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.



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



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.



Attached is a copy of a Teaching and Learning Cycle model.
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.

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.

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.

Writing Goals

Writing Goals – Sentence Structure
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.