Connectives in Procedures

Overview

Lesson 8 builds on the unit “Mastering Procedure Writing” by helping students add connectives (conjunctions) to make their procedure steps clearer and more connected. Students will explicitly learn how connectives join steps and then practise adding at least one connective to their own procedure writing.

Learning intentions

• WALT use connectives to improve our writing.
• WALT recognise simple procedure text structure: steps in order.
• WALT add a connective to join ideas within a procedure step (for example, and, then, next, because).

Success criteria

• I can read my procedure steps in order.
• I can include at least one connective in my procedure.
• I can use a connective to make my steps connect smoothly (not as separate, choppy sentences).
• I can reread my writing to check my punctuation (full stops) and spelling of common words.

Curriculum links

• Language/English — explore how texts are organised according to their purpose (to explain and instruct): AC9E1LA03.
• Literacy/English — create and reread to edit short written texts for a topic or real event, using simple sentences, punctuation, and some topic-specific vocabulary: AC9E1LY06.
• Language — understand that words represent people, places and things and that adding details (adjectives/adverbs) can make sentences more specific; students use simple sentence building blocks: AC9E1LA07.
• Language — understand punctuation and capital letters in written language, including full stops and sentence boundary punctuation: AC9E1LA10.
• Literacy — use interaction skills to contribute ideas and respond to others during guided discussion: AC9E1LY02.

Lesson structure (30 minutes)

1. 0–4 min · Hook (procedure on the board). Teacher shows 3–4 procedure steps on a visual board (e.g., “Wash hands. Dry hands. Put on gloves. Start.”) and asks: “How can we make these steps sound connected?” Students turn-and-talk then share one idea.

2. 4–10 min · Explicit teach (connective meaning + visuals). Teacher models a “Connective Map” with picture cards: First/Then/Next/And/Because (teacher chooses 3–4 for the class). Teacher demonstrates two versions of the same step:

• Version A (no connective): “Open the box. Pour the water.”
• Version B (with connective): “Open the box and pour the water.” Students point to the connective map and repeat the connective in a full phrase (“I can use and to join steps.”). Teacher checks understanding with quick “show me” signals.

3. 10–16 min · Guided play practice (hands-on sequencing + connectives). In small groups, students receive picture-strip cards for a familiar procedure (e.g., making a simple snack, setting up a science item, or completing a classroom routine). Each group must:

• Arrange cards in order.
• Choose one connective from the map to place between two steps (teacher provides connective tokens). Teacher circulates, prompting: “Which connective will help your steps join?” Students practise saying their combined sentence aloud before writing.

4. 16–23 min · Independent writing (add at least one connective). Students use their existing procedure draft from Lesson 7 (or a fresh short template with 3 steps) and rewrite/complete one step by adding a connective. Sentence starters are provided at tables:

• “First, … Then, …”
• “I can use and to …” Dyslexia-friendly support: students write using the same colour for connectives and the same size word cards; they can trace the connective token first then copy it onto the page.

5. 23–27 min · Reread and edit (quick conference). Teacher uses a simple checklist and models rereading: “Does my procedure make sense from start to finish? Did I add a connective? Do my sentences end with a full stop?” Students do a partner reread, pointing to their connective and the full stop at the end of each sentence.

6. 27–30 min · Share + exit ticket. Volunteers share one procedure sentence; class identifies the connective used. Exit ticket: each student writes (or selects and copies) one connective onto a small card and then completes the frame: “First, ____.” Teacher collects for quick assessment.

Resources

• Connective Map (picture + word cards) for and, then, next, because (keep wording simple)
• Colour-coded connective tokens (students place tokens between picture steps)
• Picture-strip sequence cards (3–5 steps) for a familiar procedure
• Student procedure draft/template (3 steps) with sentence starter support
• Pencil, erasers, and colour pencils (for connective colouring)
• Full-stop reminder cards (simple visual: “.”)
• Mini checklist for reread-and-edit (Connective + Full stop + Order)

Assessment

• Teacher observation during group sequencing: can students choose a suitable connective?
• Guided check in independent writing: does the student include at least one connective and keep step order?
• Exit ticket: student names/copies one connective and completes “First, ____.”

Differentiation

• Support:
• Provide sentence starters and a “Connective Map” at each table.
• Allow students to choose from a limited set of connectives (start with and/then/next only).
• Offer cloze templates: “Open the box ___ pour the water.” (blank for connective).
• Use visual highlighting: students colour-connectives before writing.
• Extension (for advanced learners):
• Add a second connective (for example, because or so if taught in unit) and write an extra sentence explaining a reason: “Because …”
• Create two versions of a step: one using and, one using then; read both aloud and compare.
• Dyslexia-friendly reading options:
• Students can read procedure steps aloud from picture cards before writing.
• Provide enlarged print, one line at a time, with a tracking finger.
• Offer audio teacher read-aloud of model sentences; students repeat and then copy from the visual model.

Extension (optional)

• SKIP (not requested).