Procedure Word Power

Overview

This lesson (3 of 15) builds students’ control of procedure-writing language by teaching and practising key vocabulary (nouns, verbs, adjectives/adverbs for steps) through explicit instruction, hands-on sorting, and short oral/written tasks. Students use the words in a simple shared “procedure” about a familiar classroom activity.

Learning intentions

WALT recognise and use procedure-related words.

Success criteria

• I can identify key procedure words (for example: first, then, next, after, finally).
• I can use at least three procedure-related words in a sentence about steps.
• I can match a word to its meaning and show it in a picture or action.
• I can reread my sentence to check it makes sense.

Curriculum links

• Language: Students understand words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs).
• Language: Students recognise how a sentence can be made more specific by adding adjectives, adverbs and precise verbs (using step language in procedures).
• English (Literacy): Students use interaction skills including turn-taking and active listening during vocabulary practice.
• Literacy: Students read and write an increasing number of high-frequency words (practising step words and common procedure words).
• Language: Students explore how texts are organised according to purpose (practising step-by-step organisation within a procedure).

Lesson structure (30 minutes)

1. 0–4 min · Hook (shared action). Teacher demonstrates a two-step science-safe routine (for example: “Get your cup” then “Add water”), saying the steps slowly and clearly, and students act them out. Students turn-and-talk: “What words did you hear that tell the order?”

2. 4–10 min · Explicit vocabulary teaching. Teacher shows a labelled word set with coloured cards on the board and models word meaning with actions and pictures. Focus words: first, then, next, after, finally (order/time) and mix, pour, cut (or tear), build, carefully (precise action/how). Students do choral repetition, then choose one word to act out and say in a full sentence stem: “First, I …”

3. 10–15 min · Word sorting (hands-on). Teacher places three areas: Order words, Action words, How words (coloured signs). Students receive word cards and sort them into the correct area, then place each card under a matching mini-sentence strip. Students read the word aloud when placing it and repeat the strip with a partner (e.g., “Then I pour.” “Finally, we clean up.”).

4. 15–21 min · Sentence building (guided). Teacher models writing 2–3 steps on a sentence frame on a chart: “First, I ___.” “Then, I ___ carefully.” “Finally, I ___.” Students complete one sentence each using at least three procedure words from the word wall (or from their sorted cards), choosing their best from the options. Dyslexia-friendly support: Teacher provides a coloured background sentence template (order words in one colour, action words in another, how words in a third) and uses a finger-tracking line under each sentence while reading together.

5. 21–26 min · Quick share + teacher check. Students do “Show and Tell” in pairs: they read their sentence aloud and point to the three words used. Teacher circulates and uses a simple checklist for accuracy and word use. Students respond to a peer using a listening prompt: “I heard you use …”

6. 26–30 min · Exit ticket (short assessment). Students complete one exit task: circle or point to the correct order word (first/then/next/after/finally) for a shown picture sequence, and write one sentence using three vocabulary words (with a sentence starter provided).

Resources

• Coloured vocabulary cards for order words, action words, how words
• Word sorting mats with three coloured headings
• Picture cards for a simple procedure (e.g., making a paper boat, assembling a model, mixing a classroom-safe “magic slime” substitute using play materials, or planting seeds in cups)
• Sentence frames with coloured blanks and word banks
• Student word cards (pre-cut), glue sticks
• Coloured pencil or crayons for tracing and marking key words
• Exit ticket sheets with sentence starters and picture sequences
• Teacher checklist for quick observations

Assessment

• Formative: Teacher listens during pair share, noting whether students use at least three target procedure words in a sentence.
• Formative: Sorting activity checks understanding of what kind of word each term is (order/action/how).
• Exit ticket: Correct identification of order word from picture sequence and written sentence using three vocabulary words.

Differentiation

• Support: Provide sentence frames with word banks (showing target words in colour); allow oral responses if writing is difficult, then scribe for one sentence.
• Support (Dyslexia-friendly): Use consistent colour-coding across cards and templates; larger font; reduce copying by offering partially completed sentences.
• Extension (advanced learners): Ask students to add an extra detail word (adjective/adverb) and a more precise verb (for example: “carefully,” “slowly,” “small pieces,” “carefully pour”). They then record a 3-step “procedure sentence” (First/Then/Finally) with one extra detail.
• EAL learners: Use action/picture meaning checks and sentence stems that repeat structure (“First, I… Then, I… Finally, I…”). Encourage pointing to the colour-coded word while speaking.

Extension (optional)

• Flashcards: Students create two-sided flashcards for the new words (front: word in colour; back: picture/action + meaning sentence such as “First means at the start.”).
• Advanced flashcards: Include a second example sentence for two of the action/how words.