Lesson 6: Sequencing Sounds II
Main Concept: 
Children will learn to identify the order of sounds in a simple sequence (first, next, last).

Objectives:

• Strengthen auditory sequencing skills by recognizing the order of sounds.
• Build attention and memory by listening carefully to sound patterns.
• Develop fine motor skills by practicing diagonal and "X" strokes in handwriting

Warm-Up Activity: Sound Pattern Review

• Review a skill from a previous lesson by playing a Call and Response Sound Game.
• Make a sound (clap, stomp, snap, or a familiar environmental sound) and have the child repeat it back.
• Gradually introduce sequences (e.g., “Clap, stomp” → child repeats).
• Ask: “What was the first sound? What was last?”

Main Activity: First, Next, Last

• Use small objects (e.g., a bell, a drum, a shaker) body sounds (clap, tap, stomp) or animal sounds (meow, bark, moo)
• Make a three-part sound sequence (e.g., bell, clap, stomp).
  • Ask: “Which sound did I make first? What came next? What was the last sound?” 
  • Increase difficulty by adding an extra step or two
  • For a movement-based option: Use sound cues to guide actions (e.g., clap = jump, stomp = spin, snap = freeze).
• Extension: Get three cube blocks and put them in front of the child. Demonstrate moving one forward for every sound they hear. (e.g. clap *1st block forward* bark *2nd block forward* meow *3rd block forward*

Story Time with Before, During, and After

• Recommended Read: The Day You Begin by Jacqueline Woodson
• Before Reading:
  • Look at the cover. What do you think this book will be about?
  • Think about a time when you felt nervous or different in a new place. What happened?
• During Reading:
  • What happened first when Angelina walked into the classroom?
  • How did she feel when others shared their stories? o What changed by the end of the story?
• After Reading:
  • Can you retell the story in order? What happened first, next, and last?
  • Have you ever been in a situation like Angelina’s? What did you do?
  • Why is it important to share our stories with others?
• If you choose a different book:
  • Before reading, ask: “What do you think will happen first? Then what?”
  • While reading, pause to review what has happened so far.
  • After reading, have the child recall the events in order.

Prewriting: Diagonals and Xs

• Practice making diagonal lines and X’s using:
  • Chalk or dry-erase markers on a vertical surface.
  • Tape on the floor for children to trace with their fingers
  • Finger-painting diagonal strokes
• Variations
  • Give the child a wand, ribbon stick, or glow stick and have them trace big diagonal lines in the air.
  • Say fun phrases like “ZAP!” or “Make an X for treasure!” as they draw.

Extensions

Secret Handshake Sequence

• Work together to create a secret handshake that follows a first, next, last pattern.
• Example: Clap → Fist bump → Snap
• Once the child remembers it, add an extra step to challenge their sequencing skills.

Secret Sound Code

• Assign different sounds (clap, stomp, snap, whistle, or an object like a bell) to specific actions or words.
• Example: “Two claps mean ‘stop,’ a snap means ‘go,’ and a stomp means ‘turn around.’”
• Take turns creating and following secret codes.

Treasure Hunt Code

• Hide a small prize or object and give clues using a sequence of actions to find it.
• Example: “First, hop twice, next spin around, last touch the red chair!”
• Let the child create their own secret movement sequence for you to follow