First, next, then, finally: write a story in order
Children read a short four-part story, learn the sequencing words that hold it together, then plan and write their own story in order.
At a glance
- From
- Level 1, Next Steps English: Week 28, Telling it in order
- Grammar
- first, next, then, finally
- Key language
- first, next, then, finally / past tense of common verbs: went, saw, found, made, was, had
- Children make
- A four-sentence story with a picture for each part.
- Class size
- Works with 10 to 50 children; pair and group steps say how to scale.
Objective
Children put events in order and write a short story using first, next, then and finally.
Success criteria for children
- I can put four pictures or sentences in order.
- I can use first, next, then and finally.
- I can write a four-part story.
Timing: 60 minutes
| Minutes | Stage | What happens |
|---|---|---|
| 0 to 5 | Warm-up: my morning | Teacher mimes four morning actions; class orders them. |
| 5 to 13 | Sequencing words | Teach first, next, then, finally with the morning actions. |
| 13 to 25 | Reading: The lost kite | Read the story; order the jumbled sentence strips. |
| 25 to 37 | Plan a story | Children choose a character, place and problem and draw four boxes. |
| 37 to 52 | Write the story | One sentence under each picture with a sequencing word. |
| 52 to 60 | Share and exit ticket | Three children read their story aloud; exit question. |
Materials
- Four sentence strips from the story (copy them onto scrap paper)
- Worksheet, pencils
- Writing practice (free, linked from Week 28)
- StoryWeaver storybooks (free, linked from Week 28)
Step by step, with teacher talk
0 to 5 minWarm-up: my morning
- Mime getting up, brushing teeth, eating breakfast, going to school, in a mixed order. Children tell you the right order.
5 to 13 minSequencing words
- Say the morning in order with the words: "First, I get up. Next, I brush my teeth..." Hold up 1, 2, 3, 4 fingers.
- Write the four words in a column on the board. Children say their own morning with a partner.
- Which word do we use at the end? (Finally.)
- Can "first" go at the end of a story? (No.)
13 to 25 minReading: The lost kite
- Read the story aloud. Ask: "Who is in the story? Where are they?"
- Stick the four sentence strips on the board in the wrong order. Children tell you the right order and which sequencing word helped.
- Children answer the questions with a partner.
25 to 37 minPlan a story
- Brainstorm together: characters (a dog, a girl, a robot), places (the park, the beach, school), problems (lost something, it rained, a hungry animal).
- Children draw four quick pictures in the planning boxes on the worksheet. Drawings only, no colouring yet.
"First, choose your character. Who is in your story? Then draw four pictures: the start, two middles, and the end."
37 to 52 minWrite the story
- Model sentence 1 for your own plan on the board.
- Children write a sentence for each picture. Walk round and check every child has started with "First".
- Partners read each other's stories and check: four words? capital letters? full stops?
52 to 60 minShare and exit ticket
- Choose three stories to be read aloud. Then see the exit ticket below.
Differentiation
Support
- Give a ready-made plan: a cat, the park, a lost ball.
- Use present tense if past forms are too hard: "First, the cat goes to the park."
- Children write one word or label under each picture first, then a sentence.
Stretch
- Add "because" and "but" to one sentence.
- Write two sentences for each part and give the story a title.
- Add what a character says: "Help!" said Tom.
Reading passage
First, Tom and his sister Nina went to the park with their new red kite. It was a windy day.
Next, the wind was very strong. The kite flew away and landed in a tall tree.
Then, Nina had an idea. She found a long stick and gently pushed the kite out of the tree.
Finally, they flew the kite again. Tom held the string very tightly this time!
Questions
- What colour was the kite?
- What was the weather like?
- Where did the kite land?
- How did Nina get the kite down?
- What did Tom do differently at the end?
Printable worksheet
Prints on its own A4 page. Use Print the worksheet above, or print the whole plan and the worksheet starts on a new page. One copy per child, or one per pair to save paper.
My story in order
1. Put The lost kite in order. Write 1, 2, 3, 4.
- Nina pushed the kite out of the tree.
- Tom and Nina went to the park.
- They flew the kite again.
- The kite landed in a tree.
2. Plan your story. Draw four pictures.
3. Write your story.
First,
Next,
Then,
Finally,
Answer key
Reading passage questions
- Red.
- It was windy.
- In a tall tree.
- She pushed it out of the tree with a long stick.
- He held the string very tightly.
Worksheet
- 1: 3, 1, 4, 2.
- 2 and 3: answers will vary. Check four sentences, one sequencing word each, capital letters and full stops.
Exit ticket
Write four mixed-up sentences about making a sandwich on the board. Children write the order (for example 2, 4, 1, 3) and one sequencing word for the first sentence. Collect and check.
Homework
Tell your story to someone at home using the four pictures. Then colour the pictures.
Teaching this to a whole class?
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Start free with LitlingsMore lesson plans
- Level 1, Week 28: Telling it in order (the curriculum week this plan comes from)
- All reading texts, dialogues, scripts, worksheets and answer keys on this page are original to Litlings and free to copy for classroom use.