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Text-Based Process Description

This instructional strategy allows for students to clearly articulate the actions within a text. Sometimes, texts describe the process for a particular action that students need to take. For example, in science, a text might describe the process for conducting a lab experiment, and in mathematics, a text might describe the process for writing a particular type of mathematical proof. In an English language arts class, students might need to understand the process of writing a research paper. This can help students plan for the intended action while also helping educators determine the depth of student understanding of how to apply the process.

HANDOUTS and RESOURCES:

Describing a Process Template

PREPARATION:

Determine the process that students will need to learn and select a text that addresses that particular process.
Have students read the text, asking them to isolate key information related to the given process. At the very least, students will need to identify key vocabulary terms and critical steps in the process.

STEPS:

SET UP NOTES: After students have read the text, ask them to work in partners or small groups to set up their notes, using Student Resource: Describing a Process Template as a guide.

**Note that they will need to leave space for multiple steps in the “Intermediate Action Steps” subsection of the larger “Sequencing of Action Steps” section.

BRAINSTORM: Then, ask students to brainstorm a list of key vocabulary words to place in the “Word Bank.” These will be key vocabulary words that students want to ensure appear in their process description.
DEFINE: Ask students to articulate both a short definition of the process they are about to describe and the function of the process.
SEQUENCE STEPS: Next, students will use the “Sequencing of Action Steps” portion of the template to draft action-step statements. Again, note that the “Intermediate Action Steps” subsection will have multiple steps.
SWAP: After students have drafted their action steps, ask them to trade action steps with another group who will then attempt to implement the process as it is literally described. If there are revisions that need to be made due to lack of clarity, the group will note those revisions.
SHARE OUT: Finally, have each group share their proposed revisions. The original group will then create a revised version of the process based on that feedback.

VARIATIONS:

Have students initially draft the action steps on sticky notes so that they can easily move them around, add to them, or delete them as they are brainstorming steps.

EXTENSIONS:

Students can draft an extended response essay that elaborates on the process in more detail. Ask students to review the steps for appropriate use of academic language. In cases where precise academic language isn’t used, students should revise the language.

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EXTEND: Text-Based Process Description

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Text-Based Process Description