Publishing Procedures

Overview

In this final step of the “Mastering Procedure Writing” unit, students complete and prepare their procedure texts for sharing and display. They practise presenting with an opening, clear middle steps and a closing statement.

Learning intentions

• WALT finalize our procedures for sharing.
• WALT present our completed procedure to the class using clear speaking and gesture.
• WALT use text structure (opening, steps, closing) to organise a procedure.
• WALT apply simple editing to improve sentence clarity, spelling of familiar words, and punctuation at sentence boundaries.

Success criteria

• I can present my procedure to the class with an opening, a clear sequence of steps, and a closing statement.
• I can read my procedure with support and speak clearly enough for the group to hear.
• I can make small improvements by re-reading (for example: adding missing words, correcting some spelling, and using full stops).

Curriculum links

• AC9E1LA03: Explore how texts are organised according to their purpose (procedure stages).
• AC9E1LY07: Create and deliver short oral/multimodal presentations with an opening, middle and concluding statement; use appropriate gesture, volume and pace.
• AC9E1LY06: Create and re-read/edit short written or multimodal texts using grammatically correct simple sentences and sentence boundary punctuation.
• AC9E1LY02: Use interaction skills (turn-taking, active listening, responding to others, asking and answering questions).

Lesson structure (30 minutes)

1. 0–4 min · Hook and model. Teacher shows a finished sample procedure poster and quickly reads it aloud, pointing to the opening, the step-by-step middle, and the closing. Students turn-and-talk: “What is the job of a procedure? How do we know it is organised for that job?”

2. 4–10 min · Explicit instruction: presentation frame + editing checklist. Teacher introduces a simple presentation template on the board:

• Opening: “Today I will show you how to…”
• Middle: “First/Next/Then/Finally…”
• Closing: “You can do it! My tip is…” Teacher also demonstrates a 3-point re-read for editing: (1) full stop at the end of sentences, (2) check high-frequency words and some tricky words, (3) make steps in order and readable. Students chorally rehearse the frame and then silently check their own page for one improvement using a teacher checklist.

3. 10–18 min · Hand-on finalising. Students complete their procedure for publishing:

• Add or correct step words (First/Next/Then/Finally).
• Ensure each step is a simple sentence (capital letter and full stop).
• Confirm picture supports meaning (words match the diagram). Teacher circulates using quick prompts: “What happens first?” “Is your next step clear?” “Can someone follow it without you?”

4. 18–25 min · Share in pairs: practice presenting. Students use the presentation template to practise in pairs (turn-taking). One student presents while the partner listens actively and records one “What I liked / One question” using a single sentence stem: “I liked… because…” or “How do you…?” Teacher models how to respond politely. Teacher listens for structure and clarity.

5. 25–30 min · Whole-class display and mini-presentations. Select 6–8 students to present using their printed procedure card (short and supported). Display procedures around the room. Remaining students listen and use a class focus: “Does the speaker include opening, steps, and closing?”

Resources

• Student procedure drafts (completed or near-complete)
• Publishing templates (procedure presentation card: opening/middle/closing)
• Editing checklist (3 simple items: full stops, readable steps in order, some word checks)
• Sentence boundary punctuation guide (simple visuals: capital + full stop)
• High-frequency word cards and word wall support
• Scissors, glue, crayons/markers for display
• Procedure step word cards: First, Next, Then, Finally
• Dyspraxia/dyslexia-friendly reading supports: large font copies, colour overlays or ruler tracking, read-aloud audio option if available
• Teacher clipboard for quick notes

Assessment

• Observation checklist during sharing practice: opening/middle/closing present; steps are ordered; speaking is clear enough.
• Quick re-read check at the desk: student completes one editing improvement (full stop or corrected word or step order).
• Mini “teacher note” during whole-class presentations: record one strength and one next step for each selected student.

Differentiation

• Support:
• Provide dyslexia-friendly presentation templates with large font and fewer lines.
• Offer step word cards and sentence starters (“First…”, “Next…”, etc.).
• Allow partner support during practice: partner can point to each step while the student reads/speaks.
• Use ruler tracking/reading guide for text during rehearsals.
• Extension (advanced learners):
• Add a “Tip” or “If it doesn’t work…” troubleshooting sentence to the closing.
• Create a class book page with their procedure title, labelled steps, and one extra detail (when/where to do it) in one additional sentence.
• During listening time, students ask a deeper question using “Why” or “How” stems.
• EAL considerations:
• Pre-teach step transition words (First/Next/Then/Finally) with gestures.
• Permit rehearsing with a bilingual word bank where available.
• SEN considerations:
• Offer reduced writing load: student can contribute key words or one-sentence steps while teacher or support adds additional wording if appropriate, ensuring the student still presents the full structure.

Extension (optional)

• Create a class book of procedures for this unit: each student’s page added to a shared “How To” display book with a front cover and consistent presentation of step words.