Activity Description

Preparation:

1. Choose a sample how-to book to read and discuss:
    a. Choose a topic that is relevant to students such as How To Make a Pizza
2. Create blank how-to books for students:
    a. Take two pieces of white paper and fold them in half
    b. Place one piece of folded paper inside the other
    c. Staple the folded edges

Implementation:

1. Read the sample how-to book aloud to the class
2. Facilitate a discussion about the elements of an effective how-to book:
    a. Make a list of most important elements on chart paper including elements such as:
        • Title
        • What you will need (materials)
        • Method
        • Steps are in the proper order
        • Steps are easy to understand
        • Use of detail and interesting words
        • Illustrations
3. Model writing a few steps of your own how-to book and emphasize the logical nature of the procedural steps
4. Have students brainstorm possible topics for their own books:
    a. Suggest they choose something they know a lot about and enjoy doing
5. Give students blank how-to books
6. Tell students to include 8-10 instructional steps and colored illustrations
7. Have students share their books with the class

Adaptations For

English Language Learners/ESL:

- Allow ELL students to work with non-ELL students during creation of how-to books
- Pair students who speak the same first language and allow them to create a how-to book together
- Allow students to create a draft in their first language and/or with illustrations
  a. Support these students as they create their final drafts

LD/Reading & Writing Difficulties:

- Give students the how-to book you read to the class to use as a reference

Cultural Appropriateness & Diversity:

Encourage students to choose a topic from their own cultures, positioning them as experts

Differentiated Instruction:

- Allow certain students to include more or less than 8 instructional steps in their "how-to books"

Related References

Evidence:
Purcell-Gates, V., Duke, N.K., & Martineau, J.A. (2007). Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching. Reading Research Quarterly, 42, 8-45.