Model of a Descriptive Report (basic Information Report)

Here is a model of a descriptive report which I will be using with students from R-2 to examine the structure and language features of this type of text. If you have some good models you would like to share, let me know and I can add them here to share.

 

Title Red-bellied piranha

General statement

Entity classification

The red-bellied piranha is a type of fish that lives in the Amazon River.

Description

Features

It has an orange belly, grey back, and very sharp teeth set in strong jaws. It grows up to 33 centimetres in length.

Diet

Behaviour

The red-bellied piranha hunts in shoals of 20-30 fish. They feed on a diet of fish, insects, snails, plants, and river animals. They hide in vegetation in order to ambush prey, and they also chase prey and scavenge for food. The younger, smaller fish hunt by day, and the older, bigger fish hunt at dawn and dusk.
Reproduction The female lays a clutch of up to 1 000 eggs.
Life expectancy Piranhas can live for about 100 years.

 

piranha-262575_1280

Attached is a copy of a Teaching and Learning Cycle model.
Macro-Invertebrates
Macro-Invertebrates Unit R-2

Feel free to add/ delete/ change to suit. Let me know which aspects you would like me to focus on in RBL/ICT sessions.

The Curator’s Table – History Units related specifically to South Australia

Curator's table
The Curator’s table is another quality DECD Outreach Education digital program to be offered to South Australian schools. It is a web-based and iPad compatible resource, aligned with Years 6 and 9 Australian Curriculum: History and Geography (and SACE). It has the potential to support the teaching of the General capabilities, Ethical and Intercultural understanding as well as Literacy. Selected sources (documents/media/objects and personal letters) have been brought together to support teachers’ discussions with students about the significant contribution of German people in the settlement of South Australia. The first chapter centres around the treatment of German South Australians at the time of World War I. This resource is made possible through a partnership between DECD and History SA.
Check out the site at: http://bit.ly/curators

The Curator’s table will be the basis for a Lunchtime Bytes session – coming soon on Level 4.

The popular website and teacher resource Changing Worlds: A South Australian story can now be accessed via Scootle.
This is a web-based resource aligned with Years 4, 5 and 9 Australian Curriculum (AC): History and Arts. Selected artefacts, images and works of art from the South Australian Museum and Art Gallery of South Australia have been chosen to support teachers’ discussions with students about the colonisation/invasion of South Australia.

http://www.changing-worlds

Dr Kerrie Mackey-Smith

Outreach Education Project Officer,

Department for Education and Child Development

http://www.outreacheducation.sa.edu.au/programs/the-curators-table/

Teacher-Resource-Curators-Table1

Pearson Places

You might like to check out the link on the sidebar titled ‘Pearson Places’. Lindsey thinks it will be a great resource.

http://www.pearsonplaces.com.au/

Next Writing Sample

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.

http://tfelatnps.edublogs.org/2015/04/07/persuasive-writing-prompts/

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.
Daniela

Wetlands – Resources for Early Years Classes – Term 2

Websites:
Great Units of Work here:
http://www.naturalresources.sa.gov.au/adelaidemtloftyranges/education/for-educators/plants-and-animals

http://waterwatchadelaide.net.au/index.php?page=education-materials-4

http://www.waterwatchadelaide.net.au/uploads/file/pdfs/wetlands/Living%20Waterways%20(WCA%20updated%20WEB).pdf

Urbrae Wetlands:
http://www.naturalresources.sa.gov.au/adelaidemtloftyranges/home
amlr-me-schools-aquatic-macros-a4-big-bugs-gen

amlr-me-schools-aquatic-macros-a4-big-bugs-summary-gen

Mayfly Nymph Info sheet (UK)
mayfly-nymph-fact-sheet

amlr-me-schools-aquatic-macros-teacher-pack-gen

aust-curriculum-macroinvertebrates-unit-of-work-r-2-gen

http://waterwatchadelaide.net.au/index.php?page=information-3
Our local invertebrates:
http://waterwatchadelaide.net.au/index.php?page=up-close-and-personal2

http://animals.howstuffworks.com/arachnids/spider5.htm

Video snippets (links if videos above don’t work):
Butterflies – http://abcspla.sh/t/495556
Spiders – http://abcspla.sh/m/1436538
Termites – http://abcspla.sh/m/1182876

Teaching Resources:

Living Waterways (WCA updated WEB)[1]

richmond-ps-biodiversity-procedure-r1-gen

biodiversity-web-links-gen

amlr-me-schools-aquatic-macros-teacher-pack-gen

Garden Detective interactive:
http://abcspla.sh/m/1388597

Scootle Resources:
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:
MMS_Science_NEALS

uw_002_bug_bizniz

The First 21 Days of a Bee’s Life

Different Types of Information Reports

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.

 

The platypus

Diamonds

China

Sydney Harbour Bridge

Classifying Report To organise and describe a field or topic into a class and subclass hierarchy

Whales

What

bird is that?

Environment Disasters

Compositional Reports To organise and describe a field or topic according to its parts (a part or whole report)

Systems of the human body

The Rainforest

Historical Reports To give information about the way things were in relation to a particular class of things

The goldrush in Australia

Roman cities

Comparative Reports To identify the similarities and differences between two or more classes of things

Stars and planets

3D shapes

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