Writing Task – Reminder
Just a quick note to remind teachers to complete the next writing task with their classes. The pieces of writing will be needed for the Pupil Free Day in Week 4.
R-2 Information Report
3-7 Persuasive Argument
The aim of the writing task is to:
• find out what students can do independently
• gain information (data) to inform literacy planning, compare student achievement, compare student growth
Please negotiate with your year level teams to ensure consistency in terms of the topic and prompt. Several have been uploaded to the TfELatNPS blog for your reference.
Maintaining consistency in approach:
• Explain the aim of the writing task (as above) – using student appropriate language – brief 5-10 minutes
• Don’t give a proforma, but ensure the student attends to any information on the prompt provided
• Use appropriate technical language to explain eg. ‘a persuasive argument’, ‘the title’, ‘should include an introduction’, ‘reasons’ and a ‘conclusion’
• Writing time should be based on what a teacher expects a student can manage at a particular year level (eg. NAPLAN)
• Allow 5- 10 for students to plan
• Some instructions for writing such as:
o “You now have x minutes to do your writing”
o This is a first draft.
o It is a chance to show the very best writing you can do.
o Remember to look at your plan to help you.
o Do your best to finish your writing in the time you have.
o At the end of the writing time you will have 5 minutes to read through and edit your work.
• Allow 5 minutes at the end for students to check and edit their work.
See me if you have further questions.
Great Units of Work here:
Mayfly Nymph Info sheet (UK)
Garden Detective interactive:
Dragon’s jumble series: L7862 dream: four parts, L7863 garden: four parts, L7864 dream: three parts, L7865 garden: three parts
Finding symmetry: one line series: L7800 garden, L7803 city
L2345 Kitchen stacker 1
Garden detective series: L1118 explore an Australian garden, L1119 group Australian animals
L1358 Life cycles: butterflies
L1147 Food chains: what is a food chain?
R4138 Pupa of a Ulysses butterfly camouflaged as a leaf
R5372 Huntsman spider
R5576 Rock grasshopper among rocks
R5577 Long-legged sandhopper
R5578 Redlined geometrid caterpillar
R4820 Adult male white-stemmed gum moth
R4136 Pupa of a Richmond birdwing butterfly
R5575 Long-spinneret bark spider on a tree trunk
R5643 Wing and body shapes, colour patterns and antennae of some Australian moths and butterflies
Units of Work:
The First 21 Days of a Bee’s Life
|Genre||Social Purpose||Sample Curriculum Contexts|
|Descriptive Report||To give information about a species or class of things by describing physical attributes, behaviours, uses, etc.||
Sydney Harbour Bridge
|Classifying Report||To organise and describe a field or topic into a class and subclass hierarchy||
bird is that?
|Compositional Reports||To organise and describe a field or topic according to its parts (a part or whole report)||
Systems of the human body
|Historical Reports||To give information about the way things were in relation to a particular class of things||
The goldrush in Australia
|Comparative Reports||To identify the similarities and differences between two or more classes of things||
Stars and planets
From Chapter 7, Teaching Language in Context, B. Derewianka and P. Jones, Oxford, 2012
Learning to observe and describe
R-2 Brief descriptions, Labelled diagrams
3-4 Descriptive Reports, Composition Reports (including site studies from mid to late primary)
5-6-7 Classification Reports, Comparative Reports, Historical Reports
3 Copies of The Writing Book written by Sheena Cameron and Louise Dempsey have been purchased and put into the Junior, Primary and Middle Years areas. Also check out the Sheena Cameron wiki which has lots of different shared resources for teachers.
Here are some resources for reference relating to persuasive texts.
Writing Goals – Sentence Structure
Here is a proforma I used with my Year 5/6 class last year to explicitly teach the types of sentences that would be evident in a good quality piece of writing.
We spent lots of time practising writing these types of sentences in structured sessions, exploring these types of sentences in good quality texts and re-drafting sentences in students own work to reflect these.