Chapter 1 Lesson 1

Who I Am - Lesson 1: How do I Grow and Change?

Learning Objectives:

● Students will be able to identify and use vocabulary related to personal

growth (e.g., baby, child, adult, crawl, walk ….).
● Students will be able to sequence events in their personal timelines using the
words "Before," "Now,"
● Students will be able to sort information related to different stages of life

Materials:

● Nomenclature cards.
● Memory cards with pictures of different stages of life.
● Timeline cards.
● Mind Buzz student book.

Week 1

Day 1: Sunday

Presentation (5 minutes):

o Begin by asking students, "Who are you?" and "What makes you
special?"
o Explain that today, they will be exploring their personal timelines and
learning about how they have grown and changed over time.
o Introduce the concept of a timeline and show a simple timeline as an
example.

Workstation Rotations (35 minutes):

Station 1: Timeline
 ● Materials: One big timeline card, four small cards (baby, toddler, child and
adult).
● Teacher Role:
o Introduce the timeline and explain the stages of life.
o Demonstrate how to arrange the cards in the correct order.
o Provide guidance and support as students work on the activity.
● Student Role:
o Arrange the four cards (baby, toddler, child and adult) in the correct
order on the large timeline card.
o Discuss the changes that happen at each stage.

Station 2: Memory Cards

● Materials: Matching cards (baby, toddler, child and adult).

● Teacher Role:
o Set up the 8 cards face down and explain the game rules.
o Monitor and support students as they take turns flipping cards to find
matching pairs.
o Provide hints and encouragement as needed.
● Student Role:
o Take turns flipping two cards at a time to find matching pairs.
o Engage in the memory game and work to remember the locations of
different cards.

Station 3: Nomenclature Cards

Materials: Nomenclature cards

Teacher Role:

● Present one object at a time and say, “This is a …...” Repeat clearly.
● Place objects in front of the student. Ask, “Show me the …...” Mix objects
to check understanding.
● Point to an object and ask, “What is this?” Wait for the answer and
encourage if needed.
Student Role:

● Listen carefully and repeat the word after the teacher.

● Point to, pick up, or show the correct object. Follow directions.
● Name the object independently and respond with confidence.

Station 4: Before, Now.. Cards

Materials Required:

“Before I Could” cards and “Now I Can” cards.

Teacher Role:

• Model how to use the cards by giving an example (e.g., “Before, I could
crawl. Now, I can run.”).
• Guide students in forming full sentences.
• Encourage participation and support students who need help expressing
their ideas.

• Ensure turn-taking and keep the activity moving smoothly.

Student Role:

• Select a “Before I Could” card and say what you could do as a

baby/toddler.
• Select a “Now I Can” card and say what you can do now as a child.
• Explain the difference between the two abilities.
• Take turns so everyone has a chance to play.

Station 5: Famous Story Cards (Three Billy Goats)

● Materials: Mind Buzz Cards.

● Teacher Role:
o Distribute the Mind Buzz cards and explain how to use them.
o Support students in retelling the stories in sequence.
o Guide students in using sequence words to describe the order of
events.
 ● Student Role:
o Pick a card and retell the story in sequence.
o Describe the order of events.

Day 2: Monday

Presentation (5 minutes):

o Begin by asking students, "Who are you?" and "What makes you
special?"
o Explain that today, they will be exploring their personal timelines and
learning about how they have grown and changed over time.
o Introduce the concept of a timeline and show a simple timeline as an
example.

Workstation Rotations (35 minutes):

Station 1: Timeline

● Materials: One big timeline card, four small cards (baby, toddler, child and
adult).
● Teacher Role:
o Introduce the timeline and explain the stages of life.
o Demonstrate how to arrange the cards in the correct order.
o Provide guidance and support as students work on the activity.
● Student Role:
o Arrange the four cards (baby, toddler, child and adult) in the correct
order on the large timeline card.
o Discuss the changes that happen at each stage.

Station 2: Memory Cards

● Materials: Matching cards (baby, toddler, child and adult).

 ● Teacher Role:
o Set up the 8 cards face down and explain the game rules.
o Monitor and support students as they take turns flipping cards to find
matching pairs.
o Provide hints and encouragement as needed.
● Student Role:
o Take turns flipping two cards at a time to find matching pairs.
o Engage in the memory game and work to remember the locations of
different cards.

Station 3: Nomenclature Cards

Materials: Nomenclature cards

Teacher Role:

● Present one object at a time and say, “This is a …...” Repeat clearly.
● Place objects in front of the student. Ask, “Show me the …...” Mix objects
to check understanding.
● Point to an object and ask, “What is this?” Wait for the answer and
encourage if needed.

Student Role:

● Listen carefully and repeat the word after the teacher.

● Point to, pick up, or show the correct object. Follow directions.
● Name the object independently and respond with confidence.

Station 4: Before, Now.. Cards

Materials Required:

“Before I Could” cards and “Now I Can” cards.

Teacher Role:
 • Model how to use the cards by giving an example (e.g., “Before, I could
crawl. Now, I can run.”).
• Guide students in forming full sentences.
• Encourage participation and support students who need help expressing
their ideas.

• Ensure turn-taking and keep the activity moving smoothly.

Student Role:

• Select a “Before I Could” card and say what you could do as a

baby/toddler.
• Select a “Now I Can” card and say what you can do now as a child.
• Explain the difference between the two abilities.
• Take turns so everyone has a chance to play.

Station 5: Famous Story Cards (Three Billy Goats)

● Materials: Mind Buzz Cards.

● Teacher Role:
o Distribute the Mind Buzz cards and explain how to use them.
o Support students in retelling the stories in sequence.
o Guide students in using sequence words to describe the order of
events.
● Student Role:
o Pick a card and retell the story in sequence.
o Describe the order of events.

Day 3: Tuesday

Presentation (5 minutes):

o Begin by asking students, "Who are you?" and "What makes you
special?"
o Explain that today, they will be exploring their personal timelines and
learning about how they have grown and changed over time.
 o Introduce the concept of a timeline and show a simple timeline as an
example.

Workstation Rotations (35 minutes):

Station 1: Timeline

● Materials: One big timeline card, four small cards (baby, toddler, child and
adult).
● Teacher Role:
o Introduce the timeline and explain the stages of life.
o Demonstrate how to arrange the cards in the correct order.
o Provide guidance and support as students work on the activity.
● Student Role:
o Arrange the four cards (baby, toddler, child and adult) in the correct
order on the large timeline card.
o Discuss the changes that happen at each stage.

Station 2: Memory Cards

● Materials: Matching cards (baby, toddler, child and adult).

● Teacher Role:
o Set up the 8 cards face down and explain the game rules.
o Monitor and support students as they take turns flipping cards to find
matching pairs.
o Provide hints and encouragement as needed.
● Student Role:
o Take turns flipping two cards at a time to find matching pairs.
o Engage in the memory game and work to remember the locations of
different cards.

Station 3: Nomenclature Cards

Materials: Nomenclature cards

Teacher Role:
 ● Present one object at a time and say, “This is a …...” Repeat clearly.
● Place objects in front of the student. Ask, “Show me the …...” Mix objects
to check understanding.
● Point to an object and ask, “What is this?” Wait for the answer and
encourage if needed.

Student Role:

● Listen carefully and repeat the word after the teacher.

● Point to, pick up, or show the correct object. Follow directions.
● Name the object independently and respond with confidence.

Station 4: Before, Now.. Cards

Materials Required:

“Before I Could” cards and “Now I Can” cards.

Teacher Role:

• Model how to use the cards by giving an example (e.g., “Before, I could
crawl. Now, I can run.”).
• Guide students in forming full sentences.
• Encourage participation and support students who need help expressing
their ideas.

• Ensure turn-taking and keep the activity moving smoothly.

Student Role:

• Select a “Before I Could” card and say what you could do as a

baby/toddler.
• Select a “Now I Can” card and say what you can do now as a child.
• Explain the difference between the two abilities.
• Take turns so everyone has a chance to play.

Station 5: Famous Story Cards (Three Billy Goats)

 ● Materials: Mind Buzz Cards.
● Teacher Role:
o Distribute the Mind Buzz cards and explain how to use them.
o Support students in retelling the stories in sequence.
o Guide students in using sequence words to describe the order of
events.
● Student Role:
o Pick a card and retell the story in sequence.
o Describe the order of events.

Day 4: Wednesday

Presentation (5 minutes):

o Begin by asking students, "Who are you?" and "What makes you
special?"
o Explain that today, they will be exploring their personal timelines and
learning about how they have grown and changed over time.
o Introduce the concept of a timeline and show a simple timeline as an
example.

Workstation Rotations (35 minutes):

Station 1: Timeline

● Materials: One big timeline card, four small cards (baby, toddler, child and
adult).
● Teacher Role:
o Introduce the timeline and explain the stages of life.
o Demonstrate how to arrange the cards in the correct order.
o Provide guidance and support as students work on the activity.
● Student Role:
 o Arrange the four cards (baby, toddler, child and adult) in the correct
order on the large timeline card.
o Discuss the changes that happen at each stage.

Station 2: Memory Cards

● Materials: Matching cards (baby, toddler, child and adult).

● Teacher Role:
o Set up the 8 cards face down and explain the game rules.
o Monitor and support students as they take turns flipping cards to find
matching pairs.
o Provide hints and encouragement as needed.
● Student Role:
o Take turns flipping two cards at a time to find matching pairs.
o Engage in the memory game and work to remember the locations of
different cards.

Station 3: Nomenclature Cards

Materials: Nomenclature cards

Teacher Role:

● Present one object at a time and say, “This is a …...” Repeat clearly.
● Place objects in front of the student. Ask, “Show me the …...” Mix objects
to check understanding.
● Point to an object and ask, “What is this?” Wait for the answer and
encourage if needed.

Student Role:

● Listen carefully and repeat the word after the teacher.

● Point to, pick up, or show the correct object. Follow directions.
● Name the object independently and respond with confidence.

Station 4: Before, Now.. Cards

Materials Required:

“Before I Could” cards and “Now I Can” cards.

Teacher Role:

• Model how to use the cards by giving an example (e.g., “Before, I could
crawl. Now, I can run.”).
• Guide students in forming full sentences.
• Encourage participation and support students who need help expressing
their ideas.

• Ensure turn-taking and keep the activity moving smoothly.

Student Role:

• Select a “Before I Could” card and say what you could do as a

baby/toddler.
• Select a “Now I Can” card and say what you can do now as a child.
• Explain the difference between the two abilities.
• Take turns so everyone has a chance to play.

Station 5: Famous Story Cards (Three Billy Goats)

● Materials: Mind Buzz Cards.

● Teacher Role:
o Distribute the Mind Buzz cards and explain how to use them.
o Support students in retelling the stories in sequence.
o Guide students in using sequence words to describe the order of
events.
● Student Role:
o Pick a card and retell the story in sequence.
o Describe the order of events.

Day 5: Thursday
 Presentation (5 minutes):

o Begin by asking students, "Who are you?" and "What makes you
special?"
o Explain that today, they will be exploring their personal timelines and
learning about how they have grown and changed over time.
o Introduce the concept of a timeline and show a simple timeline as an
example.

Workstation Rotations (35 minutes):

Station 1: Timeline

● Materials: One big timeline card, four small cards (baby, toddler, child and
adult).
● Teacher Role:
o Introduce the timeline and explain the stages of life.
o Demonstrate how to arrange the cards in the correct order.
o Provide guidance and support as students work on the activity.
● Student Role:
o Arrange the four cards (baby, toddler, child and adult) in the correct
order on the large timeline card.
o Discuss the changes that happen at each stage.

Station 2: Memory Cards

● Materials: Matching cards (baby, toddler, child and adult).

● Teacher Role:
o Set up the 8 cards face down and explain the game rules.
o Monitor and support students as they take turns flipping cards to find
matching pairs.
o Provide hints and encouragement as needed.
● Student Role:
o Take turns flipping two cards at a time to find matching pairs.
 o Engage in the memory game and work to remember the locations of
different cards.

Station 3: Nomenclature Cards

Materials: Nomenclature cards

Teacher Role:

● Present one object at a time and say, “This is a …...” Repeat clearly.
● Place objects in front of the student. Ask, “Show me the …...” Mix objects
to check understanding.
● Point to an object and ask, “What is this?” Wait for the answer and
encourage if needed.

Student Role:

● Listen carefully and repeat the word after the teacher.

● Point to, pick up, or show the correct object. Follow directions.
● Name the object independently and respond with confidence.

Station 4: Before, Now.. Cards

Materials Required:

“Before I Could” cards and “Now I Can” cards.

Teacher Role:

• Model how to use the cards by giving an example (e.g., “Before, I could
crawl. Now, I can run.”).
• Guide students in forming full sentences.
• Encourage participation and support students who need help expressing
their ideas.

• Ensure turn-taking and keep the activity moving smoothly.

 Student Role:

• Select a “Before I Could” card and say what you could do as a

baby/toddler.
• Select a “Now I Can” card and say what you can do now as a child.
• Explain the difference between the two abilities.
• Take turns so everyone has a chance to play.

Station 5: Famous Story Cards (Three Billy Goats)

● Materials: Mind Buzz Cards.

● Teacher Role:
o Distribute the Mind Buzz cards and explain how to use them.
o Support students in retelling the stories in sequence.
o Guide students in using sequence words to describe the order of
events.
● Student Role:
o Pick a card and retell the story in sequence.
o Describe the order of events.

Mind Buzz Student Book (Last 10 minutes of Day 4& 5)

• Teacher Role:
• Explain the questions in the student book.
• Provide support and feedback as students complete the questions.
• Offer one-on-one assistance to students needing extra help.
• Student Role:
• Answer questions in the student book.
• Seek help if needed and participate in feedback sessions.

Week 2

Day 1: Sunday

Station 1: Timeline of Actions

 ● Materials: One big timeline card, five small cards (sleep, crawl, stand, walk
and run).
● Teacher Role:
o Introduce the timeline of actions and explain the sequence.
o Demonstrate how to arrange the action cards in the correct order.
o Support and guide students as they work on arranging the cards.
● Student Role:
o Arrange the five cards (sleep, crawl, stand, walk and run) in the
correct order on the large timeline card.
o Discuss the significance of each action in their development.

Station 2: Memory Cards

● Materials: Matching cards (sleep, crawl, stand, walk and run).

● Teacher Role:
o Set up the10 cards face down and explain the rules of the memory
game.
o Monitor and assist students as they flip cards to find matching pairs.
o Provide hints and encouragement as needed.
● Student Role:
o Take turns flipping two cards at a time to find matching pairs.
o Engage in the memory game and work to remember the locations of
different cards.

Station 3:Nomenclature Cards

Materials: Nomenclature cards

Teacher Role:

● Present one object at a time and say, “This is a …...” Repeat clearly.
● Place objects in front of the student. Ask, “Show me the …...” Mix objects
to check understanding.
● Point to an object and ask, “What is this?” Wait for the answer and
encourage if needed.
Student Role:

● Listen carefully and repeat the word after the teacher.

● Point to, pick up, or show the correct object. Follow directions.
● Name the object independently and respond with confidence.

Station 4: Before, Now & Then.

Materials Required:
● Before–Now–Then picture cards (baby , child, adult).
Student Role:

● Pick a picture card from the pile.

● Look at the picture and decide if it shows a Baby, Child, or Adult.
● Place the card in the correct spot on the timeline.
● Say why you chose that spot.

Teacher Role:

● Explain the three stages (Baby – Child – Adult) and show one example.
● Guide students by asking: “What is happening in the picture? Who usually
does this?”
● Help correct if needed by giving hints
● At the end, review the timeline together and talk about how people grow.

Station 5: Main Story Cards (Leo’s Journey)

● Materials: Mind Buzz cards.

● Teacher Role:
o Distribute the Mind Buzz cards and explain the retelling activity.
 o Assist students in using sequence words to describe the order of
events in the story.
o Support students as they retell the stories in sequence.
● Student Role:
o Pick a card and retell the story in sequence.
o Describe the order of events.

Day 2: Monday

Day 1: Sunday

Station 1: Timeline of Actions

● Materials: One big timeline card, five small cards (sleep, crawl, stand, walk
and run).
● Teacher Role:
o Introduce the timeline of actions and explain the sequence.
o Demonstrate how to arrange the action cards in the correct order.
o Support and guide students as they work on arranging the cards.
● Student Role:
o Arrange the five cards (sleep, crawl, stand, walk and run) in the
correct order on the large timeline card.
o Discuss the significance of each action in their development.

Station 2: Memory Cards

● Materials: Matching cards (sleep, crawl, stand, walk and run).

● Teacher Role:
o Set up the10 cards face down and explain the rules of the memory
game.
o Monitor and assist students as they flip cards to find matching pairs.
o Provide hints and encouragement as needed.
● Student Role:
o Take turns flipping two cards at a time to find matching pairs.
 o Engage in the memory game and work to remember the locations of
different cards.

Station 3:Nomenclature Cards

Materials: Nomenclature cards

Teacher Role:

● Present one object at a time and say, “This is a …...” Repeat clearly.
● Place objects in front of the student. Ask, “Show me the …...” Mix objects
to check understanding.
● Point to an object and ask, “What is this?” Wait for the answer and
encourage if needed.

Student Role:

● Listen carefully and repeat the word after the teacher.

● Point to, pick up, or show the correct object. Follow directions.
● Name the object independently and respond with confidence.

Station 4: Before, Now & Then.

Materials Required:
● Before–Now–Then picture cards (baby , child, adult).
Student Role:

● Pick a picture card from the pile.

● Look at the picture and decide if it shows a Baby, Child, or Adult.
● Place the card in the correct spot on the timeline.
● Say why you chose that spot.
Teacher Role:

● Explain the three stages (Baby – Child – Adult) and show one example.
● Guide students by asking: “What is happening in the picture? Who usually
does this?”
● Help correct if needed by giving hints
● At the end, review the timeline together and talk about how people grow.

Station 5: Main Story Cards (Leo’s Journey)

● Materials: Mind Buzz cards.

● Teacher Role:
o Distribute the Mind Buzz cards and explain the retelling activity.
o Assist students in using sequence words to describe the order of
events in the story.
o Support students as they retell the stories in sequence.
● Student Role:
o Pick a card and retell the story in sequence.
o Describe the order of events.

Day 3: Tuesday

Day 1: Sunday

Station 1: Timeline of Actions

● Materials: One big timeline card, five small cards (sleep, crawl, stand, walk
and run).
● Teacher Role:
o Introduce the timeline of actions and explain the sequence.
o Demonstrate how to arrange the action cards in the correct order.
o Support and guide students as they work on arranging the cards.
● Student Role:
 o Arrange the five cards (sleep, crawl, stand, walk and run) in the
correct order on the large timeline card.
o Discuss the significance of each action in their development.

Station 2: Memory Cards

● Materials: Matching cards (sleep, crawl, stand, walk and run).

● Teacher Role:
o Set up the10 cards face down and explain the rules of the memory
game.
o Monitor and assist students as they flip cards to find matching pairs.
o Provide hints and encouragement as needed.
● Student Role:
o Take turns flipping two cards at a time to find matching pairs.
o Engage in the memory game and work to remember the locations of
different cards.

Station 3:Nomenclature Cards

Materials: Nomenclature cards

Teacher Role:

● Present one object at a time and say, “This is a …...” Repeat clearly.
● Place objects in front of the student. Ask, “Show me the …...” Mix objects
to check understanding.
● Point to an object and ask, “What is this?” Wait for the answer and
encourage if needed.

Student Role:

● Listen carefully and repeat the word after the teacher.

● Point to, pick up, or show the correct object. Follow directions.
● Name the object independently and respond with confidence.
Station 4: Before, Now & Then.

Materials Required:
● Before–Now–Then picture cards (baby , child, adult).
Student Role:

● Pick a picture card from the pile.

● Look at the picture and decide if it shows a Baby, Child, or Adult.
● Place the card in the correct spot on the timeline.
● Say why you chose that spot.

Teacher Role:

● Explain the three stages (Baby – Child – Adult) and show one example.
● Guide students by asking: “What is happening in the picture? Who usually
does this?”
● Help correct if needed by giving hints
● At the end, review the timeline together and talk about how people grow.

Station 5: Main Story Cards (Leo’s Journey)

● Materials: Mind Buzz cards.

● Teacher Role:
o Distribute the Mind Buzz cards and explain the retelling activity.
o Assist students in using sequence words to describe the order of
events in the story.
o Support students as they retell the stories in sequence.
● Student Role:
o Pick a card and retell the story in sequence.
o Describe the order of events.
 Day 4: Wednesday

Day 1: Sunday

Station 1: Timeline of Actions

● Materials: One big timeline card, five small cards (sleep, crawl, stand, walk
and run).
● Teacher Role:
o Introduce the timeline of actions and explain the sequence.
o Demonstrate how to arrange the action cards in the correct order.
o Support and guide students as they work on arranging the cards.
● Student Role:
o Arrange the five cards (sleep, crawl, stand, walk and run) in the
correct order on the large timeline card.
o Discuss the significance of each action in their development.

Station 2: Memory Cards

● Materials: Matching cards (sleep, crawl, stand, walk and run).

● Teacher Role:
o Set up the10 cards face down and explain the rules of the memory
game.
o Monitor and assist students as they flip cards to find matching pairs.
o Provide hints and encouragement as needed.
● Student Role:
o Take turns flipping two cards at a time to find matching pairs.
o Engage in the memory game and work to remember the locations of
different cards.

Station 3:Nomenclature Cards

Materials: Nomenclature cards

Teacher Role:

● Present one object at a time and say, “This is a …...” Repeat clearly.
 ● Place objects in front of the student. Ask, “Show me the …...” Mix objects
to check understanding.
● Point to an object and ask, “What is this?” Wait for the answer and
encourage if needed.

Student Role:

● Listen carefully and repeat the word after the teacher.

● Point to, pick up, or show the correct object. Follow directions.
● Name the object independently and respond with confidence.

Station 4: Before, Now & Then.

Materials Required:
● Before–Now–Then picture cards (baby , child, adult).
Student Role:

● Pick a picture card from the pile.

● Look at the picture and decide if it shows a Baby, Child, or Adult.
● Place the card in the correct spot on the timeline.
● Say why you chose that spot.

Teacher Role:

● Explain the three stages (Baby – Child – Adult) and show one example.
● Guide students by asking: “What is happening in the picture? Who usually
does this?”
● Help correct if needed by giving hints
● At the end, review the timeline together and talk about how people grow.
Station 5: Main Story Cards (Leo’s Journey)

● Materials: Mind Buzz cards.

● Teacher Role:
o Distribute the Mind Buzz cards and explain the retelling activity.
o Assist students in using sequence words to describe the order of
events in the story.
o Support students as they retell the stories in sequence.
● Student Role:
o Pick a card and retell the story in sequence.
o Describe the order of events.

Day 5: Thursday

Day 1: Sunday

Station 1: Timeline of Actions

● Materials: One big timeline card, five small cards (sleep, crawl, stand, walk
and run).
● Teacher Role:
o Introduce the timeline of actions and explain the sequence.
o Demonstrate how to arrange the action cards in the correct order.
o Support and guide students as they work on arranging the cards.
● Student Role:
o Arrange the five cards (sleep, crawl, stand, walk and run) in the
correct order on the large timeline card.
o Discuss the significance of each action in their development.

Station 2: Memory Cards

● Materials: Matching cards (sleep, crawl, stand, walk and run).

● Teacher Role:
o Set up the10 cards face down and explain the rules of the memory
game.
 o Monitor and assist students as they flip cards to find matching pairs.
o Provide hints and encouragement as needed.
● Student Role:
o Take turns flipping two cards at a time to find matching pairs.
o Engage in the memory game and work to remember the locations of
different cards.

Station 3:Nomenclature Cards

Materials: Nomenclature cards

Teacher Role:

● Present one object at a time and say, “This is a …...” Repeat clearly.
● Place objects in front of the student. Ask, “Show me the …...” Mix objects
to check understanding.
● Point to an object and ask, “What is this?” Wait for the answer and
encourage if needed.

Student Role:

● Listen carefully and repeat the word after the teacher.

● Point to, pick up, or show the correct object. Follow directions.
● Name the object independently and respond with confidence.

Station 4: Before, Now & Then.

Materials Required:
● Before–Now–Then picture cards (baby , child, adult).
Student Role:

● Pick a picture card from the pile.

● Look at the picture and decide if it shows a Baby, Child, or Adult.
● Place the card in the correct spot on the timeline.
● Say why you chose that spot.

Teacher Role:

● Explain the three stages (Baby – Child – Adult) and show one example.
● Guide students by asking: “What is happening in the picture? Who usually
does this?”
● Help correct if needed by giving hints
● At the end, review the timeline together and talk about how people grow.

Station 5: Main Story Cards (Leo’s Journey)

● Materials: Mind Buzz cards.

● Teacher Role:
o Distribute the Mind Buzz cards and explain the retelling activity.
o Assist students in using sequence words to describe the order of
events in the story.
o Support students as they retell the stories in sequence.
● Student Role:
o Pick a card and retell the story in sequence.
o Describe the order of events.

Mind Buzz Books (Last 10 minutes of Day 4 &5)

● Teacher Role:
o Explain the questions in the student book.
o Provide support and feedback as students complete the questions.
o Offer one-on-one assistance to students needing extra help.
● Student Role:
o Answer questions in the student book.
o Seek help if needed and participate in feedback sessions.