Stage 1 Writing: Information Report

Term: 3

Weeks: 1 10

Foundation Statement Students communicate with a wide range of people on familiar and introduced topics to achieve a variety of purposes. They interact effectively, adopting new speaking skills, in order to give confident oral presentations. They listen to instructions and share ideas with peers to complete tasks. Students recognise that spoken language has a range of purposes and audiences and use this knowledge when attempting to communicate effectively with others. They investigate the different types and organisational patterns of common spoken texts and recognise features within them. Students read and view short literary and factual texts, using an increasing variety of skills and strategies including context, grammar, word usage and phonics to make connections between their own experiences and information in texts. Students read, interpret and discuss texts, including visual and multimedia texts, using a range of skills and strategies. They explore and identify ways texts differ according to purpose, audience and subject and understand that people produce texts. Students recognise the basic structure and grammatical features of a limited range of text types. Students write simple literary and factual texts on familiar topics for known readers by planning and reviewing their writing. They write using basic grammatical features and conventions of punctuation, showing awareness of different purposes, audiences and subject matter. Students spell using knowledge of sight words, letter-sound correspondence and other strategies. They write using letters of consistent size and slope in NSW Foundation Style and use computer technology to produce texts, recognising simple conventions, language and functions.

Social Purpose Information reports are used to present information about something. They generally describe an entire class of things, whether natural or man-made: mammals, the planets, rocks, plants, computers, countries of the region, transport, and so on.

Structure Information reports are usually organised to include: a general statement identifying the subject of the information report, perhaps defining and classifying it; description (bundles of information relating to, for example, features, behaviour or types).

Outcomes
WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. WS1.10 Produces texts using the basic grammatical features and punctuation conventions of the text type. WS1.11 Uses knowledge of sight words and lettersound correspondences and a variety of strategies to spell familiar words. WS1.12 Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology. WS1.13 Identifies how own texts differ according to their purpose, audience and subject matter. WS1.14 Identifies the structure of own literary and factual texts and names a limited range of related grammatical features and conventions of written language.

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Indicators States the purpose and intended reader of an information report before writing Discusses some of the different purposes of visual texts, eg charts, maps, diagrams Writes an information report on a familiar topic, which includes information on one or more aspects of the topic Identifies function of different stages of an information report.

ESL Scales Reading and Writing

ESL Scales levels: Beginning Reading and Responding 1, 2, 3; Reading and Responding 1; Beginning Writing 1, 2, 3; Writing 1 Ask students to locate information texts on a topic using illustrations, title, layout as clues. Take photographs of students in the class and jointly scribe simple descriptions (2 to 3 characteristics). Read an information text to the class. Ask students to locate key words (read out by teacher). ESL Scales levels: Reading and Responding 2, 3; Writing 2, 3 Jointly construct some or all paragraphs of an information report on an animal after students have had many opportunities in a small group to use new vocabulary. Use a jointly constructed information report for reading and writing activities: re-ordering under correct headings, cloze on content words, completing half-sentences, highlighting pronouns referring back to nouns. Provide many opportunities for building up the field knowledge before writing. Provide clear pro formas for students to draw/write information under relevant headings, eg Where do mice

live?, What do mice eat?

Content Mid Stage 1

WS1.9 Learning to Write - Producing Texts Practise joint and independent constructions of a variety of simple text types on familiar topics for a known audience, eg recount of personal experience, simple procedure, description of familiar people or things. WS1.10 WS1.11 WS1.12 Learning to Write - Skills and Strategies Use a pro forma with headings as a basis for writing simple texts. Read their own writing aloud to self-correct and clarify meaning. Use illustrations with appropriate labels to support texts. Build handwriting skills such as forming most letters of the alphabet correctly and writing clearly in straight lines from left to right using letters of uniform size, shape and spacing. Develop computer skills, including knowledge of letters on keyboard and words associated with computers (eg keyboard, mouse, disk, screen, cursor). WS1.13 Learning about Writing - Context and Text Encourage students to write a variety of simple texts through modelling. Design joint and independent construction activities, drawing students attention to the text purpose and structure. Provide pro formas with guided questions to scaffold students writing. Encourage students to think about what they know about a topic before writing. Encourage students to identify a target audience before writing. WS1.14 Learning About Writing - Language Structures and Features Make explicit the organisational stages of literary and factual texts. Discuss with students how adjectives are used to provide more information about nouns. Talk with students about the punctuation needed for their own writing. Model proofreading and editing, eg circle a word that does not look right.

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Content Later Stage 1

WS1.9 Learning to Write - Producing Texts Engage in joint and independent constructions of a range of text types, eg recounts of personal experience, simple procedures, descriptions of familiar people or things, poems, elementary stories, information reports, basic explanations, written opinions Respond to questions about their own writing from a variety of audiences, eg teacher, family member, classmates, older or younger students, teachers aide, classroom visitor Use headings to indicate topic of text Use graphics to accompany text where relevant WS1.10 WS1.11 WS1.12 Learning to Write - Skills and Strategies Prepare for writing, eg by planning text structure into a framework such as a matrix, flowchart or semantic map, by taking notes from written texts Use subjectverb and nounpronoun agreement in their own writing Begin to proofread and edit their own texts for publication Use common punctuation, eg upper and lower case, correct spacing, question mark, and experiment with more advanced punctuation for different effects Spell high-frequency and common sight words accurately and use knowledge of letter combinations and blends when writing new words Develop handwriting of consistent size and spacing in NSW Foundation Style Use computer software to write texts. Links to ACARA: Stage One Writing and Representing 1 EN1-2A Outcome- Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers. CONTENT Develop and apply contextual knowledge Experiment in all aspects of composing to enhance learning and enjoyment. Understand how planning, composing and reviewing contribute to effective and informative texts. Understand and apply knowledge of language forms and features Understand the process of planning, drafting and publishing informative texts. Respond to and compose texts Compose texts supported by visual information (eg diagrams) on familiar topics. Use effective strategies to plan ideas for writing, eg making notes, drawing, using diagrams, planning a sequence of information. Rereads and edit text for spelling, sentence, sentence-boundary punctuation and text structure. WS1.13 Learning about Writing - Context and Text Discuss and explain the purpose and audience of a variety of simple literary and factual texts in books, including media and electronic texts Model how to select and organise information before writing Model how to consider purpose and audience before writing Provide pro formas with guided questions to scaffold students writing WS1.14 Learning About Writing - Language Structures and Features Make explicit the basic structure and grammar of a variety of text types, including information report, procedure, recount and narrative Assist students to identify verbs and verb groups Provide opportunities for writing conferences to support editing and proofreading Point out clauses to students and explain their purpose Model how to provide feedback to a writer Model strategies for ensuring the use of correct spelling and punctuation in texts.

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Writing and Representing 2 EN1-7B Identifies how language use in their own writing differs accordingly to their purpose, audience and subject matter. CONTENT Develop and apply contextual knowledge Identify the audience of informative texts. Discuss some of the different purposes for written and visual texts. Understand and apply knowledge of language forms and features Understand that different types of texts have identifiable text structure and language features that help the text serve its purpose. Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning. Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose.

Grammar Focus Forming a sentence that includes an action verb, eg Koalas eat gum leaves. Discussing the do-er of the action verb, eg koalas (and possibly the done-to, eg gum leaves). The different functions of action verbs, eg telling about behaviour, and relating verbs, eg identifying, defining and describing things.

Grammar Terminology Students at this stage will be using terms such as: sentence; joining word, eg grass and bushes are plants; naming word/noun, eg proper noun: Sydney; common noun: city; relating verb, eg tigers are meat eaters; action verb, eg they hunt other animals; adjective, eg tigers are strong.

Teaching and Learning Experiences Lesson 1: Pre-Assessment: To write an information report. What is an information report? Write an information report about your favourite animal (see template). Lesson 2: Learning Intention: To organise information into different subjects. Focus on organising information by preparing information cards and pro formas for a number of information report topics being studied, eg wet and dry environments. Students sort information into correct pro formas. Date

Wet Environments

Dry Environments

Can be wet, damp or moist. This type of environment is also known as a water environment. Some examples include: a swamp, ocean and a pond. Ponds are filled with both animal and plant [Type text]

Can be dry and dull. Have limited access to water or no water at all. Has high temperatures but it can be very cold at night. An example is a desert.

life.

There is very little animal or plant life here. Leopards, buffalos, zebras and elephants Some animals live in the water such as; fish, can live in savannahs. crayfish and tadpoles. Plants and animals that live here can survive without food or water for a long Some animals live above the water (ducks time. and insects), and others live in the area It is difficult for people to live here because surrounding the pond (raccoons, of the harsh weather. earthworms, etc.). The biggest desert is northern Africa's The Pacific Ocean is the biggest ocean of Sahara Desert; it covers roughly 9,065,000 the world and covers more than 30% of the square kilometres. Earth's surface. Animals that live in the desert can cope with the lack of water, the extreme temperatures and the shortage of food.
Lesson 2:
Learning Intention: To read and answer questions about a factual book. Ask questions about the context of information reports using a factual big book. -Who would read or write this book?

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-Why would the author write this book? -Is this a literary or factual text? How do you know?

Using a mind map, list prior knowledge of a given topic before reading. Identify new knowledge gained after reading the text; relate this to the texts purpose.

Ask students to add adjectives to expand information for different body parts,

eg Fur-short course fur. Feet- four webbed feet Claws- sharp pointy claws

Lesson 3:
Learning Intention: To learn the structure of an information report. Discuss the structure and purpose of an information report. Students cut up and order the structure of an information report (see template).

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Lesson 4:
Learning Intention: To organise an information report into different headings. Provide students with a matrix with headings including: 1. Classification 2. Description 3. Habitat 4. Movement 5. Feeding 6. Breeding 7.Other Facts Students use the matrix to sort information from an information report on sharks (see template).

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Lesson 5: Learning Intention: To label information on a diagram. Students recall information they have learnt about sharks and construct a mind map in their books. Ask students to construct a list of body parts related to a shark.

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Connect to the interactive about shark anatomy- http://www.youtube.com/watch?v=mRkRkBXL-UI

Using the template (image of a shark), students now label and discuss the body parts of a shark.

Lesson 6:
Learning Intention: To organise an information report on an animal. Provide students with a matrix with headings including: 1. Classification 2. Description 3. Habitat 4. Movement 5. Feeding 6. Breeding 7.Other Facts Cut out sentences in half and students read and arrange the information together. Students use the matrix to sort information from an information report on tigers (see template).

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Lesson 7: Learning Intention: To sort details in an information report. Using the matrix of an information report, students identify possible answers they can come up with. e.g. Classification Description Habitat Movement Feeding Breeding Other Habits Habits Facts It belongs to Is it a Swamps Does it Plants Lay eggs Does it the fish large Rivers glide or Meat Dont lay change family. animal? Trees swim? Frogs eggs colour? Is it a wild Is it Ocean Does it Insects Are they cat? brown, run, crawl becoming black or or climb extinct? white? trees?

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Lesson 8: Learning Intention: To write an information report as a class. Students jointly construct an information report on jellyfish. Discuss/model how to research information using books and the internet. Students use the matrix to research and record their detailed information.

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Lesson 8: Learning Intention: To research and write an information report. In pairs, students research and write an information report on frogs. Students follow the matrix and record their answers on the worksheet titled, Information Report or a computer.

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Lesson 9: Learning Intention: To label a diagram for my information report. Students use adjectives to draw and label a diagram for frogs (see frog template).

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Lesson 10: Learning Intention: To write an information report. Post Test Ask students to independently construct an information report about a familiar topic.

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Assessment Pre Assessment Post Assessment Anecdotal Observations Researching information using books and the internet labelled diagrams

Evaluation

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