You will learn
- Listen to all the steps before starting.
- Remember or write the steps in order.
- Follow two to four steps correctly.
- Check your work against the instructions.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Listen to every step first.
- Notice order words like first, next, then, last.
- Do each step in order.
- Check that you did them all.
Words to know
words that tell you what to do
one part of a set of instructions
the order in which things happen
look again to make sure
1. Discover: Making a paper boat
Ms. Bello says, “First, fold the paper in half. Next, fold the corners down. Then, fold the bottom edge up. Last, open it and push out the sides.” Tolu listens to all four steps before touching the paper. Kofi starts folding after step one and gets confused.
Think: Why did Tolu finish the boat?
2. Understand: Following steps
Idea 1: Listen to everything
Listen to all the instructions before you start. You will know what the whole job is.
Idea 2: Use order words
Words like first, next, then and last tell the sequence of the steps.
Idea 3: Do and check
Do each step in order. At the end, check that you did every one.
3. Worked examples
Example 1 (I show you): Order
Put in order: last, first, next.
- Look for the beginning.
- Look for the end.
Answer: first, next, last
Example 2 (We do it together): Count steps
“First wash your hands. Next dry them. Then sit down.” How many steps?
- Count the order words.
Answer: 3
Example 3 (You try): Check
What do you do after the last step?
Show the steps and answer
- Think about the steps.
Answer: check that you did them all
Did you know?
Recipes, game rules and science experiments all use multistep instructions.
Why this matters
Following instructions helps you finish tasks safely and correctly.
4. Explore: Follow the steps
Follow a four-step set of instructions.
- Listen to all four steps.
- Say them back.
- Do them in order.
- Check your work.
Think about it: what did you notice?
You followed multistep instructions.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- First, I ___.
- Next, I ___.
- Then, I ___.
- Last, I ___.
Guided practice
Question 1. “Touch your head, clap, then sit.” What is the second step?
clap
Question 2. What word means the very last step?
last
Question 3. Why listen to all the steps first?
so you know the whole job
Independent practice
Level 1: Start
- A set of ___ tells you what to do.
- One part of the instructions is a ___.
- The order is called the ___.
- We ___ our work at the end.
- “First, next, then, last” are order ___.
Level 2: Grow
- Do these: stand, turn around, sit down. What is the first step?
- “Open the book, find page 5, read the title.” How many steps?
- Say your own two-step instruction.
Level 3: Stretch
- Why is order important in a recipe?
- Kofi starts before the instructions end. What goes wrong?
- What order words can you use?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Ask someone to give you a three-step instruction at home. Do it carefully.
Show a sample answer
Get a cup, fill it with water, bring it to me.
Another one. Write a four-step instruction for brushing your teeth.
Show a sample answer
First, put paste on the brush…
7. Common mistakes
Fix: Listen to all steps first.
Fix: Check each one.
8. Lesson summary and revision card
- I can listen to all the steps.
- I can use order words.
- I can do the steps in order.
- I can check my work.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Listen to all steps first.
- Use order words.
- Do each step in order.
- Check your work.
11. Next lesson
Next lesson: Asking relevant questions. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a step? [1 mark]
- Name two order words. [2 marks]
- Why should you listen to all the steps first? [1 mark]
- Put in order: dry hands, wash hands, sit. [2 marks]
- Explain how to follow multistep instructions. [3 marks]
Total: 9 marks.
Marking guide and model answers
- one part of a set of instructions [1]
- first [1]; next/then/last [1]
- to know the whole job [1]
- wash hands [1]; dry hands, sit [1]
- listen to all steps [1]; do in order [1]; check at the end [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A set of ___ tells you what to do.
- One part is a ___.
- The order is the ___.
- Order word for the start:
- Order word for the end:
- We ___ our work.
- True or false: we skip steps.
- True or false: we listen to all steps first.
- Write a two-step instruction.
- Do a three-step instruction.
Homework
Give a family member a three-step instruction and see if they follow it.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A set of ___ tells you what to do. | instructions | 1 |
| 2. One part is a ___. | step | 1 |
| 3. The order is the ___. | sequence | 1 |
| 4. Order word for the start: | first | 1 |
| 5. Order word for the end: | last | 1 |
| 6. We ___ our work. | check | 1 |
| 7. True or false: we skip steps. | false | 1 |
| 8. True or false: we listen to all steps first. | true | 1 |
| 9. Write a two-step instruction. | Take a pen, then write. | 1 |
| 10. Do a three-step instruction. | done | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 instructions; 2 step; 3 sequence; 4 check; 5 words. Level 2: 1 stand; 2 3; 3 Pick up the pen, then write your name.. Level 3: 1 the food will not work if mixed in the wrong order; 2 he misses steps; 3 first, next, then, last.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Listen to all the steps before starting | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Remember or write the steps in order | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Follow two to four steps correctly | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Check your work against the instructions | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Starting before the end of the instructions. Listen to all steps first.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use two-step instructions with pictures.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises following and giving multistep instructions. You do not need to be an expert to help.
- Give two or three-step instructions.
- Let your child give you some.
- Praise careful following.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: listen to all the steps before starting; remember or write the steps in order; follow two to four steps correctly; check your work against the instructions.
Prerequisite knowledge. Active listening.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Model a four-step task.
Explanation (10 min). Teach order words and checking.
Guided activity (10 min). Practise in pairs.
Independent activity (10 min). Review as a class.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the first step? What comes next? Did you check?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use pictures for each step. Extension. Follow and write a five-step instruction.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Starting before the end of the instructions. Listen to all steps first.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use two-step instructions with pictures. Enrichment. Follow a five-step instruction. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 2 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core SL.2.2 and SL.2.3; RI.2.3 (steps in technical procedures); Cambridge Primary English Stage 2 (speaking and listening). These sources informed the lesson.