Text Types: Book 3 - Informative Texts by Teacher Superstore

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About Ready-Ed Publications Ready-Ed Publications was established in 1984 with the purpose of creating practical classroom blackline master activities. At the time, the role of the teacher was becoming ever more diverse with an increasing range of duties and responsibilities within the school and school community. Since then, the role of the teacher has continued to evolve with an escalating range of tasks and obligations, ensuring a reduction in time available to prepare work for the daily instructional program.

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Throughout these past 24 years, Ready-Ed Publications has built a reputation as publishers of Australian made, high quality, innovative, timesaving materials for teachers of primary and lower secondary levels. In addition, all materials are based on state or national curriculum guidelines or specific age-related interest areas and subjects.

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Publications

Ready-Ed Publications aims to assist busy professionals by making available contemporary classroom materials that contain relevant and stimulating work to support the requirements of the curriculum. Text Types Book 3 Information Texts © 2009 Ready-Ed Publications Printed in Australia Author: June Keir Typesetting and Design: Shay Howard

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Published by:

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Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www. microsoft.com/permission.

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ISBN: 978 1 86397 768 6

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for noncommercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

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Contents

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4 5 6 7-8 9-10 11

Procedure Procedure Purpose of Procedures Audience Writing a Procedure Writing Board Game Instructions My Procedure Template Conduct a Survey Trying Out Procedures How to Make a Wind Vane Following Procedures Procedures for Different Tasks

12 13 14 15 16 17 18 19 20 21 22

Explanation Explanation Writing an Explanation Purpose of Explanations Explanations in Science Tense and Technical Terms How a Lever Works Why Butterflies’ wings are coloured Explanation of How Something Works Explanation of Why Something Occurs Explanations in Other Places

23 24 25 26 27 28 29 30 31 32

Recount Recount 33 Writing a Recount 34 Purpose of Recounts 35 Order of Recounts 36 Time Connectives 37 Evaluative Remarks 38 Personal, Factual and Imaginative Recounts 39 Landing on Hooshma 40 My Recount 41 Independent Writing 42

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Teachers’ Notes Text Types: Table 1 & 2 Text Types: Table 3 Text Types: Table 4 Teaching Writing Teaching Information Texts Outcome Links

Report Report Purpose of Reports Clustering Information Diagrams Writing A Report Another Useful Report Writing Outline Writing From a Plan Different Topics

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43 44 45 46 47 48 49 50

Description Description Purpose of Descriptions My Dog, Bones Being Particular Describing People Descriptions in Different Places Understanding and Comparing Information Texts

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51 52 53 54 55 56 57 58

Text Types: Table 1 & 2 Book 1: Imaginative Narratives Text Type

Social Purpose

Structural Features

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• Deal with the unusual or unexpected

• Teach readers that problems should be resolved • Incorporate generally valued patterns of behaviour

• Use of word chains to • Orientation – gives a build topic information setting for the events to follow; background • Extensive use of nouns, information about adjectives, verbs and who, what, where adverbs to enhance and when the plot, setting and characters • Complication – begins a sequence of • Use adjectives to events that present build noun groups problems and create • Use time connectives tension and gives to sequence events an evaluation of complication events • Use thinking and saying • Resolution – problems resolved in some way

verbs to show how characters are saying, feeling and thinking

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Fairy tales

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Anecdotes

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Short stories

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Plays

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Personal letters

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Narrative

Applications

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• Construct a pattern of events • Amuse or entertain

Language Features

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Picture books

Book 2: Imaginative Poetry Structural Features

Language Features

Applications

• Express feelings and reflections on experiences and about people

• Subject – what the poem is about

• Action verbs

• Books/ anthologies

Poetry

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Social Purpose

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• An aesthetic experience – works through emotion, sensory experiences and imagination

Noun groups Adverbs Adverbial phrases

• Greeting cards

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• May tell a story

• May describe things in an unusual way

• • Theme – idea developed • throughout text • • Mood or tone – what the author wants the reader to feel about the poem; the emotional atmosphere

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Text Type

• Poetic language • Sound patterns

• Rhythmic qualities

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• Magazines

Text Types: Table 3 Book 3: Informative Texts Social Purpose

Structural Features

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• Recipe • Instruction manual • Itinerary • Agenda • Game rules • Directions

• Begin with general • Use technical language • Science texts introductory statement • Use words to establish • Speeches • Identify the subject cause and effect - because, • Newspaper • Give a sequential as a result of and magazine explanation • Simple present tense articles • Concluding statement

• Retell a series of events • Entertain • Tell what happened – described in order, e.g. time • Evaluate what happened • Tell who was involved • May express feelings or attitudes

• Orientation • Statement of significance • Tell who was involved, what happened, where and when, sequentially • A reorientation that sums up what happened

• Use words such as “I” or “we” • Use of passive voice such as “by a driver” • Use of abstract words such as computer, washingmachine • Use conjunctions, time connectives and adverbial phrases to connect events and build topic information • Descriptive language • Use past tense

• Letter • Newspaper report • Television interview • Journals and diaries

• Begin with a general statement including the topic • Give facts – qualities, habits, behaviours

• Technical language • Past tense • Use relating and action verbs • Generalised terms • Use technical terms

• Lecture • Research assignment • Documentary • Current affairs program

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Recount

• Use present tense • Use technical terms • Use adjectives – how, when, where • Use nouns • Use words that show cause and effect

• Tell how and why things occur in technical or scientific fields • Tell how things work • Tell how things are alike or different • Give reasons for why and how things occur

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Report

Applications

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• Tell/show how to do • Begin by outlining the goal something • Include a series of steps or • Give steps in order • May include a list of actions equipment or materials • Include “how to” instructions

Description

Language Features

• Classify or describe • Present information • Generally describe an entire class of things

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Text Type

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• Describe characteristics of • Introductory paragraph • Verbs in the present tense a particular thing about the subject • Adjectives to describe • May be about a person, • Series of paragraphs features animal or an imaginative describing different thing aspects of the subject • Concluding paragraph

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• Can set the scene for a text • May be part of a dramatic text or narrative

Text Types: Table 4 Book 4: Argumentative Texts

• Argue a case for or against a particular position • Advance or justify an argument

• Point of view is • Simple present stated tense • Justification • Words that link of arguments • Words that presented in logical qualify – usually, order probably • Words that express attitude or feelings

• Summarise, analyse and respond to artistic or literary text • May be reviews • May be personal responses

• Introductory paragraph • Give background information on the text • Give a reaction or opinion • Express personal feelings

• Look at more than one side of an issue • Present opinions and give reasons for them • Allow exploration of various perspectives before coming to a decision • Make recommendations based on evidence

• Opening statement • Words that presenting the compare or issue contrast • Arguments for and against • Supporting evidence • Summary • Conclusion

Applications

• Thesis • Advertisement • Legal defence • Debate/Public speaking • Editorial

• Introductory paragraph • Nouns and verbs to convey opinion/emotion • Descriptive language

• Editorials • Letters • Newspaper or magazine articles

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• Debates • Interviews • Newspaper articles • Essays

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Response Discussion

Language Features

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Structural Features

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Social Purpose

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Text Type

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Teachers’ Notes: Teaching Writing In interactive writing a students have the opportunity to take over the role of the teacher and write a text for the class to see. During a shared writing session, different text types may be explored and more complex writing structures can be used.

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Teachers should give students the time to write and a purpose to write at every opportunity. Students need to write to express themselves in meaningful ways and to have fun doing so. Students who have positive writing experiences will want to write. Children need to see a purpose for their writing other than to receive a mark out of ten, or to see their work displayed on the classroom walls. The wider the audience for their written work, the more motivated the children will be to write. It is not difficult to provide this range of audience. Within the school, within the local community and in the wider community there is an endless supply of willing and eager readers.

Students also need opportunities for independent writing where they can practise the skills they have learnt during more guided writing sessions. Writing based on shared experiences gives the students opportunities to select texts and audiences appropriate to those experiences.

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When teaching how to write, it is important to create an atmosphere in which children feel confident enough to experiment with, and conform to, the accepted conventions of writing. In order to do this, teachers should provide their students with a range of authentic writing opportunities across all genres. When children feel supported in their writing and can see value in, and a purpose for, their writing, they will become able writers. It is important that teachers encourage a love of writing and an appreciation of different types of writing so that children will develop into adults who are not only literate, but who enjoy writing in all its forms.

Writing is a process involving the steps of gathering ideas and/or information, organising those ideas, then making a draft which will later be edited and revised.

When planning their writing sessions, teachers should take into account the various learning styles of their students. While some students are visual learners and need to see pictures, images or diagrams to assist their learning, others are auditory learners who take in the spoken message quite readily. Auditory learners fall into two categories; those who are able to listen to others and learn and those who need to hear themselves vocalise the message or discuss it with others. Kinaesthetic learners need to experience what they are learning through touch and practical experiences.

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Writing, however, is a complex activity. Writers must make decisions about purpose, context, and content, while at the same time trying to conform to the conventions of grammar, structure, punctuation and style. It is not possible for children to manage all of this and produce legible text. It is important that these tasks are broken down as children learn to write. Focusing on only a few aspects of writing during each writing session will reduce the complexity of the task and will enable children to come to grips with the targeted skills.

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There are several components in a balanced writing program: modelled writing, interactive writing, shared writing, guided writing and independent writing. These components are interdependent.

When a writing session begins with the class being told to “Write a story”, it’s a bit like saying to many of them, “Now go and fly …”. It’s an impossible task. Most children will be able to put some words on paper, but many will have difficulty with the specific requirement of the task. By breaking the task into smaller chunks, by giving them examples of text types and by isolating and demonstrating what is required, teachers will provide structure for children to follow.

In modelled writing the teacher demonstrates the explicit points of the exercise.

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Teachers’ Notes: Teaching Writing The Process of Teaching Writing Teacher

Teacher & Students

Teacher guided writing

Students writing independently

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• Teacher reads a variety of texts in genre

• Teacher models writing

The five information texts covered in this book: procedural, explanatory, recount, report and descriptive are text types that are used across all areas of the curriculum. Students who are familiar with the structure, social purpose and special language features of these text types will become increasingly competent in using the most appropriate text for their intended purpose when writing.

• Students plan, write and edit

confidence and competence. Teaching the various text forms helps students understand how each text is structured and why each is structured as it is. When students are confident writers of the various texts, they will understand more easily how various text forms can be merged.

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Teacher and students writing together • Teacher and students discuss the writing process • Students and teachers construct texts together.

Students

Information texts convey information in different ways for different purposes. Each text type has its own structural features and language features. Students should understand that information texts are targeted at different audiences and that this must be taken into account when planning any writing task.

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Procedures: A procedural text is a type of text which tells the reader how to make or do something. It gives short, clear instructions to enable the reader to achieve a goal. The language features in procedural texts include action verbs, sequence words, time adverbs, technical words and commands. Procedural writing is easily examined and taught in the classroom as there are many opportunities for the use of this text. Students can read, write and follow procedures for activities suited to their level. Procedural texts can be written as recipes, games instructions, science experiments, evacuation drills and can cover many other areas of the curriculum.

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The best approach to help students achieve competency in writing information texts, as is the case for all text types, is to immerse them in the targeted texts. Examining, using and writing texts, leads to familiarity,

Explanations: An explanatory text appears in two main forms. They are, the “why” explanatory text and the “how” explanatory text. The “why” explanatory text type deals with why something occurs, such as, why cats are hunters or why the tides ebb and flow. The “how” explanatory texts deal with how something works, such as, how crystals form or how cows produce milk. Explanatory texts are often used to explain phenomena in science and technology and in the natural world and have three main parts: a statement of phenomenon, the explanation sequence and a summary. The main language features in an explanatory text are: general and abstract nouns, action verbs, conjunctions of time and cause, complex sentences and technical language.

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Teachers’ Notes: Teaching Information Texts Descriptions: Descriptive texts draw attention to the characteristics of a particular thing. Whereas a report may present information on a flight, a description might deal with The Boeing 707. Descriptive texts include an introduction followed by an ordered outline of the features of the thing being described and there may be evaluative comments throughout. A concluding comment may sum up the description. The particular language features used in descriptive texts are: particular nouns, factual adjectives or adjectives which classify or present an opinion, and relating, feeling and action verbs. Similes and metaphors can also be used to enhance the text. Descriptions are used widely as part of other texts, particularly in narrative writing where they are used to bring life to the writing.

Reports: This text type presents information about something; generally an entire class of things. It is important to note that the main difference between reports and descriptive texts are that descriptive texts deal with the characteristics of a particular thing.

texts are planned, constructed and used in the community. Students can discuss both the purposes and audiences for these text types. Students can sources text types from: • novels • poetry books • magazines and newspapers • television and radio • Internet and email • journals and diaries

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Recounts: This text type tells the reader what happened in an informative or entertaining way. It is important that students understand that recounts describe past events in the order in which they occurred. The chronological order of the recount assists the reader to understand the time sequence of the events. There are three main types of recount texts: the personal recount that tells the reader about an event in which the writer was personally involved, the factual recount that records an incident such as an accident or a science experiment, and the imaginative recount used in narrative writing. Recounts are usually structured into three parts: the orientation, the record of events and a reorientation. Evaluative remarks may be interspersed throughout this type of text. The main language features used in recounts are: nouns, action verbs, conjunctions and time connectives, adverbs and adjectives.

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Reports include a general statement that identifies the subject and include information that is ordered in paragraphs and which elaborates on the different aspects of the class of things, and possibly include a concluding statement. Reports describe and classify information without evaluative comments from the writer. The language features used in reports are: general nouns (rather than particular nouns), relating and action verbs, technical terms and the repeated renaming of the topic at the beginning of clauses. Reports may include diagrams, pictures or photos to enhance the text.

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Text © ReadyEdPSourcing ubl i c aTypes t i ons Taking examples of these five text types from published material and other forms of •f orr evi ew pur po ses on l y • media is a way of demonstrating how these

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Providing opportunities for information texts to be written for real purposes and for real audiences will encourage enthusiasm for writing tasks. There are many opportunities within schools and within communities for students to write information texts for real purposes. Some ideas are: • recounts of excursions for school newspapers and magazines

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Teachers’ Notes: Teaching Information Texts

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• instructions on how to play games for younger students • science reports for class notice boards • letters to the editor for local newspapers about local issues that concern students • current affairs programs in school broadcasts • debates in videos/movies • descriptions in narratives, poetry and drama • posters advertising school events • school radio broadcasts • plays • performances • pen-friends/keypals • manuals for how to use various technologies • picture books for younger students

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Outcome Links

Northern Territory • Reading and Viewing (3.1,3.2,3.3) Learners read and view a wide range of texts with purpose. They use developing language structures and features to comprehend and compose. They develop understandings of the contextual nature of all language transactions and the relationship between readers, viewers, written and visual texts and audience. • Writing (3.1,3.2,3.3) Learners write for a range of purposes. They control and produce texts of developing complexities in many forms. Formal spelling, punctuation and grammatical structures are integrated in contextual writing.

South Australia • Text and Context (3.4,4.4) Students learn about the relationships between text and contexts, including the influence of aspects such as purpose, audience, subject and mode. • Language (3.7, 3.8, 4.7, 4.8) Students use higher order thinking and problem solving skills to exercise the language features of different texts. • Strategies (3.11, 3.12, 4.11, 4.12) Students develop a repertoire of familiar strategies that they are able to draw on when listening to, speaking, reading, viewing and writing a range of longer and more complex texts.

ACT • ELA8: The student listens and speaks with purpose and effect. (8.EA.5 8.EA.6) • ELA9: The student reads effectively. (9.EA.1, 9.EA.3, 9.EA.5, 9.EA.8, 9.EA.10, 9.EA.14) • ELA10: The student writes effectively. (10.EA.1, 10.EA.3, 10.EA.4, 10.EA.5, 10.EA.6, 10.EA.12, 10.EA.13, 10.EA.14, 10.EA.17) • ELA11: The student critically interprets and creates texts. (11. EA.1, 11.EA.4, 11.EA.12, 11.EA.13)

evaluate information, explore perceptions and possibilities, create new knowledge, reflect on their learning and evaluate their thinking. (Standards 3&4) Western Australia • Understanding Language: Students understand that the way language is used varies according to context. • Conventions: Students use the conventions of Standard Australian English with understanding and critical awareness. • Processes and Strategies: Students select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety of purposes in a range of contexts. • Speaking and Listening: Students speak and listen with purpose, understanding and critical awareness in a wide range of contexts. • Reading: Students read a wide range of texts with purpose, understanding and critical awareness • Writing: Students write for a range of purposes and in a range of forms using conventions appropriate to audience, purpose and context. New South Wales Stage 3 • Writing: WS3.9, WS3.10, WS3.11, WS3.13, WS3.14. • Reading: RS3.6, RS3.7, RS3.8 • Talking and Listening: TS3.1 • Values and Attitudes: V1, V2, V3, V4. Stage 4 • Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure. • Outcome 2: A student uses a range of processes for responding to and composing texts. • Outcome 4: A student uses and describes language forms and features and structures of texts appropriate to different purposes, audiences and contexts. • Outcome 5: A student makes informed language choices to shape meaning with accuracy, clarity and coherence. • Outcome 6: A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.

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Victoria • Reading (Level 4&5) Students understand, interpret, critically analyse, reflect upon and enjoy written and visual, print and non-print texts. • Writing (Level 4&5) Students engage in the active process of conceiving, planning, composing, editing and publishing a range of texts. Uses appropriate language for a particular purpose. • Speaking and Listening (Level 4&5) Students develop active listening strategies and an understanding of the conventions of different spoken texts, including everyday communication, group discussion and storytelling.

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Queensland • Reading and Viewing: Students use a range of strategies to interpret, evaluate and appreciate written, visual and multi-modal texts. • Writing and Designing: Students use language elements to construct literary and nonliterary texts for audiences. • Language Elements: Interpreting and constructing texts involve selecting and controlling choices about grammar, punctuation, vocabulary, audio and visual elements in print based modes. • Literary and Non-Literary Texts: • Evaluating literary and non-literary texts involves understanding the purpose, audience, subject matter and text structure.

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Tasmania • Writing and Representing: Students use language to construct written and visual texts. They learn to write effectively, using the structures and features of Standard Australian English. They write and represent for personal, social, educational and other purposes that meet the expectations of different audiences. (Standards 3&4) • Reading and Viewing: Students appreciate, analyse, use and learn from imaginative texts. They read, view and interpret texts for enjoyment and to make meaning, meeting the demands of daily life. (Standards 3&4) • Speaking and Listening: Students listen to, interpret and create spoken texts. They learn to speak and listen effectively in informal and formal contexts for different purposes and audiences. (Standards 3&4) • Thinking: Students use logical, critical, creative and reflective thinking skills. They process and

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Procedural texts tell the reader how to do or make something.

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r o e t s Bo r e p ok u SProcedure

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Procedure 1

Purpose of Procedures Below are some examples of procedures used around the home, at school and in the community. Add at least three more examples to each category then illustrate one example from each list.

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Procedures tell people how to do things.

Recipes for:

Instruction manuals for:

©•_____________________ ReadyEdPu bl i cat ons • dishwashers •i _____________________ • bread _____________________ • lawnmowers •_____________________ •f o•r r evi ew pur p osesonl y•

• cakes

•_____________________

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•_____________________

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Procedures are used at school for: • science experiments • game instructions • fire drills

• televisions

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• lasagne

Procedures are used in the community for:

• evacuation instructions • train station instructions • aeroplane safety demonstrations

• _____________________________________

• ______________________________________

• _____________________________________

• ______________________________________

• _____________________________________

• ______________________________________

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Procedure 2

Audience When writing a procedure the writer needs to think about his or her audience and consider the following:

Procedures are written for different audiences.

• The most likely age of his/her audience. • Whether his/her audience is likely to have had any previous experience of this procedure.

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• Whether his/her audience will need special instructions about the equipment needed or about the steps to be undertaken.

1. If you had to write a procedural text to show a kindergarten child how to play a game, how would you make the procedure easy for the young child to understand?

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_________________________________________________________________________________ _________________________________________________________________________________

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Think about this:

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You have to write a procedural text which shows the reader how to make a cheese sandwhich. Your audience is a person who has lived in the jungle and has never even seen a sandwhich, let alone eaten one. * What would you need to do to make sure this person could follow your procedure?

_ ______________________________________________

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Procedure 3

Writing a Procedure

Example of a Procedure

Text Type: Procedure

Specific goal: To make play dough

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Special features of a procedure.

Audience:

# Purpose:

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Children and adults

Tells the reader how to do or make something. # Structure:

• 1 mixing bowl

• Gives short, clear instructions. • May include a short description of the finished product. • May include diagrams or pictures.

• 1 mixing spoon • heating element • 1 ice cream container

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Equipment list:

Word focus:

Steps:

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Action verbs (Put, add)

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Sequence words (Next, finally, first, then) Time adverbs (afterwards, later, now, soon) Technical words (kneed, dice) Commands (place, roll up, repeat)

•

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Tense:

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Ingredients: • 1/2 cup salt • 1 cup flour • 1 cup water • food colouring • 2 tablespoons cream of tartar • 1 tablespoon cooking oil

Present (mix, stir, store)

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1. Put salt, flour and cream of tartar into bowl.

Point of view:

2. Mix together.

Usually second (you)

3. Add the water, oil and food colouring. 4. Stir over medium heat until dough is pliable (easy to work with). 5. Store in ice cream container.

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Procedure 4

Writing Board Game Instructions

Use the example of a procedure on page 15 to help you write your own procedure. Your procedure should show your audience how to play a simple board game that you enjoy playing. This is what you need to know before you start writing your procedure: • Your audience has never played a board game before.

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1. What will you do to make sure that your audience understands your instructions?

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_________________________________________________________________________________ _________________________________________________________________________________

3. What tense is used for procedures?__________________________________________________ 4. How will you test whether your instructions are clear enough?

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 Use this box to try out some illustrations that might help your audience understand

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your instuctions. Then fill out the blank My Procedure template on page 17.

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Procedure 5

My Procedure Template My Procedure

Specific goal:

Remember

____________________________________________________ Audience:

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____________________________________________________

Purpose: Tells the reader how to do or make something.

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Equipment list:

Special features of writing a procedure.

• Gives short, clear instructions. • May include a short description of the finished product. • May include diagrams or pictures.

3. _____________________________________________________ 4. _____________________________________________________

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5. _____________________________________________________ 6. _____________________________________________________

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• Action verb • Sequence words • Time adverbs • Technical words • Commands Tense: Present

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1. _____________________________________________________

Point of view: Usually second (you)

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 Illustration of task.

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Procedure 6

Conduct a Survey Ask people who you know what procedural texts they have followed. Then ask them what they think helped them to understand the instructions in these procedural texts. Procedure Followed

Person

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Your teacher

What helped this person understand THE written instructions

A friend

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* Look at your survey.

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Someone else at your school, e.g. canteen worker, gardener, parent helper.

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What does it suggest are the five most important things to do when writing a procedure? • _______________________________________________________________________________ • _______________________________________________________________________________ • _______________________________________________________________________________ • _______________________________________________________________________________ • _______________________________________________________________________________

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Procedure 7

Trying Out Procedures You will need to work with a partner for this task. Follow these steps: 1. Think of something that you do every day. (Don’t tell your partner what it is). 2. Tell your partner what he or she would need, to do this activity. 3. Now tell your partner the steps (in order), that he or she would need to follow to do this activity. 4. Have your partner try to do this activity.

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1. Was your partner able to follow your instructions?

Yes No

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2. Can you think of ways in which you could have improved your instructions?

* Now it’s your partner’s turn. Let your partner follow steps 1-4 above.

•______________________________________________________________________________

1. Were you able to follow his or her instructions? Yes No List three reasons for your answer. •______________________________________________________________________________

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2. Would it have been easier to follow a written procedure? Yes No Why?__________________________________________________________________________ ______________________________________________________________________________

3. What was the task that you gave to your partner?______________________________________

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4. List any equipment or ingredients that you would include in a written procedure for the task that you gave to your partner.

______________________________________________________________________________

5. Write down the steps that you would include in a written procedure for the task that you gave to your partner.

•__________________________________________________________________________

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Procedure 8

How to Make a Wind Vane

Example of a Procedure Specific goal:

To make a wind vane.

Remember

Audience: Children Equipment list:

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1. Mark a point 3cm across the short end of the cardboard. 2. Mark a line from this dot 4cm down each side of your cardboard. 3. Cut along these lines to make a pointed end. 4. Attach the washer or coin to the one side of the pointed end of your cardboard. 5. Use the pin to make a hole in your cardboard so that it balances. 6. Tie the string through this hole. 7. Tie your wind vane to a tree branch. 8. Watch to see which way the wind blows your wind vane.

Special features of a procedure. Purpose: Tells the reader how to do or make something.

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• a rectangular piece of cardboard measuring 20cm x 6cm • a pair of scissors • a pencil • a coin or washer • sticky tape or craft glue • a piece of string at least 50cm long • 1 pin

• Gives short, clear instructions. • May include a short description of the finished product. • May include diagrams or pictures.

• Action verbs • Sequence words • Time adverbs • Technical words • Commands Tense: Present

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Word focus:

Point of view: Usually second (you)

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• • • Text Types Book 3 • • •

Procedure 9

Following Procedures

Use the Example of a Procedure on page 20 to make a wind vane. Were you able to follow this procedure? Yes No Explain why you were, or were not, able to follow this procedure. _______________________________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________

In the boxes below, illustrate each step of making a wind vane. Make your drawings simple and clear. Step 1

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Step 3

Step 4

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Step 7

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Step 2

Step 5

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Teac he r

Procedures are usually easier to follow if they are illustrated.

o c . che e r o t r s super Step 8

• • • Text Types Book 3 • • •

Procedure 10

Procedures for Different Tasks

When we first attempt a task, take up a hobby or begin a new activity, we need a written or spoken procedure to follow.

Teac he r

Use the My Procedure template on page 17 to write a procedure for one of the goals below. Include diagrams or illustrations to help your audience follow the steps.

r o e t s B r e oo Choose from: p u k S

Making a billy cart

Cleaning your bike

Pruning a shrub

Making popcorn

Washing the dog

First aid for a cut

Playing snakes and ladders

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Knitting a scarf

Making pikelets

Doing a maths task

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Doing a simple science experiment

. te Making a model

Washing the dishes Making a cubby house

Shooting a video Planting a tree Preparing a salad

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Making a simple origami figure

Playing chess

o c . che e Playing one r o t r important part of a s s r u e p sport, e.g. shooting Making a swing Building a skateboard

Tying shoe laces

a basket in netball

Making a bed for your cat

• • • Text Types Book 3 • • •

Teac he r

Explanation

Explanatory texts explain how or why something happens or works.

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• • • Text Types Book 3 • • •

Explanation 1

Writing an Explanation

Example of an Explanation Statement of Phenomenon: Why ice cream needs colder temperatures than ice to freeze.

Text Type: Explanation

r o e t s Bo r e p ok u S

Special features of explanations.

Ice made from salt water melts at a lower temperature than ice made with pure water. Ice cream needs lower temperatures than water to make it freeze.

# Purpose:

Ice made from pure water melts at 0ºC. The amount of salt dissolved in the water determines the temperature salt water freezes at.

Ice cream only freezes if the temperature is less than -3ºC . Mixing the ice cream ingredients together and putting them in the freezer doesn’t work. The ice cream turns into hard lumps. To make ice cream freeze, the mixture is placed in a bowl inside a container of salty water. This is then placed into the freezer where the lower temperatures will cause it to freeze.

Explains how or why something happens or works.

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Teac he r

Explanation Sequence:

# Structure:

• Statement of Phenomenon. • Explanation sequence. • Summary.

© ReadyEdPubl i cat i ons Stirring • the mixture from time to time will also • o General nouns (ice) f o r r e v i e w p u r p o s e s n l y • • Noun groups help to stop crunchy crystals of ice forming.

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Many people enjoy eating ice cream so it is important to understand how it freezes. An understanding of how ice cream freezes means we can make our own healthy ice cream at home.

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• Abstract nouns • Action verbs (melts) • Conjunctions of time & cause (this is then) • Complex sentences (Ice cream only freezes if the temperature is less than -3ºC) • Technical language (melts, freezes, temperature)

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Summary or Concluding Statement:

# Word focus:

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Ice cream needs colder temperatures than ice to freeze.

# Tense:

Simple present (is, will) # Point of View:

Second or third person (Many people)

• • • Text Types Book 3 • • •

Explanation 2

Purpose of Explanations Explanations tell the reader why something happens or how something works.

r o e t s Bo r e p ok u S

Expanations may be used to explain phenomena such as:

Expanations may also be used to explain phenomena such as: how a pump works

• why hair curls

•

how crystals form

• why cats are hunters

•

how droughts occur

• why tides ebb and flow

•

how cows produce milk

• why feathers float

•

Teac he r

•

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• why the wind blows

how generators produce power Add three more to this list.

Add three more to this list.

why________________________________

_ __________________________________

how________________________________

_ __________________________________

why________________________________

how________________________________

_ __________________________________

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_ __________________________________ © ReadyEdP ubl i cat i ons •f orr evi ew pu r p o sesonl y• why________________________________ how_ _______________________________

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Choose one of the topics from your lists and write what you already know about this topic. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ What else do you need to know before you really understand this topic? _______________________________________________________________________________ _______________________________________________________________________________

• • • Text Types Book 3 • • •

Explanation 3

Explanations in Science

Explanations are often used to explain phenomena in science, technology and health.

Think of something scientific that you would be interested in learning more about. Use a computer search or a book and find an explantion of why this phenomenon happens.

r o e t s Bo r e p ok u S

Look at how the information is organised. You will probably find the explanation is organised into three main sections.

Statement of phenomena:

List the most important information that is in each part in the table below, then answer the questions.

ew i ev Pr

Teac he r

Let’s look at explanations in science.

_______________________________________

1. Did you find any illustrations or diagrams to help you understand the explanation?

_______________________________________

_____________________________________ 2. If there were diagrams or illustrations how were they organised?

_______________________________________ _______________________________________

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_______________________________________ _______________________________________

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3. Did this explanation help you to understand how or why something happened or occurred?

_____________________________________

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_______________________________________ _______________________________________ _______________________________________ Concluding statement:

_____________________________________

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_______________________________________

_____________________________________ _____________________________________ 4. What is the main difference between a procedure and an explanation?

_______________________________________

_____________________________________

_______________________________________

_____________________________________

_______________________________________

_____________________________________

_______________________________________

_____________________________________

_______________________________________ 26

• • • Text Types Book 3 • • •

Explanation 4

Tense and Technical Terms

Explanatory texts use the present tense, nouns, verbs, adverbial phrases and technical language/terms.

Technical terms are specific words that are only used when talking about a particular topic. For example, the word ‘kneed’, is only usually used when talking about bread.

r o e t s Bo r e p ok u S

1. Light is refracted off water. 2. Lawnmowers use rotating blades to cut the grass. 3. Some torches are powered by batteries while others use solar power. 4. I can download music off my wireless Internet. 5. I use a number of search engines on my PC.

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Teac he r

* Underline the words in the following sentences that are technical terms.

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Explanation topic

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pushbikes

. te cars

computers

oceans

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• • • Text Types Book 3 • • •

Explanation 5

How a Lever Works

Explanations can explain how mechanical things work.

Let’s look at an explanation of how a lever works.

r o e t s Bo r e p ok u S

Explanation sequence: A lever is a bar that rests on a turning point. The turning point is called a fulcrum. The load is what has to be lifted. Effort is the amount of force that has to be used to lift the load.

The bar is placed across the fulcrum and the load is placed on the end of the bar. When a person pushes on the opposite end of the bar, the bar pivots on the fulcrum making it easier to lift the load.

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Teac he r

Statement of phenomena: How levers help us lift heavy loads.

Load

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When the fulcrum is placed closer to the load, less effort is needed and the load is easier to lift. A lever is a simple type of machine. Scissors, tongs, crowbars, see saws and pliers all have levers.

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o c . che e r Fulcrum o t r s super

Load

Concluding statement: Levers help us lift heavy loads by using a fulcrum to lessen the force needed to move the load.

* Circle some technical words in the above explanation. * Underline two sentences in the present tense. 28

• • • Text Types Book 3 • • •

Explanation 6

Why Butterflies’ wings are coloured Let’s look at an explanation of why butterflies’ wings are coloured.

Explanations are used to show why thing occur in the natural world.

r o e t s Bo r e p ok u S

Statement of phenomena: Why butterflies’ wings are coloured.

Teac he r

Some scales on the wings of butterflies are coloured with pigments. These pigments can split (or refract) the light in different ways producing different colours and an iridescent, metallic or pearly sheen. Where there are no scales, a transparent effect is produced. Some

butterflies have tiny hairs that also help with colours and patterning.

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Explanation sequence: The wings of butterflies have thousands of tiny scales that overlap. Large butterflies can have over a million scales. These scales are so small it is difficult to see them with the naked eye.

The ways in which the scales are positioned, form the different patterns on their wings. The wings on either side of butterflies are the same in structure and colour. Concluding statement: The refraction of light from the scales, and sometimes the hairs, cause the different colours and patterns on butterflies’ wings.

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* List three technical words in this explanation.

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•_ _________________________•__________________________ •_ ________________________

* List six words in this explanation that show that the writing is in the present tense.

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o c . che e r o t r s super

•_ _________________________•__________________________ •_ ________________________ •_ _________________________•__________________________ •_ ________________________

* This explanation

would work well with a diagram. Find a diagram of a butterfly wing in a book or on the Internet and copy it here.

• • • Text Types Book 3 • • •

Explanation 7

Explanation of How Something Works

* Using the blank template below, write an explanation for how something works. Draw a diagram to help make your explanation become clear.

My Explanation Statement of phenomenon:

Remember

r o e t s Bo r e p ok u S

____________________________________________________ ____________________________________________________

____________________________________________________ Explanation Sequence:

Purpose: Explains how or why something happens or works.

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Teac he r

____________________________________________________

Special features of explanations.

Structure:

____________________________________________________

• Statement of Phenomenon.

____________________________________________________

• Explanation sequence.

____________________________________________________

• Summary. Word focus:

© ReadyEdPubl i cat i ons ____________________________________________________ •f orr evi ew pur posesonl y• ____________________________________________________ ____________________________________________________

• General nouns (ice) • Noun groups

• Abstract nouns

• Action verbs (melts) • Conjunctions of time & cause (this is then)

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____________________________________________________ ____________________________________________________

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____________________________________________________

• Technical language (melts, freezes, temperature)

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____________________________________________________  Draw a diagram

Tense: Simple present (is, will) Point of View: Second or third person (Many people)

change to lindsay notes in TC

• Complex sentences (Ice cream only freezes if the temperature is less than -3ºC)

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Summary or concluding statement:

• • • Text Types Book 3 • • •

Explanation 8

Explanation of Why Something Occurs

* Using the blank template below, write an explanation for why something occurs in the natural world. Draw a diagram to help make your explanation clear.

My Explanation Statement of phenomenon:

Remember

r o e t s Bo r e p ok u S

____________________________________________________ ____________________________________________________

____________________________________________________ Explanation Sequence:

Purpose: Explains how or why something happens or works.

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Teac he r

____________________________________________________

Special features of explanations.

Structure:

____________________________________________________ ____________________________________________________ ____________________________________________________

• Statement of Phenomenon.

• Explanation sequence.

• Summary.

Word focus:

• General nouns • Noun groups

• Abstract nouns • Action verbs

• Conjunctions of time & cause

Summary or concluding statement:

• Complex sentences

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____________________________________________________

• Technical language Tense: Simple present

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____________________________________________________

Point of View: Second or third person

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____________________________________________________  Draw a diagram

change to lindsay notes in TC

• • • Text Types Book 3 • • •

Explanation 9

Explanations in Other Places Explanations can be found in many different texts.

Simple explanations can be found in narratives.

r o e t s Bo r e p ok u S

“You’re late home again, Jessie,” complained Mum. “Sorry, Mum,” Jessie replied.

Teac he r

“But where have you been all this time?” Mum asked. “Well,” said Jessie, “the reason I’m late is that a funny thing happened on the way home.”

Explanation sequence

“Well, as I was walking along the road something shimmery fell out of the sky. I stopped, amazed, and watched as it floated to the ground. At first I was too scared to go up to the strange thing that lay in front of me. Then I tiptoed up to it. I saw that it was a little fairy. She asked me to help her. Her wings had got crumpled. I had to blow softly on her wings so she could fly again.

Summary

“You’d better tell me all about it,” said Mum.

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Introduction/ Statement of phenomenon

It took some time, but finally she was able to fly again © R e ad yEd Phome. ub i cat i ons and off she flew. So that’s why I’m late ” l •f orr evi ew pur posesonl y•

* This narrative could also be an example of another text type.

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You choose the next task.

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Can you think what it could be?_ ________________________________________________

Write an explanation that could be found in a narrative.

o c . che e r o t r s super Write an explanation in any poetic form.

or Find and copy an explanation of a different type. Remember the purpose of an explanation. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 32

• • • Text Types Book 3 • • •

Teac he r

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r o e t s Bo r e p ok u S Recount

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©Recounts Read yEd Pub l i c at i ons tell the reader what happened informative orr entertaining way. •f oinran r e vi ew pu poseso nl y•

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• • • Text Types Book 3 • • •

Recount 1

Writing a Recount

Example of a Recount Specific Goal:

A Horse Riding Lesson.

Orientation:

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We woke early last Saturday morning, feeling really excited. I’ve aways loved animals and I’ve always wanted a horse. Dad said if I had lessons and learned to look after a horse maybe, one day, he’d buy me my own horse. On Saturday I had my first riding lesson.

Straight after breakfast Dad and I drove to Rider’s Retreat. I had on my new jodpurs and shiny new riding boots. My new hard hat (the only uncool part of my outfit) was on my knee. I was so embarrassed. What if there were some really neat boys there and I had to wear a stupid hard hard? But… I needn’t have worried. All the boys had their hard hats on too. When Jon, my riding teacher, took me to collect my horse, I couldn’t believe my eyes. Instead of the beautiful big black mare of my dreams I was assigned a midget horse who looked like a cross between a Highland cow and a shetland sheep dog. Talk about humiliating!

Special features of recounts. # Purpose:

To retell a sequence of events so that it entertains. # Structure:

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Teac he r

Record of Events:

Text Type: Recount

Orientation: • Who: (We, I, Dad) • Where: (Riders’ Retreat) • When: (On Saturday) # Record of Events:

In chronological order. Personal comments and evaluative remarks interspersed throughout (I’ve always loved, I needn’t have worried, talk about humiliating!)

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# Word Focus: • Nouns and pronouns (animals, horses, Dad) • Action verbs (Collect, mounted, trotted) • Conjunctions & time connectives (Straight after, It wasn’t long, in that short hour) • Adverbs and adverbial phrases

o c . che e r o t r s super

At the end of the lesson Jon said I was the only one ready for the next step, which was jumping. My little darling leapt over the logs like a dream and the other kids just sat and watched. Suddenly they weren’t laughing at me any more. Which just goes to show, size isn’t very important when it comes to horses, or anything else. It’s quality that counts.

Reorientation:

Rounds off or sums up what has happened.

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stupid on my pint sized pony. In that first hour we learned to walk, to sit up straight, to keep our heels down and in, and to trot. And in that short hour I went from being an idiot pumpkin on a pimple to a riding star. My little mount was the best. She trotted along like a princess and I stayed on. Two of the boys on their bigger horses fell off. One of the other horses bolted and tossed its rider over the fence and into the dam. One girl bailed out and refused to ride any more.

# Reorientation:

So my first riding lesson began in humiliation and ended in success. It was the best day of my life.

# Audience:

Listeners Readers of novels, autobiographies, newspapers, postcards, letters, journals, diaries, etc. # Tense: Past (mounted, trotted, fell) # Point of View: First ( I, we)

• • • Text Types Book 3 • • •

Recount 2

Purpose of Recounts * List three more occasions

Recounts tell the reader what happened.

when telling or writing a recount might happen.

r o e t s Bo r e p ok u S

Teac he r

There are many occasions when one person wants to tell another what happened.

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Some of these occasions include: • giving a news report at school • telling or writing an account of a family holiday or school excursion • writing letters • journals • diaries • autobiographies

© ReadyEdPubl i cat i ons * Reports are organised in a specific way. Look at the example on Page • f orr evi ew pur posesonl y• 34 and then think about a holiday or excursion that you’ve been on. Write a letter about this experience as if you are writing it to a friend. Remember to include the special features of a recount in your writing.

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Dear _______________________

__________________________________________________________________________________ __________________________________________________________________________________

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__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

________________________________________

• • • Text Types Book 3 • • •

Recount 3

Order of Recounts Recounts retell a sequence of events in chronological order.

Recounts finish with a reorientation or summary.

r o e t s Bo r e p ok u S

* It is important to relate events in the correct order so that your audience can easily follow the sequence of events. Below is a series of events that all happened on the same day. Rewrite this series of events in the correct order and use a new paragraph for each event.

Just before lunch I fed peanuts to the monkeys and the elephants. We had to have a rest after lunch because we had walked all morning and we were very tired. We left home at 8.00am, straight after breakfast. We caught the 6.00pm train home and it was crowded with all the workers returning home at the same time. At 2.00pm it was the lions’ feeding time. That was the highlight of the day for me. When we’d eaten lunch we had time to look at the snakes. The insects were interesting. The spiders and insects were amazing. That’s what we looked at when we first arrived at the zoo. I’m glad they don’t live near us. I hate spiders. We have lots of snakes near where we live.

_____________________________________________

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Teac he r

My Trip to the Zoo

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_____________________________________________

_____________________________________________ _____________________________________________ _____________________________________________

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_____________________________________________ _____________________________________________ _____________________________________________

* Write a one sentence reorientation summing up the day and one sentence commenting on what the writer experienced.

_ ____________________________________________________________________________ _ ____________________________________________________________________________

• • • Text Types Book 3 • • •

Recount 4

Time Connectives

When retelling a series of events there are certain words that help your audience understand the sequence of events. These words are called “time connectives”. Some time connectives are:

•first •secondly •after that •next •during

* Add more connectives to the list .

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•_ _________________________•__________________________ •_ ________________________

Teac he r

•_ _________________________•__________________________ •_ ________________________

We ate our breakfast. We caught the bus to the fun park.

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* Join the following sentences together using different time connectives.

__________________________________________________________________________________ We rode the roller coaster. We went on the water slides.

__________________________________________________________________________________ Best of all was the spooky ride through the ghost tunnel. Josh didn’t want to go back there.

© ReadyEdPubl i cat i ons __________________________________________________________________________________ •f orr evi ew pur posesonl y• __________________________________________________________________________________ We went home. We were very tired. It was a long day.

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connectives in your sentences so that it is easy for your audience to understand what happened and when it happened.

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* Write a short recount about a trip that you have enjoyed. Use time

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________________________________________________________

• • • Text Types Book 3 • • •

Recount 5

Evaluative Remarks

Recounts usually include evaluative remarks or personal comments thoughout. These remarks or comments let your audience know about the worth of your experiences and/or how you felt about them.

Some examples of evaluative remarks and personal comments are: • We really enjoyed … • It was boring because … • I was hoping it wouldn’t … • We felt as if …

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We were all lounging by our pool. There was a mighty bang as a car crashed through our fence. The car slowed to a stop just in front of our gum tree. Dad let out a string of words that made Mum frown. The driver of the car staggered out. He looked as if he was about to run off. Dad put a stop to that. Then out of the back window of the car leapt a huge dog. He made a beeline for the pool and leapt in.

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Teac he r

* Read the following paragraph. Then answer the questions.

© ReadyEdPubl i cat i ons •f o rr evthe i e wofp po sesonl y• 2. What evaluative remark might driver theu carr have made? 1. What evaluative remark might the writer of this recount make about the experience?

_________________________________________________________________________________

3. What would Mum have said?

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_________________________________________________________________________________

_________________________________________________________________________________ 4. What might the dog have said if he was a talking dog?

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_________________________________________________________________________________

 Draw a cartoon picture of this event. Write your evaluative comments in speech bubbles.

• • • Text Types Book 3 • • •

Recount 6

Personal, Factual and Imaginative Recounts

There is more than one type of written or spoken recount. Personal recounts are those that the writer or speaker has experienced personally. Some examples of personal recounts include: family holidays, games with friends and choosing a pet.

Personal recounts

r o e t s Bo r e p ok u S

* Write a short personal recount of an activity that you have enjoyed with friends, making sure that you include all the special features of a recount.

_____________________________________________________________________________________

Teac he r

_____________________________________________________________________________________ _____________________________________________________________________________________

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_____________________________________________________________________________________ _____________________________________________________________________________________

Factual recounts

Factual recounts record the details of a particluar incident. Some examples include, accident reports and historical recounts, e.g. how gold was discovered.

* Write a short historical recount about a famous person’s life. You might need to do

some research for this first. Remember to include the special features of a recount.

_____________________________________________________________________________________

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_____________________________________________________________________________________

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_____________________________________________________________________________________ _____________________________________________________________________________________

. t Imaginative e recounts

Imaginative recounts give details of what might have happened in the past. An example of an imaginative recount is one which details the life of someone from the past. It would be written as if you have lived their life.

o c . che e r o t r s super

* Write an imaginative recount of a famous person as if you have lived their life. Include the special writing features of a recount.

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ • • • Text Types Book 3 • • •

Recount 7

Landing on Hooshma * Using the picture, write an imaginative recount of your experience of landing on Hooshma (imaginary planet.)

Orientation

r o e t s Bo r e p ok u S

_______________________________________________ _______________________________________________ _______________________________________________

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Teac he r

_______________________________________________

Record of event

© ReadyEdPubl i cat i ons ___________________________________________________________________ •f orr evi ew pur posesonl y• ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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___________________________________________________________________ ___________________________________________________________________

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___________________________________________________________________

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___________________________________________________________________ ___________________________________________________________________ Reorientation or summary

• • • Text Types Book 3 • • •

Recount 8

My Recount

Use the blank template below, to write and illustrate a recount of your own choice. Remember to include the special features of recounts.

My Recount Specific goal:

Remember

r o e t s Bo r e p ok u S

Text Type: Recount

____________________________________________________

Special features of recounts.

____________________________________________________

# Purpose:

Orientation:

To retell a sequence of events so that it entertains.

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Teac he r

____________________________________________________

# Structure: Orientation: • Who • Where • When

# Record of Events:

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Reorientation:

____________________________________________________

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In chronological order Personal comments and evaluative remarks interspersed throughout. # Reorientation: Rounds off or sums up what has happened. # Word Focus:

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Record of events:

• Nouns and pronouns • Action verbs • Conjunctions & time connectives • Adverbs and adverbial phrases

o c . che e r o t r s super

____________________________________________________ ____________________________________________________  Illustrate your recount.

change to lindsay notes in TC

# Audience: Listeners Readers of novels, autobiographies, newspapers, postcards, letters, journals, diaries, etc. # Tense: Past # Point of View: First

• • • Text Types Book 3 • • •

Recount 9

Independent Writing

Recounts can be a part of many different types of texts. Recounts are found in narratives.

* Write a recount that could be part of a narrative about a boy who has got lost in the bush. Remember to make it entertaining.

r o e t s Bo r e p ok u S

Teac he r

_________________________________________________________________________________

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_________________________________________________________________________________

© ReadyERecounts dPu b l i c a t i ons are found in poetry. Carry Me A ballad is a poem that tells a story and may We galloped through ther darkest night • f o r e v i e w pu r po so l yof• take the form ofs ae recount ofn a series events My brave, strong steed and I

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I boarded then an ancient ship Without my brave, strong steed For to carry me now I had a need Of a ship on the stormy sea.

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over time. A ballad usually has a simple rhyme scheme and a regular rhythm. Some famous ballads are The Rime of The Ancient Mariner by Samuel Taylor Coleridge and The Walrus and the Carpenter by Lewis Caroll. * Write a short ballad.

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Heading for the foamy brine The raging, frantic sea.

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‘Twas many a night I journeyed on And oh how ill I felt As beneath the stars I knelt And prayed for release from the sea. My wife and children met me then In a land so far away And never again for even a day Will I travel on the lonely sea.

Title:_______________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________

• • • Text Types Book 3 • • •

Teac he r

Reports present information about something; generally an entire class of things.

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r o e t s Bo r e p ok u S Report

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• • • Text Types Book 3 • • •

Report 1

Purpose of Reports Reports present information about something, usually a whole class of things. It is useful to use headings when planning and writing a report:

Reports usually describe a whole class of things.

r o e t s Bo r e p ok u S

“Dogs” rather than “Poodles”

“Explorers” rather than “Captain Cook”

“The Weather” rather than “Rain”

“Spiders” rather than “Redback Spiders”

•Holden Cars •Paper Crafts

•Trucks

•Mammals

•Siamese Cats

•Origami

•Capital Cities of Australia

•Sydney

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* Circle the topics below that would be suitable to write a report about.

Reports describe characteristics that are general to a whole group of things. A report plan on butterflies could include the headings you see below.

* List the headings that could be included in a report on Butterflies

Motorbikes

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General classification:

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Life cycle:

Appearance: Habitat: Food:

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Explorers

Rivers IN Australia

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Clustering Information

Report 2 Reports cluster relevant information in paragraphs.

Planning before writing helps organise facts into the correct paragraphs.

* Use the information in the list below to fill in the Report Plan. Place the sentences

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from the list under the correct headings, You can just write the numbers if you wish.

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Butterflly List

Report Plan

1. Butterflies’ wings are covered in tiny scales.

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General classification:

2. Butterflies have two long thin antennae. 3. Butterflies are insects. 4. Butterflies’ wing scales overlap.

Life cycle:

5. Female butterflies lay eggs.

6. Butterflies have two pairs of wings. 7. Butterflies have two main body parts.

8. Butterflies suck up nectar from flowers.

Appearance::

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9. Butterflies’ eggs hatch into caterpillars. 10. Butterflies have large compound eyes.

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Food::

11. A caterpillar becomes a pupa.

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12. Butterflies live near the source of their main food. 13. A caterpillar grows into a butterfly inside the pupa.

Habitat::

14. Some butterflies live in rainforests. 15. Butterflies have six legs. 16. Butterflies’ wings are usually held upright. 17. Some butterflies need to live near ants. 18. Caterpillars eat plants.

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Report 3

Diagrams

Reports often use labelled diagrams to assist the reader/audience to understand them.

 Draw the correct pictures in the circles below, so that the diagram of a life cycle of a

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butterfly is complete. You may need to do some research to locate the right pictures.

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Pupa

Life Cycle of a Butterfly

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Caterpillar

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Report 4

Writing A Report

Below is the information from the Butterfly List on page 45 written as a report. Read this report and draw arrows from the Special Features list on the right hand side of the report. If you write this report you could add the life cycle diagram from page 46.

Text Type: r o e t s B r e oo Report p u k S

Example of a Report Report Topic

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Butterfly groups can be distinguished from from each other by the colours and patterns of their wings. Butterfly wings are covered in tiny scales. These scales overlap each other and some are coloured with pigments. These pigments refract light, producing different colours. Some butterflies have tiny hairs that also help with colours and patterning. The ways in which the scales are positioned, form the different patterns on their wings. Their wings are usually held upright.

Special Features of Reports

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Butterflies are insects. They live all over Australia and in most other parts of the world. Butterflies can be found in rainforests, on the open plains and anywhere where there is the right sort of food.

# Purpose:

Presents information about an entire class of things.

# Structure:

Butterflies have two main body parts, two pairs of wings and six legs. They have two long, thin antennae. They have large, compound eyes.

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Description relating to types, features, behaviours, etc. # Word Focus: • General nouns

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Butterflies range in size from very tiny to very large. Australia’s largest butterfly, the Cape York Birdwing, can have a wingspan as wide as 14cm.

General statement that identifies the subject.

• Relating verbs • Action verbs

• Technical terms

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Butterflies eat nectar and other plant liquids.

Butterflies lay eggs on the leaves of plants. The eggs hatch into caterpillars which eat these plants. The caterpillars spin themselves into pupas. Inside pupas caterpillars change into butterflies. It is important that the environments of all butterflies are protected. If butterfly habitat and food is lost, butterflies will be lost to the world.

Paragraphed bundles of Information.

Renaming of the topic repeatedly at beginning

# Audience:

Readers, researchers, consumers # Tense: Present # Point of View: Third person (they)

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Report 5

Another Useful Report Writing Outline

* Research an animal group that interests you for a report. Remember that

reports are usually written about an entitre class of things. Use the report writing plan below to help you organise your information before writing your report.

Topic:

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General statement of classification or brief description:

Habitat:

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Appearance:

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Report 6

Writing From a Plan

Use the report plan that you wrote on page 48 and write a full report on your topic. Check the Special Features column to make sure that you have included everything that is needed to write a report. Include pictures or diagrams to help your audience understand your report.

Remember

My Report

Special Features of Reports

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____________________________________________________ ____________________________________________________

Presents information about an entire class of things.

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____________________________________________________

# Purpose:

# Structure:

General statement that identifies the subject. Description relating to types, features, behaviours, etc. # Word Focus:

• General nouns

• Relating verbs • Action verbs • Technical terms

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Paragraphed bundles of Information.

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Renaming of the topic repeatedly at beginning of clauses

# Audience:

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____________________________________________________  Illustrate your report.

Newspaper/magazine readers, police, courts, teachers, students # Tense: Present

# Point of View: change to lindsay notes in TC

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Third person (they)

Report 7

Different Topics

Reports are written about all sorts of topics such as animals, people, places and events.

Events

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* Find a magazine or newspaper and locate the reports that have been written in it. List the topics you find under the headings below.

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# People

# places

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__________________________________

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# Things/Objects

# Unusual or Interesting Topics

__________________________________

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Descriptive texts draw attention to the characteristics of a particular thing.

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Description 1

Purpose of Descriptions

Descriptions show the readers/audience the features of a particular thing. Descriptions describe a particular thing rather than a whole class of things. “Conrad the Cowardly Colt” rather than “Horses.” “A brilliant sunset night” rather than “Night skies.” “The Hobbit” rather than “Books by Tolkien.”

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* Circle the topics below that would be suitable to write a report about. # The Little Red Hen

# Chooks

# Aeroplanes

# Great Artists of the World

# My Grandma

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# Backstroking to Success

# The Mona Lisa

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# White as Snow Toothpaste

Descriptions can be about many things: an animal, a person, something in our environment or just about anything else you can think of.

Look at the example My Dog, Bones on page 53.

* Write a short description of a pet that you

* List the special features that are own or someone you know owns. Describe found in descriptions that you used everything that you can remember about in your writing about the pet. this pet. Write your description for someone •_______________________________________ who has never seen this particular pet.

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 Draw the pet.

Description 2

My Dog, Bones

Example of a Description Title or heading: My Dog, Bones.

Text Type: Description

Introduction to the subject:

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Development of description: Bones is a Great Dane x Ridgeback. He is huge. I like big dogs best because they look so strong and they can scare away intruders. Bones is brown with black wavy stripes. He is almost like a tiger. He is as strong as a tiger too. His legs are long and thin. He has big brown eyes and floppy ears. Right now his toenails are long and they need to be cut.

Special Features of Descriptions

# Purpose: Draws attention to a particular thing.

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My dog’s name is Bones. I have always wanted a dog, but my Dad has always said that they are too much trouble. When my brother went overseas to work for two years he asked Dad if I could look after bones. Dad finally agreed and now I have my own dog.

# Structure:

Introduction.

Characteristic features outlined. May be evaluative comments throughout the text.

Concluding comment (optional). # Word Focus:

Adjectives; classifying, opinion or factual (black, wavy)

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Relating, action & feeling verbs (play)

Concluding comment:

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Detailed noun groups

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I feed Bones a mixture of dry food, cooked rice and bones. He sleeps in his kennel where it is nice and warm. I’d like him to sleep with me, but Dad won’t let him.

Particular nouns (Great Dane X Ridgeback)

I love Bones more than anything in the world, almost as much as I love my family. Sometimes I love him more than my sister. Bones is awesome!

Similes and metaphors (as strong as a tiger)

o c . che e r o t r s super # Audience:

Readers of poetry or prose Travellers

Buyers of products Letter and post card recipients Media viewers & listeners # Tense: Present (Bones is)

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Description 3

Being Particular

Descriptions are often used in narrative writing. They “show, rather than tell” us about things or happenings.

The writer or speaker of a descriptive text, aims to paint a detailed picture of something, so that the audience can imagine it clearly.

Descriptions relay details such as what something looks, sounds or tastes like.

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* Match the following descriptions to what you think they best describe.

the feeling of cold

It smelled like burning rubber …

lemon juice

It blew my hair into tangled ropes …

a truck horn

My ears nearly shattered with the force of it …

a scarf

It was tongue-curlingly sour …

the wind

I shivered like a leaf in autumn …

bike tyres skidding

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As beautiful and soft as a rainbow …

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* Write a one sentence description about the topics below.

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The rain

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Mud

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The flu

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A rainbow

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Sugar

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* Use one of the descriptions that you have written above, in a paragraph that could be part of a narrative.

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 54

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Description 4

Describing People

* Write a description about a person. The person should be someone who you know and

like. He or she could be a family member, a friend or someone else who you admire. Use the headings in the table below to organise your description. Imagine that you are writing this description for someone who has never met the person who you are describing.

Title:

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This is where you introduce your person to your reader/ audience. You make general comments about who this person is, and perhaps why you chose them for this report.

Development of description:

# Physical Appearance

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Introduction:

# Qualities

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# Habits

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Remember to make evaluative comments about particular aspects of the person who you are describing.

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Description 5

Descriptions in Different Places

Descriptions are used in many different texts and for a variety of reasons. Descriptions are used in narrative writing.

* Find a descriptive paragraph in a novel and copy it.

Underline in red the adjectives used in this description.

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Descriptions are used in advertisements.

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* Find a magazine or newspaper and copy the text of an

advertisement. Underline any evaluative comments that are used to try to persuade the audience to buy the product.

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© ReadyEdPubl i cat i ons _____________________________________________________________________________________ •f orr evi ew pur posesonl y• _____________________________________________________________________________________ _____________________________________________________________________________________

* Look at advertisements for travel in travel brochures or

magazines. How do these advertisements attract attention?

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Descriptions are used in travel brochures.

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* Design a travel brochure. Use text and illustration in your advertisement.

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Understanding and Comparing Information Texts * Fill in the table below to show how information texts are similar or different. Purpose

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Description

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Recount

Audience (or where this text could be used)

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Report

Structure

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Explanation Te ach er

Procedure

Text Type

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Answers Page 14 Use pictures, use simple words, use easy steps. Using simple pictures for children and diagrams for adults, using easier steps for children, using easier language for children. Explain the process carefully. Use many pictures or diagrams to demonstrate the steps, use simple language.

Page 32 The explanation could be an example of a narrative or recount.

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Page 36 We left home at 8.00am, straight after breakfast. The spiders and insects were amazing. That’s what we looked at when we first arrived at the zoo. I’m glad they don’t live near us. I hate spiders. Just before lunch I fed peanuts to the monkeys and the elephants. We had to have a rest after lunch because we had walked all morning and we were very tired. When we’d eaten lunch we had time to look at the snakes. We have lots of snakes near where we live. At 2.00pm it was the lion’s feeding time. That was the highlight of the day for me. We caught the 6.00pm train home and it was crowded with workers returning home at the same time.

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Page 16 Use pictures or diagrams to demonstrate the steps. Make the steps easy to understand and follow by writing clearly and simply. Action verbs used will depend, to a large degree, on the game played. Present tense. Reread procedure and check that it doesn’t contain any errors which could prevent the instructions from being followed. Get your friends/family members to play the board game and put your written procedure to the test.

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Present Tense Words: are, have, can, is, producing, help, form, cause.

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Page 27 Technical Terms: refracted rotating blades powered by, solar power download, wireless search engines

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Page 28 Technical Words: heavy loads, turning point, fulcrum, force, load, effort, pivots. Sentences Written in Present Tense: various. Page 29 Technical Words: tiny scales, overlap, million scales, naked eye, pigments, slip (or refract), iridescent, metallic, pearly sheen, transparent effect, refraction of light.

Page 45 General classification 3, 16 Life Cycle 5, 11, 13 Appearance 1, 2, 4, 7, 10, 15 Food 8, 18 Habitat 12, 14, 17

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Page 26 A procedure tells the reader how to make or do something while an explanation explains how something happens or works.

Page 52 The Little Red Hen, White as Snow Toothpaste, Backstroking to Success, The Mona Lisa, My Grandma.

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Page 54 As beautiful and soft as a rainbow… It smelled like burning rubber… It blew my hair into tangles… My ears nearly shattered with the force of it… It was tongue-curlingly sour … I shivered like a leaf in autumn … Page 57

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Explanation

Explain how or why something happens or works.

Recount

Tell the reader what happened in an informative or entertaining way.

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Purpose To tell the reader how to do or make something.

Structure Specific goal Equipment Ingredients Steps Statement of phenomenon Explanation sequence Summary or concluding statement Specific goal Orientation Reorientation

Audience Consumers and learners

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Text Type Procedure

Students, consumers, workers

Listeners, readers of novels, autobiographies, newspapers, letters, journals, diaries etc Readers, researchers, consumers etc

Description

Present information about an entire class of things.

Draw attention to the characteristics of a particular thing.

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General statement Description relating to types, behaviours etc Title or heading Introduction to the topic Development of description Concluding comment

Readers of poetry or prose Travellers Consumers Letter and post card recipients Media viewers and listeners

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Report

a scarf bike tyres skidding the wind a truck horn lemon juice the feeling of cold

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