Improve sequencing skills for better language and storytelling with 200 full-color, illustrated cards.
- Improve expressive language, especially with descriptive sentences
- Improve storytelling skills
- Learn the vocabulary of sequencing
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:
Puzzle, Play Dough, Growth of a Person, Growing a Tree, Fish Life Cycle
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
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
Making a Sandwich, Making/Using Ice Cubes, Racing Cars, Frog Life Cycle
Making an Ice-Cream Sundae, Blowing Up a Balloon, Eating a Meal, Breaking a Bone, Building a House, Seasons for a Tree, Tornado
Making a Pizza, Getting a Haircut, Making Cookies, Fire in a Campground
Copyright © 2004
- 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.
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.