Just in sequence (JIS) is just one specialised strategy to achieve just in time (JIT). JIS is sometimes called In-Line Vehicle Sequencing ( ILVS).

JIS is mainly implemented with car manufacture. When implemented successfully, JIS improves a company's return on assets (ROA), without loss in flexibility, quality or overall efficiency.

Feedback from the manufacturing line is used to coordinate transport to and from the process area. Components and parts arrive at a production line right in time as scheduled before they get assembled. Just in sequence ( JIS) is an inventory strategy that matches just in time (JIT) and complete fit in sequence with variation of assembly line production. Please help improve this article by introducing citations to additional sources. Relevant discussion may be found on the talk page. For example, draw each step it takes to make a peanut butter and jelly sandwich or to brush their teeth.This article relies largely or entirely on a single source. Ask kids to draw the steps they know in the order in which the steps occur. Fold a blank piece of paper into squares. Create a sequence page for a simple activity around the house or at school. The Little House Cookbook: Frontier Foods from Laura Ingalls Wilder’s Classic Stories by Barbara Walker presents recipes for foods mentioned in the Little House series by Laura Ingalls Wilder. Cookbooks for children can reinforce math concepts (measurement, etc) and sequencing while making connections to students’ reading. Alex Henderson’s Kids Start Quilting with Alex Anderson: 7 Fun & Easy Projects Quilts for Kids by Kids, Tips for Quilting with Children provides easy instructions for adults quilting with children. Quilt-making and other arts and craft activities may reinforce the idea of sequencing and also introduce math concepts (measurement, addition & subtraction and basic computation, etc). Once students understand the process of charting important milestones on a timeline, topics from the social studies curricula can be used. Students may enjoy making a timeline of their own lives, including important milestones such as when they learned to walk or talk or when they first wrote their name or rode a bike. Timelines are a great way to teach sequence in social studies. Students can document their observations by writing or drawing. In order to study or observe changes in something, students must follow along and record, in sequential order, what they notice. Scientific inquiry also develops sequencing skills. You can support students’ sequencing ability by encouraging the use of vocabulary words such as “What bead goes first? Then which bead? Which bead is third?” Encouraging students to write out the steps for solving addition and subtraction problems that include regrouping is an excellent way to have them think through the steps in a logical order. Most math curricula include worksheets on ordinal numbers (first, second, third, etc).

Modeling sequencing with a smaller group of students using a familiar book with a very clear narrative structure to help students understand each story component.

Providing English-learners with a copy of the text in their first language allows them to participate in sequencing and demonstrate their understanding of the concept and the content.

Using books in translation for picture sequencing activities.

Books by Barbara Lehmann and David Weisner are helpful for older or more sophisticated students practicing sequencing. For younger students, Pancakes for Breakfast by Tomie dePaola, which humorously details a woman making pancakes from scratch, or the wordless adventures by Mark Newgarden about a small dog named Bow-Wow (e.g., Bow-Wow Bugs a Bug) are good options. There are many wordless books that can be used for sequencing with younger students and with English language learners or students with limited English proficiency. More complex sequences, such as first-next-then-last, can be used with students who are ready.

Some students may benefit from the very simple beginning-middle-end format. Varying the complexity of story maps and sequencing words used.For example, in the “Beginning” box of your map, write in prompts such as: Who is the story about? Where does the story happen? Scaffolding instruction by providing prompts for each section of the story map you are using.Differentiated instruction For second language learners, students of varying reading skill, and younger learners

In sequence meaning