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.
How to use it in a session
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.
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.
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.