Step-by-Step Completion

Overview

This lesson continues the “Mastering Procedure Writing” unit. Students will explicitly complete the remaining steps of a class/model procedure, then write their own finished procedure with at least three clear steps.

Learning intentions

• WALT finish writing clear steps for our procedure using simple, correct sentences.
• WALT recognise that different text purposes have different typical structures (procedures have steps).
• WALT use words that name things/people and actions, and add details (when/where/how) to make steps clearer.
• WALT use full stops and capital letters when writing sentences.

Success criteria

• I can write a complete procedure with at least three steps.
• I can start each step with an action word (e.g. “Cut…”, “Put…”, “Turn…”).
• I can read my steps and make sure they make sense in order.
• I can re-read and edit for sentence boundaries (full stops).

Curriculum links

• English Language: Explore how texts are organised according to purpose (procedure as steps) — AC9E1LA03.
• English Language: Use words to represent people/places/things and happenings/states; include details such as when/where/how — AC9E1LA07.
• English Literacy: Create and re-read to edit short written/multimodal texts to report on a topic, express an opinion or recount an event; use grammatically correct simple sentences, sentence boundary punctuation and correct spelling of some one- and two-syllable words — AC9E1LY06.
• English Literacy: Use interaction skills including turn-taking, speaking clearly and active listening — AC9E1LY02.

Lesson structure (30 minutes)

1. 0–4 min · Review hook (procedure purpose). Teacher displays the procedure we started in Lesson 6 and reads only the steps already written aloud; students chorally repeat the action words and point to where each step begins.

2. 4–10 min · Explicit instruction (Step-by-step completion). Teacher models writing the next two steps on a shared template, thinking aloud: “First… Next… Then…” and reminding students to use a clear action at the start and a full stop at the end. Students follow along using a “Now I write…” worksheet.

Success check: teacher asks, “What is the purpose of this text?” and students respond, “To show how to do something.”

3. 10–18 min · Guided writing (hands-on and sentence practice). Students complete their remaining steps using sentence frames and an ordered picture sequence (real objects or printed images). Teacher circulates and gives quick prompts: “Start with an action word”, “Where does it happen?”, “Does it have a full stop?”

4. 18–23 min · Independent finish + re-read edit. Students re-read their own procedure aloud to themselves (or quietly with a partner if ready). They check:

• at least three steps
• steps are in order
• full stops at the end of sentences Students use an editing checklist strip.

5. 23–28 min · Peer review extension (planned, short and structured). Teacher pairs students for a 1-minute turn each. Peer reviews using a “Glow and Grow” prompt:

• Glow: one thing that is clear
• Grow: one step to improve (e.g. add where/when, or make the action word clearer)

6. 28–30 min · Exit ticket (quick assessment). Students hold up their procedure page and teacher asks one individual question: “Read Step 1. Is it the first thing you do?” Teacher records yes/no and notes any common issue (missing full stop, unclear action word, fewer than three steps).

Resources

• Procedure template with “First / Next / Then / After that” boxes (for students)
• Picture sequence cards matching the procedure topic used in the unit
• Sentence starters/action word bank cards (e.g. Cut, Put, Turn, Mix, Wait, Close)
• Editing checklist strip (3 items: 3 steps, action words, full stops)
• Student procedure pages from previous lesson (to complete)
• Dyslexia-friendly step templates with fill-in-the-blank lines and thicker spacing
• Scissors/glue or simple materials if the procedure links to a hands-on activity
• Timer for peer review and re-reading

Assessment

• Teacher observation during guided writing: prompts and whether students start steps with action words.
• Checklist marking (quick scan) at the end of writing: at least three steps, full stops present.
• Exit ticket oral check: Step 1 order and clarity.

Differentiation

• Support for all: sentence frames (“First, I…”, “Next, I…”, “Then, I…”) and an action word bank to reduce cognitive load.
• Dyslexia-friendly: provide a template with fill-in-the-blank steps, larger line spacing, and optional colour highlighting for “Action word” and “Where/When” detail; allow oral dictation of one step for students who need it.
• Targeted support: teacher conferencing for students missing steps—add one step together and model a full stop ending.
• Extension for advanced learners: peer review prompts include “Add a detail (when/where/how)” and “Make the action word more precise” (e.g. “Carefully cut…” or “Slowly pour…”).

Extension (optional)

• Students who finish early add one extra step (“After that…”) and underline the action word in each step. Peer reviewer completes “Glow and Grow” with one detail improvement.