Comparing Procedural Texts

Overview

In this lesson, students compare and contrast a recipe with another procedural text. They will use a Venn diagram to sort similarities and differences in how procedural texts are written and organised.

Learning intentions

• WALT analyse the purpose and features of different procedural texts.
• WALT identify similarities and differences between a recipe and another procedural text.
• WALT use evidence from the text to place information into a Venn diagram.

Success criteria

• I can name what a recipe is for and what other procedural texts are for.
• I can find key features (like steps, ingredients/tools, and clear instructions) in both texts.
• I can correctly sort ideas into the “same” and “different” parts of a Venn diagram.
• I can explain one similarity and one difference using words from the texts.

Curriculum links

• English: reading and viewing procedural texts, identifying language features and text structure.
• English: using comprehension strategies to gather information from texts.
• English: creating a simple informative/functional graphic organiser to show relationships between texts.
• Literacy: speaking and listening to share understandings using age-appropriate language.

Lesson structure ({total minutes})

1. 5 minutes – Hook & activate knowledge Show two short, familiar procedural samples: a simple recipe (e.g., making a snack) and a “how to” guide (e.g., making a paper craft or brushing teeth steps). Discuss: “What do these texts help us do?”

2. 7 minutes – Mini-lesson with interactive sorting Place feature cards on the board (e.g., “ingredients/tools”, “materials”, “steps”, “time/temperature”, “numbered steps”, “safety warning”, “clear action words”). Students help sort which cards belong to the recipe, which belong to the other procedural text, and which belong to both. Keep it hands-on: students come up one at a time to place cards.

3. 10 minutes – Hands-on reading in pairs (evidence collection) In pairs, students read a short excerpt of each text (teacher provides printed copies; one per student or shared as needed). Students use highlighters/coloured pencils to mark:

• What is the same in both texts?
• What is different? Dyslexia-friendly option: provide an audio recording or teacher read-aloud while students follow with a simplified text copy.

4. 7 minutes – Venn diagram creation (shared then independent) Model the Venn diagram on the board first: label the circles “Recipe” and “Other procedural text” and the overlap “Both.” As a class, add 2–3 teacher-chosen examples from the evidence. Then students complete their own Venn diagram with teacher support, aiming for at least:

• 2 items in overlap (same)
• 2 items in each circle (different)

5. 1 minute – Quick check & tidy Students hold up their Venn diagrams. Teacher checks that each student has at least one “same” and one “difference.”

6. Review (extra 0 minutes if needed within steps) If time remains, students do a 20-second “turn and talk” to share one sentence: “Both texts have… but the recipe also has…”

Resources

• One simple recipe text (short, Year 2–3 level) on paper and/or display
• One different procedural text excerpt (short “how to” guide) on paper and/or display
• Feature/label cards for whole-class sorting
• Student copies of both texts (one-sided, large font if possible)
• Venn diagram templates (one per student)
• Coloured pencils (teacher requested differentiation)
• Highlighters or crayons (optional)
• Audio recording of the texts or teacher read-aloud script
• Pair reading supports (sticky notes or evidence markers)
• Timer for partner reading

Assessment

• Teacher observation during feature sorting and pair reading: are students identifying text features and purpose?
• Collection of student Venn diagrams: completion of “same” and “different” with evidence-based ideas.
• Oral check-in: each student can state one similarity and one difference using text-based words.

Differentiation

• Use coloured pencils and allow students to highlight with matching colours (e.g., same-colour marks across both texts) before placing ideas on the Venn diagram.
• Dyslexia support: provide audio read-aloud, simplified print version, and allow pointing to text while listening; reduce copying by letting students choose from sentence starters.
• Autistic support: provide clear visual steps for the task (hook → read → highlight → fill Venn → share), predictable partner roles (Reader/Checker), and allow quiet processing time before speaking.
• Dyslexic/processing support: offer sentence frames for recording ideas, such as “In both texts, I notice…”, “The recipe is different because…”.
• Extension (for early finishers): add one extra similarity/difference and label the feature as “purpose” or “steps” (teacher prompts).
• Additional support (teacher small group): work with 1–2 students using a reduced feature set (e.g., only “steps” and “tools/ingredients”) before expanding to more labels.

Success criteria for this lesson (student-friendly)

• I can find and mark steps and key features in both texts.
• I can show similarities in the middle and differences in the sides of the Venn diagram.
• I can share one similarity and one difference using my best words.