LESSON FIVE: Writing Simple Directions in Sequential Order
Students write simple directions for making or doing something.
GRADE-LEVEL EXPECTATIONS ADDRESSED
R3C Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction from a variety of cultures and times: Text elements
W3E Write effectively in various forms and types of writing: Audience and purpose
§ Sources of Literature
o Sentence strips/index cards
o Chart paper
o Nonfiction texts such as New, Weekly Reader, or Time for Kids
§ Handouts provided
§ Words to know
Students write simple directions on sentence strips, putting each step on a separate strip. The teacher collects and distributes to different students so that no one has their own set. Students number the sentences in the set they receive in the correct order.
1. Tell students you have a video on bartering and another teacher has a book that you want to read to the class. Ask, “What can we do to get the book?”
What is wrong with these steps? (Answer: They are out of order.)
Would it be better if I had told you these steps in a different order? Explain. (Answer: It is easier to remember and understand when steps/events are listed in the order they occur.)
How could you improve this passage so it is easier to remember/understand? (Answer: Put events/steps in sequence.)
2. Read passage from text or other nonfiction source with sequence out of order. After discussion of how this was hard to understand, reread passage the way it was originally written.
Select a passage or article that has obvious sequence of events. Might want to talk about use of transitional words: first, next, and, then. Make sure students do not number the steps/events on their strips/cards. Save these sentence strips as they will be used in the formative evaluation.
3. As a class, write directions for wrapping a present, using three steps. Record steps on chart paper or board.
4. Students write directions for __________________.
Example: Write three-step directions for feeding your pet.
Write one step/event on each card/sentence strip.
Students may select their own topics.