Classroom

One-Step and Two-Step Directions: Classroom Examples and Games

By Dave Joisil (Mr. J) · Certified Health and Physical Education teacher

Updated

Choose manageable directions with familiar objects, three adaptable practice games and a clear way to notice when a learner needs another cue.

A one-step direction asks for one action; a two-step direction asks for two actions. Start with a task the child can understand and physically access, then change one feature at a time. More steps are not automatically a better lesson.

This practice bank is for teachers and caregivers who already have a listening cue and need specific activities. To introduce the cue itself, use how to teach following directions. Mr. J’s Stop, Look, Listen, Go! song can introduce the routine before practice; pause the music when giving the actual tasks.

Count actions, not words

“Put the blue pencil in the cup” is one action, but it also requires understanding the color, object and destination. “Clap, then wave” has two actions with simpler words. An instruction with fewer steps can still be harder if its vocabulary, physical demands or setting are unfamiliar.

Similarly, “Get ready for lunch” sounds short but may hide several actions. Spell out the part you want to practice. Consider the child’s current understanding and support needs instead of setting a universal age at which all children should follow a certain number of steps.

One-step examples with familiar materials

  • Put one block in the bin. Use a clearly visible bin and a block the child can move comfortably.
  • Place the paper on the tray. Demonstrate the destination if “tray” is a new word.
  • Point to the cup. Offer an alternative response, such as a gesture or device selection, when pointing is not accessible.
  • Pass me the scarf. Keep the scarf within reach and let the child choose an accessible way to transfer it.
  • Choose a marker. Make the available choices clear; do not add a color requirement unless that is intentional.

These are examples to adapt, not a checklist every learner must complete. Avoid giving a task with unfamiliar materials and then interpreting difficulty as a listening problem.

Two-step examples: related actions first

Related actions share a context, which can make the sequence easier to demonstrate. Show the sequence once, then let the learner try with appropriate support.

  • Pick up the card, then place it in the box. Keep both items close together and show the movement before asking for independent practice.
  • Choose a crayon, then draw a line. Offer an adapted grip or another drawing method where needed.
  • Put the book on the table, then open it. Choose a book that is easy to handle and a reachable surface.

Unrelated actions, such as “Wave, then touch the cup,” add a different memory demand. Introduce them only when useful. Words such as “before,” “after,” “left” and “right” change the language demand too; do not add them all at once.

Game 1: Deliver to a home

Set out a small selection of familiar classroom objects and their containers. Model one delivery: “Put the marker in the cup.” Give each child a supported turn using their own reachable materials. Keep the starting version to a single action.

To extend it, ask for a related pair such as “Pick up the marker, then put it in the cup.” To simplify it, reduce the number of objects and show the destination. The aim is a clear match between message and action, not a race or a competition over who completes the most deliveries.

Game 2: Partner show-and-try

An adult demonstrates an accessible action with an object, then gives a short direction for a child to try. Swap roles when the child wants to lead. A learner can give a direction by speaking, pointing to a picture, selecting a message on a device or demonstrating.

Begin with “Put the card on the mat.” Later, an optional two-action sequence might be “Pick up the card, then turn it over.” Discuss a mismatch gently: “I thought you meant this side. Can you show me?” Modeling clarification helps make misunderstanding an ordinary part of communication rather than something embarrassing.

Game 3: Build a tiny picture

Give each learner a sheet of paper and a few large, safe-to-handle shapes suitable for the group. Model one instruction: “Place a circle on the paper.” Let the child finish before giving the next direction. Avoid small loose pieces with children who may mouth them.

An optional extension is “Choose a square, then place it beside the circle.” That adds a sequence and spatial language, so be ready to demonstrate “beside” separately. Use large reusable picture pieces, drawing tools or an accessible digital alternative as appropriate. Nobody is eliminated for a different picture.

When to add a second step

Notice whether the first task is understood and accessible across comfortable practice opportunities. A learner who needs a picture cue can still practice meaningful directions; support does not make the attempt less valid. When trying two actions, keep the objects and vocabulary familiar so you can see what changed.

If the second action is missed, show two pictures, model the whole sequence, or return to giving each action separately. Do not keep increasing the length until the child fails. A successful session might be one clear request, a helpful clarification and a comfortable stopping point.

Copy-and-print: A direction-design check

Before practice, write the action or actions you are asking for. Underline any word the learner may not know. Check whether the materials and response are accessible, decide which visual or communication support to offer, and leave enough time for the response.

Download the free routine cards and observation sheet, or read and print the HTML toolkit. Record the instruction, support, response and next adjustment—not a public score. For example: “Chose the crayon; waited for a demonstration of drawing a line. Next time, show both actions before the turn.” This example is illustrative, not a real child’s record.

Questions teachers and families ask

Does asking for repetition count as getting it wrong?

No. It can be an appropriate response to missing or unclear information. Honor “Please say it again” or “Please show me,” including requests made with gestures, pictures or a communication device.

Should everyone use the same number of steps?

No. A group can share the same materials and activity theme while learners receive different instructions and supports. Avoid comparisons based on speed, eye contact or how still a body looks.

Can these games fix a listening difficulty?

They offer practice, not diagnosis or treatment. Check understanding, language, noise, physical access and comfort. Discuss persistent concerns with the family and appropriate qualified professionals rather than prescribing more difficult tasks.

Sources and related lessons

For a whole-day sequence rather than a short task, see introducing a preschool visual schedule. For changing activities, use Transition Time. Keep safe, understood directions and the right to ask questions at the center of practice.