Language Arts · Grade 3

Active learning ideas

Giving and Following Instructions

This topic transforms students into expert communicators by exploring how to give and follow instructions effectively.

• Ontario Curriculum Expectations
• The Ontario Curriculum, Grades 1-8: Language, 2023 - Strand B. Foundations of Language

• 20–30 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Think-Pair-Share
• 20 min · Pairs

Barrier Drawing Game

In pairs, students sit back-to-back. One student describes a simple drawing they have, and the other tries to replicate it based only on the verbal instructions. The goal is to make the drawings match as closely as possible.

Identify the most important parts of a clear instruction.

Facilitation Tip

Encourage the speaker to use precise language about shape, size, and position.

What to look for

Observe students during a paired activity like the 'Barrier Drawing Game'. Use a checklist to note their use of precise language, sequencing words, and ability to ask clarifying questions.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 02

• Think-Pair-Share
• 30 min · Individual

Recipe for a Silly Task

Students write a 'recipe' with step-by-step instructions for a simple, silly task like 'How to Put on Your Shoes' or 'How to Tidy Your Desk'. They then exchange recipes with a partner who must follow the instructions exactly as written.

Explain what can happen if instructions are not given in the correct order.

Facilitation Tip

Co-create a checklist for good instructions before students begin writing.

What to look for

Have students write a 'How-To' guide for a simple classroom procedure, like borrowing a book from the library. Assess the guide using a rubric for clarity, correct sequence, and use of key vocabulary.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Think-Pair-Share
• 25 min · Small Groups

LEGO Model Builders

In small groups, one student (the 'foreman') has the instruction sheet for a simple LEGO model but cannot touch the bricks. They must read the instructions aloud to the 'builders,' who assemble the model.

Justify why it is important to ask questions if you do not understand a direction.

Facilitation Tip

Pause the groups midway to discuss what is working well and what is challenging.

What to look for

Provide students with a simple checklist to review their own written instructions. Questions can include: 'Did I use order words?' and 'Will my partner know exactly what to do from my words?'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Begin by modelling the process with a simple, shared classroom task. Use a think-aloud to show how you choose precise words and put steps in a logical order. Co-construct anchor charts with key vocabulary and features of good instructions to support independent work.

Students will learn to craft clear, step-by-step directions and become attentive listeners who can follow complex instructions with confidence.

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Watch Out for These Misconceptions

• If someone doesn't understand my directions, it's their fault for not listening properly.

  Effective communication is a two-way street. The person giving instructions has a responsibility to be as clear, specific, and logical as possible so the listener can be successful.

• The order of the steps doesn't matter as long as you do all of them.

  The sequence is often the most important part of instructions. For example, you must put your socks on before your shoes, or you must pour cereal in the bowl before adding milk.

• Asking questions means you are not smart enough to understand.

  Asking questions is a smart strategy. It shows you are thinking carefully and want to complete the task correctly the first time, which saves time and prevents mistakes.

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Methods used in this brief

• Think-Pair-Share