Year 1 Non Fiction Unit 4

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					    Year 1 Non-fiction - Unit 4
    Information texts (dictionaries, fact and fiction, report)
    (5 weeks)

    This is the fourth in a block of five non-fiction units in Year 1. It can be purposefully linked to many other
    areas of the curriculum. In total, five weeks are allowed for this unit. It is recommended that this is split
    into smaller blocks of three and two weeks, with children being given the chance to consolidate and
    extend understanding through applying learning in a different context at a later date, possibly using ICT-
    based sources and presentation. The unit has three phases, with oral or written outcomes and
    assessment opportunities at regular intervals.

    Phase 1

    Using another curriculum area as a starting point, for example history, model how to pose questions and
    encourage children to ask their own questions. In shared reading, use information books (or ICT
    sources) to find answers, exploring how to use index and alphabetical order. Use dictionaries and
    glossaries to find definitions of words from reading. Discuss differences between fact and fiction. Give
    children practical opportunities to develop knowledge and understanding of the curriculum area under
    focus, for example by comparing old and new toys and discussing. Use digital cameras to record and
    illustrate differences.

    Phase 2

    Analyse how information texts work, particularly non-chronological reports, focusing on layout and
    language features. Use talk for writing, with digital pictures to remind children of content, and practise
    composing sentences orally in the style of the text.

    Phase 3

    Demonstrate how to write in the style of a non-chronological report. Support children in using the style
    as they write about a theme, for example wheeled toys. Children write their own page for an information
    book, using digital photographs to support the writing and illustrate text.

    Overview

             Play games looking up interesting words in dictionaries and encyclopaedias by alphabetical
    order. Discuss how to find books that might give more detail on a topic by examining covers, title,
    blurb and illustrations.
             Give the children further experience in using the alphabetical system by continuing to use
    dictionaries, glossaries and encyclopaedias and starting to use directories and indexes in books.
    With the children, make a class dictionary or glossary of special interest words.
             Discuss the differences between books containing stories and those containing factual
    information. Introduce the terms 'fiction' and 'non-fiction'. Introduce the class topic (e.g. video, visit
    out of school, visitor to school, practical activity) and write up as children contribute the information
    they found out. Record the information as a list, chart or spidergram, as appropriate. Discuss what
    information on the topic the experience did not provide and model posing questions to collect further
    information from books. Children search for appropriate books based on cover, title, etc., and explain
    to the class the reasons for their choices. Model how to use the contents page and index to locate
    the appropriate part of the book to find answers and give children the opportunity in guided reading to
    use indexes and contents pages. Demonstrate how to scan a page to read subheadings, pictures
    and diagrams that might provide relevant information and then close reading to extract the
    information. Repeat this process using an ICT platform and demonstrate how to locate information on
    screen. Give children opportunities to carry out these processes in guided and independent reading.
             In shared writing, model how to write a non-chronological report supported by appropriate
    pictures and diagrams for a page in an information book. Children contribute to the report by trying
    out some sentences on their individual whiteboards.
             In pairs, children assemble information on a different subject, for example food or pets, and
    produce a simple non-chronological report by writing sentences to describe aspects of the subject
    and supporting them with pictures.
    Year 1 Non-fiction - Unit 4 - Suggested teaching
    approaches
    [Page 1][Page 2][Page 3][Show all]

    Note: Children working significantly above or below age-related expectations will need differentiated
    support, which may include tracking forward or back in terms of learning objectives. EAL learners should
    be expected to work within the overall expectations for their year group. For further advice see the
    progression strands and hyperlinks to useful sources of practical support.

    Phase 1: Reading; exploration (5 days)

    Teaching content:

             Using another curriculum area as a starting point, model how to ask questions, for example
    How many wheels does a fire engine have? Ask children how they know whether you are asking a
    question or not. Focus on question words and inflection of voice.
             Demonstrate how to use an information text to find the answers, showing how the index,
    contents page and glossary work.
             Play games sorting books into fiction and non-fiction and matching key words to books, for
    example, 'Does 'fire engine' come from the book about things with wheels or the book about sewing?'
    Give children words from the index of a book and ask them if they can sort them into the right order,
    using the alphabet to help.
             Ask children to come up with their own questions in pairs. Discuss what makes a good
    question. Are there some questions which couldn't be answered? Why not? Help children begin to
    distinguish between sensible questions (which may, however, not be able to be answered by a
    particular book) and those with no answers, for example How many wheels are there in the world?
    Demonstrate how to find the answer to one or two questions and then ask children to demonstrate to
    others how to do it.
             Carry out practical work relating to the curriculum area, for example, playing with wheeled
    toys in the playground (see Developing early writing, unit 6: Wheels pp. 66-69.) Discuss activities
    with children, encouraging them to ask questions and make observations. Record activities using a
    digital camera.

    Learning outcomes:

             Children can ask simple questions.
             Children can identify a contents page and an index in an information text. They can use
    these to find the right page to answer simple questions, for example Where would I find out about
    kittens?

    Phase 2: Reading; analysis (4 days)

    Teaching content:

             In shared reading, read examples of non-fiction texts. Check briefly to see whether they
    have index, contents page, etc. Identify structural features which may appear on every page, for
    example heading, introductory sentences, photographs and captions. Look for additional features
    such as 'Did you know...?' boxes. Discuss how good layout of pages helps you find information
    easily. Begin a simple checklist of what makes a good information text.
             Look at language features of information texts in more detail. Show children how the texts
    use formal, impersonal language. Ask children to help you turn sentences into an appropriate style
    for an information text.

    Learning outcomes:

            Children can say what the key structural features of a simple information text are.
            Children can say whether a sentence is in an appropriate style for an information text.

    Phase 3: Talk for writing; writing; evaluation (6 days)
    See Developing early writing, Ref: 0055/2001
    http://www.standards.dfes.gov.uk/primary/
    publications/literacy/63337/nls_dew005501intro.pdf.

    Teaching content:

             Start with general talk, encouraging children to recall what they did in the practical activity.
    Use digital photographs to stimulate their discussion and encourage use of new vocabulary, noting
    good words and phrases for later use.
             Focus on two or three key ideas to help children structure their talk. Demonstrate how to
    select specific information in preparation for writing, showing how to note key words to help you
    remember what you want to write.
             Introduce the idea of writing a new page for an information book. Look at the book and the
    checklist prepared earlier to remind children about layout and key features. Show a prepared layout
    with one or two features missing and ask children to check that everything is included.
             Demonstrate how to write a heading, checking with children that you are positioning it
    correctly and using a capital letter.
             Look at a few introductory sentences in the book and point out that they give a general
    introduction to the subject on the page. Demonstrate how to compose a sentence, checking with
    children that it is general and not specific and modelling how to rehearse before writing. Count the
    words as you write and ask children to tell you when you get to the end of the idea. Read through
    what you have written, checking that it makes sense, starts with a capital letter and ends with a full
    stop. Ask children if it sounds like a sentence from an information book.
             Continue writing, using the photographs and writing captions for them. Show children how to
    turn a descriptive sentence into a more formal one appropriate to an information text. Model the
    process and then ask children for suggestions for the next caption. Scribe an appropriate suggestion,
    showing children, as appropriate, how to apply phonic knowledge to spelling regular words.
             Using whiteboards, ask children to work in pairs to compose and write a sentence to form a
    caption for another photograph. Encourage them to rehearse the sentence first, counting words and
    checking as they write. Check and ask them to evaluate for appropriate style, capital letters, full
    stops.
             Ask children to write further sentences independently for another photograph caption.
    Encourage them to rehearse first and check carefully for sense, appropriateness and accuracy.
    Evaluate and take feedback.
             If appropriate, children could go on to write sentences for a 'Did you know...?' box.
             Choose a selection of the best contributions and add them to the main page. Add these to
    the original book, including the title in the correct place in an index and on the contents page.
    Evaluate against the checklist.

    Learning outcome:

            Children can write sentences for an information text in an appropriate style.
            This work could be repeated later, using different content and extending demand.
            Ensure that children have appropriate specific phonic input during this time

				
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