What Comes First?

Objective:
Given a Beginning/Middle/End graphic organizer on the Smartboard, the student will sort parts of a train into the corresponding boxes independently with 100% accuracy, for 5 consecutive data points.

Materials:
  • SmartBoard
  • Pre-made Smartboard train activity
  • Pointer stick
  • Step platform for Smartboard
  • Inside Freight Train, by Donald Crews.

Pre-Requisite Skills:
  • The student must be able to utilize the pointer on the Smartboard and manipulate objects on the Smartboard

UDL Considerations:

Procedures (Model/Lead/Test):
Initial Instruction (Model):
  1. The teacher will introduce the lesson to the children. She will say “Today, friends, we will be continuing our unit on trains. We have already learned that trains are a type of transportation that ride on tracks and take heavy loads to faraway places. We are going to begin by reading the book, Inside Freight Train, by Donald Crews. In this book, you will see a lot of different parts of a train. The engine is at the beginning of the train, the train cars are in the middle, and the caboose comes at the end.”
  2. Read the book. Throughout the book, the teacher will ask students to identify the different parts of the train. She will make sure to note the position of the cars on the train.
  3. When finished, the teacher will begin the small group lesson on the SmartBoard. The SmartBoard screen will have 3 colored boxes labeled Beginning, Middle, and End on a graphic organizer. There will be 10 trains at the bottom of the screen including one engine, 8 train cars, and one caboose. The teacher will say, “Friends, take a look at our SmartBoard. We have 3 boxes. The first box says Beginning, the second box is in the Middle, and the third box is the End. We learned while reading the book, that there are parts of the train that come at the beginning, middle and end. The engine comes at the beginning, the train cars come in the middle, and the caboose goes at the end. Our job is to sequence, and organize our parts of the train and get them back into order. Watch, I will go first. Hmm… which train car comes first? Oh I remember! An engine is at the beginning of the train. Now, let me look. I remember that the engine was black. Here is it! Watch, because the engine goes at the beginning of the train, I will put the engine in the first box, at the beginning.

Guided Practice (Lead):
  1. “Now, it is your turn to practice. I want you to help me get the rest of the parts of the train and decide whether it comes in the middle or the end. Take a look friends, this is a train car. Where does the train car go? We know that the engine goes at the beginning of the train… CJ, does the train car go in the middle, or at the end. Yes, you are right! It goes in the middle of the train. Help me move the train car to the middle. I would then choose each of the children to have one opportunity to move a train to it’s corresponding station.

Independent Practice (Test):
  1. “Friends, you are doing so well at sorting the train cars! I want to see if each of you can organize the train parts into what comes at the beginning, middle and end. I want each of you to drag the parts of the train into the right order. I know you can do it!” Each child would then have the opportunity to move each train part into it’s corresponding box. Data will be taken as the student completes the tasks.

Evaluation:
As the students are completing the final portion of the independent practice, I will be completing the data sheet that lists the four colors, as well as a column for a check mark if they complete the task correctly and independently. I expect that each student will sort all train parts into their corresponding box correctly and independently.

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