English · Year 1

Active learning ideas

Understanding Procedural Texts

Active learning helps Year 1 students grasp procedural texts because they learn by doing, seeing how missing a step or misordering instructions changes the outcome. Hands-on tasks like making sandwiches or paper chains make abstract concepts like sequencing and imperative verbs concrete and memorable.

• ACARA Content Descriptions
• AC9E1LY05
• AC9E1LY06

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Hot Seat
• 30 min · Pairs

Pair Follow-Along: Sandwich Recipe

Provide simple recipe cards with numbered steps and pictures. Pairs take turns reading aloud and completing each step to make mini sandwiches. Discuss what helped them succeed, like numbers or diagrams.

Why do we use numbers when we write the steps for doing something?

Facilitation Tip

During Pair Follow-Along: Sandwich Recipe, circulate and listen for students using imperative verbs like ‘spread’ or ‘place’ as they guide their partners.

What to look for

Provide students with a simple recipe for making a sandwich. Ask them to number the steps in the correct order and circle all the imperative verbs. This checks their ability to identify and sequence steps.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Hot Seat
• 45 min · Small Groups

Small Group Craft: Paper Chain Instructions

Distribute craft guides for making paper chains. Groups follow steps collaboratively, then swap guides with another group to test clarity. Note any confusing parts and suggest improvements.

How do the pictures or diagrams help you understand the instructions?

Facilitation Tip

For Small Group Craft: Paper Chain Instructions, provide a mix of text-only and illustrated guides to highlight how visuals support understanding.

What to look for

Present students with a picture of a completed craft (e.g., a paper airplane). Ask them to verbally explain the first three steps needed to make it, using imperative verbs. This assesses their understanding of sequential instructions.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Hot Seat
• 25 min · Whole Class

Whole Class: Morning Routine Sequence

Model a class morning routine as a procedural text on the board. Students sequence jumbled steps as a group, then act them out. Vote on the clearest version.

Can you write steps to tell someone how to do something you already know how to do?

Facilitation Tip

In Whole Class: Morning Routine Sequence, model how to verbally sequence steps before writing them on the board with student input.

What to look for

Show students two versions of instructions for the same task: one with numbered steps and diagrams, and one without. Ask: 'Which set of instructions would be easier to follow and why? How do the numbers and pictures help?' This prompts them to analyze the effectiveness of procedural text features.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 04

• Hot Seat
• 20 min · Individual

Individual: Toothbrushing Guide

Students draw and label their own four-step toothbrushing procedure using numbers and pictures. Share one step with a partner for feedback before finalizing.

Why do we use numbers when we write the steps for doing something?

What to look for

Provide students with a simple recipe for making a sandwich. Ask them to number the steps in the correct order and circle all the imperative verbs. This checks their ability to identify and sequence steps.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Teach procedural texts by modeling think-alouds of your own thought process while following instructions. Emphasize that the goal is accuracy, not speed, and that diagrams are tools, not decorations. Avoid rushing through steps—pause often to let students predict what comes next. Research shows that children learn sequencing best when tasks have meaningful consequences, like a lopsided craft or messy sandwich.

Students will follow instructions carefully, use imperative verbs in their own steps, and recognize the importance of diagrams and sequencing. Success looks like accurate task completion, clear verbal explanations of steps, and self-correction when mistakes occur.

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Watch Out for These Misconceptions

• During Pair Follow-Along: Sandwich Recipe, students may skip steps they think are obvious, like washing hands.

  Pause the activity after step one and ask partners to compare their sandwiches. Point out differences caused by skipping steps, then restart with a reminder that all steps ensure consistency.

• During Small Group Craft: Paper Chain Instructions, students may ignore diagrams and rely only on the written steps.

  Provide half the groups with illustrated guides and the other half with text-only instructions. After crafting, have groups compare results and discuss which version was easier to follow and why.

• During Whole Class: Morning Routine Sequence, students may think step order is flexible as long as all actions are completed.

  Write two different orderings of the same routine on the board. Ask students to act them out and compare outcomes. Discuss how sequence prevents confusion, like putting on shoes before socks.

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Methods used in this brief

• Hot Seat