Year 1 · Instructions · WAGOLL
How to Plant a Bean
Simple instructions for planting a bean. Models numbered steps, imperative verbs, and basic time connectives. Meets Year 1 expected standard.
What you need:A 'what you need' list is a key feature of instructions.
- a potEach item starts on a new line in a list.
- soil
- a bean
- water
What to do:A 'what to do' heading marks the start of the steps.
FirstTime word — tells the reader the order.,Comma after the time word. fillImperative ('bossy') verb — tells the reader what to do. the pot with soil. NextTime word for the second step., pushImperative verb. your bean down into the soil. ThenTime word for the third step., give it a drink of water. LastTime word for the final step., put it on the windowsillCompound word — 'window' + 'sill'..
SoonAdverb — tells when. you will see a tiny green leafTwo adjectives ('tiny', 'green') describe the leaf.. Do notNegative — tells the reader what NOT to do. forget to water your bean!Exclamation mark for an enthusiastic ending.
All teaching points
- What you need: A 'what you need' list is a key feature of instructions.
- a pot Each item starts on a new line in a list.
- What to do: A 'what to do' heading marks the start of the steps.
- First Time word — tells the reader the order.
- , Comma after the time word.
- fill Imperative ('bossy') verb — tells the reader what to do.
- Next Time word for the second step.
- push Imperative verb.
- Then Time word for the third step.
- Last Time word for the final step.
- windowsill Compound word — 'window' + 'sill'.
- Soon Adverb — tells when.
- tiny green leaf Two adjectives ('tiny', 'green') describe the leaf.
- Do not Negative — tells the reader what NOT to do.
- ! Exclamation mark for an enthusiastic ending.
- Sequence sentences to form short instructions
- Use capital letters and full stops
- Use the prefix un-
- Use simple time connectives (first, then, next)
- Begin to use imperative verbs
Show the clean version first — read it together as a class. Then toggle Show annotations to reveal the teaching points. Discuss what makes the text work. Children can attempt their own version of the same text type, then return to this annotated model when they revise.