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Sequencing Visual Texts: Book 1
Sequencing Visual Texts: Book 1

Sequencing Visual Texts: Book 1

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Book 1 in the Sequencing Visual Texts series supports the teaching and learning of sequencing, both orally and in writing.

It is an excellent resource for addressing some of the new Learning Outcomes of the Primary Language curriculum:

  • Retelling and elaboration (oral language)
  • Description, prediction and reflection (oral language)
  • Acquisition and use of vocabulary (oral language)
  • Comprehension (reading)
  • Purpose, genre and voice (writing)
  • Writing process (writing)

The series supports children struggling with written texts and those who need to develop oral communication skills.

Features:

  • background information
  • suggestions for use
  • suggested additional activities
  • pictorial resources
  • optional print resources to match all visual texts.

    Sequencing Visual Texts (Ages 4-7) is a series of three teacher resource photocopiable books to support the teaching and learning of sequencing for 4-6 years of age. These would be suitable for Infants and early 1st Class as well as the SET setting. There are three books with book 1 aimed at a Junior Infant child as it the sequencing pictures are broken into 2 picture and 3 picture, first and last and the beginning, middle and last. Book Two is made up of sequencing activities of four and five pictures. Book three is the most complex of all with tasks extending to six and eight pictures for the child to sequence along with numerous pictures with text activities as well. Each of the books contains optional text to go along with every picture sequence to challenge or extend further. All of the books also contain blank baseboards so the teacher can laminate and re-use the activities. I like the way the books are divided into infant-friendly topics such as nursery rhymes, science integration themes like the cycle of animals and insects and history topics like folklore and stories. There are also numerous procedure picture sequencing activities so the whole of the language curriculum and the strands of oral language, writing and reading are encompassed. Other features in the books are: - background information - suggestions for use - suggestions for additional activities - pictorial and text resources - sequencing activities and sequencing worksheets - develops pupil’s ability to tell and retell a story in sequence - develops pupil’s listening skills - develops pupil’s understanding of comprehension strategies

    Anseo.net

    Sequencing activities are really important both in the early stages of Junior Infants and throughout the infant classes. The Prim-Ed books for sequencing were recommended by other teachers at a course I attended. These books encourage the child to start with basic sequencing of before and after, first and last and introduce first, next and last. These books are also great to introduce sequential language in a variety of ways.

    Aistear Múinteoir

    Sequencing visual texts is the only resource you need to support your teaching of sequencing in the lower primary classroom. As all educators know, sequencing is an integral part of the learning process in the early years of primary education. This series, ‘Sequencing Visual Texts’, consists of three books, book one, two and three. Sequencing activities should form part of day to day teaching in my opinion. This book gives ample opportunity for this to be done. Many teachers use big books to inform their sequencing lessons, such as Eric Carle’s ‘The Hungry Caterpillar’. This resource however gives many stand alone lessons which can be taught for maybe 10-15 minutes daily. I’ll be reviewing book three of this series, which is suitable for four to seven year olds. It begins with a sequence of six pictures, e.g. the life cycle of a tadpole, the journey of milk from farm to supermarket, the life cycle of a butterfly, and so on. It then progresses to less obvious sequences. E.g. a child buying a pet from a pet shop, a child planting a tree, a family building a snowman, baking cookies, getting dressed and many more. The six picture sequence then progresses to eight pictures in length and involve areas such as community and familiar nursery rhymes and fairy tales, which the children would love! The resource then proceeds to progress further in detail with pictures and text being shown. The texts are all of high interest for the child. The first one is a procedure for making cookies. It has a simple sentence with a picture which the children can comprehend and put in the correct order. It also gives the ingredients and method for the teacher which is handy if you wish to make the cookies to make your lesson more meaningful. Another sequence I really enjoyed was procedure three, ‘Sea Diorama’. It gives step by step detail in a child friendly way for making a sea diorama from a shoebox. I know many children who would love the steps involved. It would be such a great way to integrate English and art too! Yet another favourite of mine is procedure five, ‘Make a Smoothie’. Again, as above, one which would be great fun to make in class and integrate with SPHE/science. The book also contains optional texts, which can be included with all the sequencing activities/stories in the book if your children are very advanced with their sequencing skills. This is a resource I could see myself using daily if I have a junior class next year.

    Múinteoir Valerie

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