How-To Writing Exploration

Today we are going to learn about a type of writing called how-to writing. How-to writing is a type of informative writing that teaches readers how to do something. How-to books can teach us things like how to tie your shoes or how to plant a garden. They can even teach us how to build an airplane, which is exactly what you are going to be writing about over the next few weeks! Today, we are going to read this book. I want you to pay close attention and see what you notice about the choices the author made when she was creating her how-to book. I can ask and answer questions about key details in a text. (RL.1.1) I can follow agreed‐upon rules for discussions (SL.1.1(a)) I can produce complete sentences when speaking. (SL.1.6) Say: Guiding questions to consider asking/discussing during the read aloud: ● What do you notice about how the author created their how-to book? ● What are the words telling us? ● What do you notice about the way the author is talking? Do you think they’re talking directly to us? ● I notice that there are words under the pictures. These are called captions, and they help describe what we are seeing in the picture. Do you notice that the book is divided into sections? Why do you think how-to books are set up this way?

INDEPENDENT OR GUIDED PRACTICE Learning Targets Say: How-to books teach us about many different things. This how-to book teaches us good behaviors and how to be a better person. Let’s think about the different features of a how-to book so we can write them down on a class chart for us to look at when we start our own writing. I can follow agreed‐upon rules for discussions (SL.1.1(a)) I can produce complete sentences when speaking. (SL.1.6) Note: Create a chart titled “Features of How-To Writing.” Have students do a “Turn and Talk” about what they noticed about the words in illustrations in the book. Have students share out and list the features of how-to writing on the chart. (E.g.: How-to writings instruct or inform readers about how to do something.; How-to writings talk directly to readers.) CLOSING AND CELEBRATIONS Say: Today we learned so much about how-to writing! We are going to read more how-to books over the next few weeks, but the real fun will be creating our own how-to books about building airplanes!

Objective

By the end of this 20-minute lesson, 1st grade students will be able to:

I can ask and answer questions about key details in an informational text (RL.1.1).
I can participate in a structured discussion following agreed-upon rules (SL.1.1(a)).
I can produce complete sentences when speaking (SL.1.6).
I can identify and describe features of how-to writing.

Success Criteria

Students actively listen and respond to questions about the text.
Students use complete sentences during discussions.
Students participate in a “Turn and Talk” and share observations clearly.
A class chart is collaboratively completed that lists core features of how-to writing.

Standards Alignment

RL.1.1: Ask and answer questions about key details in a text.
SL.1.1(a): Participate in collaborative conversations with peers and adults following agreed-upon rules.
SL.1.6: Produce complete sentences when appropriate to task and situation.

Materials Needed

A selected how-to book (preferably one that teaches a simple skill and is engaging, e.g., How to Babysit a Grandpa or How to Make a Sandwich).
Chart paper and markers for “Features of How-To Writing” chart.
Visual aids/cards with sentence starters for dyslexic students or those needing verbal scaffolding.
Dyslexia-friendly font version of a sample how-to text to share on screen or printed handouts.

Lesson Breakdown

Introduction (3 minutes)

Introduce How-To Writing:
Say:
"Today we are going to learn about a special kind of writing called how-to writing. This kind of writing teaches us how to do something step by step. How-to books can teach us anything — from tying our shoes, planting a garden, or even building an airplane! Over the next few weeks, we will write our own how-to books about airplanes, but first, let's see how authors make their how-to writing."
Explain learning goals using I-can statements written where all children see:
“I can ask and answer questions about a text.”
“I can speak in complete sentences.”
“I can work well with my friends during discussion.”

Read-Aloud & Discussion (9 minutes)

Read a carefully selected how-to book aloud, showing pictures clearly. Use a dyslexia-friendly version or support as needed.
Pause after key pages to ask guiding questions:
- What do you notice about how the author created this how-to book?
- What are the words telling us?
- Does it feel like the author is talking directly to us?
- What do the captions under the pictures do?
- Why do you think the book is divided into sections?
Prompt students to answer in complete sentences:
Example: "The author is talking directly to us because she uses words like ‘you’."
Provide sentence starters on cards for students needing extra support, e.g., “I notice that …” or “The words tell me …”
Use discussion rules (eye contact, raise hand) and gently reinforce as needed.

Independent/Guided Practice - Turn and Talk (6 minutes)

Introduce the “Features of How-To Writing” chart:
- Title the chart: Features of How-To Writing.
- Ask the class: “Let’s turn to a partner and talk about the special parts of the book we just read.”
- Provide specific prompts:
  - What does the author do with words?
  - How do pictures help?
  - Who is the author talking to?
After 2 minutes, invite pairs to share their ideas.
As students share, write features on the chart as they emerge, modeling complete sentences:
- How-to writing teaches us how to do something.
- How-to writing talks directly to the reader.
- Pictures have captions that explain what is happening.
- The book is divided into parts or steps.

Closing & Celebration (2 minutes)

Gather students and summarize:
Say: “Today we learned a lot about how-to writing! We know it teaches us how to do things and talks right to us like a helpful friend. We made our own list of what to look for in how-to books. Over the next few weeks, we will read many how-to books and write our very own about building airplanes!”
Celebrate participation with positive feedback and a quick “thumbs up” or similar engagement gesture.

Differentiation Strategies

For diverse learners/dyslexia:
- Use dyslexia-friendly fonts and formats for the text.
- Provide sentence starters and visual aids for discussion participation.
- Sit near readers who need extra support during read-aloud for guided tracking.
For English Language Learners:
- Use visuals and gestures to reinforce meaning.
- Model questions and answers with simple language.
- Pair with supportive peer during Turn and Talk.
For Advanced Learners:
- Ask them to identify additional features such as transition words or special vocabulary used in how-to writing.
- Encourage them to think about why the author chose certain words to explain steps.

Extension Activity (Optional for early finishers or homework)

Draw a picture and write a simple caption that teaches how to do something, such as “How to Brush Your Teeth.”
Share with a family member and explain the steps to them orally using complete sentences.

This lesson plan scaffolds comprehension, speaking, and critical thinking skills aligned with Common Core standards while nurturing young learners’ voices and their understanding of informational texts in an engaging, supportive environment.

Teaching Instructions