Children at primary levels are expected to demonstrate an understanding and use of text features, sequence, organization, and transition words in expressing essential steps required in completing a task.

Moderate

2 30-minute periods

2

Required Resources and Materials:

• Materials for modeling (e.g., how to wash hands, how to kick a ball, etc.)
  • Consult with P.E. teacher/art/etc. for other ideas
• Model texts that demonstrate sequence (e.g., The Carrot Seed; Pancakes for Breakfast; Milk to Ice Cream; Fruit Salad; recipes; magic tricks; crafts; simple games)
• Picture sequencing cards of 4 steps for small group work
• Writing template for student use (for step-by-step illustrations/digital pictures with guidelines for writing – one page per step with transition words first, then, next, finally; additional papers for those with >4 steps with after that)
• Digital camera (optional)

Session 1:

Setup/Preparation/Introduction:

1. Materials needed:  document camera and digital projector, chart paper, markers
2. Select model texts that demonstrate sequence (e.g., The Carrot Seed; Pancakes for Breakfast; Milk to Ice Cream; Fruit Salad; recipes; magic tricks; crafts; simple games)

 

Direct Instruction:

1.     Librarian will introduce this unit by reading model text(s) of her choice and leading discussion on what children notice regarding text features.

a.      Share with the students that writers write for different purposes and audiences.

b.     The purpose for this kind of writing is to teach other people how to do something – we’ll call this “how to” writing

c.      The teacher will take notes on chart paper for students to view list generated during discussion.

2.     The librarian will project an image of a published procedure and students will take turns sharing the pen to identify text features discussed, including title, images for each step that directly relate to sequence, and transition words.

3.     In closing reflection, ask “How does ‘how to’ writing differ from _______ writing?”  (e.g., stories, letters, signs, etc.)

 

 

Session 2:

1.     Materials: Sequencing cards (sets of 4) in individual ziploc bags for small group work; document camera and projector with white board; expo markers; pre-planned “how to” draw a fish, including images and text; blank paper templates for writing and drawing; marker to draw fish procedure; chart paper

Note: digital camera can be used as an optional accommodation for subsequent lessons

 

Direct Instruction:

 

1.      The classroom teacher introduces her model writing piece to the students.  As the teacher reads his/her piece, the librarian will follow the steps on the whiteboard.  Students and the librarian will comment if the teacher’s “how to” was thorough and complete.

2.      Students will break into small groups and work as teams to sequence pictures from Ziploc bags in order, using transition words of first, then, next, and finally/last.

3.     Students gather together as a large group, and the teacher asks the students to generate ideas of interest for their own “how to” writing piece.

4.     The librarian will record student ideas on chart paper.

5.     The teacher closes with, “What did you learn about “how to” writing today?” to emphasize three key ideas:

a.      Pictures go with words

b.     Steps need to be in order (using transition words)

c.      Words need to be clear and precise, so that readers understand the writer’s directions.

Motivational Goals for Student with Autism Spectrum Disorder

• Attention: 
  • small group setting (with 3 other students) off to side of classroom area to allow for personal space issues and flexible seating with use of communication board
  • build on interest in frogs and toads
• Relevance: 
  • model expectations and process at beginning of lesson using another animal (e.g., a 4-step fish with oval shape, triangle for tail,  V for fin, and circles for eye and pupil )
  • provide Student a choice of frog or toad as his topic for “’how to’ draw a _____.”
    • http://tlc.howstuffworks.com/family/how-to-draw-a-frog1.htm
• Confidence:
  • Given needed communication board shapes, Student can copy the steps modeled for the fish using numbers matched with text to include transition words (first, next, then, finally/last).
  • If he can use a pencil to draw, Student could also draw each of these steps out with pencil.
• Satisfaction:
  • Student will demonstrate to his small group friends how to draw his animal so that they can carry this out.

 

Assessment Methods and Criteria (to illustrate 4-step process for “how to” project):

• If he can write simple sentences, Student will use guidelines on paper templates to write single sentences to correspond with each step of the process.
• Student will demonstrate to his small group friends how to draw his animal so that they can carry this out.
• In subsequent sessions beyond these two, Student’s CSE-assigned para can use a digital camera to take pictures of Student drawing each step of the process on paper templates.

Karen Wilson, Patricia Pascucci, and Dana Widmer-Quiel