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Lesson Title

Students will write the steps of their How- To books by using transition words.

Discipline

Writing

Grade Level

1st Grade

Grouping

Class consists of 25 students. Students will work with partners and small groups will be formed based on prior
assessment of student writing
Students will sit in the meeting area while the teacher discusses tell across their fingers strategy while using transition
words.
Students will listen while the teacher reads a How-to book called A Salad Feast by
Students will listen while the teacher tells the students the steps of the teachers How-To book by using transition
words and using the across the finger strategy.
Students will turn and talk with their partners and describe their steps of their how to books using the across the
fingers strategy.

Class Organization/Class
Management:

Central Learning Focus


Central Focus
Content Standard

Students will be able to provide a how-to informational book and demonstrate knowledge of how to (i.e., procedural)
writing.
CCSS. ELA- LITERACY RI 1.1.: Ask and answer questions about key details in a text
CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts in which they name their topic, supply facts about
the topic, and end with a sense of closure.
CCSS.ELA-LITERACY.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.
CCSS. ELA- LITERACY W.1.6: With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.

Student Learning
Goal(s)/Objective(s)
Prior Academic Knowledge
and Conceptions

Students will be able to sketch their steps to their how-to books.


Students will be able to state sequence steps to their how-to books to the rest of the class.
Students will be able to explain using academic language.
Prior knowledge of sequence and transition words.
Prior knowledge of using across the fingers strategy
Across the fingers strategy is an organized strategy to help the students state the steps of their how-to book
by using transition words and each finger represents a transition word. (i.e. thumb is First , index finger is

Academic Language
Demands

Differentiation/ Planned
Support

Next, middle finger is Then, ring finger is Last and the pinky finger is Finally)
The lesson will begin with the teacher and students recall the previous writing unit, when the students wrote
about personal narratives, such as an event in their life and used procedural writing to share their small
moments story with the class.
Students will be reminded that when they wrote their small moments, they used sequence words, such as
transitions words, a lead, an ending and details (e.g. action words, speech bubbles, labels).
Prior to the lesson, the teacher read The Pumpkin Book, by Gail Gibbons to the students and inside the text,
the author added a section called How to Carve a Pumpkin, where steps are displayed using transition
words to give the reader instructions on how to carve a pumpkin.
Transition words (e.g. first, next, then, last, finally)
Discuss
Sequence order
Write
State
Lead
Small moments
Details
The student who has an IEP will be grouped with 3 other students and also with the students
paraprofessional who will prompt transition words for the students.
Teacher will work with small groups providing a model of the use of transition words and using academic
language.
Struggling writers will be supported with transitional words and visual prompts to list the exact steps of their
procedure.
Chart of transitional words will be displayed
Across the fingers strategy will be displayed on the word wall
A model of procedural writing booklet will be provided and also a procedural list will be displayed.
Instructional Strategies and Learning Tasks

Resources and Materials

Launch

Pencils
Elmo
How to Booklet (blank)
1 chart paper called How to Write A How to Book displayed in front of the classroom
A completed model displaying How to Make Play-Doh in front of the classroom
A How to Book called A Salad Feast by
Print outs of How to Wash Your Hands; Examples of Bedtime Routine & Visual Schedule and How to
Carve a Pumpkin pictures.
Teacher will read a how-to book to the students called A Salad Feast by

Exploration

Structured Practice

Application

Student Feedback

Closure/Discussion

Teacher will demonstrate the steps that is being read to the students and explain how the teacher would add
transition words to this how-to book.
Connect to previous learning by showing a chart of ideas brainstormed in prior lessons
Through a think aloud model how to select the topic that the writer knows most about as a topic for a book
Model Think and Plan to show how to plan and write How-To book
Students will Think and Plan the steps to writing their How-to Books.
Students will think of the steps out loud while using the across my fingers strategies to help organize their
steps prior to writing their steps in their books.
Students will rehearse using across your fingers strategies with their carpet partner, as the listening partner
can try to imagine doing the activity.
Teacher will go around the classroom and listen to the students idea and assess students understanding.
Teacher will share some of the students ideas and also show the students a completed model of the
teachers how-to book that includes sketches and steps using transition words.
Teacher will provide the students with a large chart paper that is displaying the steps procedure the teacher
used in the teachers how-to book in front of the class.
Teacher will provide the students with leveled templates to help students write their steps to their how to
books.
Students will be able to choose which template they would like to use and return to their seats to begin writing
their steps to their how-to books.
Teacher will work with a small group and will provide transitional words and visual prompts to help students
list the exact steps of their procedural writing books.
Conference notes will be kept to inform teaching.
Students work will be collected and analyzed.
Students will apply what they learned about writing steps using transition words by describing and explaining
the steps that the student needs to know in order to teach their fellow classmates how to do something.
Students can read what they wrote down or explain it to the class without using what is written down.
During the time the students are working individually, go around the room to see how each student is doing.
Make sure to observe if the students are using transition words in their steps and that their steps are in
sequential order.
Once the students have completed their steps have the students share what they have written down with the
class and provide verbal feedback to the students.
Once students have finished discussing and sharing their steps ask and answer any questions if needed.
Collection of students work to determine if the students meet the learning objective.
Academic Language Demand(s)

Academic Language

Group discussion
Transition words(first, next, then, last, finally)

Language Functions

Engagement

Student Support

Sequence order
Lead
Small Moments
Details
The knowledge that students should have is being able to help each other if it is needed.
How to describe and write procedural books using transitions words.
How to write procedural books in a sequential order
Students will use listening during the group discussion and share circle when the students are sharing their
ideas and steps to their books.
Students will use writing when they are writing their steps on the booklet that is provided to them.
Students will use speaking when they are discussing and sharing their ideas and steps of their books.
The teacher will provide a model of a how-to book using academic language, sketches and transition words.
A chart will be displayed showing the students how to write a how to book, with writing and visual effects on
the chart along with vocabulary words listed.
Students will be able to support each other by sharing their ideas using transition words.
Assessments

Expectations of Student
Learning

Type and description of


assessment (summative
and formative, informal and
formal)
Modifications to the
assessment so that all
students could
demonstrate their learning

Evaluation Criteria of Data

I expect the students will be able to complete the steps of their how-to books.
I expect the students will be able to work and communicate with other students at their table and during the
group discussion.
Students will be able to write all the steps of their how-to book or a few steps to their how-to books.
I will document observations of students work and student share time to determine if the students made
progress and meet the expectations.
Students will be assessed by students written work.
Teachers notes during the lesson
Observations of partnerships if students requested help from a fellow classmate.
Provide written models of what is to be done.
Small group work with either the teacher or the paraprofessional in the classroom to support the struggling
students.
Differentiate the handout the students are to use when writing their steps. (e.g. handouts will have the
transition words listed on them)
Use small moments pieces as pre-assessment
The assessments would be able to provide me with evidence on whether students understood the material that
was taught or if they had trouble with the material being discussed.
Since the students have worked on writing procedural writing in their small moments books, I should be able to
see if the students were able to write their steps successfully or not based on the individual work provided by

the student
A check list titled How did I do? will be provided to the students to help the students complete their how-to
books.
A rubric for completed piece

An extension activity will include having students retell stories from their own how-to books. Students can actually work together to turn
into life their own how-to creation.