Cuenta el cuento: primero, luego, al final
Narración con apoyo de tres viñetas y conectores de secuencia.
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Model the full sequence first, then hand it over. The connectors are the scaffold and the student should be using all three by the second story; a retell that says primero and then drops the others has half the structure. The last two cards are the ones that matter most, because they move from a supplied story to the student's own material, which is where sequencing usually falls apart. Twelve minutes covers both stories and one personal retell.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentPresent the item and wait 5 seconds of quiet before helping.Log as correct
- Question promptAsk a story-grammar question: who, where, what was the problem, what happened next?Log as cued
- Two choicesOffer two possible next parts of the story and let the student pick and say it.Log as cued
- ModelTell that part yourself; the student tells it back in their own words.Log as cued
Adjust it
Use fewer parts, and keep a first-next-last visual on the table.
Ask for the retell without the pictures, with a feeling or a reason added to each part.
Matching IEP goal
Given a picture or story prompt, Student will put events in order and retell them using first, next, then and last in 4 of 5 opportunities across 3 consecutive sessions, given no more than one question prompt.
Send it home through the parent portal →About this activity
Two three-panel stories with the sequence connectors supplied: primero, el niño plantó una semilla; luego, la regó todos los días; al final, creció una flor grande y amarilla. Then the same shape for a second story about the snow, and finally two personal tasks — tell what you did this morning, and tell how to make a sandwich, both using primero, luego, al final.
What to listen for
Listen for events in the wrong order, which is different from missing connectors. A student who says the flower grew and then he watered it has a sequencing problem; one who tells it correctly without connectors has a language one. Watch the sandwich task, which requires ordering something the student has never had to describe, and is much harder than retelling a story with pictures.
Carrying it home
Ask the child to tell one thing from their day using primero, luego, al final. It takes a minute at dinner and gives the connectors a real sequence to hold together.
What's in this activity
- Viñeta 1 — Primero, el niño plantó una semilla.
- Viñeta 2 — Luego, la regó todos los días.
- Viñeta 3 — Al final, creció una flor grande y amarilla.
- Ahora cuéntalo tú usando: primero, luego, al final.
- Viñeta 1 — Primero, la niña se puso el abrigo.
- Viñeta 2 — Luego, salió a la nieve.
- Viñeta 3 — Al final, hizo un muñeco de nieve.
- Cuenta esta historia tú solo: primero, luego, al final.
- Cuenta lo que hiciste esta mañana con: primero, luego, al final.
- Cuenta cómo se hace un sándwich con: primero, luego, al final.
Questions
- Is this board in Spanish?
- Yes, entirely — the stories and the connectors are Spanish. This page is in English so an English-speaking clinician can find and evaluate it.
- Is it free?
- Yes, no account and no card needed.
- What grades is it for?
- First through fourth, and it works for any student building early narrative structure in Spanish.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.