Procedural Texts Start

Overview

In this first lesson of the unit “Perfecting Procedural Writing”, students explore what procedural texts are for and how they are organised. They read the mentor text “Pancakes, Pancakes!” by Eric Carle and identify key features of procedural writing.

Learning intentions

Students will be able to:

• Explain the purpose of procedural texts (to help a reader do something).
• Recognise common structural features of procedural texts in a familiar story.
• Identify key language features used to give steps (such as action words and order words).

Success criteria

• I can tell what a procedural text is for.
• I can point to at least three key features of procedural writing.
• I can name the steps in order (even if I use pictures or words to help).
• I can participate in a discussion about how instructions help people.

Curriculum links

• Reading and viewing: understand how texts are structured and how language choices support meaning.
• Writing: create short texts for familiar purposes, using beginning structure and simple sequencing.
• Language: recognise action words and words that show order (first, next, then).
• Speaking and listening: use appropriate, respectful talk to share ideas and answer questions.

Lesson structure (45 minutes)

1. 00–05 — WALT launch + connect

• Display the WALT statement: “Understand the purpose and structure of procedural texts.”
• Quick class prompt: “Have you ever followed instructions to make something or play a game? What helped you know what to do?”

2. 05–12 — Mini-lesson: What is procedural writing?

• Teacher explains (with gestures) that procedural texts give step-by-step instructions to help someone do an activity.
• Show a simple example on the board (teacher-written): “First wash your hands. Next get your ingredients. Then mix. Finally cook.”
• Ask students to repeat “First… Next… Then… Finally…” to practise order words.

3. 12–22 — Mentor text read-aloud

• Read “Pancakes, Pancakes!” slowly, pausing so students can look closely at illustrations.
• During reading, point to recurring moments that show instructions happening in sequence.
• After each page/section, ask: “What is the next thing we do?” and “What action word tells us?”

4. 22–32 — Feature hunt (key features)

• Re-read selected pages and use a visual “feature sorter” chart with three columns:
• Purpose (helps you do something)
• Steps (in order)
• Instruction language (action words/order words)
• Students (in a small group) place picture/word labels under the correct heading.
• Target key features (aim for at least three identified):
• A clear goal (what you will make/do)
• Sequenced steps (first/next/then/finally)
• Action words (wash, mix, pour, cook, flip, serve)
• Often, repetition or patterned prompts that show what to do next

5. 32–40 — Student reflection + “I can” check

• Students complete a quick oral check: each student says one feature they noticed (or points to it on the chart).
• Teacher records class findings on a shared sentence frame: “A procedural text has… (a goal / ordered steps / action words).”

6. 40–45 — Close + preview next lesson

• Re-state success criteria: “We identified at least three key features today.”
• Preview: “Next lesson, we will practise writing our own simple procedural steps.”

Resources

• Copy of “Pancakes, Pancakes!” (large print if available)
• Visual feature chart with three headings: Purpose, Steps, Instruction language
• Picture/word label cards for: goal, first/next/then/finally, wash/mix/pour/cook/flip/serve
• Mini whiteboards or pencils (optional for tracing order words)
• Sticky notes for students to place feature evidence
• Sentence frames for talk: “A procedural text helps you…” “First we…”

Assessment

• Formative observation: teacher listens for students identifying purpose, steps in order, and action/order words during the feature hunt.
• Oral evidence: each student contributes at least one key feature during the reflection.
• Working model check: teacher notes whether students can sequence steps using the chart/picture labels.

Differentiation

• Provide visual aids: feature chart with icons and colour-coded categories (Purpose, Steps, Instruction language).
• Use dyslexia-friendly reading supports: large font, high contrast, short read-aloud chunks with clear page markers, and finger-pointing while reading.
• Support students who need scaffolding with sentence frames and “choose from two” prompts (e.g., “Is this the purpose or the next step?”).
• Extension (for advanced learners): ask students to find and label additional instruction language (e.g., repeated commands or extra order words) and explain why order matters.