Writing the First Step

Overview

In this sixth lesson of First, Then, Next, students begin a short procedural text by writing and illustrating what happens first. They rehearse their sentence orally, then apply the conventions of a clear sentence: a capital letter, spaces between words and a full stop.

Learning intentions

• WALT say and plan one sentence about the first step in a process.
• WALT write a clear sentence that tells what happens first.
• WALT use a capital letter, spaces and a full stop.
• WALT draw a picture that matches our sentence.

Success criteria

• I can say my first-step sentence before I write it.
• I can start with a capital letter and leave spaces between my words.
• I can finish my sentence with a full stop.
• I can draw a picture that shows my first step.

Curriculum links

• Writing Processes — Planning: planning a short series of sentences through talk and thinking carefully about each sentence before writing it.
• Writing Processes — Planning practices: identifying and working towards a specific writing goal.
• Writing Processes — Planning: using a simple organiser to plan ideas and structure a text.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and hook. Open with the opening image and discussion prompt. Show a familiar process, such as making toast, with the first action missing. Ask, “What must happen first?” Students turn and talk, then share a possible first step using the frame, “First, I ____.” Briefly explain that today they will write only the first step of their own procedure.

2. 4–10 min · Oral rehearsal and goal. Display the oral rehearsal and writing-goal slides. Model thinking aloud: “I am writing about making a fruit kebab. First, I wash my hands.” Say the sentence slowly, placing one counter or finger for each word. Students rehearse a first-step sentence to a partner twice, listening for whether it tells what happens first. Introduce the class writing goal: “Today I will write one clear first-step sentence with a capital letter, spaces and a full stop.”

3. 10–16 min · Teacher modelling. Use the live sentence model while writing the sentence where all students can see: “First, I wash my hands.” Think aloud as you begin with a capital F, say each word and leave a finger space, then place a full stop at the end. Draw a quick picture of the action underneath. Read the sentence aloud, pointing to each word. Invite students to identify the capital letter, spaces and full stop. Deliberately show a version without spaces or punctuation and ask, “What would I fix?”

4. 16–25 min · Independent writing and illustrating. Distribute the first-step planning and writing sheet. Students choose a familiar procedure, such as brushing teeth, planting a seed, making a sandwich or getting ready for school. They tell their idea to a partner before writing. Students complete the first-step sentence and draw an illustration that matches it. Circulate and prompt with: “What happens first?”, “Say the whole sentence,” and “Where will your sentence begin and end?” Support students to reread by pointing under each word.

5. 25–28 min · Partner check. Return to the partner-check slide. Partners read their sentences to each other and check three features: capital letter, spaces and full stop. They also check that the picture matches the words. Students give one specific response, such as, “I can see your capital letter,” or, “You need a full stop.”

6. 28–30 min · Share and exit reflection. Show the plenary slide. Invite two students to share their sentence and picture. Students complete an oral exit response to a partner: “My first step is ____. My writing goal was ____.” Collect worksheets to identify one strength and one next teaching point before lesson 7.

Resources

• the complete teaching slide deck
• the first-step planning and writing sheet
• Whiteboard or interactive display
• Whiteboard marker
• Pencils, crayons or coloured pencils
• Word bank with familiar action words
• Counters or linking cubes for oral word counting

Assessment

• Listen during partner rehearsal for a sentence that clearly names what happens first.
• During writing, check whether students apply the goal: capital letter, word spacing and full stop.
• Review the worksheet and illustration as an exit assessment: the sentence should describe one first action, and the picture should match it.

Differentiation

• Provide picture choices, an oral sentence frame (“First, I ____.”) and a small action-word bank for students who need support.
• Scribe or co-construct the sentence orally with students who have difficulty recording independently; allow drawing first, followed by shared writing.
• For students developing English, rehearse the action with gestures, use the visual model and pair them with a supportive partner. Accept oral rehearsal in their home language before translating key words into English.
• Extend confident writers by encouraging a more precise action sentence, such as “First, I carefully wash the ripe apples,” while still checking the core conventions.