Animal Procedure Skills

Overview

In this lesson, students continue practising how to follow a procedural text by completing a second, hands-on procedure about animals. They will read, act out, and then explain what they did using sequencing language.

Learning intentions

Students will be able to:

• follow a simple procedural text with accuracy and safety
• identify and use key features of procedure texts (title, materials, steps, sequencing)
• explain actions in order using words like first, next, then, and last
• check their work by comparing what happened to what the text said

Success criteria

• I can follow each step in the correct order to complete the procedure.
• I can point to the materials and steps in the text and use them to guide my actions.
• I can tell or show what happened in order using sequencing words.
• I can notice one change I made (or one mistake I corrected) and explain it.

Curriculum links

• English: Comprehending and responding to a range of texts, including procedural texts, by identifying purpose and key information.
• English: Creating texts by using language features of familiar procedural writing (clear steps, sequencing words).
• Literacy: Using oral language to explain and justify understanding of text and actions.
• Literacy capability: Using strategies to monitor meaning while reading (pause, reread, check the next step).

Lesson structure (45 minutes)

1. 5 min | Welcome and link to last lesson Teacher reviews the unit goal: exploring animals through reading and doing procedures. Students share (briefly) one thing they remembered about following steps safely and in order.

2. 8 min | Model reading of the new procedure Teacher displays the procedural text “Following a Procedure 2” (animal-themed and age-appropriate). Students do a guided read: teacher reads the title and purpose, then points to “Materials” and “Steps.” Teacher models pausing to check the next step before acting.

3. 10 min | Shared action: “Read, do, check” In pairs (or small groups of 2), students help the teacher complete the first 2–3 steps while the class tracks the words. Teacher asks “What do we do first?” and “What step comes next?” Students correct the group if the sequence slips.

4. 12 min | Student work: follow independently/with support Students follow the full procedure in stations (teacher chooses the procedure for safety and feasibility). Each student has a simple text or step cards. Teacher circulates, checking alignment between what students do and the steps they read. Students who finish early reread the steps to confirm their outcome.

5. 5 min | Quick teach: sequencing language Teacher elicits responses: “What did you do first/next/then/last?” Students use sentence starters: “First, we… Next, we… Then, we… Last, we…”. Teacher records key words on the board.

6. 5 min | Wrap-up: compare text and result Students share one success and one adjustment: “Our result was the same/different because…” Teacher links this back to monitoring comprehension while following steps.

7. 0–5 min | Exit reflection (whole-class oral) Each student answers one prompt: “Which step was tricky?” or “Which step helped us most?” Teacher uses responses to plan the next lesson.

Resources

• Animal-themed procedural text “Following a Procedure 2” (large print or student versions)
• Materials for the procedure (prepared in advance; safe for Year 2–3 level)
• Step cards (optional) showing each step in order with simple pictures
• Coloured sequencing word cards: first, next, then, last
• A class chart for “Procedure features” (Title, Materials, Steps)
• Timer to keep students on pace
• Safety reminders (short, visible checklist)
• Clipboards or worksheets for quick exit reflection (optional)

Assessment

• Observation checklist while students follow steps (correct order, safety, uses text features).
• Short oral explanation of sequence using “first/next/then/last.”
• Exit prompt response to identify comprehension monitoring and tricky steps.

Differentiation

• Support: Provide step cards with pictures and allow students to highlight the current step as they work.
• Support: Use sentence starters and a small “check back” cue card (“Did we finish this step? What is next?”).
• Extension: Students retell the procedure using full sentences, add one extra safety note, or suggest what would happen if one step changed order.
• EAL/SEN: Pre-teach key sequencing words with gestures; allow responses using drawing + 1–2 spoken sentences; keep texts short and consistent in layout.