Writing Instruction Ideas

Context

This lesson focuses on generating ideas for writing instructions, building on prior learning where pupils wrote about washing a woolly mammoth and brushing teeth. The session promotes creativity, oral language, and early writing skills, aligned with Curriculum for Excellence (CfE) for literacy and health and wellbeing.

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WALT (We Are Learning To)

• Brainstorm creative ideas for writing instructions.
• Identify clear steps needed to complete an everyday task.
• Use drawings and simple sentences to plan instructions.

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Success Criteria

• I can suggest ideas of things I could write instructions for next.
• I can talk about what I would need to do the task.
• I can draw and label the materials or actions needed.
• I can write 3 clear instructions based on my drawings.
• I can listen and respond to others’ ideas.

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Curriculum for Excellence Links

Literacy and English Experiences and Outcomes (First Level)

• LIT 1-14a: I am learning to use my knowledge of sounds to help me write words down.
• LIT 1-26a: I can share my thoughts and ideas in different ways.
• LIT 1-31a: When reading, I can recognise features of different genres, e.g. stories, poems, and instructions.
• LIT 1-08a: I can say what I like or dislike about a text, giving simple reasons.

Health and Wellbeing Experiences and Outcomes (First Level)

• HWB 1-15a: I can describe what makes a positive learning environment and say how I contribute to it.

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Resources Needed

• Whiteboard and markers
• Large paper or flipchart for mind mapping
• Individual jotters or worksheets
• Colouring pencils and crayons
• Example images (e.g., washing a mammoth, brushing teeth) for discussion
• Dyslexia-friendly worksheets with clear font and spacing

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Lesson Outline (45 minutes)

1. Starter: Recall and Share (5 minutes)

• Show examples of previous instruction drawings (washing woolly mammoth and brushing teeth).
• Quick Q&A: What did we draw? What did we write about? What was tricky or fun?
• WALT and success criteria shared on board.

2. Mini Teaching: Brainstorming Instructions (10 minutes)

• Introduce the idea of instructions - they tell you how to do something.
• Use the whiteboard to model brainstorming: “What could we write instructions about next?”
• Think aloud and write pupils’ ideas on board (e.g., How to plant a seed, How to make a sandwich, How to care for a pet). Use large font and visuals to support dyslexic learners.
• Highlight that instructions have materials/tools needed and clear steps.

3. Group Activity: Idea Generation Mind-map (10 minutes)

• Divide class into 4 groups (5 pupils each). Give each group a large sheet of paper.
• Each group picks one idea from the brainstorm or thinks of their own.
• Groups draw pictures of things needed for their chosen task using colouring pencils.
• Teacher circulates, supports oral discussion, scaffolds language, and helps pupils label drawings.

4. Independent Task: Writing Instructions (15 minutes)

• Pupils individually draw what they need for their task in their jotters or worksheets.
• Write 3 simple instructions beneath or beside the drawings.
• Encourage phonetic spelling and use of sight words previously taught.
• Dyslexia-friendly supports: short, clearly spaced lines; word banks of common instruction verbs (e.g., wash, brush, squeeze, pour).
• Extension: More confident pupils write 4 or 5 instructions or add descriptions (e.g., colour, size).

5. Sharing and Feedback (5 minutes)

• Invite volunteers to share their drawings and instructions with the class.
• Focus feedback on clarity of instructions and creativity.
• Summarise learning: How did the drawings help you write instructions?

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Differentiation

• Support: Use sentence starters ("First, I..."), visual word banks, one-to-one support if needed.
• Challenge: Encourage pupils to include sequencing words (first, then, last) or add an extra detail sentence.
• EAL learners: Pair with native speakers; use pictures for vocabulary support.

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Assessment

• Observe participation during brainstorming and group work for engagement and oral expression (LIT 1-26a).
• Check drawings and written instructions for understanding of sequencing and clear steps (LIT 1-14a & LIT 1-31a).
• Use a checklist aligned to success criteria.

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Extension Ideas

• Plan and write instructions for an outdoor task (e.g., How to build a den).
• Turn instructions into a simple class book with illustrations.
• Use ICT: type instructions on a computer/tablet with voice-to-text support.

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Reflection for Teachers

• Did pupils show growth in linking drawings to writing?
• How well did pupils use sequencing in their instructions?
• What strategies worked best for supporting diverse learners?
• Plan targeted small group teaching based on individual writing needs after this lesson.

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This plan honours the CfE's emphasis on developing literacy through real-life contexts, oral language development, appropriate differentiation, and pupil engagement. It also supports positive learner identity by building on prior knowledge with imaginative tasks.