Objective: 

Students will create a simple story by sequencing picture cards, writing short descriptions for each part of the story, and understanding the importance of sequencing, similar to how computers use algorithms to complete tasks.

Materials Needed:

Picture cards depicting simple actions or events (e.g., a cat, a tree, a sun, a boy playing).

String and hole-puncher (optional).

Blank paper or index cards.

Pencils, crayons, or markers.

Steps:

• Choose and Sequence Cards:

  • Give each student 3-4 picture cards. Have them arrange the cards in the order they want to tell their story. For example, they might choose cards of a cat, a tree, a boy, and a sun. 

  • Punch a hole in each card and ask students to string them together to create a “story necklace,” helping them visualize the sequence of their story, similar to how programmers visualize algorithms in a step-by-step order.

• Write and Illustrate: 

  • Have students write a simple word or sentence to describe each picture card, such as “The cat is under the tree,” “The boy is playing,” or “The sun is shining.” 

  • Encourage them to illustrate their stories further by adding additional details or drawings. This step mirrors how computer programs have clear instructions to describe each part of a process.

• Share Stories: 

  • Allow students to share their story necklaces with the class, reading their sentences aloud. This helps reinforce both their narrative sequencing and computational thinking. 

  • As they share, prompt them to explain how sequencing helped them organize their ideas and how rearranging the cards might change the story, much like how altering the order of steps in a program affects its outcome.

• Reflection and Discussion:

  • Lead a reflection on how organizing the story helped make the narrative clearer. Discuss how sequencing is used in everyday tasks, such as telling someone about their day or following steps in a game or recipe. 

  • Connect this concept to how computer programmers create algorithms by putting instructions in a specific order, explaining that sequencing is a skill used in both storytelling and coding.

Equity and Access: 

Provide students with differentiated options for writing, such as allowing students who need support to dictate their sentences to an adult or peer, or offering sentence starters for those who need help getting started. Visual supports and guided questions can also help students sequence their stories.

Real-World Application: 

Connect the activity to real-life storytelling, such as recounting daily events to a friend or following a recipe. Emphasize how organizing thoughts and actions in order is a useful skill in many areas, including computer programming, where the order of steps is essential for successful coding.

CS Practice(s):

Creating Computational Artifacts: Students create a simple narrative by sequencing visual elements (picture cards) and writing corresponding text, similar to building an algorithm that follows a specific sequence.

Recognizing and Defining Computational Problems: Students recognize that ordering the steps in a story or task helps to solve the problem of creating a clear and understandable narrative, much like a computer follows a specific order to complete a task.

Standard(s):

CA CCSS for ELA-Literacy W.K.3

Objective: 

Students will use a digital tool to create and sequence a simple story by arranging images and adding text or voice recordings, reinforcing the importance of sequencing in storytelling and programming.

Materials Needed:

Tablets or computers with access to a simple digital storytelling platform like Book Creator, StoryJumper, or Seesaw.

Pre-loaded images or stickers within the app.

Steps:

• Introduce the Digital Tool: 

  • Demonstrate how to use the chosen digital tool, showing students how to drag and drop images to create a story. 

  • Walk them through adding text or voice recordings to describe each part of the story, highlighting that each step needs to follow in a logical order, just like an algorithm in coding.

• Create the Digital Story: 

  • Students will start by choosing images from the digital library to sequence a story. They might select images of a cat, a tree, and a sun. 

  • Once their images are arranged, they will type or dictate simple sentences to match the images, such as "The cat is under the tree" or "The sun is shining brightly."

  • Encourage students to think about the sequence of events and how each step builds on the previous one, just like in a computer program.

• Share and Reflect: 

  • After students complete their digital stories, give them the opportunity to present their work to the class, either by reading aloud or by playing their voice recordings. 

  • Reflect on how the digital tool helped them organize their ideas and create a story. 

  • Use this as a bridge to explain how sequencing is critical not just in storytelling but also in coding, where programmers must carefully order instructions for programs to function properly.

Equity and Access: 

Provide differentiated support by offering options for students to either type or use voice recordings, ensuring that all students, including those with emerging writing skills or language needs, can participate fully. Offer step-by-step guidance and peer assistance for students who may need extra help navigating the digital tool.

Real-World Application: 

Connect the activity to everyday digital communication skills by explaining how we use technology to share stories, messages, and ideas in real life, whether it’s sending a text, creating a video, or even coding an app. Emphasize the importance of organizing thoughts and actions in sequence to communicate effectively and achieve goals.

CS Practice(s):

Creating Computational Artifacts: Students create a digital story, combining images and text to convey a narrative.

Communicating About Computing: Students share their digital stories and reflect on the process of using the digital tool, understanding the importance of sequencing in both storytelling and coding.

Standard(s):

CA CCSS for ELA-Literacy W.K.3