Procedure Structure

Overview

In this lesson (4 of 15) of “Mastering Procedure Writing”, students learn the typical structure of a simple procedure: a clear title, a materials list (what you need), and steps (what you do in order). They will identify and label these parts using a model text.

Learning intentions

WALT:

• Identify the parts of a procedure: title, materials, and steps.
• Match each part to its function (what the reader uses to do the task).

Success criteria

Students will be able to:

• Label the title, materials, and steps on a teacher example.
• Explain (or point) what the materials section tells you.
• Read the steps and understand they are in order.
• Use correct procedure wording in an additional task when ready.

Curriculum links

• English (Language): Explore how texts are organised according to their purpose (such as procedure) by recognising typical text stages.
• English (Literacy): Use comprehension strategies when reading by making predictions from text features and confirming understanding.
• Literacy (Writing): Create and re-read short written texts and use emerging editing to improve meaning, using sentence boundary punctuation and spelling of some one- and two-syllable words.
• Literacy (Speaking/Listening): Use interaction skills such as turn-taking, active listening, and responding to others’ ideas during shared tasks.

Lesson structure (30 minutes)

1. 0–5 min · Hook & model. Teacher shows a large, colour-coded procedure page with missing labels (title, materials, steps) for a familiar simple task (e.g., “Making a Paper Fan”). Students do a quick think-pair-share: “Where do we find the name of the task? Where do we find what we need? Where do we find the order?”

2. 5–12 min · Explicit instruction (I do). Teacher reads the procedure aloud, pausing at each part and naming it clearly:

• Title: the task name (top of the page).
• Materials: items you collect (often a list).
• Steps: numbered instructions in order. Teacher points to features: title at the top, materials as a list, steps as short lines that show sequence. Students repeat the labels chorally and place fingers on the correct part as the teacher reads.

3. 12–18 min · Guided practice (We do). In pairs, students use a label set (cards or sticky labels) to place “Title / Materials / Steps” onto the correct sections of the same model text on their worksheet. Teacher circulates, prompts with questions (“What do we need first?” “Where does the task name go?”), and checks understanding with quick call-backs.

4. 18–24 min · Hands-on connection. Students complete the task using teacher-led materials (e.g., make the paper fan following the steps card). While students build, teacher holds up the procedure page and asks: “Which part are we using now—materials or steps?” Students physically point to the matching section each time the teacher says “Stop and check.”

5. 24–29 min · Independent check (You do). Students complete a short “Label and match” activity:

• They circle the title section.
• They underline the materials items.
• They number (1–3) the steps lines in order (or confirm already-numbered steps). Teacher supports those needing scaffolds with a partially completed example.

6. 29–30 min · Exit ticket. Students answer orally or on a mini card: “Name the 3 parts of a procedure.” Teacher records who can confidently name all parts.

Resources

• Large colour-coded procedure example (title/materials/steps) for display
• Student worksheet with the same procedure (labels missing or colourless)
• Label cards or sticky labels: Title, Materials, Steps
• Materials for the hands-on task (e.g., paper, scissors safe for age, glue sticks where needed)
• “Label and match” worksheet (short sections to circle/underline/number)
• Sentence strips or icons for additional support (task name icon, list icon, numbered steps icon)
• Dyslexia-friendly reading supports: tinted overlays (or coloured paper), large font version, simple icons, one-step-at-a-time reading prompts

Assessment

• Formative checks during guided practice: observe pair label placement and prompt reasoning (“Why is that the steps part?”).
• Teacher observation during hands-on build: students point to the correct procedure part when asked.
• Exit ticket: ability to name all three parts (title, materials, steps).

Differentiation

• Support:
• Provide a partially labelled model (one section already labelled) and fewer steps to number (e.g., 3 instead of 5).
• Offer sentence starters for explaining: “The title tells us…”, “Materials tells us…”.
• Use tinted paper/overlays and icons to reduce visual clutter; allow oral responses instead of writing for the exit ticket.
• Extension (advanced learners):
• Write a procedure title for a chosen activity (e.g., “Planting a Seed”, “Making a Snow Globe”) and share it with a partner.
• Optionally add one simple “materials” item to match their chosen title (e.g., “seed”, “pot”, “soil”) and explain why it belongs.
• EAL/SEN considerations:
• Pre-teach key words with gestures: title (point to top), materials (point to list), steps (point to numbered lines).
• Keep instructions short, repeat the model read, and use consistent colour for each text part.