response description discussion - nelson writing 4 tr book sampler … · 2 contents 3 00 pm...

RECOUNTSeries of arguments

Judgement

Adjectives

Summary statement

Nouns

Text connectives

Identifying statementEvaluation

Present tense verbs

Orientation

Complication

EXPOSITION

Concluding statementCharacteristics

Conjunctions

NARRATIVETime and sequence words

Series of argumentsTime and sequence words

Series of arguments

DISCUSSION

General statement

Sequence of events

Arguments ‘against’

Resolution

Goal

Pronouns

Adjectival phrases

Verb groups

Punctuation

DESCRIPTIONArguments ‘for’

AdverbsMaterials

Past tense verbs

Personal commentSensing verbs

Sequence of events

AdverbsMaterialsIntroductionRESPONSE

Teachers’ Resource Book

CD-ROM & DVDinside

Elsie Nelley Debbie Croft Annette Smith Patricia Ciuffetelli

PM Writing 4 TRB CVR CAN.indd 1 14/12/09 4:34 PM

Canada’s Learning Advantage

CD-ROM & DVDinside

Elsie Nelley Debbie Croft Annette Smith Patricia Ciuffetelli

Info

rm

atIon report

SampLe paGeS

CD-ROM

and DVD included

in full Teachers’

Resource Book!

See back cover for details.

2 3

EXEMPLARS FOR TEACHING WRITINGWhole-class modelled and/or shared reading and writing

LEVELLED EXEMPLAR TEXTS Whole-class, small-group and/or individual, shared writing, guided and/or independent reading

INTERACTIVE WRITING PRO FORMAS Whole-class and small-group modelled and/or shared writing

STUDENT ASSESSMENT AND ACTIVITY PAGES Whole-class, small-group and/or individual guided reading and/or independent writing

INDEPENDENT WRITING

WHOLE-CLASS AND SMALL-GROUP SHARING

TEACHERS’RESOURCE BOOKS

SUGGESTED TEACHING PATHWAYS FOR WHOLE-CLASS, SMALL-GROUP, AND INDEPENDENT READING AND WRITING

KINDERGARTENCOMING

FALL 2010!

2 3Contents

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Contents highlighted are featured in this sampler!Contents highlighted are featured in this sampler!Contents highlighted are featured in this sampler!

Sample pages

Contents may vary in actual book.

Contents of PM Writing 4 Teachers’ Resource BookSection 1: An Introduction to PM Writing

What is • PM Writing?

What components make up • PM Writing?

Who is • PM Writing designed for?

How does • PM Writing use the PM philosophy?

What pedagogies have informed the development of • PM Writing?

Why has a text-type approach to teaching writing been adopted in • PM Writing?

How can • PM Writing be integrated into classroom teaching?

PM Writing• Suggested Teaching Pathways

Scope and sequence of knowledge and skills for key developmental stages•

How does • PM Writing link to other PM titles?

Section 2: The Writing ProcessWriting in the primary years•

What is the link between reading and writing?•

What is the link between spoken and written language?•

What does the writing process involve?•

Why is it important to involve students in the writing process?•

Learning to be an effective • PM writer

Section 3: Writing Skills and ConventionsPrint and punctuation conventions•

Grammar•

High frequency words and spelling•

Handwriting and keyboard skills•

Section 4: Assessing WritingWhy assess students’ writing?•

What to assess•

How to assess•

When to assess•

Framework for analyzing students’ writing•

•

•

•

Page 2

4 5Contents



Section 5: Text TypesIntroduction to the text-type approach used in • PM Writing

Rationale for coding of key language features in the • PM Exemplars for Teaching Writing

Text structure and language features of key text types• – Recount – Description – Information Report – Narrative – Procedure – Exposition – Explanation – Discussion – Response

Section 6: Oral and Visual LiteracyListening and speaking•

Viewing and presenting•

Section 7: Lesson Plans Using the Exemplars for Teaching WritingIntroduction•

The Windsurfing Dog (Recount)•

Rescue Helicopter Pilots (Description)•

Venomous Snakes (Information Report)•

Rescue at Sea (Narrative – Prose)•

The Long Drive (Narrative – Poetry)•

Snakebite First Aid Treatment (Procedure)•

Windsurfing Is A Great Sport (Exposition)•

How Drought Affects Living Things (Explanation)•

Television Dance Competitions (Discussion)•

Western Meadows School Production (Response)•

Section 8: Lesson Plans Using the Levelled Exemplar TextsLevel 25•

– Artistic Elephants (Information Report and Discussion) – The Great Race (Narrative and Response) – Rainbows (Information Report and Procedure) – The Pyramid Builders (Information Report and Recount)

•

•

•

Pages 6–8


Sample pages

4 5Contents



Level 26•– The Common Cold (Explanation and Exposition)– Art at School (Exposition and Response)– Travel (Discussion and Procedure)– Forest Trees (Description and Explanation)

Level 27•– Humpback Whales (Recount and Description)– Colour and Mood (Information Report and Exposition)– Let’s Dance (Procedure and Response)– An Alien World (Narrative and Discussion)

Level 28•– Tracker Dogs (Recount and Information Report)– Team Sports (Exposition and Response)– The Planets and Pluto (Information Report and Description)– Modern Maps (Explanation and Discussion)

Level 29•– Levers (Explanation and Information Report)– Teeth (Narrative and Exposition)– Stringed Instruments (Information Report and Response)– Constructions (Response and Discussion)

Level 30•– Food Safety (Exposition and Response)– Concrete (Procedure and Discussion)– Wonders of the Arctic (Explanation and Recount)– Oil (Discussion and Recount)

AppendicesAppendix 1: Scope and sequence of knowledge and skills in the first eight years of school•

Appendix 2: Level descriptors and writing samples for assessing writing•

Student Assessment and Activity PagesStudent Assessment and Activity Pages (Information Report)•

••Pages 9–11

•

Student Assessment and Activity Pages

•

•


•Pages 12–21

Student Assessment and Activity PagesStudent Assessment and Activity PagesStudent Assessment and Activity Pages•

Student Assessment and Activity PagesStudent Assessment and Activity PagesStudent Assessment and Activity Pages•Pages

22–31


Sample pages

6 7Section 7

Venomous SnakesText Type: Information Report

Pages: 16–21

Introduction to the Text• Display pages 16–17 of Exemplars for Teaching Writing Book 4. Briefl y discuss the text title,

Venomous Snakes, with the students to determine their prior knowledge of the subject. Ask students to explain the meaning of the word venomous.

• Advise students that the text has been written to provide information about a group of snakes that are classifi ed as venomous. Revisit the purpose of an information report, i.e. to present information that classifi es living or non-living things. Read the text to the students.

• Ask students to recall information about venomous snakes that is outlined in the text.

• Read the text with the students.

Text Deconstruction – Structure• Display pages 18–19 of Exemplars for Teaching Writing.

• Reinforce the importance of a concise title that identifi es the subject of the report.

• Identify the general statement. Note that this section introduces and classifi es the subject of the report. The fi rst paragraph tells where venomous snakes are found, and explains the behaviour that allows them to be classifi ed as venomous.

• Identify the paragraphs of description that provide information about venomous snakes. Note that their physical appearances are described, as well as other characteristics such as where they are found, their ability to kill, specifi c species of snakes in this class and the risk they pose to humans. Ask the students to identify the topic sentence in each paragraph and draw their attention to the repeated occurrence of the title in the text, e.g. The world’s most venomous snake; In the USA, one of the deadliest venomous snakes.

• Draw students’ attention to the way in which the author has summarized and evaluated information in the report. Information about the inland taipan and the rattlesnake is drawn together, supporting the understanding that these two snakes belong to the same group called venomous snakes. The evaluation states that although these snakes are very dangerous, few lives have been lost as a result of their bites.

Text Deconstruction – Language Features• Display pages 20–21 of Exemplars for Teaching Writing. Reread the text.

Noun Groups – nouns; pronouns• Find and group the nouns under the headings People, Places and Things. Note that some

nouns are independent, e.g. reptiles, Scientists, venom; while others form part of a noun group, e.g. The world’s most venomous snake, the inland taipan, is found in rural Australia. Note that some nouns are technical words that link specifi cally with the subject, e.g. a poisonous liquid called venom; kill or immobilize their prey.

• Draw students’ attention to the use of they or it as a pronoun to refer to the class of snakes or an individual species of snake. However, advise students that, in this report, nouns

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6 7Section 7

are often repeated rather than using pronouns. Explain that, by repeating nouns, the information presented is much less likely to be misinterpreted.

Adjectives • Revise the purpose of adjectives to build descriptions of nouns. Ask the students to identify

adjectives in the text that are factual, e.g. venomous snakes; a rattling sound; those that are quantitative, e.g. a small number; three metres; and those that are comparative, e.g. one of the deadliest venomous snakes. Point out the frequent use of classifying adjectives, e.g. poisonous liquid; serious injury, that tell the reader which class or particular group something belongs to.

Verb Tense – present• Revise that action verbs represent movement and behaviour of the subject. Identify some

present tense action verbs in the text, e.g. immobilize; kill; shakes; produce.

• Recall that relating verbs are used in information reports to link information, e.g. Venomous snakes are found all over the world; It is recognized by its brown scales.

• Draw students’ attention to the modal verbs that explain what might, can or must happen, e.g. It can grow; can cause serious injury; can be dangerous. Inform the students that can expresses medium modality. Discuss why the author uses modality to discuss the risks and dangers associated with venomous snakes.

Adverbs and Adverbial Phrases• Remind students that adverbs provide information that tells how, when, where or why

about the verb. Identify adverbs and determine their function, e.g. violently tells how the rattlesnake shook its tail.

• Find adverbial phrases used in the text. Demonstrate how the meaning of the text becomes much clearer when information about how, when, where or why is added, e.g. are found all over the world; is the scales at the end of its tail; The venom released during an attack. Ask students to fi nd other adverbial phrases in the text.

Modelled Writing• Select a subject about which students may have some prior knowledge, e.g. pythons.

Discuss the new subject and make notes under headings that will allow students to see how information can be organized into paragraphs. Involve students in the planning of the new text. Model the task of drafting the new text on the Information Report graphic organizer (p. 361) from the Student Assessment and Activity Pages.

• Model the writing of the information report on a whiteboard or directly onto the Interactive Writing Pro Forma. Make comparisons between the structure and language features in Venomous Snakes and the new text.

• On completion, model an analysis of the new text, using the Information Report editing (p. 364) from the Student Assessment and Activity Pages.

Shared Writing• Select another subject for an information report, e.g. eels or carpet snakes. Conduct the

necessary research. Share the task of drafting a report on the selected subject on the Information Report graphic organizer (p. 361) from the Student Assessment and Activity Pages.

• Jointly construct the new text on a whiteboard or directly onto the Interactive Writing Pro Forma. Reinforce understanding of the text type by asking questions and verbalizing the characteristic structure and language features of an information report.

• On completion, share the revising and editing tasks with the students, i.e. add, delete, change or rework sentences, grammar and punctuation.

• Help students to analyze the new text, using the Information Report editing page (p. 364) from the Student Assessment and Activity Pages.

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8 9Section 7

Guided or Independent Writing• Provide opportunities for students to write information reports about other groups of

living or non-living things. Gather relevant information from a variety of sources, including the Internet if appropriate. Introduce the Information Report writing scaffolds (pp. 361–365) from the Student Assessment and Activity Pages and encourage students to use the Information Report graphic organizer.

• Ask students to share their drafts before continuing with the writing process. Encourage peers to listen critically and offer constructive feedback that will allow students to improve or extend the quality of their writing. Remind students to refer to their English Language Reference Book during the writing process.

• Revisit the writing task over several lessons. Support students as they complete their published writing.

• Ask students to complete the Information Report editing page (p. 364) from the Student Assessment and Activity Pages before conferencing or sharing with the class.

• Direct students to the language enrichment activities for information reports (pp. 366–367) from the Student Assessment and Activity Pages.

Extension Writing• Reinforce connections across the English Curriculum by providing opportunities for

students to extend their understanding of the subject through writing in other text types, e.g. a recount of a visit to a reptile park, or a detailed description of a particular snake.

Sharing• Display information reports in the classroom, or allow students to visit other classes to read

and display their published writing. Encourage constructive feedback at all stages of the writing process.

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Section 8

Levers – The CrowbarLevel: 29

Text Type: Information Report

Introduction to the Text• Introduce the second text on page 10 of Levers. Briefl y discuss the title, The Crowbar, with

the students to determine their prior knowledge of the subject. Make sure they know that a crowbar is a tool designed to be used as a lever.

• Advise students that the second text is an information report that describes crowbars from a technical point of view. Tell them that reports that have a technical subject usually include information about the subject’s parts and uses in the description.

• After the students read the text independently, ask them to discuss information that they have learned about crowbars.

Text Deconstruction – Structure• Discuss the importance of constructing a concise title that relates to the subject of the

report.

• Read page 10. Note that the fi rst sentence identifi es and classifi es the subject. Find preliminary information about what crowbars are used for and who uses them. Explain that because the author has introduced the subject using the defi nite article the, this indicates that the report refers to the whole class of crowbars. Recall that the purpose of an information report is to present factual information about a whole class of living or non-living things.

• Read pages 11–15. Note that each topic sentence introduces and describes a specifi c feature, e.g. how crowbars are used, what they are made from, what they look like and where they are found. Ask students to fi nd related information in each paragraph that provides greater detail about the feature being described. Discuss reasons for restating technical vocabulary from the previous text, e.g. force and load, in the description. Remind the students that information reports are logically arranged so that the reader can fi nd the information readily. Explain that the word crowbars is used repeatedly because it is the subject of the report.

• Discuss the evaluative statement on page 16. This paragraph summarizes information in the report.

Text Deconstruction – Language Features Noun Groups – nouns; pronouns; articles • Find the nouns and group them under the headings People, Places or Things. Note that many

are the names of technical things, e.g. lever, leverage, tool, force, crowbar. Tell the students that technical nouns are specifi c to a particular fi eld of study or class of things. In this text the particular class of things is “small machines”. Ask the students to fi nd noun groups in the text, e.g. Large boulders and slabs of concrete; one large curved end.

• Find the pronouns they and them and ask students to identify the nouns they replace, e.g. crowbars – they; titanium crowbars – they; titanium crowbars – them; workers involved with building, demolition and roofi ng – they. Recall that a pronoun can replace a noun or a noun group.

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10 11Section 8

• Recall that articles can be defi nite or indefi nite. In this text, both types of articles have been used. When the author is referring to specifi c nouns the defi nite article the has been used, e.g. the preferred tool; the right crowbar; the large crowbar. However, the author also makes many general references, e.g. a light metal; a number of different sizes; shaped like a chisel. When the reference is general, the indefi nite article a is used.

Adjectivals – adjectives• Find adjectives in the text that build descriptions of the nouns. Identify different types

of adjectives: factual, e.g. large; strong and resistant; the other end; opinion, e.g. powerful; classifying, e.g. metal tool; comparative, e.g. a light metal; most often; not as heavy as; smaller; quantitative, e.g. more than one; several; thousands. Note that some adjectives come after the noun group, e.g. This material is strong and resistant.

• Revisit order when there is more than one adjective before a noun.

Verb Tense – present• Recall that information reports are written in the present tense.

• Find present tense action verbs that precisely describe behaviour and movement, e.g. This makes them; one end of the crowbar changes into; pry objects apart.

• Draw students’ attention to relating verbs that have been used: to classify, e.g. The crowbar is a metal tool; Crowbars are most often made; to link a noun group to an adjective, e.g. This material is strong and resistant; or with the word not to form a negative, e.g. The crowbar is not a new tool; Titanium crowbars are not.

• Advanced learning includes an understanding of verb groups. Explain that a verb group is made up of more than one verb, e.g. slabs of concrete can be moved; it can be used; and can be forced.

Adverbials – adverbs; adverbial phrases; adverbial clauses• Find adverbs in the text. Tell students that, as well as providing the reader with more

specifi c information about a verb, e.g. pry objects apart, an adverb can also modify an adjective, e.g. One end is slightly curved.

• Identify adverbial phrases that provide information about when, e.g. for thousands of years; where, e.g. at the other end; how, e.g. under severe force; and why, e.g. for a particular job. Recall that adverbial phrases begin with a preposition. Find the prepositions in the text, e.g. at, under, with, between, except. Tell the students that prepositions act as joining words, e.g. keep more than one crowbar in their toolkit.

• Find adverbial clauses in the text. Recall that, like adverbs, they provide information about the verb but unlike phrases they always contain a verb, e.g. Construction workers use different types of crowbars to dislodge old roofi ng materials; This makes them the preferred tool … even though they are more expensive to purchase.

Conjunctions and Text Connectives• Find conjunctions in the text that form links between words, phrases, clauses and

sentences, e.g. because to link cause and effect; when to indicate time; and to join further information; so that to indicate a result; and even though to signal concession.

Punctuation – commas• Identify punctuation conventions used in the text. Revise the use of commas to separate

information into readable units or to separate ideas in a list, e.g. dislodge old roofi ng materials, pry objects apart, take out rotted beams.

Shared Writing• Select another tool to write an information report about, e.g. a wrench, bottle opener

or garden spade. Ask the students to describe the tool’s basic features and only conduct AP


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Section 8

further research if required. Share the task of drafting the report on the Information Report graphic organizer (p. 361) from the Student Assessment and Activity Pages.

• Jointly construct the new text on a whiteboard or directly onto the Interactive Writing Pro Forma. Reinforce understanding of the text type by verbalizing and posing questions about the characteristic structure and language features of an information report.

• Share the revising and editing tasks with the students, i.e. add, delete, change or rework sentences, grammar and punctuation.

• Help students to analyze the new text using the Information Report editing page (p. 364) from the Student Assessment and Activity Pages.

Guided or Independent Writing• Identify further topics the students could write information reports about. Gather relevant

information from available sources, including the Internet. Ask students to begin the writing process by drafting their ideas on the Information Report graphic organizer (p. 361) from the Student Assessment and Activity Pages.

• Invite students to share their planning and drafting before continuing the writing process. Encourage feedback from their peers that will help students to improve or extend the quality of their writing. Remind students to refer to their English Language Reference Book during the writing process.

• Revisit the writing task over several lessons. Support students as they complete their published work.

• Ask the students to complete the Information Report editing page (p. 364) from the Student Assessment and Activity Pages before conferencing or sharing with the class.

Extension Writing• Encourage students to extend their understanding of the subject through writing in

other text types, e.g. research the contents of a construction worker’s tool kit and write a description about the subject.

• Some students could write a discussion that argues the issue of whether steel or titanium crowbars are the preferred choice on construction sites.

Sharing• Provide further opportunities for students to write information reports across all areas of

the curriculum. If appropriate, encourage the inclusion of labelled diagrams or illustrations.

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Text type Information Report Title Koalas

Student Student A

Stage of writing development Early

Descriptors of knowledge and skills

Purpose• To present information that classifies living or

non-living things

Text structure• General statement – Identifies and classifies the

subject

• Description – Provides information about the subject’s physical appearance and other characteristics

• Evaluation – Provides a summary statement about the subject

Language features• Uses common nouns to refer to living and non-living

things

• Uses pronouns to refer to living things

• Uses a small range of factual adjectives (e.g. size, shape, colour) to build a description of the living/ non-living thing

• Uses verbs to describe behaviour

• Uses simple present tense verbs

Analysis of student’s writing

StrengthsPurpose

• Shows early an understanding of the purpose of an information report

Text structure

• Provides factual information about a living thing

• Provides a brief description of the living thing

Language features

• Uses common nouns (e.g. claws, trees) and pronouns to refer to living things (e.g. they)

• Uses action verbs to describe behaviour (e.g. stay, climb) and relating verbs to build description (e.g. have)

• Uses simple present tense verbs (e.g. They stay alone.)

Other features

• Uses capital letters correctly

• Uses a combination of complex and simple sentence structures

• Uses correct word order

• Displays developing awareness of sound–symbol relationships

• Forms lowercase and uppercase letters accurately

Weaknesses• No general statement to classify the living thing

• No evaluation

• Limited description of the living thing

Explicit learning for future development• Student requires modelling and joint construction

and deconstruction of exemplar texts (information reports). Draw attention to each structural element, focusing on the information included in each component (general statement, description, evaluation) to build student’s understanding of the schematic structure of an information report. During text deconstruction, draw the student’s attention to the use of adjectives to build a description of the living thing.

• Model the use of headings to organize factual information during planning for writing. Possible headings include Physical Appearance, Food, Habitat and Behaviour.

PM Writing resourcesRefer to Exemplars for Teaching Writing Book 1, pages 14–19, and Teachers’ Resource Book 1, page 71, for recommended teaching approaches and teacher talk to support writing development.

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Text type Information ReportTitle All about mice

Student Student B

Stage of writing development Developing



non-living things


subject



Language features• Uses common nouns for living and non-living things

• Uses pronouns to refer to living and non-living things

• Uses a small range of factual adjectives (e.g. size, shape, colour) to build a description of living thing

• Uses verbs to describe behaviour and relating verbs to build a description


• Uses a small range of adverbial phrases that provide information about location


StrengthsPurpose

• Shows understanding of the purpose of an information report

Text structure

• Provides factual information about a living thing

• Provides detailed description of the living thing (mice); information is provided about physical appearance, habitat and behaviour

• Concluding statement provides a brief personal comment

Language features

• Use of common nouns (e.g. mice, holes/hole’s, ere’s/ears, eyes, chece’s/cheese, animal) and pronouns to refer to living and non-living things (e.g. they)

• Uses verbs to describe behaviour (e.g. dig, live) and relating verbs to build description (e.g. is, are, have)

• Use of simple present tense verbs (e.g. They dig holes)

Other features

• Displays awareness of sound–symbol relationships

• Spells most high frequency words accurately

Weaknesses• No general statement to classify the living thing

• Very limited use of adverbial phrases to build a description of location

• Limited variation in sentence beginnings

• Mainly simple sentences and compound sentences joined with additive conjunction and have been used

• In some instances inappropriate use of uppercase letters (e.g. Run around, Best, Small)

• Incorrect use of apostrophes

Explicit learning for future development• Read and deconstruct exemplar information reports

on familiar topics. Model their construction and encourage the student to be involved in the joint construction of information reports. Focus on the text structure of information reports, with particular emphasis on the general statement.

• During planning for writing, model the use of headings to organize factual information. When jointly constructing information reports, draw student’s attention to the use of paragraphs to organize information.

• During modelled and shared writing, discuss capital letters at the beginning of sentences.

• Explore ways of joining clauses that present information about the same topic. Model the use of commas to reduce the need for multiple sentences (e.g. Mice have long tails, little ears and little eyes).

• Brainstorm synonyms for common adjectives such as little. Write the list of words on a chart and display in the classroom and/or encourage the student to record a list of adjectives in personal dictionary or word bank.

• Help the student to edit writing for noun-verb agreement (e.g. Mice is sced of cat’s). Draw the student’s attention to the clause Mice are very cool to me, noting the use of the correct noun-verb form.

• Model use of upper- and lowercase letters during modelled writing and one-on-one student interaction.



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Text type Information Report Title All about mice

Student Student C

Stage of writing development Consolidating



non-living things


subject





• Uses a range of adjectives (e.g. quality, comparing, classifying, quantity, opinion) to build a description

• Uses verbs to describe behaviour and relating verbs to build a description


• Uses adverbial phrases to provide information about where action takes place

• Uses adverbs of manner to describe how action performed (where appropriate)


StrengthsPurpose

• Shows an understanding of the purpose of an information report

Text structure

• General statement classifies living thing

• Detailed description of the living thing’s physical appearance, habitat and behaviour

• Evaluation provides a personal comment

Language features

• Uses common nouns (e.g. mice, houses, claws, nests) and pronouns to refer to living and non-living things (e.g. they)

• Uses a range of adjectives (e.g. size, shape, colour, quantity, quality) to build a description of the living thing (e.g. wild mice, little ears, pet mice, some mice)

• Uses verbs to describe behaviour (e.g. run, live) and relating verbs to build description (e.g. are, have)


Other features

• Organizes information in paragraphs

• Uses capital letters and periods accurately

• Spells high frequency words accurately

Weaknesses• No evaluation that summarizes key information

• Omission of apostrophes (possessive form)

• Uses mainly simple sentences

• Limited sentence beginning variation

• Limited variation in word order (e.g. noun/verb/adverbial phrase)

Explicit learning for future development• During text deconstruction of exemplar texts

(information reports), draw the student’s attention to each structural element. Model the construction of a concluding statement that evaluates and summarizes the information presented.

• Create opportunities for the student to build topic knowledge.

• During modelled and shared writing, demonstrate how clauses can be combined by expanding noun groups and using commas (e.g. Student text: They have little ears and little eyes that are pink. They have claws that look like hands. Modified text: They have little ears, little pink eyes and claws that look like hands.)

• Model ways of varying sentence beginnings (e.g. use of adverbs, adverbial phrases, placing dependent clause in theme position or at the beginning of the sentence, text connectives or pronouns).



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Text type Information ReportTitle Sharks

Student D

Stage of writing development Extending


Purpose• To present information that classifies living or non-

living things


subject





• Uses a range of adjectives (e.g. quality, comparing, classifying, quantity, opinion) to build description of nouns

• Uses verbs to describe behaviour and relating verbs to build description of nouns

• Uses simple present tense

• Uses adverbial phrases to provide information about where, when, how long, in what way, how, why and with whom

• Uses a range of adverbs where appropriate

• Uses subject-specific or technical vocabulary


StrengthsPurpose

• Shows an understanding of the purpose of a report

Text Structure

• General statement classifies living thing

• Detailed description of the living thing’s physical appearance, habitat and behaviour


Language features

• Uses common nouns for living things (e.g. sharks, fish, squid) and non-living things (e.g. ocean)

• Uses pronouns to refer to living and non-living things (e.g. they, their)

• Uses adjectives (e.g. two main fins, pectoral fins, small whales) to build description of nouns

• Uses relating verbs to build description of nouns (e.g. Sharks are fish; Sharks have eyes)

• Uses simple present tense (e.g. Sharks are very fast)

• Uses adverbial phrases to provide information about where (e.g. in oceans all aroun/around the world), when (e.g. for at least 400 million years) and manner (e.g. like a mirror at the back of their eyes)

• Uses adverbs of frequency (e.g. sometimes)

• Uses subject-specific or technical vocabulary (e.g. sharks, fish, ocean, pectoral fins, squid)

Other features

• Uses paragraphs to organize information

• Uses a topic sentence at the beginning of a paragraph

• Uses simple, compound and complex sentence structures

• Spells high frequency words and technical vocabulary accurately

Weaknesses• Limited use of technical verbs to describe behaviour

e.g. swim, travel

• At times, use of informal language (e.g. Sharks have been around for at least 400 million years)

• Uses basic, common factual adjectives (e.g. big)

• At times, repetition of nouns (e.g. Sharks are fish that live in oceans all around the world. Sharks have been around for at least 400 million years.)

• Limited variation in sentence beginnings (e.g. Sharks, A shark’s)

• Punctuation, specifically incorrect use of apostrophes and omission of periods and capitalization

Explicit learning for future development• Use exemplar information report texts as a basis for

exploring the use of subject-specific verbs and formal language.

• During text deconstruction of exemplar information report texts, discuss the types of adjectives used to build a rich description of the living or non-living thing. Create a list of a range of rich adjectives and display it in the classroom. Encourage the student to refer to the list when writing independently.

• Use exemplar information report texts to discuss the role of pronouns. Identify nouns and pronouns in texts, showing links between nouns and pronouns.

• Model ways of varying sentence beginnings using adverbs, adverbial phrases and conjunctions (e.g. When).

PM Writing resources Refer to Exemplars for Teaching Writing Book 4, pages 16–21, and Teachers’ Resource Book 4, page 70, for recommended teaching approaches and teacher talk to support writing development.


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Text type Information ReportTitle BMX

Student E

Stage of writing development Advanced


Purpose• To present information that classifies living or non-

living things


subject



Language features• Uses common nouns for living and non-living things.


• Uses a range of adjectives (e.g. quality, comparing, classifying, quantity, opinion) to build description of nouns

• Uses verbs to describe behaviour and relating verbs to build description of nouns


• Uses adverbial phrases to provide information about where, when, how long, in what way, how, why and with whom

• Uses a range of adverbs, where appropriate

• Uses subject–specific vocabulary


StrengthsPurpose

• Shows an understanding of the purpose of a report

Text Structure

• General statement classifies non-living thing

• Detailed description of the non-living thing (BMX Racing)


Language features

• Uses common nouns for living (e.g. children) and non-living things (e.g. Bicycle Motorcross)

• Uses pronouns to refer to living and non-living things (e.g. they, you)

• Uses adjectives (opinion, e.g. exciting sport; quality, e.g. big start ramp; classifying, e.g. big start ramp, BMX track) to build description of nouns

• Uses verbs to describe behaviour (e.g. ride) and relating verbs to build description of nouns (e.g. is)


• Uses adverbial phrases to provide information about where (e.g. on the gate in a lane from one to eight, on a big start ramp) and manner (e.g. out of clay)

• Uses subject–specific vocabulary (e.g. bicycle motorcross, sport, race, ramp, full face helmet, pads)

Other features

• Uses a combination of sentence structures (i.e. simple, compound and complex)

• Uses conjunctions to construct complex sentences (e.g. when, but)

• Variability in sentence beginnings (e.g. Bicycle Motorcross, Before, When people, BMX is)

• Uses punctuation conventions accurate in most cases

• Uses appropriate technical vocabulary

Weaknesses• Poor paragraphing

• At times, ambiguous use of pronouns (e.g. You also have to wear gloves; because of this)

• Limited variability in sentence beginnings at paragraph level, particularly in the third paragraph

• At times, poor links between sentences

• Use of a range of adjectives, but at times basic adjectives (e.g. big)

• Use of second person singular (i.e. you)

Explicit learning for future development• Use exemplar information report texts to explore the

use of a range of adverbial phrases and adjectives to build a rich description of living or non-living things.

• Use exemplar information report texts to discuss the role of pronouns. Identify nouns and pronouns in texts, showing links between nouns and pronouns.

• Draw the student’s attention to the use of the third person in exemplar information report texts. Help the student to edit their own writing, changing use of the second person to the third person.

• Brainstorm synonyms for factual adjectives commonly used in the student’s writing (e.g. big) and display the list in the classroom.

• During text deconstruction, explore the organization of information at the text level. Draw the student’s attention to the use of paragraphs to organize information. To build the student’s knowledge of topic sentences, identify the topic sentence at the beginning of each sentence.

• Use exemplar information report texts to demonstrate coherence or links between sentences.

PM Writing resources Refer to Exemplars for Teaching Writing Book 4, pages 16–21, and Teachers’ Resource Book 4, page 70, for recommended teaching approaches and teacher talk to support writing development.


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22 23


Grade 4Annette Smith

Elsie NelleyDebbie Croft

Patricia Ciuffetelli

RECOUNT

SAMPLE PAGES

Info

rm

atIon report

SampLe paGeS

22 23358

Information Report

Purpose: To assess student learning prior to instruction with PM Writing 4.

Text Structure

General Statement:

Description:

Evaluation:

Language Features

Nouns and pronouns:

Adjectives:

Present tense verbs:

Adverbial phrases:

Sentence structures:

Paragraph content:

Writing Conventions

Spelling:

Punctuation:

Handwriting/Computer Skills:

Analysis of Student Learning

Student: _____________________________________________________ Class: __________________

Teacher: _____________________________________________________ Date: __________________

Strengths:

Weaknesses:

Explicit Learningfor Future Development:


24 25361

Information Report

Name: _______________________________________ Class: _____________ Date: ___________

Student Checklist

Purpose: To assess an information report prior to beginning PM Writing 4.

Title ________________________________________________________________________________

❑ The title is suitable.

Text Structure

❑ The information report begins with a general statement about a living or non-living thing.

❑ The information report describes what the living or non-living thing looks like, where it is found and how it behaves.

❑ The information report tells how I feel about the living or non-living thing.

Information Report writing – new challenges

___________________________________________

___________________________________________

___________________________________________

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___________________________________________

Writing Conventions:

❑ Spelling has been checked.

❑ Punctuation is correct.

❑ Handwriting is legible.

Language Features – examples:

❑ nouns: ___________________________________________________________________________

❑ pronouns: ________________________________________________________________________

❑ adjectives: ________________________________________________________________________

❑ present tense verbs: ________________________________________________________________

❑ adverbial phrases: _________________________________________________________________


24 25360

Name: _______________________________________ Class: _____________ Date: ___________

Purpose: To plan an information report.

Information ReportBrainstorming

General Statement:

Topic sentence 1:

Supporting information:

•

•

•

Topic sentence 3:


•

•

•

Topic sentence 2:


•

•

•

Topic sentence 4:


•

•

•

Evaluation:

Title ___________________________________________________________________________________


26 27

Name: _______________________________________ Class: _____________ Date: ___________

363

Purpose: To draft an information report.

Information Report

Description

General statement

Evaluation

Title ___________________________________________________________________________________

Planning & Drafting


26 27362

Name: _______________________________________ Class: _____________ Date: ___________

Purpose: To revise an information report.

Information Report

_________________________________________________________________________________________

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Revising


28 29

Name: _______________________________________ Class: _____________ Date: ___________

365

Purpose: To self-assess and edit an information report.

Information Report

Title: ___________________________________________________________________________________

❑ The title is suitable for the text.

Text Structure

❑ The general statement names and provides some information about the living or non-living thing.

❑ The description provides more information about the appearance or characteristics of the living or non-living thing.

❑ The conclusion is a summary about the living or non-living thing.

Language Features – examples:

❑ nouns: ___________________________________________________________________________

❑ pronouns: ________________________________________________________________________

❑ adjectives: ________________________________________________________________________

❑ present tense verbs: ________________________________________________________________

❑ adverbs: __________________________________________________________________________

❑ adverbial phrases: _________________________________________________________________

Writing Features

❑ All words are spelled correctly.

❑ Punctuation is correct. ❑ This information report presents information that identifies and describes the living or non-living thing.

❑ This information report is ready to be published.

Editing


28 29364

Name: _______________________________________ Class: _____________ Date: ___________

Purpose: To publish an information report.

Information Report

_________________________________________________________________________________________

_________________________________________________________________________________________

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Publishing


30 31

Name: _______________________________________ Class: _____________ Date: ___________

367

Information Report

Venomous SnakesGroup these nouns under the headings People, Places or Things.

venom Australia scientists humans feature

scales area rattlesnake USA victim

People __________________________________________________________________________________

Places ___________________________________________________________________________________

Things __________________________________________________________________________________

Use these and other nouns to write a paragraph about venomous snakes._________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Write an adjective that was, or could have been, used in this text to describe each of these nouns.

_______________________________ venom _______________________________ Australia

_______________________________ scientists _______________________________ humans

_______________________________ feature _______________________________ scales

_______________________________ area _______________________________ rattlesnake

_______________________________ USA _______________________________ people

Purpose: To group nouns under the headings People, Places or Things. To use nouns to write a paragraph about venomous snakes. To match suitable adjectives with nouns.


30 31366

Name: _______________________________________ Class: _____________ Date: ___________

Purpose: To use action verbs in sentences.To write sentences using adverbial phrases.

Information Report

Venomous SnakesUse the underlined verb in a new sentence about crocodiles.

Venomous snakes are reptiles that kill or immobilize their prey by releasing a poisonous liquid called

venom in their bite.

_________________________________________________________________________________________

_________________________________________________________________________________________

The inland taipan is recognized by its brown scales, cream-coloured belly and long pointed head

with prominent eyes.

_________________________________________________________________________________________

_________________________________________________________________________________________

When threatened, the rattlesnake shakes its tail violently to produce a rattling sound.

_________________________________________________________________________________________

_________________________________________________________________________________________

Use each of the following adverbial phrases in a paragraph about another animal. Include two other adverbial phrases and underline them in your text.

all over the world during an attack each year

_________________________________________________________________________________________

_________________________________________________________________________________________

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Teachers’ Resource Books

The PM Writing Teachers’ Resource Books have been developed to explicitly teach writing, knowledge, and skills across a range of student abilities in the early years of schooling, through specific learning tasks. The teaching content in the books is flexible, making it appropriate for use in a number of teaching and learning environments, including whole-class, small-group, and independent.

The Teachers’ Resource Books include:

n Comprehensive lessons for whole-class, small-group, and individual reading and writing

n Scope and sequence of learning outcomes

n Specific learning tasks

n Lesson plans based on text types and themes

n Assessment guidelines and analysis of writing samples

n Links to other books within the PM collection

The Teachers’ Resource Book also contains:n PM Writing Teaching In Practice DVDn PM Writing Lesson Planner and Interactive Writing Pro Formas CD-ROMn PM Writing Student Assessment and Activity Pages in Blackline Master Format

The Teachers’ Resource Book

1120 Birchmount Road Toronto ON M1K 5G4

416 752 9448 or 1 800 268 2222 Fax 416 752 8101 or 1 800 430 4445

email: [email protected] www.nelson.com

9 780176 382094

ISBN-13 978-0-17-638209-4ISBN-10 0-17-638209-7

02/10

Lesson Planner and Interactive

Kindergarten

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2010!

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