Following and Giving Instructions


ELAR-Grade-5 Foundational Skills Following and Giving Instructions
Students listen actively and interpret both verbal and nonverbal messages. Then they ask relevant questions. They improve their skills at following and restating complex instructions. Finally, they practice giving clear, multi-step oral instructions.

This learning experience is designed for device-enabled classrooms. The teacher guides the lesson, and students use embedded resources, social media skills, and critical thinking skills to actively participate. To get access to a free version of the complete lesson, sign up for an exploros account.

1:1 Devices
Teacher Pack

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Here are the teacher pack items for Following and Giving Instructions:

Preview - Scene 1
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Engage


Overview

In this experience, students listen actively and interpret both verbal and nonverbal messages. Then they ask relevant questions. They improve their skills at following and restating complex instructions. Finally, they practice giving clear, multi-step oral instructions.

Students will work in pairs in Scene 5.

You should conduct the Scene 1 activity before students open the experience on their devices.

Much of the oral language used throughout this experience is routine classroom vocabulary. Ensure that ELL students are able to follow the various instructions and tell them to ask for clarification as necessary.

Objectives

  • Listen and observe to interpret verbal and nonverbal messages.
  • Ask relevant clarifying questions.
  • Restate and follow complex oral instructions.
  • Give clear multi-step oral instructions.

Duration

One class period.


steps 1 through 5

Lead a modified version of the classic game Telephone, where the quality of the message deteriorates as it is passed from person to person. You can group the students as you wish, or use the row approach described here:

Tell the students in the front row that you’re going to give them a set of instructions. Then they will share the instructions with their classmates.

Gather the front-row students and quietly tell them the following so their classmates cannot hear:

I’m going to give you a list of things for the class to do. I need you to listen carefully so you can pass along the instructions to your classmates. I’m only going to say it once, and you cannot ask questions.

(Hold up two fingers while giving this instruction): First, take out two pencils or pens.

(Move your arm in a semi-circle to indicate 180 degrees): Second, turn your chair around, so it faces the opposite direction.

(Mime sitting down): Third, sit in the chair the direction that it’s facing.

(Mime bending over to place two things on the floor, one on each side of your body): Fourth, put one pen or pencil on the floor on each side of your chair.

Ask the group to give the instructions they have just heard to the students behind them, who in turn pass the instructions in their entirety to the row behind them. Continue until all students have heard the instructions. Students do not need to follow the instructions.

Then tell the class:

Open the lesson on your devices. List the first item on the list of instructions you received. Don’t discuss it, don’t ask any questions, just post what you remember hearing as the second instruction. If you don’t remember, write “not sure.”


Objectives

  • Listen and observe to interpret verbal and nonverbal messages.
  • Ask relevant clarifying questions.
  • Restate and follow complex oral instructions.
  • Give clear multi-step oral instructions.


What was the first item in the instructions you heard?



The correct answer is take out two pencils or pens. If possible, note whether the first group of students to hear the instructions were most likely to communicate them accurately.

Now ask the students to write the last item on the list. Tell them: If you don’t remember, write “not sure.”


What was the last item in the instructions you heard?



The correct answer is put one pen or pencil on the floor on each side of the chair. Lead a discussion about how the information may have become garbled or misunderstood.

Ask the original group of students if your body language helped them remember the instructions. Point out that for each instruction you made a physical movement to reinforce it.


When everyone is ready to continue, unlock the next scene.

End of Preview
The Complete List of Learning Experiences in Foundational Skills Unit.
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