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No-Glamour® Sequencing Cards
Ages: 4-11   Grades: PreK-6         

Improve sequencing skills for better language and storytelling with 200 full-color, illustrated cards.

Outcomes

  • Improve expressive language, especially with descriptive sentences
  • Improve storytelling skills
  • Learn the vocabulary of sequencing
Cards
#35012
$45.95
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The cards are grouped by the number of cards per story—from three-card to eight-card sequences.  The story sets within each group are arranged in order of the general complexity of the language, general knowledge, and vocabulary development required to describe the sequence appropriately.  About half of the 38 card sets depict everyday sequences, such as making a bed or cooking pancakes.  The other half of the card sets teach academic sequences, such as the life cycle of a frog or the erosion of mountains. The sequences include:

Three-Card Sequences
Puzzle, Play Dough, Growth of a Person, Growing a Tree, Fish Life Cycle

Four-Card Sequences
Making a Bed, Making a Mobile, Mr. Potato Head, Making Pancakes, Setting a Table, Growth of a Dog, Growth of a Tomato Plant, Flood, Butterfly Life Cycle, Spider Life Cycle

Five-Card Sequences
Building a Sandcastle, Eating Corn on the Cob, Building with Blocks, Drawing a Flag, Bear Fishing, Chicken Life Cycle, Playing with Water-Filled Glasses, Erosion of Mountains

Six-Card Sequences
Making a Sandwich, Making/Using Ice Cubes, Racing Cars, Frog Life Cycle

Seven-Card Sequences
Making an Ice-Cream Sundae, Blowing Up a Balloon, Eating a Meal, Breaking a Bone, Building a House, Seasons for a Tree, Tornado

Eight-Card Sequences
Making a Pizza, Getting a Haircut, Making Cookies, Fire in a Campground

 

Copyright © 2004

Components
200 4" x 6" coated cards, instructions
  • Narrative development in young children is supported by visual sequences of everyday and academic routines, along with opportunities for children to express personal narratives with scaffolding support from teachers and family members (Stadler & Ward, 2005).
  • Children with specific language impairment (SLI) need direct teaching on the elements involved in basic storytelling in comparison to typically-developing peers (Ukrainetz & Gillam, 2009).
  • Second and fourth grade students with SLI and other non-specific language deficits scored lower on tasks of both written and oral narratives when shown sequenced pictures in comparison to typically-developing peers (Fey, Catts, Proctor-Williams, Tomblin, & Zhang, 2004).

No-Glamour Sequencing Cards incorporates these principles and is also based on expert professional practice.

References

Fey, M.E., Catts, H.W., Proctor-Williams, K., Tomblin, J.B., & Zhang, X. (2004). Oral and written story composition skills of children with language impairment. Journal of Speech, Language, and Hearing Research, 47, 1301-1318.

Stadler, M.A., & Ward, G.C. (2005). Supporting the narrative development of young children. Early Childhood Education Journal, 33(2), 73-80.

Ukrainetz, T.A., & Gillam, R.B. (2009). The expressive elaboration of imaginative narratives by children with specific language impairment. Journal of Speech, Language, and Hearing Research, 52, 883-898.

Author(s)

Linda Bowers, Rosemary Huisingh, Paul F. Johnson, Carolyn LoGiudice, Jane Orman

Biography

Linda Bowers, M.A., SLP, is a co-founder and co-owner of LinguiSystems.  She is a speech-language pathologist with wide experience serving language-disordered students of all ages.  Linda has keen professional interest in the thinking, listening, and language abilities of children and adults.

Rosemary Huisingh, M.A., SLP, is also a co-founder and co-owner of LinguiSystems.  As a speech-language pathologist, she has successfully served the communication needs of school children for many years.  Rosemary is particularly interested in childhood language, vocabulary, and thinking skills.

Paul F. Johnson, B.A., is a writer and editor at LinguiSystems.  He enjoys music, cooking, gardening, traveling, and spending time with his family.  Paul has a special interest in developing thinking and communication skills in students of all ages.

Carolyn LoGiudice, M.A., CCC-SLP, wrote and edited products and tests for LinguiSystems for 25 years, incorporating her previous experience as an SLP in school and clinic settings.  She is now retired and savoring time with her family, friends, and hobbies.

Jane Orman, M.A., CCC-SLP, is a speech-language pathologist who serves in the customer care area at LinguiSystems.  She has extensive school experience and particular interest in the language demands on students in regard to assessment, critical thinking, and the school curricula.

Linda, Rosemary, Paul, Carolyn, and Jane have co-authored numerous other products for LinguiSystems.

Introduction

This set of cards is an excellent resource for teaching story sequencing and storytelling skills.  The 200 cards are grouped by the number of cards per story, and the story sets within each section are arranged in order of the general complexity of the language, general knowledge, and vocabulary development required to describe the sequence appropriately.  About half of the 38 card sets in No-Glamour Sequencing Cards depict everyday sequences, such as making a bed or cooking pancakes.  The other half of the card sets focus on more academic sequences, such as the life cycle of a frog or the development of a tornado.