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Second Grade
Simple Directions
In this type of writing, you are explaining how to do something or how to go somewhere. You
need to think carefully about the ORDER of you directions. Using very exact words that tell order
(first, second, last, ect.), or directions (right, forward, behind, ect.) or procedures
(turn, put, hold, spin, ect) will help others to understand your directions.
Guiding Questions?
1. What happens first?
2. What happens next (second)?
3. What happens next (third)?
4. What happens last?
Use a sequential order organizer to put your key points in the correct order. Then use the
Q-A-D organizer to help you plan the details that need to be with each step.
Second Grade
EDITING CHECKLIST
•
I
capital I?
•
use finger space?
•
write on the lines?
•
Use periods?
•
•
ABC
use capital letters?
check your spelling?
Second Grade
Created By:
Essential Question:
Susan Tison
Second Grade
How do I write simple directions? Practice 1
Materials Needed Option 1: Directions for how to make a peanut butter and jelly sandwich. (read this if
you do not make sandwiches in class)
Option 2: Jar of peanut butter, plastic knives (enough for class), spoon (enough for
class), loaf of bread, jar of grape jelly, paper plates (enough for class)
Teacher will pose the question: “Have you ever been hungry enough to make your
Activating Strategies:
(Learners Mentally Active) own snack? It is fun to make a peanut butter and jelly sandwich. Do you know how to make
a peanut butter and jelly sandwich? I will demonstrate OR read about how to do this.”
(If you do plan to make the sandwiches, continue here)
Teacher will name all of the items needed to make a peanut butter and jelly sandwich.
Teacher will demonstrate making a peanut butter and jelly sandwich using all the materials.
Teacher will emphasize the transition words while demonstrating the making of the
sandwich.
(If you don’t demonstrate how to make the sandwich- now is the time to read the
Teaching Strategy:
Option 1 directions for making the sandwich
(Fit this part of the lesson into the distributed practice section)
Second Grade
Students will be allowed to make a peanut butter and jelly sandwich on one slice of
Teaching Strategies
Option 2: bread. (Explain they will only make a ½ of a sandwich because of supplies.
(Collaborative Pairs; After students eat the sandwich, ask them to clean up the mess. When all is cleaned up,
Distributed Guided Practice; begin again. Teacher will pose question. “Now that you have made your own sandwich,
Distributed Summarizing;
let’s write a paragraph about how you did this.”
Graphic Organizers)
Now is time for the Q.A.D (see directions in distributed guided practice- below)
Explain to students that they will write a paragraph stating how to make a peanut
Distributed Guided Practice/
Summarizing Prompts: butter and jelly sandwich using procedural markers. (first, second, then, etc…)
(Prompts Designed to Initiate
Periodic Practice or Distribute and explain to students the rubric included.
Summarizing)
Distribute Q.A.D. provided. Share with students that you will read the provided selection
three times. The first time they will listen to the story, they should listen very carefully, but
should not take notes. As they listen the second and third time, they can write the key points
on their Q.A.D.
Distribute and explain student directions and lined paper. Also distribute the word bank.
You may post it, chart it, or make copies of it and distribute it.
BEFORE STUDENTS BEGIN WRITING:
Tell students that it is important to make our stories interesting and fun to read. We
don’t want to bore our readers. A good way to do this is by asking a catchy question at
the beginning of the story, such as , “ Have you ever been hungry and wanted to make
your own peanut butter and jelly sandwich?” This interests our readers and makes
them want to see what happens next.
Second Grade
Remind them that when we write simple directions, it is important to use transition
words. Transition words help keep our directions in order.
It is also a good idea to end your paragraph with a fun sentence., such as “Making
peanut butter and jelly sandwiches makes me feel all grown up.”
PREWRITE
Teacher will direct students to complete each part of the question/answer sheet using the
word bank to help with some of the answers.
Teacher will complete the same Q-A-D using an overhead or chart paper to show students
the correct way of completing this graphic organizer. Remind students that this is the
prewriting stage.
DRAFT
Next, direct students in beginning to write the directions of making a peanut butter and jelly
sandwich using the Q.A..D. Remind students this is the draft.
REVISE/EDIT
Once students have completed the draft, help students in the process of revising and editing
as taught in the writing process lesson. Make sure students have used transition words.
Distribute the editing checklists after the draft has been written. This will help students
focus on corrections before they begin the final draft.
PUBLISH/FINAL DRAFT
Distribute the lined paper for “How to make a Peanut Butter and Jelly Sandwich”.
Second Grade
Suggestion: It may be helpful to use sticky notes to write what needs to be corrected or at
least circle mistakes with a colored pen to help students focus on revising the sentence. You
will need to suggest pulling the dictionary out to help with spelling.
Summarizing Strategies:
Now that students have written the directions to the P.B. & J. allow students to come
(Learners Summarize & to the front of room and read their paragraphs. Allow students to use the rubric to evaluate
Answer Essential Question) each others work.
Teacher may say, “Ok, class did Johnny have complete sentences? Did Johnny’s paragraph
explain how to make the sandwich? Did he leaves something important out of the
paragraph, if so, what did he forget to include” , etc…
This really helps the students see how their writing sounds to others and helps them see why
it is important to write the paragraph in complete sentences and to write all of the directions.
Modifications I.E.P.s should be followed for those students with learning difficulties.
Second Grade
How to Make a Peanut Butter and Jelly Sandwich
It is easy to make a peanut butter and jelly sandwich. First, get
out the bread, peanut butter, jelly, a plate and a knife. Second, with
the knife spread one slice of bread with the peanut butter. Then,
spread the jelly onto the second slice of bread. Next, put the two
slices of bread together and place it on the plate. Finally, cut the
sandwich in half and start eating.
Second Grade
Word Bank
Making a Peanut Butter and Jelly Sandwich
peanut butter
kitchen
jelly
knife
bread
plate
spread
together
next
first
second
third
sandwich
tasty
Second Grade
WORD BANK FOR MAKING A PEANUT BUTTER AND JELLY
SANDWICH
loaf of bread
jar of jelly
spread
plate
knife
peanut butter and jelly sandwich
spoon
hungry
Second Grade
Sequential Order
Second Grade
Q-A-D Simple Directions
Question
What are you starting?
What happens first?
What happens second?
What happens third?
What happens fourth?
What happens last?
What are you ready for?
Answer
Second Grade
Name _______________________________
How to make a Peanut Butter and Jelly Sandwich
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Second Grade
Simple Directions - How to make a Peanut Butter and Jelly Sandwich Rubric
Name ______________________________________________________
Scale
4
3
2
Opening
Clearly and completely
writes the topic sentence
Clearly writes
the topic
sentence
Has a topic sentence but
not clearly stated;
confusing
Information
Accurately includes all
steps for following the
simple directions
Includes most
steps for
following the
simple directions
Includes some steps for
following the simple
directions
Language
Uses all accurate words
in writing simple
directions
(transition words)
Uses some
accurate words
in writing simple
directions
(transition
words)
Uses a few accurate
words in writing simple
directions
Conclusion
Provides a unique or
creative ending
Provides an
appropriate
ending
Provides an ending but
confusing
Spelling
Spells all words
correctly
Spells most
words correctly
Spells some
words correctly
Spells a few
words correctly
Mechanics
Writes all sentences using
correct capitals and
periods
Writes most
sentences using
correct capitals
and periods
Writes some sentences
using correct capitals
and periods
Writes a few
sentences using
correct capitals
and periods
Criteria
1
Points
scored
Attempts to
write a topic
sentence but
misses the point
Includes very
few steps for
simple
directions
Attempts to use
accurate
words in
writing simple
directions but
words are not
accurate
Attempts to
provide an
ending but it is
off topic
Total Average Score ______________
Second Grade
Created By: Susan Tison
Second Grade
Essential Question: How do I write simple directions? Practice 2
Activating Strategies: Teacher will ask students if they recall the last time we wrote about simple directions.
(Learners Mentally Active) Teacher should remind students of the lesson with the peanut butter and jelly sandwich.
Teacher will recall the important things in this lesson, such as using a Q.A.D. for our
prewriting, using transition words and writing the directions in correct order as they should
happen. You may even want to allow students to recall the order of making the P.B. & J.
sandwich.
Next, ask students if they ever help wash dishes? Allow students to share about an
experience of helping parents wash dishes.
Acceleration/Previewing: first, second, next, last, wash cloth, towel, soap, drain board
(Key Vocabulary)
Teaching Strategies: Explain to students that they will write a paragraph stating how to wash dishes using
(Collaborative Pairs; procedural markers. (first, second, next, then, last, finally, etc…)
Distributed Guided Practice;
Distributed Summarizing; Distribute and explain to students the rubric included.
Graphic Organizers)
Teacher will distribute the Q.A.D. Share with students that you will read the provided
selection three times. The first time they will listen to the story, they should listen carefully,
but should not take notes. As they listen the second and third time, they can write the key
points on their Q.A.D.
Emphasize the importance of making a story interesting with the first sentence. Teacher will
reread the beginning of the story ---“Have you ever washed dishes for your family? It is
fun to help out in the kitchen.” explain that a good way to interest someone in reading the
Second Grade
rest of your story is by using a “cutesy, catchy” question or phrase for the first sentence.
Also, explain that a good way to end a story is by adding a sentence at the end that restates
what was said at the beginning, such as “Washing dishes can be lots of fun!”
These added features can help children make their stories more exciting and fun to read.
Distributed Guided Practice/
Summarizing Prompts: PREWRITE
(Prompts Designed to
Initiate Periodic Practice or Each child should have a copy of the story to use when working on the graphic organizer.
Summarizing) Students will work in partners on completing the Q.A.D. Collect the stories when they begin
to write.
Included in the packet is a word bank for students to use. You may post it, chart it, or make
copies and distribute it.
In paragraph form, students will write simple directions for washing the dishes.
REVISE/EDIT
The edit checklist should also be provided.
Teacher will work with students on revising and editing their papers. They should be
looking for the mistakes and you can glance at them before they begin the rough draft if
time permits.
Second Grade
PUBLISH/FINAL DRAFT
Distribute the lined paper for “How to wash dishes” .
Collect paragraphs and use the rubric from the packet of materials to correct work.
Summarizing Strategies: Allow students to share the steps of washing dishes with the class.
(Learners Summarize &
Answer Essential Question)
Modifications I.E.P.s should be followed for those students with learning difficulties.
Second Grade
How to Wash Dishes
Have you ever had to wash the dishes for your family? It is fun to
help out in the kitchen. First, you rinse the food off the dirty dishes.
Second, you rinse out the sink and add soap and warm water. Next, you
wash the glasses and silverware with a washcloth while the water is clean
and fresh. Fourth, you wash the sticky, dirty pots and pans. Finally, you
rinse the suds off the dishes and place them in the drain board to dry.
Last you let the dirty, sudsy water out of the drain. Washing dishes can
be lots of fun!
Second Grade
WORD BANK FOR
HOW TO WASH DISHES
sink
soap
washcloth
water
dishes
drain board
sticky
dirty
clean
drain
warm
family
Rinse
pots
sudsy
rinse
pans
Second Grade
Q-A-D Simple Directions
Question
What are you starting?
What happens first?
What happens second?
What happens third?
What happens fourth?
What happens last?
What are you ready for?
Answer
Second Grade
Sequential Order
Second Grade
Name _______________________________
How to Wash Dishes
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Second Grade
Simple Directions
How to Wash Dishes
Rubric
4
3
2
Opening
Clearly and completely
writes the topic sentence
Clearly writes
the topic
sentence
Has a topic sentence but
not clearly stated;
confusing
Information
Accurately includes all
steps for following the
simple directions
Includes most
steps for
following the
simple directions
Includes some steps for
following the simple
directions
Language
Uses all accurate words
in writing simple
directions
(transition words)
Uses some
accurate words
in writing simple
directions
(transition
words)
Uses a few accurate
words in writing simple
directions
Conclusion
Provides a unique or
creative ending
Provides an
appropriate
ending
Provides an ending but
confusing
Spelling
Spells all words
correctly
Spells most
words correctly
Spells some
words correctly
Spells a few
words correctly
Mechanics
Writes all sentences using
correct capitals and
periods
Writes most
sentences using
correct capitals
and periods
Writes some sentences
using correct capitals
and periods
Writes a few
sentences using
correct capitals
and periods
Scale
Criteria
1
Points
scored
Attempts to
write a topic
sentence but
misses the point
Includes very
few steps for
simple
directions
Attempts to use
accurate
words in
writing simple
directions but
words are not
accurate
Attempts to
provide an
ending but it is
off topic
Total Average Score ______________
Second Grade
Created By: Susan Tison
Second Grade
Essential Question: How do I write simple directions? Assessment
Activating Strategies: Teacher will review the last two practices of writing simple directions.
(Learners Mentally
• We have written simple directions for making peanut butter and jelly
Active)
sandwiches.
• We have written simple directions for washing dishes.
Ask students to recall some of the things they remember from those two
lessons.
Things to remember:
1. Start the paragraph with a cute, catchy phrase of question to get the
reader’s attention.
2. Use the Q.A.D. when prewriting about the topic.
3. Write with transition words: Review some of the transition words.
4. Revise and Edit the paragraph to make it better.
5. End the paragraph with an exciting phrase or question.
Acceleration/Previewing:
(Key Vocabulary)
Teaching Strategies:
(Collaborative Pairs;
Distributed Guided
Practice;
Distributed
Lemonade stand, lemons, pitcher, juice , sign, sugar
Explain to students that they will write a paragraph stating how to set up a
lemonade stand using procedural markers. (first, second, next, then, etc…)
Distribute and explain to students the rubric included.
Second Grade
Graphic Organizers) Distribute Q.A.D. provided. Share with students that you will read the provided
selection three times. The first time they will listen to the story, they should
listen very carefully, but should not take notes. As they listen the second and
third time, they can write key points on their Q.A.D.
Distribute and explain student directions and line paper.
Included in the packet is a word bank for students to use. You may post it, chart
it, or make copies and distribute it.
Post the picture provided for visual stimulation during test taking. Feel free to
add color to the picture.
In paragraph for, students will write simple directions for starting a lemonade
stand.
Assessment Teachers will correct using the rubric provided
Modifications I.E.P.s should be followed for those students with learning difficulties.
Second Grade
Lemonade for Sale
Read to the class
Have you ever started your own lemonade stand? Here’s
how to start a lemonade stand. First, make a stand from a
picnic table. Second, go to the store to buy lemons and a bag
of sugar. Third, in a pitcher, mix the lemon juice with sugar
and cold water. Fourth, pour the lemonade
into cups to sell. Finally, hang a sign on the
table. You are ready for business.
Second Grade
Word Bank
lemonade
sell
sugar
juice
water
store
pitcher
table
stand
picnic
lemons
sign
Second Grade
Sequential Order
Second Grade
Q-A-D Simple Directions
Question
What are you starting?
What happens first?
What happens second?
What happens third?
What happens fourth?
What happens last?
What are you ready for?
Answer
Second Grade
Q-A-D Simple Directions
Question
What are you starting?
What happens first?
Answer
Lemonade stand
Make a stand from a picnic table
What happens second?
Go to the store to buy lemons and sugar
What happens third?
Mix lemons, sugar and water in pitcher
What happens fourth?
What happens last?
What are you ready for?
Pour the lemonade into cups
Hang a sign on the picnic table
To sell lemonade
Second Grade
Name _______________________________
Lemonade for Sale
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Second Grade
Simple Directions
Assessment Rubric
Name ________________________________________________
Scale
4
3
2
Opening
Clearly and completely
writes the topic sentence
Clearly writes
the topic
sentence
Has a topic sentence but
not clearly stated;
confusing
Information
Accurately includes all
steps for following the
simple directions
Includes most
steps for
following the
simple directions
Includes some steps for
following the simple
directions
Language
Uses all accurate words
in writing simple
directions
(transition words)
Uses some
accurate words
in writing simple
directions
(transition
words)
Uses a few accurate
words in writing simple
directions
Conclusion
Provides a unique or
creative ending
Provides an
appropriate
ending
Provides an ending but
confusing
Spelling
Spells all words
correctly
Spells most
words correctly
Spells some
words correctly
Spells a few
words correctly
Mechanics
Writes all sentences using
correct capitals and
periods
Writes most
sentences using
correct capitals
and periods
Writes some sentences
using correct capitals
and periods
Writes a few
sentences using
correct capitals
and periods
Criteria
1
Points
scored
Attempts to
write a topic
sentence but
misses the point
Includes very
few steps for
simple
directions
Attempts to use
accurate
words in
writing simple
directions but
words are not
accurate
Attempts to
provide an
ending but it is
off topic
Total Average Score ______________
Teacher’s Name ________________________________________
Second Grade: Simple Directions
School ________________________________________________
Month ____________________
Student’s Name
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2.
3.
4.
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6.
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8.
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14.
15.
16.
17.
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20.
21
Class Average
Purpose
Information
Language Conclusion
Spelling
Mechanics
Average
Principal’s Report
School: _____________________
Teacher: ____________________
Second Grade: Assessment Two – Simple Directions
Task Components
Class Average Scores
Purpose
Information
Language
Conclusion
Spelling
Mechanics
Average for all components