Instructions (persuasion)
(2 weeks)

This is the second of five suggested non-fiction units in Year 1 and is designed to follow unit 1: Lists, labels and captions. The teaching sequence is based on Developing early writing, Ref: 0055/2001, Year 1 unit 5: How to use a printer http://www.standards.dfes.gov.uk/primary/publications/literacy/63337/.

Context: Sentence-level progression

When giving or writing instructions, three grammatical constructions are possible.

• The imperative mood. This is the form used when giving orders, for example Stand still. Turn on the printer.
• The auxiliary verb must, for example You must turn on the printer.
• The impersonal second person present tense, for example You turn on the printer. You open the door.

It is not intended that all three of these should be taught in Year 1. The third of these is probably the one most likely to be used by children at this stage. In this unit, therefore, the focus is on supporting children in moving from descriptive past tense, for example I turned on the printer to second person present tense, for example You turn on the printer. However, if children are naturally using either of the other constructions as well, you could discuss the differences and support children in using one construction consistently in their writing.

Phase 1

The teacher demonstrates a practical activity and children are given plenty of opportunities to try out and discuss the activity themselves.

Phase 2

The teacher and children analyse the activity orally and practise giving oral instructions using simple instructional language. The teacher and children read simple instructions together and analyse features of layout.

Phase 3

The teacher demonstrates how to write simple instructions and edits and scribes as children volunteer suggestions. Children write simple instructions independently.

Overview

• Plan to ask children to follow oral instructions which increase in length and complexity over the year. Use this unit to assess each child's capacity to listen to and follow single and sequences of classroom instructions. Give the children opportunities to think out instructions for others to follow (for example in PE, in music, in role-play); first of all single instructions and then a short sequence. Use barrier games to help children to formulate clear single instructions for each other and attempt to follow them. Children instruct you to make or do or find something in the classroom. Respond precisely to their instructions so that they can understand the importance of accuracy and precision.
• Use written instructions in the form of labels, captions and lists to regulate activities in the classroom and as reminders about safety. Use different wording for instructions and ask the children to evaluate the effectiveness of each. Children write instructions as labels, lists or captions for use in role-play area.
• Carry out an activity in a foundation subject and then scribe the first two or three of a set of instructions with the children contributing in shared writing, for example, for children in another class to follow. Children write next two consecutive instructions independently.
• In shared reading, read and follow short series of instructions with the children. Give the children some short written instructions to follow in order to carry out, for example, a construction activity.
• Practise order of the alphabet by chanting the alphabet through, starting at different points and continuing, matching the names of the alphabet to upper and lower case letters.
• With the children, read captions, pictures, posters and adverts that are trying to persuade. Discuss what they are trying to do and some of the ways they manage it. Through games and role-play begin to explore with the children what it means to persuade or be persuaded, and what different methods might be effective and which methods are unacceptable.

1998 Framework objectives covered:

Year 1, Term 1: T12 and T14 read and use captions; write captions for their own work; T13 read and follow simple instructions, for example for classroom routines, lists for groups in workbooks, etc.; T16 write and draw simple instructions and labels for everyday classroom use, for example in role-play area, for equipment, etc.