Understanding Procedures

Overview

In this first lesson of the “Mastering Procedure Writing” unit, students learn what a procedure is and why we write procedures. Students sort picture cards, discuss text purpose, and build an oral example together before beginning a simple “how to” sequence.

Learning intentions

• WALT understand what a procedure is.
• WALT identify the purpose of procedure writing (to help someone do something).
• WALT recognise that procedures are organised in steps (first, next, then, finally).

Success criteria

• I can explain what a procedure is.
• I can give examples of procedures from everyday life.
• I can say a simple procedure using step words (first/next/then/finally).

Curriculum links

• Language: AC9E1LA03 explore how texts are organised according to their purpose, such as to explain or instruct.
• Literacy: AC9E1LY02 use interaction skills including turn-taking, speaking clearly, and responding to others.
• Literacy: AC9E1LY07 create and deliver a short oral presentation with a beginning, middle and end (we will use an oral “procedure” with step order).
• Literacy: AC9E1LY06 create and re-read to edit short written and/or multimodal texts to report or explain using simple sentences and sentence boundary punctuation (students will start an oral-to-picture plan in this lesson).

Lesson structure (30 minutes)

1. 0–4 min · Hook (Do it!) Teacher displays a messy “How to” strip with missing step order (First/Next/Then/Finally) and says, “What kind of writing helps someone do something?” Students turn-and-talk: “Is this a story, an information text, or a how-to?” then share one idea.

2. 4–10 min · Explicit teach (What is a procedure?) Teacher shows three quick examples: “How to wash hands”, “How to make a paper aeroplane”, “How to play a classroom game” (all with pictures). Teacher models: “A procedure is writing that tells you steps to do something.” Teacher highlights organisation: “It has steps in order.” Step words are shown on a chart: First / Next / Then / Finally. Students repeat together and gesture the step order.

3. 10–15 min · Text purpose sorting (Purpose and organisation) Teacher sets up stations with picture cards: some are procedures (e.g. brush teeth, tie shoelaces) and some are not (e.g. recount: “Yesterday I went to the park”; opinion: “My favourite animal is…”, or a simple labelled poster). Students in pairs sort into two groups: Procedures (How to) and Not a procedure and justify one choice. Teacher circulates, using prompts: “What is the purpose? Does it help someone do something?”

4. 15–22 min · Guided discussion (Build a class procedure orally) Teacher leads a whole-class “procedure creation” using a familiar activity: “How to line up quietly” or “How to do a simple craft step” with picture support. Teacher asks structured questions (turn-taking): “What happens first?”, “What comes next?”, “What helps it go safely?”, “How do we finish?” Students contribute one step each using sentence frames:

• “First, I…”
• “Next, I…”
• “Then, I…”
• “Finally, I…” Teacher records steps on a large strip in order.

5. 22–28 min · Hands-on practice (Step matching game) Students receive a mini “procedure strip” (4 picture steps) with cut-out step word cards. Task: Students match the correct step word to each picture, then read it aloud to a partner using finger-pointing left to right. Teacher provides immediate feedback: “Check your order—does it make sense to someone trying it?”

6. 28–30 min · Quick check (Exit ticket) Students choose one:

• Draw one picture of a procedure from their life and write (or dictate) one step word: First or Next. OR
• Teacher asks: “What is a procedure?” Students answer with one sentence.

Resources

• Picture examples of procedures (wash hands, tie shoelaces, play a game, make a simple object)
• “Not a procedure” examples (recount/picture story, opinion poster, labelled picture)
• Step word cards: First / Next / Then / Finally
• Large class chart for recording oral steps
• Cut-up mini procedure strips (4-step picture sequences) for pairs
• Sentence frame cards for students
• Dyslexia-friendly supports: large-font step word posters, colour-coded step word cards, laminated picture cards, pencils/whiteboards for exit ticket

Assessment

• Observe pair sorting: can students identify procedures by purpose and explain why?
• Listen during guided oral building: students use step order language accurately.
• Exit ticket: “Explain what a procedure is” or “Draw a procedure and label a step word.”

Differentiation

• Support: provide pre-printed picture choices, sentence frames, and an extra step word bank (students can point instead of write).
• Support for dyslexia: use large, high-contrast fonts; colour-coded step cards; allow students to dictate steps to a teacher or learning support while you write.
• Extension: give an “extra step” challenge—students add a safety or care step (e.g. “Be careful with…” “Use both hands…”) and re-sequence if needed.
• EAL: model key phrases with gestures (First/Next/Then/Finally) and allow responses using picture pointing before speaking.
• Attention/SEN: short station tasks with clear time limits (each station has one simple job).

Extension (optional)

• Advanced learners create a 4-step oral procedure for a favourite game using picture prompts, then record it as a simple multimodal “step strip” (First/Next/Then/Finally).