Sequencing Instructions

Overview

Lesson 7 of 30 in Mastering Informative Texts. Students explore how procedural texts use clear, ordered steps, then physically sequence mixed-up instructions and record the steps in the correct order.

Learning intentions

WALT (We Are Learning To):

• Identify the key steps in a set of instructions.
• Recognise that instructions follow a logical sequence.
• Use sequencing words such as first, next, then and finally.
• Explain why the order of steps matters.

Success criteria

• I can find the important steps in instructions.
• I can put steps in the correct order.
• I can use sequencing words when I explain the order.
• I can list the steps clearly so another person could follow them.

Curriculum links

• Understand how texts are organised to achieve their purpose.
• Identify and use language features that connect ideas in sequence.
• Read, view and comprehend short informative and procedural texts.
• Create short informative texts with ideas organised in a logical order.

Lesson structure (30 minutes)

1. 0–3 minutes – Reconnect and introduce the goal

Display the learning intention and success criteria using the learning intention and success criteria slides. Tell students: “Today we will be instruction detectives. We will work out which steps are essential and the order they must follow.” Briefly remind students that instructions explain how to do or make something.

2. 3–7 minutes – Hook and video

Show the hook question on the instruction detective hook slide: “What might happen if we put the steps for making toast in the wrong order?” Invite two or three predictions. Show a short, age-appropriate video clip demonstrating a simple process, such as washing hands or planting a seed. Pause once to ask, “What happened first? What happened next?”

3. 7–12 minutes – Teacher modelling

Display a short procedure, such as “How to Make a Fruit Skewer”, on the model procedure slide. Read it aloud, then think aloud: “I need to find the action in each step. I also need to check what must happen before the next action.” Highlight the sequencing words and model numbering four mixed-up steps in the correct order. Explain that some steps cannot be swapped because they depend on an earlier step.

4. 12–20 minutes – Hands-on sequencing investigation

Place students in pairs, with one group of three if needed. Give each group a set of teacher-prepared picture-and-sentence instruction cards for a familiar task, such as making a sandwich, brushing teeth or planting a seed. Students physically arrange the cards from first to last, then use the group activity instruction slide to check the task: read each card, discuss the order and justify one decision. Circulate and ask, “What clue helped you?” and “What would happen if this step came first?”

5. 20–26 minutes – Independent recording

Distribute the sequencing instructions worksheet. Students read or listen to a short set of mixed-up instructions, number the steps, and rewrite or copy them in order using first, next, then and finally. Students who finish may draw a small picture beside each step to show their understanding.

6. 26–30 minutes – Share and assess

Use the review and exit prompt slides to display: “One important step is ___ because ___.” Invite students to share a response. Ask the class to show, with fingers from one to four, how confident they feel about sequencing. Collect worksheets and note which students can independently identify and order the key steps.

Resources

• the complete sequencing instructions slide deck
• the sequencing instructions worksheet
• Teacher-prepared mixed-up instruction cards with simple pictures and short sentences
• Short teacher-selected video showing a familiar process
• Whiteboard and markers
• Highlighters or coloured pencils
• Scissors and glue, if students cut and paste worksheet steps
• Timer
• Optional visual first–next–then–finally cards

Assessment

• Observe pair discussions and card arrangements, focusing on whether students identify essential actions and justify the order.
• Check the worksheet for correctly numbered steps and appropriate sequencing language.
• During the final share, listen for an explanation of why one step must come before another.

Differentiation

• Support students who need additional structure with picture-supported cards, fewer steps, a visible first–next–then–finally prompt and teacher modelling one step at a time.
• Provide dyslexia-friendly access through a clear sans-serif font, large print, generous spacing, short sentences, reduced copying and the option to hear the procedure read aloud. Allow oral answers or scribing where appropriate.
• Support autistic students with a predictable visual timetable, explicit turn-taking roles, a quiet workspace and advance notice before transitions. Avoid unnecessary changes to the familiar task.
• Extend confident students by asking them to identify an unnecessary step, explain why it could be removed, or write one additional step using a sequencing word.