Goal: 2nd grade students will enter the library quietly, pick up their library card, find the "Easy" book shelf, choose a book, proceed to the library desk, check out the book with the librarian using the proper protocol, move to a quiet place to read.

Procedure Learning Strategy Lesson

I. Introduction

A. Deploy Attention: Ask a question that presents a situation when procedure would be applied, demonstrate procedure, or apply procedure.
The librarian will ask the students how they can get a book to take home (question presenting situation)

B. Establish Instructional purpose: Inform of range and applicability, inform of efficiency of procedure, demonstrate procedure
The librarian will discuss importance of proper procedure in book check-out (Inform of efficiency)

C. Arouse interest and motivation: Demonstrate efficiency, inform of purpose
Librarian quickly goes through check out procedure and is the first one to get to the favorite reading chair.(Demonstrate efficiency)

D. Preview lesson: Demonstrate complete procedure, summarize procedure, overview of procedure with verbal or visual outline.
Librarian s-l-o-w-l-y goes through check out prodedure while students vocalize what the steps are.(Demonstrate)


II. Body: teach in clusters of similar steps

A. Recall relevant Prior Knowledge: Review concepts needed for procedure, review underlying principles, review simple procedures that are part of complex procedure.
Librarian shows students where library cards will be, where "Easy" book shelf is, where check out desk is, reviews check out protocol (hand librarian card first, book next, say 'thank you')shows where acceptable silent reading areas are.(Review underlying concepts and simple procedures, ie. check out protocol)

B. Process Information:
1. Is prodedure needed? Present examples and non-examples of situations when procedure is needed. follow with practice and feedback.
Librarian tells 5 different library situations when check out would be appropriate or not.(Examples and non-examples)

2. Learn to complete steps. Complete run through, present steps in a visual of some medium, practice each step.
Learners follow each other proceeding through all steps. (Complete run through)

3. List steps in procedure. Printed list, checklist, flowchart, discussion.
Learners will sit on the rug and verbally list the steps. (Discussion)

4. Check appropriateness of a complete procedure. Mentally review steps, check what others are doing, look for cues.
Students will watch as each student, one at a time, proceeds through check out.(Check what others are doing)


C. Focus Attention: Point out critical features, focus on key cues, summarize each step, keyword verbs, cues that signal success.
As each student walks through procedure, those watching repeat, "pick up card," "pick out book," "go to desk," "give Mrs. T. card," "give Mrs. T book," "say thank-you," "find a place to read." (keyword verbs)

D. Employ learning strategies: Mnemonic device, develop own job aids, check for sense.
Students will repeat, "card, book, desk, card, book, thank you, read," as a jingle.(mnemonic)

E. Practice: Present confusing situations, practice immediately after steps are presented, recall steps, view process to check if procedure is correct.
Teacher goes through procedure making mistakes. Students tell what is wrong. (confusing situations)

F. Evaluate feedback: Instructor provides feedback, video tape, correct order.
One student goes through procedure correctly as teacher makes comments. (Instructor feedback)


III. Conclusion

A. Summarize and Review: Discuss when situation applies, inform of meaningfulness, review form and nature, spaced review and practice.
Students list steps one week later. (spaced review)

B. Remotivate and Close: Remind of efficiency, name procedure.
Librarian tells students this is the procedure for "check-out." (name procedure)


IV. Assessment

A. Assess performance: List steps, recognize situations requiring procedure, apply procedure, determine success.
Students will list steps in the procedure and then will be observed for accuracy.(List and apply)

B. Evaluate feedbck and seek remediation: Check for common errors, check how students act in an unusual situation.
Librarian moves cards to a different place. Do students proceed with steps? Remediate as necessary