Picture Sequence Narration

Arrange picture sequences and narrate using temporal language: first, next, then.

Use with a student — free
Card 1 of 10
First, the boy woke up. Next, he ate breakfast. Then, he went to school.
Say it out loud
This pass0 correct · 0 cued · 0 incorrect · 0/10
Demo — these marks stay on this screen.Save these marks to a student, free →Sign in

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

Have the child produce all three parts before you say anything. A sequence narrated one step at a time, with you prompting between, is a set of three sentences rather than a narrative. Once the supplied sequences are easy, mix the order of the pictures and have the child sort them before narrating — sorting and telling are separate skills and the sorting is often the harder one. Ten minutes covers three or four sequences.

Cueing ladder

Start at the top. Add support one step at a time.

  1. Step 1IndependentPresent the item and wait 5 seconds of quiet before helping.Log as correct
  2. Step 2Question promptAsk a story-grammar question: who, where, what was the problem, what happened next?Log as cued
  3. Step 3Two choicesOffer two possible next parts of the story and let the student pick and say it.Log as cued
  4. Step 4ModelTell that part yourself; the student tells it back in their own words.Log as cued

Adjust it

Easier

Use fewer parts, and keep a first-next-last visual on the table.

Harder

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

Ten three-step sequences with the temporal words supplied: first the boy woke up, next he ate breakfast, then he went to school; first she planted a seed, next she watered it, then it grew into a flower; first he mixed the batter, next he poured it in a pan, then he baked a cake. Three steps and three connectives, which is the smallest complete narrative shape.

What to listen for

Listen for the connectives being used rather than just the events being in order. A child who says he woke up, he ate breakfast, he went to school has the sequence and not the language, and the connectives are what a teacher will ask for. Watch the cat-in-the-tree sequence, which has a problem in it rather than a simple procedure — that is a step up.

Carrying it home

Any routine is a three-step sequence: getting dressed, making toast, feeding a pet. Asking the child to tell you the steps with first, next and then takes thirty seconds and needs no materials.

What's in this activity

  • First, the boy woke up. Next, he ate breakfast. Then, he went to school.
  • First, she planted a seed. Next, she watered it. Then, it grew into a flower.
  • First, he mixed the batter. Next, he poured it in a pan. Then, he baked a cake.
  • First, the girl put on her coat. Next, she opened the door. Then, she went outside.
  • First, they packed a lunch. Next, they walked to the park. Then, they had a picnic.
  • First, the dog dug a hole. Next, he buried the bone. Then, he ran away.
  • First, she filled the tub. Next, she washed the dog. Then, she dried him with a towel.
  • First, he got the mail. Next, he opened the letter. Then, he smiled.
  • First, the cat climbed the tree. Next, she got stuck. Then, Dad helped her down.
  • First, we bought seeds. Next, we planted the garden. Then, we picked tomatoes.

Questions

What ages is this for?
Kindergarten through third grade, for early sequencing and narrative work.
Do I need an account?
No, all ten sequences play free in the browser.
My student gets the order right without the connectives. Is that enough?
It is halfway. The order shows the sequencing is intact; the connectives are the language, and they are what classroom writing and retelling tasks are actually scored on.

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 free

Free for SLPs. No card, no trial clock.