How to make Hokey Pokey

How to make Hokey Pokey

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about describing the features of written instructions.

Question 1Change answer

Your teacher will provide you with a copy of a recipe for Hokey-Pokey.
 
Study the recipe for making Hokey-pokey then answer the following questions.
a) What two main parts is the recipe divided into?
    1. 
    2. 

Question 1Change answer

b) Describe two ways the steps in making Hokey-pokey have been made clear.
    1.       2. 

Question 1Change answer

c)  This recipe has a warning. What are two ways this warning has been made to stand out?
      1.       2. 

Question 1Change answer

d)  A good set of instructions like these can give you ideas for your writing. 

     What are four things you can do to make a set of written instructions easy to read?
     1.        2. 
     3.       4. 

 

Question 1Change answer

e)  Verbs are action words. The instructions use verbs like 'stir'. Find three other verbs.
     1.      2.      3. 

Question 1Change answer

f)  Nouns are naming words. From the Method section, find six different nouns and write them in the spaces below.
     The first one is done for you. 
 
i) Tray                        ii)      iii)      iv) 
v)    vi)     vii) 
Task administration: 
This task can be completed with pencil and paper or online.
 
You need to provide students with a copy of Hokey Pokey, page 28, Connected 3, 1998
Level:
3
Curriculum info: 
English, Making meaning, Reading
Key Competencies: 
Using language, symbols, and texts
Keywords: 
instructions, visual cues, layout, connected, text features, language features
Description of task: 
Students study a recipe then answer questions showing their understanding of written instructions.
Curriculum Links: 
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:
  • recognise structural features
  • use comprehension strategies

as described in the Literacy Learning Progressions for Reading at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.

Learning Progression Frameworks
This resource can provide evidence of learning associated with
Acquiring and using information and ideas in informational texts, sets 3-4
within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
 

Y6 (10/1998)
a)
ingredients
method
 2 correct –easy

1 correct –easy
b)  Any 2 of:

•   In boxed formats.

•   Numbered instructions.

•   With illustrations.

•   Ingredients given first.

•   The instructions are clear/well written.

 2 correct –difficult

1 correct –moderate
c) Any 2 of:

•   Large dark, bold, lettering.

•   On an angle.

•   Underlined.

•   Positioned off-centre.

•   Connected to instruction(s).

•   Looks like an ink stamp.

 2 correct –moderate

1 correct –easy
d) Any 4 of:

•   Have a title.

•   Use headings.

•   Number steps.

•   Box information.

•   Use graphics (see ingredients).

•   Clear meaning.

•   Use fonts that are easy to read.

•   Leave white space/avoid clutter.

 4 correct –very difficult

3 correct –difficult

2 correct –easy

1 correct –easy
e) Any 3 of:

•   spread

•   put

•   let

•   bubble

•   take off

•   set

•   butter

•   grease

 3 correct – difficult

2 correct – moderate

1 correct – easy
f) Any 6 of:

•   butter

•   syrup/golden syrup

•   sugar

•   saucepan

•   mixture

•   hokey-pokey

•   baking soda

•   stirring/wooden spoon (from diagram)

•   paper (from diagram)

•   hand (from diagram)

•   heat (in reference to stove)

 6 correct – difficult

5 correct – moderate

4 correct – easy

3 correct – easy

2 correct – easy

1 correct – very easy