Great Procedure Words

Overview

This is Lesson 5 of 15 in “Mastering Procedure Writing”. Today students plan and write a procedure title and a clear materials list for a chosen procedure, building text purpose and structure for procedural writing.

Learning intentions

Students will:

• Write an engaging procedure title that tells what the steps will help someone do
• Create a materials list with items needed for the procedure
• Use simple sentence boundaries (full stops) and appropriate spacing/capital letters for familiar proper nouns where needed
• Re-read their writing to make simple edits so it makes sense

Success criteria

Students can:

• Create a title using a clear action or purpose (e.g. “How to Make a Paper Spinner”)
• List the materials using short phrases or simple sentences (one item per line)
• Add punctuation for the end of sentences (e.g. full stops) when writing material items as sentences
• Explain their materials list to a partner so another person can gather everything needed

Curriculum links

• Language: explore how texts are organised according to their purpose (recount/narrate/express opinion/inform/report/explain) and recognise typical stages for types of texts (including procedure)
• Literacy: create and re-read to edit short written texts using grammatically correct simple sentences, topic-specific vocabulary, sentence boundary punctuation, and correct spelling of some one- and two-syllable words
• Language: understand that words can represent people, places and things (nouns) and details such as when/where/how (to support adding precision in materials lists)
• Literacy: use interaction skills including turn-taking and active listening while discussing titles and materials with peers

Lesson structure (30 minutes)

1. 0–5 min · Hook (Play-based share). Teacher shows a “mystery kit” of 6–8 items (e.g. paper, stapler, tape, scissors, glue, marker) and asks: “What could we make, and what materials do we need?” Students turn-and-talk, then quickly name likely items.

2. 5–10 min · Direct teach (Model the structure). Teacher displays two examples: one strong procedure title + materials list and one weak version (unclear title; messy materials). Teacher explicitly points out: purpose = tells what the procedure is; materials list = items needed, grouped as a simple list. Students join in a quick oral “notice and name”: “Title tells the job; Materials tells the things you gather.”

3. 10–15 min · Title craft (Teacher-guided). Teacher introduces a simple title frame on the board: “How to …” or “… with …” (e.g. “How to Make a Paper Spinner”). Students choose their procedure (from the unit’s ongoing options) and write 1 title. Teacher circulates, asking, “Does your title help someone know the purpose?”

4. 15–23 min · Materials list (Hands-on and drafting). Teacher gives each student a “Materials List” template with numbered lines and a word bank (common items). Students gather or observe the kit items and write their materials list: one item per line. Teacher models adding precision using nouns (e.g. “paper”, “string”, “tape”) and checking if another person could collect the exact items.

5. 23–27 min · Edit with a simple checklist. Teacher provides a dyslexia-friendly checklist card:

• “I have a title.”
• “Each line has one material item.”
• “My first word starts with a capital letter.”
• “I read it and it makes sense.” Students re-read quietly, then do one simple edit (e.g. add a missing item, fix an obvious spacing/capital, or add a full stop if they wrote a sentence).

6. 27–30 min · Share and quick formative check. Students swap books with a partner and do a 30-second “Materials Test”: partner reads the list and says, “You will need…” to confirm meaning. Teacher collects 3–5 samples for quick review.

Resources

• Mystery kit items for the class procedure (scissors, glue, tape, paper, marker, etc.)
• “Materials List” template (lined, one item per line) and word bank cards
• Procedure title sentence frames: “How to …” / “… with …”
• Checklist cards for re-reading/editing
• Clipboards or writing folders, pencils and colour pencils (optional for later stage in unit)
• Visual example anchor chart: strong title + clear materials list
• Timer for partner share and Materials Test
• Dyslexia-friendly print: larger font, high-contrast, reduced text on templates

Assessment

• Teacher observation during title crafting: “Is the purpose clear?” (quick oral check)
• During drafting: verify students use nouns for materials and keep to one item per line
• Checklist re-read: confirm students complete at least 2 checklist items
• Optional quick exit check (fast): students circle one best title on a mini-card set (teacher prepared)

Differentiation

• Support:
• Provide sentence starters and a pre-filled word bank with pictures of common materials
• Use the dyslexia-friendly template with fewer lines and a thicker border
• Allow oral rehearsal: students say their title/materials to teacher or buddy before writing
• Extension (advanced learners):
• Add one extra line for “Extra materials” or “Optional materials” and justify it orally (e.g. “I added string because…”)
• Write one or two material items as short sentences with full stops (e.g. “Use two paper circles.”) and include a more precise noun (e.g. “folded paper”, “sticky tape”)
• EAL/SEN considerations:
• Use picture supports for each material item
• Keep choices limited (small set of procedure options) to reduce cognitive load
• Model how to check meaning by reading to a partner

Extension (optional)

• Students illustrate one material item next to their line (selected materials only) to add clarity, supporting later revision of procedure instructions.