Plays with Sam”

Sam hides under the table.

Socks hisses at Sam.

Nana comes for dinner.