Step-by-Step Writing

Overview

In this part of the “Mastering Procedure Writing” unit, students write the first half of a procedure. They focus on clear, ordered steps and begin using action words to make instructions easier to follow.

Learning intentions

WALT: Write clear step-by-step instructions.

Students will:

• Write at least two clear steps in order.
• Use action words to tell what to do next.
• Re-read their steps to check they make sense.

Success criteria

Students can:

• Write two or more steps that clearly tell someone what to do.
• Start each step in a similar format (e.g. “First…”, “Next…”).
• Make steps readable by others and in the correct order.
• (Extension) Use strong action verbs in their steps (e.g. cut, stir, press, pour).

Curriculum links

• AC9E1LA07: Understand that words represent people/places/things (nouns) and happenings/states (verbs), and that qualities and details can be added (adjectives/adverbs).
• AC9E1LY06: Create and re-read to edit short written texts using simple sentences, sentence boundary punctuation, and correct spelling of some one- and two-syllable words.
• AC9E1LY02: Use interaction skills such as turn-taking, active listening, and responding during shared planning.
• AC9E1LA10: Use full stops and capital letters in written language (linked to their own sentence writing).

Lesson structure (30 minutes)

1. 0–5 min · Activate & model (science of learning: worked examples). Teacher shows an anchor chart of a familiar procedure (e.g. “Make a paper aeroplane” or “Make a fruit salad”). Teacher reads the first two steps slowly, pointing to the words “First…” and “Next…”. Students chorally repeat the first two step beginnings and identify the “doing” words (action verbs).

2. 5–10 min · Mini lesson: what makes a step clear. Teacher demonstrates how to turn an idea into a clear step using a simple checklist: “What do I do?” “In what order?” “Is it specific enough?” Teacher shows two examples: one vague step vs one clear step. Students help convert one vague sentence into a clear step by adding an action word and order word.

3. 10–20 min · Play-based planning & hands-on rehearsing (prepare to write). Teacher sets up a quick station (teacher-led) using real materials for the first half of the procedure (e.g. building the first stage of a simple craft, or preparing ingredients for a “silly sandwich” model). Students in pairs practise the steps with the materials: each pair performs “First…” and “Next…” while a partner says the steps aloud. Teacher circulates to prompt: “Tell me the doing word” and “Are you saying it in order?”

4. 20–27 min · Independent writing: first half only. Teacher gives each student a “Two-Step Page” with two lines labelled in colour: Step 1 (First…) in one colour and Step 2 (Next…) in another colour (dyslexia-friendly). Teacher reminds students to use simple sentences and a full stop. Students write their first two steps (first half of the procedure), re-reading once by tapping each word line-by-line or finger-tracking.

5. 27–30 min · Quick share & formative check. Teacher selects 4–5 students for a quick read-aloud of one step. Teacher asks one guiding question: “Can someone do that step from your writing?” Students show thumbs up/down for clarity and order, then complete a one-sentence exit prompt: “My first step is…” (optional, for those who need extra support).

Resources

• Anchor chart: procedure with “First…” and “Next…” steps
• Two-step writing sheet with sentence frames:
• First, I …
• Next, I …
• Coloured highlighting pens/pencils (Step 1 colour, Step 2 colour)
• Teacher-chosen simple procedure materials (craft or food model)
• Pairs speaking cards: “First…” and “Next…”
• Sound cards for common action verbs (e.g. cut, draw, pour, press, stir)
• Dyslexia-friendly reading option: sentence strips (one step per strip) and a teacher read-aloud recording/device if available

Assessment

• During modelling and guided conversion: observe if students identify the action word and order words.
• While circulating in writing: check whether students include at least two clear steps and a full stop.
• Quick evidence at share time: listen for clarity (“Can you do it?”) and correct order.

Differentiation

• Support:
• Provide sentence starters (“First, I… Next, I…”) and a word bank of action verbs.
• Offer sentence strips: students match and read one step at a time before writing.
• For students needing extra help, allow oral rehearsal first, then write only key words they can spell (e.g. “First: press.”).
• Extension:
• Students must add a third action detail within one of their steps (e.g. “First, I press the glue firmly.”) using an extra action/adjective (where age-appropriate).
• Students can also swap one weak verb for a stronger action verb from the word bank.
• EAL/SEN considerations:
• Use clear gesture supports for each action verb.
• Keep procedures familiar and visually supported with the materials and anchor chart.
• Allow extra time to read aloud from their coloured step lines.

Extension (optional)

• Add an extra “Then…” step if students meet the success criteria quickly, ensuring it still uses an action verb and is written in order.