You will learn
- List materials.
- Write steps in order.
- Use command verbs and time words.
- Add helpful warnings.
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
- Title: How to …
- List what you need.
- Write steps in order.
- Use command verbs and time words.
Words to know
a series of steps that makes something happen
the things you need
a verb that tells someone what to do
one stage in a process
1. Discover: How to make a paper boat
How to Make a Paper Boat
You need: one square sheet of paper.
1. Fold the paper in half. 2. Fold it in half again, then open it. 3. Fold the top corners to the middle. 4. Fold up the bottom strips on both sides. 5. Open the boat and flatten it. Now it can float on water!
Think: How does the writer make the steps clear?
2. Understand: Writing how-to texts
Idea 1: Title and materials
Start with a title, How to …, and list the materials you need.
Idea 2: Steps in order
Number each step and use command verbs such as fold, open, flatten. Add time words: first, next, then.
Idea 3: Help the reader
Add helpful warnings (Ask an adult to help) and a final result. A process must be clear enough for someone else to follow.
3. Worked examples
Example 1 (I show you): Materials
What do you need?
- The list.
Answer: one square sheet of paper
Example 2 (We do it together): Command verb
Name two command verbs.
- Fold, open…
Answer: fold and open (or flatten)
Example 3 (You try): Result
What is the result?
Show the steps and answer
- Last line.
Answer: a paper boat that can float on water
Did you know?
Recipes and instruction manuals are process texts, and they use short command sentences.
Why this matters
Clear instructions help others do things correctly and safely.
4. Explore: How-to writer
Write instructions.
- Choose a simple task.
- List materials.
- Write 5 steps with command verbs.
- Test them with a friend.
Think about it: what did you notice?
You can write instructions.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- How to ___.
- You need ___.
- First, ___. Next, ___. Then, ___.
- Finally, ___.
Guided practice
Question 1. A series of steps is a ___.
process
Question 2. The things you need are the ___.
materials
Question 3. A verb that tells someone what to do is a ___ verb.
command
Independent practice
Level 1: Start
- A series of steps is a ___.
- The things you need are the ___.
- A verb that tells someone what to do is a ___ verb.
- One stage in a process is a ___.
- The paper boat is made from ___ sheet of paper.
Level 2: Grow
- What do you do after folding in half?
- Write a command verb.
- What is the last step?
Level 3: Stretch
- Should steps be numbered?
- Is first a time word?
- Is a title needed?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write instructions for a simple task at home.
Show a sample answer
instructions
Another one. Write a how-to text for a task you know well and test it with a family member.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can list materials.
- I can write steps in order.
- I can use command verbs and time words.
- I can add helpful warnings.
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
- Title: How to …
- List what you need.
- Write steps in order.
- Use command verbs and time words.
11. Next lesson
Next lesson: Factual reports. 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 process text? [1 mark]
- Name three features of a good how-to text. [3 marks]
- Write two command sentences for making tea. [2 marks]
- Why add a warning? [1 mark]
- Explain how to write clear instructions. [3 marks]
Total: 10 marks.
Marking guide and model answers
- a text explaining the steps to do or make something [1]
- title [1]; materials [1]; numbered steps [1]
- command verb [1]; command verb [1]
- to keep the reader safe [1]
- list materials [1]; write steps in order with command verbs [1]; test them [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A series of steps is a ___.
- The things you need are the ___.
- A verb that tells someone what to do is a ___ verb.
- One stage in a process is a ___.
- The paper boat is made from ___ sheet of paper.
- What do you do after folding in half?
- Write a command verb.
- What is the last step?
- Should steps be numbered?
- Is first a time word?
Homework
Write a how-to text for a task you know well and test it with a family member.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A series of steps is a ___. | process | 1 |
| 2. The things you need are the ___. | materials | 1 |
| 3. A verb that tells someone what to do is a ___ verb. | command | 1 |
| 4. One stage in a process is a ___. | step | 1 |
| 5. The paper boat is made from ___ sheet of paper. | one | 1 |
| 6. What do you do after folding in half? | fold again | 1 |
| 7. Write a command verb. | fold | 1 |
| 8. What is the last step? | open and flatten the boat | 1 |
| 9. Should steps be numbered? | yes | 1 |
| 10. Is first a time word? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 process; 2 materials; 3 command; 4 step; 5 one. Level 2: 1 fold again; 2 fold; 3 open and flatten the boat. Level 3: 1 yes; 2 yes; 3 yes.
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 List materials | 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 Write 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 Use command verbs and time words | 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 Add helpful warnings | 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: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- 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 a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- 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: list materials; write steps in order; use command verbs and time words; add helpful warnings.
Prerequisite knowledge. Paragraph organisation.
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). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
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 the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-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. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. 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 3 » Writing; Grade 3 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.3.2 (write informative/explanatory texts to examine a topic and convey ideas and information clearly) and RI.3.3; Cambridge Primary English Stage 3 (writing instructions). These sources informed the lesson.