STAGE 1 PROCEDURES

Stage Statement (extract)

Students who have achieved Stage 1 use English in ways that reflect their foundational competence in spoken and written texts. Students produce brief written texts that are understood by others and that include related ideas and information. They are aware that writing can be planned, reviewed and changed, and can discuss these processes. Students use computer technology to construct texts. They understand that texts constructed in this way can be manipulated to cater for additions and alterations in style. They spell correctly many frequently used words and use what they know about lettersound correspondences to help them spell. They write legibly in NSW Foundation Style. They attempt to use correct punctuation (capital letters, full stops).

Social Purpose Procedures tell how to do something. This might include instructions for how to carry out a task or play a game, directions for getting to a place, and rules of behaviour.

Structure Procedures are usually organised to include: the goal of the activity; any materials needed to achieve the goal; steps to accomplish the goal. Some procedures have optional stages such as explaining reasons for a step, providing alternative steps, giving cautions, or mentioning possible consequences. Directions, rules and spoken procedures will have a slightly different structure from those that give instructions to make something. Grammar Focus
The use of simple, clear instructions using commands (the imperative), eg Get the cardboard and cut three

triangle shapes and one square shape. The use of adjectives to describe details, eg long, strong nails. The inclusion of details such as where?, for how long?, how?, eg Cut out the shapes and put the square on the base. Put glue on the sides of the triangles and hold for 1 minute. The use of polite forms when requesting help, eg Could you please open this for me? The use of connectives to indicate sequence, eg then, after that.

Grammar Terminology Students at this stage will be using terms such as: action verbs, which tell us what to do (ie commands); describing words/adjectives; (EXTENSION) phrases telling where, when, how; prepositions, eg in, above, under, out ; time connectives. RICH TASK : Whats the big idea? Students are to create their very own TV show in the manner of better homes and gardens. All of the learning tasks will equip students with the necessary skills to complete this task in a group. With teacher assistance, students will write, film and present a procedural segment on an area of their choice and add it to a teacher led video package that is to be presented to the rest of the stage and/or parents.

STAGE 1 PROCEDURES
Pre Test As a class, model how to complete a chosen art piece. Take photos of each stage and use as stimulus for students to complete a procedure. Mark against a rubric and compare results to completion of the unit. Use data to help determine unit direction. Introduce ASESSMENT RUBRIC TO STUDENTS. DISPLAY AT FRONT AND PASTE IN BOOK.

Lesson 1: Social Purpose Provide a number of procedures as model texts. Discuss their purpose and audience. Have students consider who writes different types of procedures, and why they write them, eg food manufacturers supply free recipes to people who will purchase their products. Activity : Provide an array of concrete examples. Have students identify purpose and group in similar topics/functions. Diff : Provide more difficult examples to extension and remain with remedial.

Lesson 2: Structure Revise examples of procedures and see if students can identify structures. Complete in groups in game environment. Ask questions relating to the function of each stage of a procedure, eg Which part tells what you have to do? Provide structure cards with headings. In groups, students must create descriptions of what each section details. Discuss and place around room for future reference. Annotate the sample text with stage names and their functions.

Lesson 3: Images / Diagrams Place students in mixed ability groups. Provide a range of procedures cut up into different sections. Students must race to mix and match and put them back together. LINK WITH COGS : MAPPING A PATH : Students follow a map. Students collect information at each feature site. They should record their observations of details of objects, patterns, textures and colours, as well as sensations (feelings, sounds, smells). Collectively the students will cover a range of aspects of the site. The recordings of the journey can be kept as individual logs or folios. Use collected resources to create

STAGE 1 PROCEDURES
Take photos at each stop. Have students refer to in class when creating a procedure on how they created their art piece. DIFF Focus on the creation of one art piece at one site. Extension to complete whole series.

Lesson 4: Verbs Place students in mixed ability groups. Have them follow a recipe with all of the verbs removed. Film the process and discuss results. Highlight the importance of verbs and how processes can change when verbs are altered. Using previous procedures, in groups, students highlight/brainstorm action verbs and add to class word bank. EXT : Look at different procedures and insert different verbs. Film the differences made when using different verbs. Allow students to retry recipe with new verbs inserted. DIFF Remedial students/groups to receive letter clues. Extension to receive no assistance at all. Take photos for students to annotate on blog using publishing programs.

Lesson 5: - Connectives Group in ability groups. Provide students with a deconstructed procedure that has not been used yet. Challenge students to put the procedure back together in the correct order. Question what techniques they used guide towards identifying connectives and how they chronologically sequence the text. In ability pairs, identify and record connectives to add to a word bank from previous texts. Provide students with several other deconstructed texts to practice their new skills.

Lesson 6:- Prepositions Provide students with a deconstructed procedure in which they have to put back together as a warm up. Extension students to also have verbs missing. Discuss strategies of how it was put back together.

STAGE 1 PROCEDURES
In pairs, students are to copy block/counter patterns without looking. They are to rely on oral/written instructions from their partner whilst facing back to back. Compare student attempts to original patterns/block formations. Introduce prepositions. Discuss how important they are when giving instructions. Brainstorm by searching through previous procedures and add to a class word bank. Complete a range of procedure cloze passages with prepositions missing. DIFF Provide letter clues for remedial group.

Lesson 7:- Using Images to Write Provide students with a deconstructed procedure in which they have to put back together as a warm up. Extension students to also have verbs missing. Discuss strategies of how it was put back together. Model and complete a procedure/recipe etc to the class. Take photos of each step and transform them to a photocopied pro forma listing stages to support independent writing of a procedure, eg Goal, Materials, Steps. Have students complete the procedure in pairs. DIFF Extension students to work independently with no pro forma. Images to be placed on the IWB in which to draw upon. Photograph/Scan work samples and discuss with class. What makes a great procedure? Analyse with peers.

Lesson 8:Junior Masterchef Review - Photograph/Scan work samples and discuss with class. What makes a great procedure? Analyse with peers. Reinforce against rubric how would it score? Students placed in mixed ability pairs and handed materials and resources to make sherbet. No further instructions are given. Students must trial ingredients and processes to make the perfect sherbet, recoding their steps upon the way. The teacher is then to get other students to read out the procedure and create. Winners will be the pair that can make the best tasting sherbet. Film and create videos for blog.

STAGE 1 PROCEDURES
Lesson 9: Oral Instructions Review - Photograph/Scan work samples and discuss with class. What makes a great procedure? Analyse with peers. Reinforce against rubric how would it score? Discuss importance of using explicit and direct language when reading out a procedure. In mixed ability groups, students are to play blind/back to back games in which they must complete a variety of tasks by relying on instructions and voices. Discuss problems and how to ensure that the procedure is followed correctly. Allow groups to complete for points/competition.

Lesson 10: Better Homes and Gardens Investigate a range of shows that show a range of different procedures. Challenge students to work in ability pairs to create their very own segments for a class show. Inform students that they must write, practice, film then edit their segments. Once completed, piece all of the segments together to create a TV episode. DIFF Work with remedial students in a large, singular group. Encourage extension students to use adjectives, adverbs and add props/imagery to scene.

Lesson 11: Revise what makes a fantastic procedure. Refer to the rubric and discuss. Complete a procedure in front of the whole class. Challenge students to create a procedure text of what has just occurred. Mark against rubric. Compare against pre-test data.

RICH TASK : Whats the big idea? Students are to create their very own TV show in the manner of better homes and gardens. All of the learning tasks will equip students with the necessary skills to complete this task in a group. With teacher assistance, students will write, film and present a procedural segment on an area of their choice and add it to a teacher led video package that is to be presented to the rest of the stage and/or parents.