Reflecting on Procedural Writing

Overview

In this 60-minute lesson, students review and celebrate their published procedural texts from Weeks 3–5. They evaluate how well their writing meets the success criteria, explain how structure, language features and presentation support the reader, and identify one specific next writing goal.

Learning intentions

• WALT evaluate a published procedure against agreed success criteria.
• WALT explain how structure, language features and presentation help a reader complete a task.
• WALT identify a specific next step for improving our writing.
• WALT consolidate spelling, punctuation and handwriting through Chunk, Check, Cheer.

Success criteria

• I can identify strengths and one area to improve in my procedure.
• I can use evidence from my writing to explain how it helps the reader.
• I can explain how headings, sequencing words, precise verbs, diagrams or layout support the reader.
• I can set one clear, achievable writing goal.

Curriculum links

• Writing to inform — organise ideas clearly, group related information, use precise vocabulary and provide a concluding sentence.
• Writing to persuade — use linking words and phrases to connect opinions, reasons and details when explaining choices.
• Oral Language / Communicating and Presenting — use words such as “because”, “so” and “this means that” to explain reasons and results.
• Reading comprehension — recognise how text structure, supporting details and presentation help readers understand a text.

Lesson structure (60 minutes)

1. 0–5 min · Hook and reconnect. Teacher displays two versions of a short procedure, one clear and one difficult to follow, using the opening comparison slides, and asks, “Which reader would finish the task successfully, and why?” Students discuss with a partner, then share one feature that made the clearer procedure effective.

2. 5–13 min · Model evaluation. Teacher revisits the class success criteria on the success-criteria slides and thinks aloud while evaluating a sample procedure, identifying evidence such as numbered steps, sequencing words, precise verbs, warnings, diagrams and handwriting. Students help complete the sentence frames: “The heading helps because…”, “The word ___ tells the reader…”, and “This means that…”.

3. 13–28 min · Individual reflection. Teacher distributes the procedural writing reflection sheet and directs students to reread their own published procedure quietly, using a ruler or finger to track each section. Students highlight or annotate evidence of successful structure, language features and presentation, then record one feature they are proud of and one improvement they would make.

4. 28–40 min · Partner explanation. Teacher displays the discussion prompts in the partner-review slides and models respectful feedback: “I noticed…”, “This helped the reader because…”, and “A next step could be…”. In pairs, students explain two choices in their writing and receive one warm, specific response and one helpful suggestion; partners must refer to evidence rather than simply saying “It is good”.

5. 40–51 min · Next writing goal. Teacher demonstrates changing a broad goal such as “make my writing better” into a specific goal such as “I will use precise action verbs and check that every step begins with a capital letter.” Students complete the goal section of the procedural writing reflection sheet, including the action they will take and how it will help their reader. Invite several students to share goals and briefly check that each is specific and achievable.

6. 51–57 min · Chunk, Check, Cheer. Teacher uses the Chunk, Check, Cheer slides to lead the transcription routine. Students select a short sentence or heading from their procedure, chunk a challenging word into meaningful parts or syllables, check spelling, punctuation and letter formation, then cheer a personal improvement or a classmate’s progress. Reinforce that careful transcription makes meaning easier for the reader to access.

7. 57–60 min · Plenary and exit reflection. Teacher asks students to complete the final reflection prompt on the procedural writing reflection sheet: “One choice I made that helped my reader was… My next writing goal is…”. Students hand in the sheet and share a goal with a partner before packing away.

Resources

• the procedural writing reflection slide deck
• the procedural writing reflection sheet
• Students’ published procedural texts from Weeks 3–5
• Highlighters or coloured pencils
• Pencils, erasers and rulers
• Enlarged teacher sample procedure
• Class success-criteria display or board space

Assessment

• During modelling and partner review, listen for students explaining the effect of a feature using “because”, “so” or “this means that”, rather than merely naming the feature.
• Check reflection sheets for evidence-based comments about structure, language and presentation, and confirm that each next goal is specific and achievable.
• Use the final response to identify students who need further support with procedural structure, precise vocabulary, punctuation, spelling or handwriting.

Differentiation

• Provide a success-criteria checklist with icons and sentence starters: “My reader can…”, “This helped because…”, and “Next time I will…”.
• Support students who need it by conferencing with them, rereading their procedure aloud, or offering a choice of two possible next goals. Pair EAL learners with a supportive partner and pre-teach words such as “structure”, “feature”, “presentation” and “evidence”.
• Allow students with writing or fine-motor needs to dictate reflections, use speech-to-text, type their responses or record an oral explanation.
• Extend confident writers by asking them to explain which feature was most important for their intended audience and how changing one presentation choice might alter the reader’s success.