Sequencing Steps Accurately

Year Level

Years 1–3

Duration

60 minutes

Unit

Mastering Procedural Texts (Lesson 6 of 15)

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Learning Objectives

By the end of the lesson, students will be able to:

• Understand the importance of sequencing steps correctly in procedural texts.
• Identify the correct order of steps in familiar tasks.
• Apply sequencing skills by ordering cards that represent steps in a familiar procedure.
• Use appropriate language to describe order, such as “first”, “next”, “then”, “last”.

These objectives align with the Australian Curriculum for English:

• ACELY1656 (Year 1): Understand that spoken, visual and written forms of language are used for communication, including in learning sequences and instructions.
• ACELY1661 (Year 2): Discuss how texts are made cohesive through the use of linking devices including pronoun reference and text connectives.
• ACELY1671 (Year 3): Understand how texts vary in purpose, structure and topic as well as the use of language features to achieve particular purposes and effects.
• ACELY1676 (Year 3): Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements.

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Materials Needed

• Sequencing cards for familiar tasks (e.g., washing hands, making a sandwich, planting a seed)
• Whiteboard and markers
• Chart paper with sequencing language prompts (First, Then, Next, After that, Last)
• Dyslexia-friendly text cards (with clear fonts, simple sentences, and supportive images)
• Clipboards or mats for card sorting
• Timer (for keeping activity pace)

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Lesson Structure

1. Introduction (10 minutes)

• Engage: Begin with a brief discussion. Ask students if they have ever followed instructions to do something like making a sandwich or planting a seed. What happens if steps are done out of order?
• Explain the focus: Highlight that in today’s lesson, students will practise putting steps in the right order to help others understand how to do things.
• Show a simple example of a 3-step task on the board out of order (e.g., brushing teeth) and ask students to help sequence it correctly.
• Introduce sequencing language with chart paper: “First, Next, Then, After that, Last.” Practice saying these as a class.

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2. Main Activity: Sequencing Cards (30 minutes)

• Organise: Divide the class into pairs or groups of three (adjust according to class of 6).

• Each group receives a set of sequencing cards for one familiar task. Cards include short step descriptions with pictures and are printed in a dyslexia-friendly font for ease of reading.

• Task: Students work collaboratively to put the cards in the correct order.

• Teacher role: Circulate to support discussion, prompt use of sequencing language, and guide students who need extra help.

• Differentiation:

• For diverse learners: Some students can use picture-only cards; others have text + picture cards.

• For dyslexic readers: Provide cards with clear font (e.g., OpenDyslexic), high contrast colours, and supportive visual cues.

• For advanced learners: Challenge them to create their own procedural steps for a task familiar to them, write and then sequence these steps convincingly.

• Sharing: After groups finish, bring the class together to share their sequencing decisions. Promote discussion about what made sequencing tricky or easy.

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3. Guided Practice: Sequencing Language Use (10 minutes)

• Using the shared example from the main activity, guide students to orally describe the sequence using the sequencing words.

• Model sentences such as: "First, we wash our hands. Then, we get the sandwich ingredients. After that, we put the ingredients together. Last, we eat the sandwich."

• Students take turns describing the sequence orally in pairs or as a group.

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4. Reflection and Closure (10 minutes)

• Reflect: Discuss why sequencing steps correctly is important — for example, it helps people complete tasks easily and safely.

• Ask students:

• What strategies helped you put the steps in order?

• How did sequencing words help you explain?

• Exit ticket: Each student shares one sequencing word they learned and one example of a task they could sequence at home.

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Assessment

• Formative assessment will occur through observation during paired and group activities, noting students’ ability to sequence steps and use sequencing language.
• Informal oral feedback during sharing and guided practice.
• Exit tickets serve as a quick check for understanding of sequencing vocabulary.

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Differentiation Strategies

• Provide pictorial, simplified text options for students requiring support.
• Use multi-sensory cues: visual cards combined with oral discussion.
• Allow use of assistive technology or reading aids for students with dyslexia.
• Offer extension by having advanced students write and sequence new procedural text steps independently.
• Scaffold sequencing tasks with sentence starters (e.g., "First I…", "Then I…") for early learners.

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Extension Activities

• Create a classroom “Sequencing Book” where each student contributes steps to a familiar procedure.
• Use digital apps that allow drag-and-drop sequencing practice.
• Invite students to sequence a recipe at home and share the steps with the class.
• Challenge students to sequence steps for unfamiliar but simple tasks (e.g., setting up their school bag, making a paper airplane).

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This lesson emphasises the real-world skill of ordering procedural steps accurately, aligned with the Australian Curriculum English content descriptors for Years 1–3. It provides inclusive supports and opportunities for deeper engagement for advanced learners, ensuring all students can master the foundational skill of sequencing in procedural texts.