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English · Ages 7–8 · 60 minutes

Writing clear instructions

Children write a set of instructions with a title, a list of things needed and numbered steps that begin with imperative verbs, using time words and adverbs to make each step clear.

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Success criteria

  • I can write a how to title and a you will need list
  • I can start each step with a bossy verb
  • I can make my steps clear enough for someone else to follow

Key vocabulary

  • instructions
  • imperative verb
  • bossy verb
  • steps
  • equipment
  • time words
  • adverb

You will need

  • a coat on a hook
  • a short example set of instructions
  • scissors and paper for a test
  • sticky notes
  • highlighters

Curriculum links

  • Year 3· England
  • Grade 2· United States

Practice sheets

Generated fresh each time you press a button, and marked instantly on screen.

The lesson at a glance

60 minutes in all. Timings are a guide: follow your class.

  1. Step 1: Starter

    The literal robot: stand by a coat on a hook.
    8 minutes

  2. Step 2: Teach

    Show a short example on the board: > How to make a paper fan > You will need: one sheet of paper, sticky tape.
    14 minutes

  3. Step 3: Guided practice

    Fix the instructions: show a weak example, How to brush your teeth: Get toothbrush.
    10 minutes

  4. Step 4: Independent practice

    Use the practice buttons.
    20 minutes

  5. Step 5: Plenary

    Two children read their instructions aloud while the "robot" (you or a volunteer) follows them literally.
    6 minutes

  6. Step 6: Assessment for learning

    Check that each step starts with a verb and contains one main action.

  7. Step 7: Differentiation

    Support: give a frame with the title and numbered boxes, plus a word bank of imperative verbs.

  8. Step 8: Common misconceptions

    Writing a recount instead: First I got the bread, then I spread butter...

  9. Step 9: Home link

    Ask your child to give you spoken instructions for a simple job, like making toast, and follow them exactly as said.

1.Starter

8 minutes

The literal robot: stand by a coat on a hook. "I'm a robot. I only do exactly what you tell me. Tell me how to put on my coat."

When someone says "Put your coat on", put it on upside down or over your legs. When they say "Put your arm in", put your arm in the hood. Children will quickly become more precise: "Hold the collar with both hands. Put your left arm into the left sleeve."

"What did you have to do to get me to wear it properly?" Be exact. Go in order. Say which arm.

2.Teach

14 minutes

Show a short example on the board:

How to make a paper fan You will need: one sheet of paper, sticky tape.

  1. First, place the paper flat on the table.
  2. Fold the bottom edge up by about two centimetres and press it firmly.
  3. Turn the paper over.
  4. Fold the same strip back the other way.
  5. Keep folding backwards and forwards until you reach the top.
  6. Finally, pinch one end together and wrap tape around it.

Read it and ask children to spot the features. Highlight them in different colours as they're found:

  • Title starting How to...
  • You will need list
  • Numbered steps in order
  • Imperative (bossy) verbs starting each step: place, fold, turn, keep, pinch
  • Time words: first, finally
  • Detail: about two centimetres, firmly

"Why does each step start with a verb?" Because it tells you what to do. "And why firmly?" So you press hard enough.

Step by step

  1. Do it firstTry the task yourself and notice every small action.
  2. List what you needWrite all the equipment before the steps.
  3. One action per stepIf a step has two ands in it, split it.
  4. Start with a bossy verbCut, fold, pour, stir, place.
  5. Test itGive your instructions to a partner and watch them follow exactly what you wrote.

The rest of the plan

Guided and independent practice, the plenary, assessment for learning, differentiation, common misconceptions and the home link are free with a Crayonbird account.

  1. Guided practice10 minutes
  2. Independent practice20 minutes
  3. Plenary6 minutes
  4. Assessment for learning
  5. Differentiation
  6. Common misconceptions
  7. Home link
See the whole plan, free

Learning Wiki

Fact and opinion

A fact is something that can be checked and proved true or false. An opinion is what someone thinks or feels, and other people may disagree.

Inference

Inference means working out something the writer has not said directly, using clues in the text plus what you already know. It is often called reading between the lines.

Summarising

Summarising means retelling the most important ideas of a text briefly, in your own words, leaving out small details and examples.

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