Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Non-fiction Unit 1 Reports Reports (4 weeks) This unit is the first in a block of three non fiction units in Year 3. It can be purposely linked to other areas of the curriculum. The unit has four phases, with oral or written outcomes and assessment opportunities at regular intervals. Phase 1 The teacher demonstrates research and note taking techniques using information and ICT texts. Children learn how to locate and note the main points in a text. Phase 2 Children watch and analyse broadcast information to identify presentational techniques and language. Children make notes and contribute to an oral presentation of information. Phases 3 and 4 Children read and analyse report texts. The teacher demonstrates how to write a non chronological report. Children write their own reports based on notes from several sources. Overview Demonstrate research and note taking techniques using information and ICT texts (with content taken from across the curriculum). Analyse broadcast information to identify presentation techniques and language. Analyse report text and demonstrate how to write non chronological report. Children write own reports based on notes from several sources. 1998 Framework objectives covered: Year 3, Term 1: T17 and T19 review differences between fiction and non fiction; locate information, using contents, index, headings, sub headings, page numbers; T21 read information, identify gist or main points and note or underline key words or phrases, listing four or five main points; T20 compare the way information is presented in different types of text; T22 and T23 make a simple record of information from more than one source; write simple non chronological reports (for a known audience) from known information using notes to organise and present ideas. Objectives Page 1 of 10
To ensure effective planning of literacy teachers need to ensure they plan for all elements of literacy effectively across the year ensuring that assessment for learning is used to plan and amend teaching. It is essential that core skills such as phonic strategies, spelling, and handwriting are incorporated into these exemplar units to ensure effective learning. Most children learn to: (The following list comprises only the strands, numbered 1 through 12, that are relevant to this particular unit. Where there are relevant Steps in Learning for an objective, a link has been included.) 1. Speaking Explain process or present information, ensuring that items are clearly sequenced, relevant details are included and accounts are ended effectively 2. Listening and responding Identify the presentational features used to communicate the main points in a broadcast Identify key sections of an informative broadcast, noting how the language used signals changes or transitions in focus 7. Understanding and interpreting texts Identify and make notes of the main points of section(s) of text Identify how different texts are organised, including reference texts, magazines and leaflets, on paper and on screen 8. Engaging with and responding to texts Identify features that writers use to provoke readers' reactions 9. Creating and shaping texts Write non-narrative texts using structures of different text-types Select and use a range of technical and descriptive vocabulary Use layout, format, graphics and illustrations for different purposes 10. Text structure and organisation Signal sequence, place and time to give coherence Group related material into paragraphs 11. Sentence structure and punctuation Show relationships of time, reason and cause through subordination and connectives Compose sentences using adjectives, verbs and nouns for precision, clarity and impact Clarify meaning through the use of exclamation marks and speech marks Page 2 of 10
12. Presentation Write with consistency in the size and proportion of letters and spacing within and between words, using the correct formation of handwriting joins Prior learning Check that children can already: Write three facts about something that interests them in three sentences, using capital letters and full stops (and commas for lists, if appropriate), consistently using the present tense and using precise vocabulary. Explain organisational features of texts, including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points. If this is the first unit in the year, read and spell a range of common words, all digraphs and trigraphs, numbers to twenty, days, months, colours and words ending in the suffixes ful and ly. Teaching sequence phase 1 Note: Children working significantly above or below age-related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group. For further advice see the progression strands and hyperlinks to useful sources of practical support. Reading; retrieving information; making notes (6 days) Compare a selection of fiction and non-fiction books on the same subject, for example animals and their food. Revise the differences between fiction and non-fiction by identifying common features and sorting into groups. Identify connectives of time, person or cause. Assemble several different sources of information on a particular subject including reference books and ICT sources. Use language of classification and secure the use of appropriate determiners. Demonstrate how to locate specific information using contents, index, headings, subheadings, page numbers. Demonstrate how to identify the main points in passages of text by underlining and then making a list. Contrast note-making with writing sentences. Demonstrate how to read and navigate an ICT text. Compare the way information is presented and identify different presentational devices. Compare the use of punctuation in ICT texts with paper-based texts. Retrieve information on a particular question, for example the diet of different animals, and make notes. Note any precise nouns or verbs and the spare use of adjectives. Assign research questions to pairs of children who then work independently to read and make notes. Bring research findings together on one class chart. Make a list of new vocabulary. Learning outcomes: Children can find a key word using an index and then locate the relevant information on a page. Children demonstrate that they have understood information read from a book or screen by noting the main points. Teaching sequence phase 2 Page 3 of 10
Listening; analysis and oral presentation (4 days) Show an information programme on the subject being researched, for example animals' teeth and human teeth. Demonstrate how to note the main points during the programme. Watch another information programme together, for example on cleaning teeth and tooth decay. Identify the presentational features used to communicate the main points, the key sections and the transition between each section. Watch again and ask children to make notes on a specific question, for example How can you prevent tooth decay? Discuss the features of an oral presentation. Children work in groups of three to make an oral presentation on the subject using their notes. Include presentational or language features from the broadcast. Children can use clear language and presentational features observed on a broadcast to make their own oral presentation interesting. Teaching sequence phase 3 Reading and analysing non-chronological reports (3 days) Read an example of a non-chronological report and identify its structure and features (title, set-up, content; introduction with general statements; paragraphs with more detailed descriptions of specific aspects; factual information). Assemble further examples of report texts, for example in encyclopaedias, and check for common features. Discuss use of pictures, diagrams, etc. to enhance the presentation of information. Identify the main points in a report, for example on teeth and eating, and note how the information is arranged into paragraphs. Identify and explore language features (present tense, third person). Children can recognise the structure and language features of a non-chronological report. Teaching sequence phase 4 Writing non-chronological reports (7 days) Demonstrate how to write a non-chronological report (see Grammar for Writing: Year 3 teaching units, unit 9). Use the opportunity to demonstrate sentence structure and punctuation, introducing connectives of reason and cause. Children write their own non-chronological report following the same structure. Page 4 of 10
Children use the notes taken during their reading to write a further non-chronological report using a common structure, for example on animals and their food: describe the animal; what it eats; what type of teeth it has. Discuss the audience and purpose for the writing, for example as an alphabetically arranged reference text for the class library, and make decisions about the addition of pictures, diagrams. Prepare the reports for final presentation, improving sentence structure, punctuation and vocabulary choice as necessary. Children note information collected from reading more than one source and present it in the form of a nonchronological report. Complete teaching sequence Note: Children working significantly above or below age-related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group. For further advice see the progression strands and hyperlinks to useful sources of practical support. Phase 1: Reading; retrieving information; making notes (6 days) Compare a selection of fiction and non-fiction books on the same subject, for example animals and their food. Revise the differences between fiction and non-fiction by identifying common features and sorting into groups. Identify connectives of time, person or cause. Assemble several different sources of information on a particular subject including reference books and ICT sources. Use language of classification and secure the use of appropriate determiners. Demonstrate how to locate specific information using contents, index, headings, subheadings, page numbers. Demonstrate how to identify the main points in passages of text by underlining and then making a list. Contrast note-making with writing sentences. Demonstrate how to read and navigate an ICT text. Compare the way information is presented and identify different presentational devices. Compare the use of punctuation in ICT texts with paper-based texts. Retrieve information on a particular question, for example the diet of different animals, and make notes. Note any precise nouns or verbs and the spare use of adjectives. Assign research questions to pairs of children who then work independently to read and make notes. Bring research findings together on one class chart. Make a list of new vocabulary. Learning outcomes: Children can find a key word using an index and then locate the relevant information on a page. Children demonstrate that they have understood information read from a book or screen by noting the main points. Phase 2: Listening; analysis and oral presentation (4 days) Show an information programme on the subject being researched, for example animals' teeth and human teeth. Demonstrate how to note the main points during the programme. Watch another information programme together, for example on cleaning teeth and tooth decay. Identify the presentational features used to communicate the main points, the key sections and the transition between each section. Page 5 of 10
Watch again and ask children to make notes on a specific question, for example How can you prevent tooth decay? Discuss the features of an oral presentation. Children work in groups of three to make an oral presentation on the subject using their notes. Include presentational or language features from the broadcast. Children can use clear language and presentational features observed on a broadcast to make their own oral presentation interesting. Phase 3: Reading and analysing non-chronological reports (3 days) Read an example of a non-chronological report and identify its structure and features (title, set-up, content; introduction with general statements; paragraphs with more detailed descriptions of specific aspects; factual information). Assemble further examples of report texts, for example in encyclopaedias, and check for common features. Discuss use of pictures, diagrams, etc. to enhance the presentation of information. Identify the main points in a report, for example on teeth and eating, and note how the information is arranged into paragraphs. Identify and explore language features (present tense, third person). Children can recognise the structure and language features of a non chronological report. Phase 4: Writing non-chronological reports (7 days) Demonstrate how to write a non-chronological report (see Grammar for Writing: Year 3 teaching units, unit 9). Use the opportunity to demonstrate sentence structure and punctuation, introducing connectives of reason and cause. Children write their own non-chronological report following the same structure. Children use the notes taken during their reading to write a further non-chronological report using a common structure, for example on animals and their food: describe the animal; what it eats; what type of teeth it has. Discuss the audience and purpose for the writing, for example as an alphabetically arranged reference text for the class library, and make decisions about the addition of pictures, diagrams. Prepare the reports for final presentation, improving sentence structure, punctuation and vocabulary choice as necessary. Children note information collected from reading more than one source and present it in the form of a nonchronological report. Assessment Page 6 of 10
Assessing pupils' progress In this exemplified unit we have identified the 'main' assessment focuses for reading and writing. However, it is important to remember that teachers should interpret and adapt the teaching sequence to meet the needs of particular classes and this may affect the types of evidence which it is desirable and possible to gather. In order for a judgement to be made against writing assessment focuses 1 and 2 it is important that children are given space and time to develop their own ideas and define their own purposes for writing. Opportunities to plan for this will arise throughout the literacy curriculum as well as through the application of skills across the curriculum. The suggested outcome for this unit is a non chronological report based on notes from several sources. The teaching of this unit should support the collection of evidence against Reading assessment focus 3 (deduce, infer or interpret information, events or ideas from texts), Reading assessment focus 4 (identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level) and Writing assessment focus 4 (construct paragraphs and use cohesion within and between paragraphs). Evidence against a variety of assessment focuses will be collected at many points during the teaching sequence.independence and opportunities to make decisions are integral to children's development in reading and writing, and it will be important to collect evidence of achievement against the assessment focuses from occasions where children can demonstrate some independence and choice away from direct teaching. Suggestions for the collection of assessment information against a range of assessment focuses are found below. Opportunities for assessment The following are examples selected from the teaching content for this unit of work that will support planning for effective assessment as an integrated part of the teaching and learning process. Evidence gathered during this ongoing work will contribute to the periodic assessment of pupils' progress. Learning outcomes Example of teaching content and assessment opportunities Evidence Approach to assessment During a guided reading session the children explore a non fiction text on screen. The children become 'reading detectives', searching for clues left by the author. The children are reminded that in a multi modal text these clues need to be hunted down in all kinds of places: in diagrams, moving images, words and photographs. Children can find a key word using an index and then locate the relevant information on a page. A series of statements are projected and the teacher demonstrates how to find answers to a statement. Is the statement true or false? Where is the evidence? Answers are noted in a table. The children work in pairs to investigate all aspects of the on screen text and find answers to prove statements true or false. Their responses are shared in the group. The teacher returns to the text and asks the children to identify a statement that was difficult to check. Why do they think this statement is more difficult? How did they go about investigating this tricky statement? Where did they find the evidence for their answer? Children's notes. Oral responses. Teacher observation. Teacher questioning and discussion. The group explores differences of opinion and evidence collected from different parts of the text. The teacher uses the children's findings and choice of evidence to assess their ability to locate evidence in the text and to manipulate and navigate a multi modal text for their own reading purposes. Page 7 of 10
Learning outcomes Example of teaching content and assessment opportunities Evidence Approach to assessment Children note information collected from reading more than one source and present it in the form of a non chronological report. The children have made notes from different sources and are ready to begin a non chronological report. The teacher works with a small group in a guided writing session to support them in planning and organising their writing. The shared part of the lesson is revisited. The teacher explains that there is now enough information to begin to write a report. The group reconsiders the audience and purpose. A spidergram (which has been added to over the course of the teaching sequence) is displayed for the group to see and using interactive whiteboard tools the teacher demonstrates how each arm will become one paragraph and section in the report. Children work independently to organise their writing. They consider how information on the spidergram will be ordered and this information is cut and pasted to form vertical plans. Next the group considers what information is needed in the opening paragraph of the report and the teacher models how to write this section, referring to a set of simple success criteria adapted for the group. The children work individually, writing an opening statement for their report. At the end of the session these sentences are shared and discussed. Children's writing at all stages of the writing process. Oral responses. Teacher observation. Marking and oral feedback. Key aspects of learning For further information, see the booklet Progression in key aspects of learning (Ref: 0524-2004) from Learning and teaching in the primary years: Professional development resources (Ref: 0518-2004G). Enquiry Children will ask questions arising from work in another area of the curriculum, for example on teeth and eating, research and then plan how to present the information effectively. Information processing Children will identify relevant information from a range of sources on paper and on screen and use this to write their own non chronological reports. Evaluation Children will present information orally and in writing. They will discuss success criteria, give feedback to others and judge the effectiveness of their own work. Social skills When developing collaborative writing, children will learn to listen to and respect other's viewpoints and take on different roles within a group to complete a task. Page 8 of 10
Communication Children will develop their ability to discuss the content and presentation of the reports they are listening to, reading and writing. They will often work collaboratively in pairs and groups. They will communicate outcomes orally, in writing and through ICT. Page 9 of 10
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