Procedure Topics

Overview

In this second lesson of the “Mastering Procedure Writing” unit, students explore what makes a good procedure topic. They practise identifying familiar, doable topics and generate a shortlist of options for their own future procedure writing.

Learning intentions

WALT identify topics we can write procedures about.

Success criteria

• I can list at least three procedure topics.
• I can explain why my topic is a good “how to” (it can be done step by step).
• I can match a topic to the type of procedure it belongs to (for example, making, doing, using).

Curriculum links

• Language: Students explore how texts are organised according to their purpose, including how procedural texts are organised for a “how to” purpose.
• Literacy: Students create and re-read short written and/or multimodal texts and begin to use simple sentence structures and punctuation with support.
• Language: Students use words to represent people, places and things, and happenings (so topics are clear and specific).
• Literacy: Students use comprehension strategies when listening and viewing (connecting to prior knowledge of familiar routines and classroom activities).
• Literacy: Students use interaction skills such as turn-taking and active listening during topic discussions.

Lesson structure (30 minutes)

1. 0–3 min · Hook (show and notice). Teacher shows 3 picture cards: “Plant a seed”, “Make a paper aeroplane”, “Brush your teeth”. Students do a quick turn-and-talk: “Which ones could we write steps for? Why?”
2. 3–8 min · Explicit teach (what makes a topic work?). Teacher briefly models thinking aloud: “A procedure topic is something we can do. It has clear steps. We can describe it using pictures and simple sentences.” Teacher adds a visible class checklist:

• It can be done.
• It has steps.
• It is familiar and safe at our level. Students repeat the checklist with a partner using the sentence frame: “This topic works because…”

3. 8–14 min · Guided sorting (procedure vs not). On the floor or tables, groups sort 10–12 topic picture cards into two columns: “Good procedure topics” and “Not procedure topics yet”. Teacher circulates, prompting with questions:

• “Can we do it?”
• “What would the first step be?” Students justify their sort to a partner in 1 sentence using: “I chose this because…”

4. 14–20 min · Topic generation (hands-on brainstorming). Each student receives a “Procedure Topic Menu” sheet with illustrated options and blank bubbles. Students pick one category and add at least three topics by drawing or circling pictures, then saying the topic name aloud. Teacher models for one example: “Make a snack” → “Steps: wash hands, open packet, mix, eat.” Students repeat for their own choices.
5. 20–25 min · Quick share (oral rehearsal). Students meet in small groups of 4 for a short round. Each student shares their three topics. Group listens and gives one supportive comment using a cue card: “That’s a good procedure because…”
6. 25–30 min · Exit check (show evidence). Students complete an individual “3-topic ticket”: they write (or teacher scribes) three procedure topics and circle one they feel most confident about. Teacher collects tickets and scans for the success criteria.

Resources

• Picture cards of age-appropriate procedure topics (making, doing, using)
• “Procedure Topic Menu” (illustrated choices + blank bubbles)
• Floor sorting mats (two columns: good/not good)
• Cue cards with sentence starters (one line each)
• Student crayons/colouring pencils and clipboard or worksheet
• Exit ticket (“3-topic ticket”) with writing/drawing support
• Dyslexia-friendly options: large-print topic cards, pictorial choice cards, and teacher read-aloud script for instructions

Assessment

• Formative: teacher observes sorting discussions and asks “What would the first step be?”
• Formative: teacher checks topic generation sheets for at least three procedure topics per student (drawing/circling acceptable).
• Exit ticket: 3-topic ticket used to verify the success criteria and inform grouping for the next lesson.

Differentiation

• Support:
• Provide sentence frames for justifying: “This topic works because I can…”
• Offer a reduced set of topic cards (4–6 options) for students needing more structure.
• Allow drawing-only responses for the exit ticket; teacher can capture spoken words.
• Use large-print, high-contrast picture cards and extra time for sorting.
• Extension (advanced learners):
• Students add a “first step” bubble to one chosen topic (for example, “First, wash hands.”).
• Students classify their topics into two groups (making / doing / using) and explain one reason.
• Students choose one topic and predict whether it is a “safe cooking” style procedure or a “classroom craft” procedure.
• EAL/SEN considerations:
• Pair with a supportive peer for share time.
• Use visual supports consistently: the same category icons on menu sheet and sorting mats.
• Pre-teach key words during the hook (topic, steps, first).

Extension (optional)

• After the exit check, offer a brief library choice for students who finish early: look at an illustrated picture book page showing a process (for example, plant growth, cooking steps, or a craft) and identify one procedure topic from the pictures.