Adding Then Clearly

Overview

In this seventh lesson of First, Then, Next, students add a second step to a procedural text. They rehearse the sentence aloud, use then to show sequence, reread both sentences in order, and revise with teacher or peer support.

Learning intentions

• WALT add a second step to a procedure.
• WALT use then to show what happens next.
• WALT reread our sentences to check that the order makes sense.
• WALT improve our writing with helpful feedback.

Success criteria

• I can write a second step beginning with Then.
• I can reread both sentences from the beginning.
• I can check that my steps are in the right order.
• I can make a change after feedback.

Curriculum links

• Writing Processes — Planning: planning a short series of sentences through talk before writing.
• Writing Processes — Planning: using a simple organiser to plan and structure a short text.
• Writing Processes — Planning: working towards a specific writing goal to improve the quality of writing.
• English — Writing: rereading, discussing and revising writing so that meaning is clear.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and hook. Open with the sequence picture hook and show two pictures of making a sandwich in the wrong order. Ask, “Which step should happen first? How do you know?” Students turn and talk, then explain the order using gestures and the words first and then.

2. 4–9 min · Model the language. Display the model on the teacher modelling slides: “First, I put bread on a plate. Then, I spread butter on the bread.” Think aloud: “I have already written my first step. Now I need to say what happens next.” Underline Then and point out the capital letter, spaces and full stop. Students chorally rehearse the two sentences, with a pause between each step.

3. 9–13 min · Oral rehearsal. Give each pair a familiar procedure, such as washing hands, planting a seed or making toast. Use the oral rehearsal prompt to show the frame: “First, I ____. Then, I ____.” Students say their first and second steps to a partner. Partners listen for whether the second action really comes after the first and respond, “That makes sense” or “Let’s check the order.”

4. 13–22 min · Independent writing. Distribute the First, Then, Next writing page. Students reread their first sentence from the previous lesson, say it quietly, and write a second sentence beginning with Then. Circulate and prompt: “What happens next?” “Say the whole sentence.” “Does this action come after your first action?” Students may draw a quick picture before writing if they need help remembering the step.

5. 22–27 min · Reread and revise. Return to the reread-and-revise checklist. Students read both sentences to a partner, pointing to each word. The listener checks: first step before second step, Then at the start of the second sentence, and a full stop. Writers make one improvement, such as changing the action, adding a useful detail or correcting a capital letter or full stop.

6. 27–30 min · Share and close. Invite two or three students to read their two sentences. Finish with the exit reflection slide and ask students to complete the final box on the worksheet: “One thing I checked was…” Students show a thumb up, sideways or down to indicate how confidently they used then.

Resources

• the First, Then, Next teaching deck
• the First, Then, Next writing page
• Previous lesson’s first-sentence writing
• Pencils, erasers and colouring pencils
• Whiteboard and markers
• Individual writing books, if preferred
• Visual timer

Assessment

• During oral rehearsal, listen for students placing the second action after the first and using then appropriately.
• Confer during writing: check that the second sentence communicates a logical next step and support students to say it before writing.
• Review the two-sentence text and reflection. Note whether each student can reread, identify the order and make a purposeful revision.

Differentiation

• Support writers with picture choices, the oral frame “Then, I ____,” a word bank of action verbs and shared writing with an adult. Scribe the sentence after the student has orally composed it where needed.
• Provide a simple procedure with clearly ordered actions for students who need reduced cognitive load. Allow students to rehearse with actions, home-language support or a peer before writing.
• For EAL learners, explicitly model the meaning of first and then, use gestures and pictures, and accept oral rehearsal before written production.
• Extend confident writers by adding a precise detail to the second step, such as where, how or with what, while keeping the sequence clear.