Instructional Writing Focus

Learning Intentions (WALT)

We Are Learning To:

• Identify and use language features specific to instructional writing.
• Understand the purpose and structure of instructional texts in scientific investigations.
• Plan and write clear, step-by-step instructions for a scientific investigation.

Success Criteria

Students can:

• Recognise key language features in instructional writing such as imperative verbs and sequence words.
• Organise information logically using paragraphs and headings relevant to a scientific investigation.
• Write clear instructions using precise, domain-specific vocabulary.
• Use linking words to clarify sequence and cause-effect relationships.

Curriculum References

English - Writing to inform/ explain (Year 6) —

• Introduce topics clearly and organise ideas into logical paragraphs.
• Use precise language and domain-specific vocabulary.
• Include headings and visual elements to support meaning.
• Use linking words and phrases (e.g., firstly, then, because) to signal sequence and cause.
• Develop a topic with facts, definitions, and examples supporting the main idea.
• Plan writing using graphic organisers or mnemonics.
• Develop skills in writing clear, coherent instructions and sequences.
• Reflect and revise writing purposefully to meet audience needs.
  (References: Te Mātaiaho English Curriculum Years 0–6, pages 107, 73, 111)

Key Competencies

• Thinking: Examining language features and purpose of texts.
• Using language, symbols, and texts: Understanding and creating instructional text.
• Managing self: Planning and revising writing independently.
• Relating to others: Sharing and discussing writing with peers for feedback.

Lesson Duration

25 minutes

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Lesson Breakdown

1. Introduction (5 minutes)

• Briefly discuss the purpose of instructional writing in science (to communicate how to carry out an investigation clearly).
• Show a short example of instructional writing for a simple scientific investigation (e.g., measuring plant growth).
• Highlight key language features as a class: imperative verbs (e.g., measure, record), sequence/connective words (first, next, then), domain-specific terms (temperature, observation, data).
• Explain WALT and Success Criteria clearly.

2. Guided Analysis (8 minutes)

• Provide students with printed excerpts from simple instructional texts focused on scientific investigations (adapted for Year 6 level).
• In pairs, students identify and underline:
  • Imperative verbs
  • Sequence words
  • Technical/scientific vocabulary
• Regroup and discuss as a class. Use a visual display (whiteboard/chart) to collect examples and explain how these features help the instructions be clear and precise.
• Introduce a simple graphic organiser/template that groups parts of instructions (e.g., Purpose, Materials, Steps).

3. Collaborative Planning (7 minutes)

• Present a very simple, familiar scientific investigation topic (e.g., how to test if plants need light to grow).
• Using the graphic organiser, model planning instructions as a class (e.g., list materials, then plan the step-by-step procedure using clear language features).
• In small groups, students use the organiser to plan a short instructional sequence for a related mini-investigation.
• Encourage inclusion of linking words and domain-specific vocabulary introduced earlier.

4. Reflection and Sharing (5 minutes)

• Invite some groups to share their planned instructions aloud with the class.
• Highlight good examples of language use linked to success criteria.
• Discuss how this planning helps clear communication in science.
• Summarise key learning points.

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Differentiation Strategies

• For diverse learners:
  • Use visual supports (language feature cards, graphic organisers with graphics).
  • Provide sentence starters and vocabulary lists for scaffolded writing.
  • Pair ELL learners with strong peers and use oral planning first.
  • Extend higher-achieving students by asking them to include cause-and-effect explanations or a concluding summary statement in their instructions.
• For students who need more support:
  • Focus on identifying and using imperative verbs and sequence words with simplified text.
  • Use guided group work with more adult support for planning.
• For advanced learners:
  • Challenge them to write introductory or concluding paragraphs explaining why the procedure is important or what outcomes to expect.

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Resources

• Sample instructional texts for scientific investigations (adapted for Year 6)
• Graphic organiser/template for instructional writing
• Markers/whiteboard for collective brainstorming
• Vocabulary and language features cards

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This lesson plan aligns with the New Zealand Curriculum Refresh by explicitly focusing on text structure, domain-specific vocabulary, clear communication of procedure, and deliberate attention to language features in instructional writing within a scientific context for Year 6 students. It encourages interactive and collaborative learning fitting a quire-based teaching style that balances oral and written language skills development while supporting diverse learners.