Procedural+Texts

=**//PROCEDURAL TEXTS // **=



** You might say to yourself when looking at our class wiki, "Procedural texts? That sounds ridiculously boring" or "I don't even know when I would use one of those." It is okay to admit, I did the exact same thing. Upon further investigation, I found that procedural texts may be the most useful item on this wiki. Procedural texts is just a euphemism to sound ** ** more professional. All a procedural text is, is a book or guide that tells you or shows you (or both) how to do something. ** How many times have you used a cookbook or recipe you have found online to make something new or special? What about a guide to create your resume? Or even a book on dieting the proper way? You have probably never considered what type of genre these guides are, but they are called procedural texts. At some point, we have all used a procedural text and may not have been able to do a desired activity or project without one. The main goal of a procedural text is to inform a reader on how to do something by using clear and precise directions. Sentences are short and to the point so they are easy to follow. A great example is a science lab manual in which it gives step by step direction on how to replicate an experiment. Now that you know what they are and remember how they are used it's time to see how they can be used if you are a teacher.

** What are the main characteristics? **
 * Composed of specific steps that are to be performed in a **strict sequence** with an implicit product or goal to be achieved at the end.
 * Primary level books frequently use pictures or graphic aids for the children to follow; children must read these graphic aids as they would read words.
 * As children mature, these graphic aids become lists and charts that are important for their understanding of the text.
 * Usually includes: goal, materials, method (series of steps), and photographs/graphic aids to clarify steps
 * Uses ordinal numbers
 * Gives detailed information

** How can it be used in the classroom? **
 * Procedural texts can be used for a variety of projects and extension activities like in science for doing an experiment or social studies for creating a map
 * Can be used as a resource to help teach students how to write a letter or essay. A procedural text allows them to read about how to format an essay with a topic/main idea and the supporting details.
 * There is not one specific content area designed for procedural texts. They can be used across all content areas that require the sue of a guide or are direction based.
 * For example, Procedural text can be used for an English lesson students can write out the recipe to one of their favorite foods. They will have to include ingredients needed as well as steps that one will have to take to make the dish and pictures of it. The students will put all of their recipes together to create a class recipe book.
 * Another activity is t ohave students create a topagraphic map of an area they are studying in geography.
 * Students can also perform an experiment in science in which they will need a lab manual with step by step directions of how to perform the experiment.


 * How is it Useful? **
 * Helps children learn how to follow directions, sequence information, provide necessary information, and use pictures or graphic aids in responding
 * Helps students prepare for filling out standardized test and applications
 * Motivates students to learn more
 * Allows students to function as critical and evaluative thinkers in the world


 * Examples of Procedural Texts **


 * Flang, R.J. (1997). Origami in Action: Paper Toys Fly, Flap, Gobble, and, Inflate! New York: St. Martin's Press.

Hart, C. (2005). Cartoon Cool: How to Draw New Retro-Style Characters. New York: St. Martin's

Pillsbury Editors (2005). Kids Cookbook: Food Fun for Boys and Girls, Hoboken, NJ: Wiley Publishing **

** Graphic Organizer **

[|Graphic Organizer 3-5]
 * [|Graphic Organizer K-2]**


 * Citations **
 * Moss, B & Lapp, D. (2010). //Teaching new literacites in Grades 4-6: Resources for 21st century classrooms//. New York: Guilford.
 * Moss, B & Lapp, D. (2010). //Teaching new literacites in Grades k-3: Resources for 21st century classrooms//. New York: Guilford.

__Kaitlin Farrell__
 * Student Responses: **
 * __Citation__: LaFosse, M. (2002). A Kid’s Guide to Oragami: Making Oragami Toys Step by Step. New York, NY: PowerKids Press. **

__Reading Level__: 2-5
====__Suggested Literacy Strategy__: Look-backs as Fix-It Strategies; Students are bound to make mistakes while following the directions in this book so teaching fix-it strategies would show students how to look back and find their mistakes. __Description__: This book is a children’s guide to making certain kinds of oragami shapes. The book begins with a history of oragami. Each subsequent chapter explains how to make a different paper object by giving step-by-step directions and pictures that correspond to each direction. Every chapter also includes what that object can be used for, especially games. The text structure is typical of nonfiction books and includes things like a table of contents, chapters, glossary, index, and other websites to explore. ====

Jeanna Calia __Book**:**__ //Easy Braids Barrettes and Bows// by Judy Ann Sadler __Citation:__ Sadler, J. A. (1997). //Easy Braids Barrettes and Bows//. Canada: Kids Can Press. __Description__: This procedural text is written step by step on each page describing how to make different pony tails, braids, hair wraps, scrunchees, ponytail holders, and barrettes. There are detailed pictures and diagrams for each step and tips/other ideas are included at the bottom of each procedure. The directions are well written and easy to follow, especially for any young girl. __Reading Level:__ DRA: 24 Guided Reading: K Grade Level Equivalent: 3.2 __Suggested Literacy Strategy:__ Students can use the summarizing strategy in order to give a brief description of how to make a certain hair style. Students can use this book as a guide to learn how to write a sequence text. The book goes step by step in fine detail and students will be able to write their own “How To” and be sure to use detail and even diagrams as well.

Jen Levine **__Book__**: **Make Your Own Paper Dinosaurs by Sally and Stewart Walton __Citation__: Walton, Sally & Walton, Stewart. (1994). //Make Your Own Paper Dinosaurs//. New York, NY: SMITHMARK. __Description__: //Make Your Own Paper Dinosaurs// is a procedural text that teaches children how to make dinosaurs out of paper. Each step has a picture to make it easier for children. Before teaching you how to make each dinosaur, the authors give you a brief description of the dinosaur you are about to make. In the back of the book, it asks you 15 fun dinosaur questions with answers at the bottom. __Reading Level__: Ages 6-8 __Suggested Literacy Strategy__: After reading about how to make each dinosaur, students can use the summarizing comprehension strategy to teach other students how to make the same dinosaur without having to read through the book. **

Randee Myers __Citation__: Benjamin, C. (1982). //Cartooning for Kids//. New York, NY: Thomas Y. Cromwell Junior Books. __Reading Level__: DRA: 30-34; Guided Reading: N __Description__: In this procedural text, students learn how to draw simple cartoons ranging from animals such as rabbits or cats to people using circles, dots, lines and curves in an easy step-by-step process. Readers can also learn how to add professional touches such as shading, decorative detail or color to their drawings. __Suggested Literacy Strategy__: The “Look-Back as Fix-It” strategy would work best with this type of text because students may encounter some problems as they try to complete some of the drawings found in this book. With most how-to books, some students may not be able to complete the task the first time and may have to look back in the text to re-read the directions or look over the steps again to successfully complete the task or project. **
 * __Book__: //Cartooning for Kids// by Carol Lea Benjamin

Michelle Bonnetti __Citation__ Cefali, L. (1991). //Cook-A-Book.//Hagerstown, MD: Alleyside Press. __Reading Level:__ K-6. __Description:__ This book gives lots of fun recipes kids can try to make. It also includes a little poem or story before the recipe to entice the kid making the food. __Suggested Literacy Strategy:__ I would use Summarizing for this book. I think students will be able to tell you what they had to do first, what had to be done next and so on, until its finished. They wouldn't need to include how much of each ingredient or the exact steps just a quick summary. **
 * __Book:__ //Cook-A-Book//

Kayleigh Shaw __Citation__: Stein, Sara Bonnett. (1976). //How to Raise a Puppy: A Child's Book of Pet Care//. New York: Random House. __Reading Level__: DRA- 40; Guided Reading- Q; Ages 9-12 __Description__: This book gives children step-by-step advice on raising a puppy. The book is divided into three chapters that start with what to do in the beginning and end with what to do as the puppy gets older. This easy to follow book helps students become involved in taking care of their pet(s). Not only does it emphasize what should be done when having a puppy but it also emphasizes that children can and should be involved in caring for and loving their dog(s). __Suggested Literacy Strategy__: The book is divided into three chapters with several sections within each chapter. There is a great deal of information in this text, so the summarizing strategy can be easily applied to this book. Children can benefit from the reading of this text, but the amount of information can be overwhelming. By summarizing each section and/or chapter, children can practice or learn the strategy and get the most out of their reading. **
 * <span style="font-family: 'Comic Sans MS',cursive;">__Book__: //How to Raise a Puppy: A Child's Book of Pet Care//

<span style="font-family: 'Comic Sans MS',cursive;">Liz Kalajian __Citation:__ Flux, P. (2001). //How Artists Use Shape.// Chicago: Heinemann Library. __Description:__ This text informs students how artists use shapes in their works. At the end of the book, it gives instructions on how the students can create their own picture books as well as an informational and handy glossary for the readers. __Reading Level:__ DRA: 28, Guided Reading: L, Grade Level: 2-3 __Suggested Literacy Strategy:__ The readers can use the summarizing literacy strategy while reading this informational book in order to grasp the main points of how to use shape when drawing. It would be essential for the readers to use this strategy because this book presents various examples of how real artists use shape but the important thing is that this book teaches the students how they can use shape on their own when drawing and creating art projects. **
 * <span style="font-family: 'Comic Sans MS',cursive;">__Book:__ //How Artists Use Shape//

<span style="font-family: 'Comic Sans MS',cursive;">Lauren Masco __Citation:__ Peduzzi, K. (2000). //Paper clip jewelry.// Middleton, WI: Pleasant Company Publications. __Reading Level:__ Ages 9+ __Description:__ This procedural text teaches girls how to create wearable jewelry using only paper clips. It gives simple step-by-step instructions on how to bend and shape paper clips and how to decorate them with beads to create unique pieces. __Suggested Literacy Strategy:__ The "look back as fix its" strategy would best work with this text. While creating the jewelry, young girls are bound to make mistakes. It would be useful for them to look back and re-read the directions and then fix the mistakes they previously made. **
 * <span style="font-family: 'Comic Sans MS',cursive;">__Book:__ //Paper Clip Jewelry//

<span style="font-family: 'Comic Sans MS',cursive; line-height: 14px;">Alli Clare __Title:__ Clay __Citation:__ (2004). //Clay//. Milwaukee, Wisconsin: Gareth Stevens Publishing.<span style="font-family: 'Comic Sans MS',cursive; line-height: 14px;"> __Description:__ This book gives an introduction into clay and twelve different items children can make with clay. It includes step-by-step instructions and pictures on how to create things such as Paper Clip Plate or a Piggy Puppet. __Reading Level__: DRA: 40 Guided Reading: Q __Suggested Literacy Strategy__: Looks Backs as Fit-It Strategies. When following directions to make anything, no one is perfect and it bound to make mistakes. Students can learn to look back into the directions and see why their clay creation may not be what they thought it would be.

Casey Caruso **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Comic Sans MS',cursive; line-height: 14px;">__Book__: //A Kid’s Guide to Drawing America: How to Draw New Jersey’s Sights and Symbols// by Melody S. Mis __APA Citation__: <span style="font-family: 'Comic Sans MS',cursive; line-height: 14px;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Mis, M.S. (2002). //A Kid’s Guide to Drawing America: How to Draw New Jersey's Sights and Symbols//. New York, NY: The Rosen Publishing Group, Inc. <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">__Reading Level__ <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">: DRA= 30-34, Guided Reading= N __Suggested Literacy Strategies__: The “Look-Back and Fix-It” strategy would work best with this procedural text. While reading this book the children will most likely have to look-back and fix some of the NJ sights and symbols they are trying to draw because some of the drawings are difficult. Some kids are definitely going to have trouble drawing the illustration the first time around. <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">__Description__ <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">: This procedural text is a great way for kids to learn about the state of New Jersey. This colorful, fact-filled book includes step-by-step instructions on how to draw New Jersey’s key sights and symbols, such as the state flag and the map. Each new step in a drawing is highlighted red to make it easy-to-follow for kids. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Also, e very page is filled with interesting facts about New Jersey. The facts on each page are about the sight or symbol Melody Mis is teaching the children to draw. **

<span style="font-family: 'Comic Sans MS',cursive; line-height: 14px;">Gianna Seidler __Citation__: Alter, A. (2009). //What Can You Do with an Old Red Shoe?//. New York, NY: Henry Holt and Company, LLC. __Reading Le__ <span style="font-family: 'Comic Sans MS',cursive;"><span style="font-family: 'Comic Sans MS',cursive; line-height: 14px;">__vel__: Grade: 2-4 <span style="font-family: arial,helvetica,sans-serif; line-height: 19px;">__Description__: This how-to guide provides readers with 12 unique ways to recycle/reuse such common items as an old shower curtain, a worn blanket, a calendar and, of course, a red shoe. Because the set of directions for each recycled item is given in clear steps, and the accompanying illustrations allow readers to see exactly how to carry out these steps, this book is both practical and easy to follow. Also, each project is framed by a singly story that describes where the used object originated, making it more exciting than just a step-by-step guide. __Suggested Literacy Strategy__: Because readers must use various materials to create the end result, some terms and steps may get confusing. Therefore, the "look-backs as fix-it" literacy strategy would effectively accompany the reading of this procedural text. As students work toward the finished product, they may need to return to the text and remove any meaning blockage in order to successfully transform their "trash to treasure," making this strategy a relevant and important one. **
 * <span style="font-family: 'Comic Sans MS',cursive; line-height: 14px;">__Book Title__: //What Can You Do with an Old Red Shoe?// by Anna Alter

<span style="font-family: 'Comic Sans MS',cursive;">Erin Jackson __Citation__: Barton, B. (1981). //Building a House//. New York, NY: Greenwillow Books. __Reading Level__: DRA: 13-14, Guided Reading: H, Grade Level: 1.7 __Description__: This procedural text is a picture book that describes how a house is built. There is one sentence on each page and there is a corresponding illustration as well. The process starts off with the digging of a hole, then moves on to the building of the structure and the plumping and electricity, and finally ends with a family moving into the house. __Suggested Literacy Strategy__: Summarizing would be a good comprehension strategy to use with this book because there is a clear beginning, middle, and end and students can easily pull out each part from this book. This book is also good for teaching sequencing so following the reading of this book, students can practice writing the sequence of other everyday activities.**
 * __Book__: //Building a House// by Byron Barton

Tom Medvecky __Citation__: Ward, M. (1989). //Count Out Cholesterol Cookbook//. Feeling Fine Publishing. __Grade Level__: 4-12 <span style="font-family: 'Comic Sans MS',cursive;">__Description__: In this procedural text, the author tries to explain that cooking good food is completely possible without using fats and hydrogenated oils that cause high cholesterol. She gives amazing recipes that sound quite appetising but are much healthier for you than those with a lot of fats. __Suggested Literary Strategy__: Procedural texts are guides to show a reader how to do something whether it be cook a meal or fold a piece of paper into a swan. In order to complete the job, the directions must be followed strictly. A look back and fix it strategy works well in these books and this one in particular. Looking back and re-reading the directions or looking back and making sure you have the correct amount or item is crucial to the completion of the recipe. By checking and looking back, the reader ensures comprehension and will come out with a great meal. **
 * __Title__: //Count Out Cholesterol Cookbook//

Megan Garlette

__Title:__ // Making your own Sculpture // by Harry Helfman

__Citation__: Helfman, H. (1971). // Making your own Sculpture //. New York: William Morrow and Company

__Reading Level__:
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">DRA: 44 Guided Reading: T **

__Suggested Literacy Strategy__: Children can use the summarizing comprehension strategy to identify the essential details of the text that can be used to remind them of the appropriate steps. They can use summaries of different sections of the book to teach other students about what they have learned.

__Description__: This book details how to make sculptures using everyday objects such as dough, plastic cups, paper, straws, wire etc. It begins by describing modern sculpture and then delves into using particular materials to create sculptures. Though kid friendly language is used, the book is very text heavy and does not use enough pictures and diagrams to support the instructions.

__Book:__ //Fun// //with Roman Numerals// by David A. Adler __Citation:__ Adler, David. (2008). //Fun with Roman Numerals//. New York, NY: Holiday House, Inc. __Reading Level:__ DRA: 34 Guided Reading: N Grade Level Equivalent: 4.9 __Description:__ This book teaches students how to write using the Roman numeral system. The book includes a quick history and explanation of what Roman numerals are and why they are used. The book also includes steps for how to convert numbers from the Arabic form to the Roman numeral system by using lots of examples and by using the idea of coins/money to teach students how to write Roman numerals. Though the illustrations are very colorful and fun, at times they can overwhelm the pages. For students who want to learn how to write the Roman numerals by following the text, the layout and illustrations may hinder their understanding. However, the book does provide the step-by-step instructions to writing using Roman numerals in a very clear and succinct way. The examples and actual steps they give are really valuable. __Suggested Literacy Strategy:__ Students could use the look-back-and-fix it strategy. Since students will have to be following the step-by-step directions to writing numbers in Roman Numerals, the best strategy would be the look-back-and-fix-it strategy. This strategy requires students to look back after they have read (or completed) something to see if it makes sense. By using this strategy students could double check their work to see if they followed the directions correctly.
 * Cynthia Antunes**

//Lights! Camera! Action! How a Movie is Made// By Gail Gibbons Suggested Grade Level: 2-3 Citation: Gibbons, G. (1985). //Lights! Camera! Action! How a Movie is Made//. New York Crowell. Summary: This “how to” book goes through how a movie is made. It talks about all of the necessary people to make a movie and to have a movie run smoothly. It talks about producers, directors, actors and more. It also discusses the movie set and necessary materials to make a movie. Suggested Literacy Strategy: A good strategy to teach with this book would be summarizing. The book goes through many different steps and different things that are required to make a movie. Students could even practice sequencing these events.
 * Margaret Molloy**

__Title__: //How to Make Elephant Bread// __Citation__: Mandry, K. and Toto, J., (1971). //How to make elephant bread//. New York: Pantheon Books. __Reading Level__: K-3 __Description__: The author points out that grownups have fancy names for the foods they eat such as Beef Stroganoff and Shishkebab. This book gives over a dozen simple snack recipes that children can make on their own. The book provides students with steps on how to make ham and cheese sandwiches, chocolate milk, and ice cream sundaes. __Literacy Strategy__: The “look back as fix it” strategy would be great to use for this book. Children may make mistakes when making their snacks or forget what ingredients to use. Therefore, they may have to go back in the book, look up the snack they want to make, and fix any mistakes they may have encountered beforehand.
 * Christina Marino**

** Debra Szubrowski **
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Title: **//<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">I Can Make Toys //
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Citation: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Wallace, Mary (1994) //I Can Make Toys//, Toronto: Greey de Pencier Books.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Reading Level: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">DRA: 24 Guided Reading: K
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Description: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">This book shows children how to make simple toys out of craft materials. It gives step by step directions on how to make toys such as a race car, a train set, little action figures and a toy house. All toys are made from construction paper, styrofoam and other simple common materials.The book also offers decorating tips for parents and children.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Suggested Comprehension Strategy: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">The "look back as fix it" strategy would work best with this book because children will probably make mistakes when making the toys and need to look back at the instructions.

Title:** Green Eggs and Ham Cookbook
 * Jasmine Martin
 * Citation:** Seuss, (2006), Green Eggs and Ham Cookbook, New York, NY: Random House.
 * Reading Level:** DRA: 18-20; Guided Reading: J
 * Description:** This book is filled with a number of silly recipes that children will enjoy making just as much as eating. The book has recipes for breakfast, lunch, dinner, snack, dessert, and drinks. All of the foods have weird names for example the "Scrambled Eggs Super-Dee-Dooper-Dee Booper, Special De Luxe a-la- Peter T. Hooper!" The book gives in depth details of how to make each dish.
 * Suggested Reading Strategy:** Look back and fix it would be perfect for this book. If students were unsuccessful making their dish the first time they can look back in the text to see what they can do to make it better or see where they mad a mistake.