- T introduce new writing topic - report writing. Clarify this is similar, but different than reports the kids get.
- Give each group an example - they have 5 minutes with it to see it, read it etc and take notes about it. PRINT EXAMPLES FROM HERE.
- Class discussion - what do they all have in common? What are the proper words for those things? (E.g. headings and subheadings, technical vocab, pictures, diagrams, sometimes have questions, lists, facts NOT opinions)
- Give students copies of reports they have not seen before.
- Ask them to find one feature - headings/subheadings. WITHOUT reading the actual text, what is this story going to be about? (possibly block out the actual text so they can’t read it). Make a prediction about 3 different things that will be talked about.
- What information can we add from only looking at the pictures, diagrams or illustrations?
- What have we learnt so far? Write FACTS. Finally, read the text. Find the technical vocab and any questions. What else have we learnt?
- To sum up - where can we look for information? NOT JUST THE TEXT. But also, there is not one sentence that doesn’t tell you something new. Read sentence by sentence and check this. No random silly sentences.
- Students annotate a digital copy of the text with a buddy to find the different features of the text.
- T show 3 different examples of reports. Get students to focus on one paragraph at a time. What do you notice? Hope they say SEE.
- If not, explicitly show. Highlight in different colours so they can see.
- Model writing paragraphs using think alouds.
- Share back to class. Display these on writing wall with SEE parts labeled.
- Class discussion - review SEE structure
- Students organise given sentences into what they think is an appropriate SEE structure that makes sense.
- Groups go and read each others, then feed back to class.
- T hands out all information reports that we have looked at this week and all resources.
- As a class, plan together (teacher lead) what we will include.
- Students write a information report about the sun using plan created together.
Examples of student labelling digitally.
- A cake
- Ice cream
- in your house
- In a community hall
- In your family house
On Thursday we did the sorting activity. All the groups could organise the sentences into the correct SEE structure. Some needed reminding what an introduction and conclusion were, but got there in the end.
What I loved was walking around listening to the groups trying to figure it out. They were using words like 'explaining' and 'example' to justify why a particular sentence went there. This showed me that they really understood the structure and could use it independently.
Link to co-created checklist.