Summary

This lesson provides an opportunity for pupils to explore some of the features of instructional texts.

In the first activity pupils drag labels into position to name the three main elements of instructional texts. In the second activity they then learn how linking words, such as "first", "then" and "finally", help to indicate order in sets of instructions. Finally, the last activity focuses on the use of action verbs in instructional texts.

Instructions tell you how to do or make something. The structure usually consists of three elements: a goal (often the title), a list of materials (things you need) and a list of ordered steps (what you need to do). Linking words to do with time are often used in the ordered steps. These words help you understand the correct order in which to do things.

Recipes are special types of instructions that tell you how to make something to eat. Like other instructions, a recipe includes a list of materials (ingredients) and ordered steps that tell you what to do. The ingredients are usually listed in order of use. The ordered steps use mainly action verbs, for example: "mix", "boil" and "add".

The activities in this lesson are designed to prepare pupils with the skills needed to write their own instructions.

Suitable for

Year 3

Using a non-interactive whiteboard

The activities can be used in the same way and controlled from the desktop computer.

Prior learning required

Pupils should have done some initial work on verbs.

Aims and objectives

• to understand the purpose of instructional texts
• to expand their vocabulary of time words and verbs
• to understand how instructions are organised and be able to write them

Suggestions for group activities

• A selected group of pupils could operate the interactive activities and explain their answers.
• Away from the whiteboard, groups could compare different sorts of instructional texts and discuss the merits and limitations of each, for example: directions, rules and timetables.
• Ask pupils to write a set of instructions. Pupils may find it helpful to use text from the activities as a model.
• Ask the class to think of other time words and words that describe actions in instructions.

Suggestions for differentiation

• Less able pupils may need support in writing activities. A writing frame should be provided for instructions.

Further activities

• Move on to writing more complex instructions, such as rules for playing games. The order of the instructions is very important. Get groups of pupils to try out instructions written by others in the class.

Curriculum links

Language

Oracy

Reading

Writing

ICT

Use ICT to generate, organise and communicate ideas.