teaching resource

Procedural Writing Prompt Task Cards

  • Updated

    Updated:  24 Apr 2024

Need some procedural writing ideas? Download these task cards to use as a writing activity during your procedure writing unit.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  6 Pages

  • Curriculum
  • Years

    Years:  1 - 3

Curriculum

  • VC2E1LY13

    Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion <ul> <li>applying emerging knowledge of text structure and grammar when creating text</li> <li>using learning area vocabulary when creating text</li> <li>creating digital images and composing a story or information sequence on-screen using images and captions</li> </ul>

  • VC2E1LY14

    Re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation <ul> <li>adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun</li> <li>beginning to use dictionaries and resources to check and correct spelling</li> <li>identifying words that might not be spelt correctly</li> </ul>

  • VC2E2LY11

    Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>

  • VC2E2LY12

    Re-read and edit texts for spelling, sentence boundary punctuation and text structure <ul> <li>reviewing and developing sentences; for example, adding prepositional phrases such as ‘with a long tail’ to improve descriptions</li> <li>editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one</li> <li>reviewing sentences for grammatical accuracy, for example use of pronouns</li> </ul>

  • VC2E3LY11

    Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>

  • VC2E3LY12

    Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation <ul> <li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li> <li>checking for correct use of apostrophes for contractions and to indicate possession</li> </ul>

  • Procedural Writing Prompt Task Cards teaching resource
teaching resource

Procedural Writing Prompt Task Cards

  • Updated

    Updated:  24 Apr 2024

Need some procedural writing ideas? Download these task cards to use as a writing activity during your procedure writing unit.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  6 Pages

  • Curriculum
  • Years

    Years:  1 - 3

Need some procedural writing ideas? Download these task cards to use as a writing activity during your procedure writing unit.

Age-Appropriate Procedural Writing Ideas

When it comes to procedural writing, half the battle can be coming up with interesting yet age-appropriate procedural writing ideas!

Thankfully, the Teach Starter has created this comprehensive set of task cards, chock-full of procedural writing goodness! Each card contains a photograph prompt to help stimulate ideas for the students’ writing, as well as some reminders of the types of information that need to be included in a procedural text. For example:

Do you know how to clean your room? List the materials you need and describe how to do it step by step. 

Some of the procedural writing topics included in this set include:

  • Painting a Picture
  • Riding a Bike
  • Giving a Dog a Bath
  • Making a Healthy Snack
  • Washing Your Hands
  • And many more!

A writing template is provided in the resource for students to use when writing their procedural text.

This resource downloads as a full-colour PDF or editable Google Slides file.

Use These Procedure Writing Ideas in Multiple Ways

While these procedural writing task cards make great writing prompts, they can be used in other ways in your classroom, too! Here are some suggestions from our teacher team that you may not have thought about:

  1. Drama Activity – Why not use these procedural writing ideas cards as a drama activity? Place the students in small groups and assign each group a card. Have the groups work together to act out the procedure on the card. For an extra challenge, see if they can act out the procedure without talking!
  2. Ranking Activity – Choose a small selection of cards. Have the students rank the selection of tasks from the one they would most like to perform to the one they would least like to perform. Have the students share and compare their responses with a partner or in a small group.
  3. Homework Activity – As many of the procedural writing ideas are related to tasks performed at home, why not have your students take a card home to complete with their families? They can then come back to school and write about what they did.

Download These Procedural Writing Prompts

Use the Download button above to select your chosen file format. Should you choose the Google Slides file, please note that you will be prompted to make a local copy before accessing.

Print the cards on cardstock to increase the durability of the resource. Place the cards together in a large envelope or ziplock bag for safekeeping.

This resource was created by Lindsey Phillips, a Teach Starter collaborator.

More Procedural Writing Resources for Your Classroom

Teach Starter understands that you want to spend less time planning and more time teaching! Click below to access more great procedural writing resources to make your planning a breeze!

[resource:5081767] [resource:5082572] [resource:5083387]

Curriculum

  • VC2E1LY13

    Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion <ul> <li>applying emerging knowledge of text structure and grammar when creating text</li> <li>using learning area vocabulary when creating text</li> <li>creating digital images and composing a story or information sequence on-screen using images and captions</li> </ul>

  • VC2E1LY14

    Re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation <ul> <li>adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun</li> <li>beginning to use dictionaries and resources to check and correct spelling</li> <li>identifying words that might not be spelt correctly</li> </ul>

  • VC2E2LY11

    Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>

  • VC2E2LY12

    Re-read and edit texts for spelling, sentence boundary punctuation and text structure <ul> <li>reviewing and developing sentences; for example, adding prepositional phrases such as ‘with a long tail’ to improve descriptions</li> <li>editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one</li> <li>reviewing sentences for grammatical accuracy, for example use of pronouns</li> </ul>

  • VC2E3LY11

    Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>

  • VC2E3LY12

    Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation <ul> <li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li> <li>checking for correct use of apostrophes for contractions and to indicate possession</li> </ul>

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