Writing Clear Steps

Lesson 3 of 4: Writing Our How-To Guide

Unit: Building Airplanes Together
Grade: 1st Grade
Duration: 30 minutes
Class Size: 15 students

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Learning Objectives (I can statements)

• I can write clear and simple steps to explain how to build an airplane.
• I can use transition words like first, next, then, and finally to organize my writing.
• I can begin drafting my own how-to guide using complete sentences.

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Common Core Standards Alignment

CCSS.ELA-LITERACY.W.1.2

• Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

CCSS.ELA-LITERACY.W.1.2.A

• Identify and use temporal words (first, next, then, last) to signal order.

CCSS.ELA-LITERACY.W.1.5

• With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing.

CCSS.ELA-LITERACY.SL.1.1

• Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

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Materials Needed

• Whiteboard and markers
• Example how-to guide poster ("How to Make a Sandwich") with clear steps and transition words
• Student Writing Journals or lined paper
• Pencils, crayons/colored pencils
• Sentence strip with transition words: First, Next, Then, Finally
• Dyslexia-friendly printed directions using a clear sans-serif font (e.g., OpenDyslexic or Comic Sans, large font size, colored background strip)
• Visual step icons (e.g., picture symbols for each step)

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Lesson Breakdown

1. Introduction and Review (5 minutes)

• Greet students and briefly review what they learned last lesson about airplanes.
• Display the example how-to guide poster ("How to Make a Sandwich"). Read it aloud emphasizing transition words: first, next, then, finally.
• Ask "Why do we use these words?" to guide understanding of sequencing steps.
• I can: know the words that help me organize the steps.
• Success Criteria: Students listen and identify transition words in the example.

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2. Mini-Teaching: Writing Clear Steps (7 minutes)

• Explain to students that today they will begin writing their own guide about building airplanes using simple sentences.
• Use sentence starter frame on the board:
  • First, ______________.
  • Next, ______________.
  • Then, ______________.
  • Finally, ______________.
• Model writing 2 steps on the board using airplane building ideas (e.g., "First, gather all the airplane parts." / "Next, put the wings on the body.")
• Emphasize writing short, clear sentences and using transition words.
• I can: write clear steps using transition words.
• Success Criteria: Students understand the sentence structure and use of transitions.

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3. Guided Practice: Drafting Step-by-Step (12 minutes)

• Students begin drafting their own how-to guide in their writing journals or paper.
• They use the sentence starters on the board and visual step icons for support.
• Teacher circulates and supports students, prompting them to use transition words.
• Encourage students to say their step aloud before writing.
• Allow drawing with crayons for steps they find hard to write yet.
• Partner sharing (if time allows): Students share 1 step with a partner.
• I can: write at least three steps about building an airplane.
• Success Criteria: Students write complete sentences with transition words for their steps.

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4. Closing and Sharing (5 minutes)

• Invite 3-4 students to read their favorite step.
• Highlight good use of transition words and clear instructions.
• Reinforce the importance of clear steps for readers to understand.
• Preview next lesson: revising and adding diagrams to their how-to guide.

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Differentiation Strategies

• For Struggling Writers / ELL: Provide sentence starters, visual cues, and allow drawing as part of the steps. Use dyslexia-friendly fonts and colored paper strips for directions. Pair with a strong peer buddy.
• For Advanced Learners: Challenge to write a “why” sentence explaining why a step is important or add an extra step. Encourage use of adjectives (e.g., strong wings, bright colors).
• For Speech Impaired or Shy Students: Provide alternative modes of sharing such as recording a verbal step with a tablet or drawing more detailed pictures.

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Extension Activities

• Create a classroom “How-To” book by compiling each student’s steps into one book with illustrations.
• Students can act out a step-by-step airplane building process in small groups.
• Introduce digital tools to type their steps if devices are available.

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Assessment

• Informal formative assessment as teacher observes students writing and using transition words.
• Check student drafts for:
  • At least 3 clear steps written
  • Use of transition words (first, next, then, finally)
  • Complete sentence structure.

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This lesson sparks early informational writing skills aligned with 1st-grade Common Core standards, balancing structure with creativity and multimodal supports for diverse learners.