Embedded Files
Instructional Writing
Instructional Writing
(Age group 6 to 8 years old)
Cambridge Objectives
Cambridge Objectives
3Ws.01 Write a logical sequence of events or ideas, e.g. to develop the plot of a story.
3SLs.01 Listen and respond appropriately, including following a sequence of instructions to carry out an activity.
3SLs.02 Ask questions about what is heard or read that demonstrate understanding of the main points.
3Ri.09 Follow written instructions to carry out an activity.
3SLm.03 Use vocabulary appropriate to the situation.
3SLg.03 Extend a discussion by contributing relevant comments.
3SLg.04 Take turns in a discussion, acknowledging what others have said.
3Rs.01 Explore and describe how events or ideas in a text relate to earlier or later events or ideas.
IB PYP Connections
IB PYP Connections
Theme: How the world works
Central Idea: When we explore the world around, we begin to understand the form and function of the objects that surround us and how they are connected.
Key Concepts: Form, Function, Causation, Connection
Related Concepts: Structure, Pattern, Sequences, Consequences, Interdependence
Lines of Inquiry:
What are important features of instructional texts?
Why is it important to have all steps in order?
How do transition words help the reader of an instructional text?
Before you teach... Students should identify and use simple organizational features appropriate to an informational text, such as subheadings and labelled diagrams.
Students should have whole class experience planning writing through discussion, such as talking about revising writing and adding important details before writing an instructional piece.
Brainstorm
(1 day)
(10-15 minutes)
Model: Read a How- To text together.
(5-10 minutes)
Guided Practice: Create a list of possible instructions to create. Select one together.
(20-30 minutes)
Independent Practice:
Brainstorm!
Pair up students to brainstorm a How-To topic they will collaborate on and create together.
Draft
(1-2 days)
(10-15 minutes)
Model: Demonstrate how to use a mind map chart to create steps around our How-To topic.
(5-10 minutes)
Guided Practice: Class discusses important steps for instructional topic while teacher demonstrates how to organize their mind map.
(20-30 minutes)
Independent Practice:
Draft!
Students begin first draft using a mind map to spread out and add steps when needed. Students will order steps and add steps when needed.
Revise
(2 days)
(10-15 minutes)
Model: Demonstrate rereading example mind map in step order. Talk students through your thought process when adding the first couple of transition words to each step.
(5-10 minutes)
Guided Practice: Discuss why adding transitions helps reading How-To texts. What transition would come next?
(20-30 minutes)
Independent Practice: Revise!
Students reread their steps and add transition words to help add order.
(This is when the teacher should meet with each set of partners to confer.)
Edit
(1 day)
(10-15 minutes)
Model: Prepare examples of instructional sentences needing to be fixed. Review the sentence checklist.
(5-10 minutes)
Guided Practice: Students discuss together mistakes found in example sentences, and rewrite them correctly.
(20-30 minutes)
Independent Practice:
Edit!
Students read revised drafts carefully, focusing on capital letters at the beginning of sentences and proper punctuation at the end. Students also check that their verbs agree with the subjects in their sentences.
Publish
(1-2 days)
(10-15 minutes)
Model: Review sample text with students. Discuss what makes the text easy to read with pictures and diagrams.
(5-10 minutes)
Guided Practice: Display sample posters. Discuss what students like and dislike about sample posters. What do they want to add to their posters?
(20-30 minutes)
Independent Practice: Students transfer their revised writing to poster paper. Students plan their poster layout based on examples displayed.
Share
(1 day)
(10-15 minutes)
Model: Demonstrate a Gallery Walk by walking around the room and pausing to read a poster.
(5-10 minutes)
Guided Practice: Discuss how to write 1 star and 1 wish to share thoughts about a piece of writing.
(20-30 minutes)
Independent Practice: Students walk and observe pictures adding 1 star and 1 wish to each poster they read.
Reflect
(1 day)
(10-15 minutes)
Model: Review some stars and wishes that students could possibly see. Reflect out loud about what you learned from writing steps- the fun times and the challenges.
(5-10 minutes)
Guided Practice: Discuss with students what was learned through writing instructional texts, what was tricky?
(20-30 minutes)
Independent Practice: Student partners look at their comments and decide if they agree. Students write a brief reflection on their writing process.
Resources:
Writing Process Poster: https://www.teacherspayteachers.com/Product/The-Writing-Process-Pencil-4341215
Sample Instructional Text: https://www.twinkl.com/resource/au-l-592-how-to-make-a-telephone-call-procedure-writing-sample
Sentence Checklist: I Can Write Complete Sentences by Haley O'Connor | TpT (teacherspayteachers.com)
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