Tell the steps in order

Connect a spoken sequence with clear order words.

Print and teach

A4 PDF · 2 pages · learner page + separate adult notes and answers.

Suggested Reception-Year 3. Choose by current skill. Allow talk, pointing, drawing, writing or usual communication tools.

This is not a controlled decodable text. An adult can read the material aloud; record that support when reviewing responses.

Activity

Task: make a paper name tent using paper and a pencil. Steps: fold the paper in half; open it slightly to stand like a tent; write a name on the front. Decide which surface will be the front before writing.

Tell a partner the steps using first, next and finally.
Partner repeats or demonstrates the steps.
Spot a missing instruction and repair it.

Model it

I say open it slightly, not open it flat, because the aim is a standing tent.

Delivery steps

Introduce the words using real objects, examples or an accessible demonstration.
Model a short speaker-listener exchange. Let partners rehearse with the task visible.
Give each learner a fresh turn; the listener checks meaning and the speaker repairs the message if needed.

Answers and acceptable responses - for the adult

A workable sequence identifies folding, standing/opening slightly and writing on the chosen front; writing before standing is also workable if explained.
Judge whether the listener can perform the sequence, not whether wording matches exactly.
Example repair: open the folded paper slightly so it can stand, rather than just open it.

Support

Reduce the number of objects or choices. Allow extra processing time and usual communication tools. Adult may scribe or offer a starter; do not insist on eye contact or a spoken response.

Extend and transfer

Apply the same language move to a current classroom task with a new partner or new objects. Fade the starter only when it remains helpful to do so.

Look for progress

Record what the learner understood and what message they produced separately. Note the exact cue or visual support used; revisit with a new example.

If an instruction breaks down, reduce the language load and demonstrate its meaning, then retry a fresh example. Revisit a word through examples and non-examples. Separate difficulty understanding a message from difficulty producing speech.

Get the full sequence, delivery guide and progress record →