Activity Description

Preparation:

1. Select 10-12 effective verbs that are connected to a procedural theme
    a. For example, if the theme is brushing your teeth, effective verbs could be brush, smile and put
2. Write each effective verb on a separate slip of paper
    a. The font should be large and bold enough that students can see from across the room
3. Generate sentence fragments to accompany each effective verb such that when the sentence fragment and effective verb are combined, a complete sentence is created
    a. For example, if put is the effective verb then the accompanying sentence fragment could be,
    your belongings in your bag. 

    b. The complete sentence will read, Put your belongings in your bag.

Implementation:

1. Review the concept of effective verbs
    a. For example, explain that these are verbs that make the reader visualize an action
2. Indicate that the goal of the activity is to construct sentences that will each comprise a step of a procedure
3. State the procedural theme 
4. Show and read each of the effective verbs
    a. Explicitly review the meaning of each
5. Show and read each of the accompanying sentence fragments
    a. Explain that each effective verb is associated with only one of the sentence fragments and
    that when they are combined, they create a complete and meaningful sentence
    b. Provide an example
6. Explain the matching activity
    a. Tell students that they will each receive a slip of paper containing either an effective
    verb or a sentence fragment 
    b. Articulate that students are to match the effective verbs with their corresponding
    sentence fragment
    c. Indicate that students will need to read their slip of paper, walk around the classroom and
    talk with classmates to find their match
7. Invite students to engage in the matching activity
8. Have each pair share their complete sentence and invite classmates to verify whether it makes sense
9. Direct students to sequence the sentences to create the correct procedure
    a. Explain that students, in their matching pairs, need to assemble themselves in a line that
    demonstrates each step of the procedure in chronological order
    b. Encourage each pair to talk with other pairs to determine what step of the procedure each
    sentence represents
10. Invite students to engage in the sequencing activity
11. Have each pair, from left to right, read their sentence aloud to ensure that they have correctly sequenced each step in the procedure 
      a. Have students verify whether it makes sense

Adaptations For

English Language Learners/ESL:

- Pair with student who has more proficient English language skills
- Provide effective verbs in advance to afford practice time
- Prior to activity implementation, have students who speak the same first language work together to become familiar with the effective verbs and to find connections to their first language

LD/Reading & Writing Difficulties:

- Pair with student who has stronger reading skills and/or vocabulary
- During the sequencing activity, provide explicit support to students with working memory deficits by drawing their attention to the established order of steps as students form the line
- Provide effective verbs in advance to afford practice time

Cultural Appropriateness & Diversity:

- Select a procedure that all students have equal experience with and ensure it is meaningful
- Select a procedure that is interesting and relevant to students
- Ensure that effective verbs are meaningful to all students

Differentiated Instruction:

- Differentiate the level of difficulty of effective verbs and accompanying sentence fragments according to students' reading levels and vocabulary skills
- Encourage students who find their matches quickly to support other students to find their matches

Related References

Evidence:
 Stahl, S. A. (1986). Three principles of effective vocabulary instruction. Journal of Reading, 29, 662-668.