Writing Our Procedure

Year Levels

• Years 1 to 3
• Mixed-ability class of 6 students

Duration

60 minutes

---

Learning Objectives

• Year 1: Draft a basic procedural text using provided templates focusing on clear sequencing and use of simple language.
• Year 3: Write a more complex procedural text incorporating expanded vocabulary, sequencing words, and paragraphing.

These objectives align with the Australian Curriculum English for Years 1 and 3:

Year 1:

• ACELY1653: Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge.
• ACELY1661: Understand that texts vary in purpose, structure and topic and respond to a range of texts.

Year 3:

• ACELY1681: Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features.
• ACELY1682: Use comprehension strategies to interpret and analyse texts, comparing and evaluating content and viewpoints.

---

Curriculum References

• Year 1 Writing: Focuses on composing short procedural texts with support using templates to scaffold structure and language.
• Year 3 Writing: Expands to planning, drafting, editing and publishing procedures with topic-specific vocabulary, sequencing, and correct punctuation.

---

Lesson Structure

1. Introduction and Recap (10 minutes)

• Begin with a brief review of previous lessons focusing on features of procedural texts: title, materials, steps, and sequence words (first, next, then, finally). Display an example procedure on the board.
• Ask students: "What is the purpose of a procedure? Why do we write steps in order?"
• Highlight differences between Year 1 and Year 3 expectations.

---

2. Guided Writing with Templates (30 minutes)

Year 1 Activity: Simple Procedure Draft

• Distribute a step-by-step template with sentence starters (“First, I...”, “Then, I...”, “Next, I...”, “Finally, I...”).
• Task: Choose a simple task (e.g., how to make a sandwich or how to plant a seed) and use the template to draft a basic procedural text.
• Teacher circulates, offering support with vocabulary and sentence structure.

Year 3 Activity: Independent Procedure Draft

• Provide a blank procedural text planner to Year 3 students with prompts for title, materials, steps, and sequencing words.
• Task: Choose a procedure to write (e.g., how to make a paper airplane or how to organise a party) and draft a detailed procedural text including paragraphs and varied sentence types.
• Encourage use of topic-specific vocabulary and correct punctuation.

---

3. Sharing and Peer Feedback (10 minutes)

• Students pair up within their year groups to read their drafts aloud.
• Peers provide positive feedback and suggest one improvement related to clarity and sequence.

---

4. Dyslexia-friendly Reading and Differentiation Strategies (5 minutes)

• Provide dyslexia-friendly print versions of templates with:
• Clear font (such as Arial or Comic Sans), size 14+, and generous spacing
• Use of bullet points and coloured highlights for sequencing words
• For diverse learners:
• Use visual cues and pictures depicting each step
• Allow verbal explanations if writing is a barrier
• For Year 3 students requiring support, provide partially completed templates.

---

5. Extension Activities for Advanced Learners (Optional, if time allows)

• Year 1: Add illustrations to their procedure, using labels and captions.
• Year 3: Edit drafts to include conjunctions (because, so) and adverbs (slowly, carefully) to add detail and clarity.
• Create procedural multimodal texts (e.g., video demonstration or slideshow with captions).

---

6. Conclusion and Reflection (5 minutes)

• Recap key features of procedural writing and importance of clear sequencing and instructions.
• Ask students to reflect: "What did you find easy or tricky about writing your procedure?"
• Set expectation for next lesson: editing and refining their procedures.

---

Resources

• Year 1 procedural text templates with sentence starters and visual supports
• Year 3 procedural text planners
• Examples of simple and complex procedures
• Dyslexia-friendly printouts
• Visual aids for sequencing words
• Writing tools and individual whiteboards or notebooks

---

Assessment for Learning

• Formative assessment through observation during drafting and peer feedback sessions.
• Check for correct sequence, clarity of instructions, and use of appropriate vocabulary.
• Use a simple rubric for Year 3 focusing on structure, clarity, vocabulary, and punctuation.

---

Differentiation Summary

Learner Need	Strategy
Early writers (Year 1)	Sentence starters, templates, visual cues
English as additional language (EAL)	Use of concrete examples, modelling, peer support
Fine motor skill difficulties	Allow oral explanations or typed drafts
Dyslexic learners	Dyslexia-friendly fonts, clear layout, oral instructions
Advanced learners	Extension tasks with more complex vocabulary and multimodal texts

---

This highly scaffolded, curriculum-aligned lesson meets diverse learner needs while challenging Year 3 students to deepen their procedural writing capabilities. It integrates oral communication, peer collaboration, and dyslexia-friendly approaches exemplifying best practice for Australian classrooms.