Canada’s Learning Advantage
Teachers’ Resource Bo
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RESPONSE
Introduction
Adverbs
Materials
Arguments ‘for’
Past tense verbs
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DESCRIPTION
Personal comment
Sensing verbs
Sequence of events
DISCUSSION
See bac
Punctuation
Resolution
Orientation
Evaluation
Adjectives
Identifying statement
EXPOSITION
Adjectival phrases
Arguments ‘against’
Summary statement
NARRATIVE
Present tense verbs
Time and sequence words
RECOUNT
Series of arguments
General statement
Characteristics
Concluding statement
Text connectives
Conjunctions
Complication
Goal
Verb groups
Nouns
Judgement
Sa
Elsie Nelley
Debbie Croft
Annette Smith
Patricia Ciuffetelli
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SUGGESTED TEACHING PATHWAYS FOR WHOLE-CLASS,
SMALL-GROUP, AND INDEPENDENT READING AND WRITING
KINDERGARTEN
COMING
FALL 2010!
EXEMPLARS
FOR TEACHING
WRITING
Whole-class modelled and/or
shared reading and writing
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EXEMPLAR TEXTS
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and/or individual, shared
writing, guided and/or
independent reading
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WHOLE-CLASS AND
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STUDENT ASSESSMENT AND
ACTIVITY PAGES
INDEPENDENT
WRITING
Whole-class, small-group and/or individual
guided reading and/or independent writing
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Sample Contents highlighted are
pages featured in this sampler!
Contents of PM Writing 4 Teachers’ Resource Book
Section 1: An Introduction to PM Writing
• What is PM Writing?
• What components make up PM Writing?
• Who is PM Writing designed for?
• How does PM Writing use the PM philosophy?
• What pedagogies have informed the development of PM Writing?
• Why has a text-type approach to teaching writing been adopted in PM Writing?
• How can PM Writing be integrated into classroom teaching?
Page 2
• PM Writing Suggested Teaching Pathways
• Scope and sequence of knowledge and skills for key developmental stages
• How does PM Writing link to other PM titles?
Section 2: The Writing Process
• Writing in the primary years
• What is the link between reading and writing?
• What is the link between spoken and written language?
• What does the writing process involve?
• Why is it important to involve students in the writing process?
• Learning to be an effective PM writer
Section 3: Writing Skills and Conventions
• Print and punctuation conventions
• Grammar
• High frequency words and spelling
• Handwriting and keyboard skills
Section 4: Assessing Writing
• Why assess students’ writing?
• What to assess
• How to assess
• When to assess
• Framework for analyzing students’ writing
Contents
3
Contents may vary in actual book.
Sample Contents highlighted are
pages featured in this sampler!
Section 5: Text Types
• Introduction to the text-type approach used in PM Writing
• Rationale for coding of key language features in the PM Exemplars for Teaching Writing
• Text structure and language features of key text types
– Recount
– Description
– Information Report
– Narrative
– Procedure
– Exposition
– Explanation
– Discussion
– Response
Section 6: Oral and Visual Literacy
• Listening and speaking
• Viewing and presenting
Section 7: Lesson Plans Using the Exemplars for Teaching Writing
• Introduction
• The Windsurfing Dog (Recount)
Pages
6–8
• Rescue Helicopter Pilots (Description)
• Venomous Snakes (Information Report)
• Rescue at Sea (Narrative – Prose)
• The Long Drive (Narrative – Poetry)
• Snakebite First Aid Treatment (Procedure)
• Windsurfing Is A Great Sport (Exposition)
• How Drought Affects Living Things (Explanation)
• Television Dance Competitions (Discussion)
• Western Meadows School Production (Response)
Section 8: Lesson Plans Using the Levelled Exemplar Texts
• Level 25
– Artistic Elephants (Information Report and Discussion)
– The Great Race (Narrative and Response)
– Rainbows (Information Report and Procedure)
– The Pyramid Builders (Information Report and Recount)
Contents
4
Contents may vary in actual book.
Sample Contents highlighted are
pages featured in this sampler!
• Level 26
– The Common Cold (Explanation and Exposition)
– Art at School (Exposition and Response)
– Travel (Discussion and Procedure)
– Forest Trees (Description and Explanation)
• Level 27
– Humpback Whales (Recount and Description)
– Colour and Mood (Information Report and Exposition)
– Let’s Dance (Procedure and Response)
– An Alien World (Narrative and Discussion)
• Level 28
– Tracker Dogs (Recount and Information Report)
– Team Sports (Exposition and Response)
– The Planets and Pluto (Information Report and Description)
– Modern Maps (Explanation and Discussion)
• Level 29
– Levers (Explanation and Information Report)
– Teeth (Narrative and Exposition)
– Stringed Instruments (Information Report and Response)
– Constructions (Response and Discussion)
Pages
9–11
• Level 30
– Food Safety (Exposition and Response)
– Concrete (Procedure and Discussion)
– Wonders of the Arctic (Explanation and Recount)
– Oil (Discussion and Recount)
Appendices
• Appendix 1: Scope and sequence of knowledge and skills in the first eight years of school
Pages
12–21
• Appendix 2: Level descriptors and writing samples for assessing writing
Student Assessment and Activity Pages
Pages
22–31
• Student Assessment and Activity Pages (Information Report)
Contents
5
Contents may vary in actual book.
Venomous Snakes
Text Type: Information Report
Pages: 16–21
SR
Introduction to the Text
ETW
SR
ETW
SR
ETW
• Display pages 16–17 of Exemplars for Teaching Writing Book 4. Briefly discuss the text title,
Venomous Snakes, with the students to determine their prior knowledge of the subject. Ask
students to explain the meaning of the word venomous.
• Advise students that the text has been written to provide information about a group of
snakes that are classified as venomous. Revisit the purpose of an information report, i.e. to
present information that classifies living or non-living things. Read the text to the students.
• Ask students to recall information about venomous snakes that is outlined in the text.
• Read the text with the students.
Text Deconstruction – Structure
• Display pages 18–19 of Exemplars for Teaching Writing.
• Reinforce the importance of a concise title that identifies the subject of the report.
• Identify the general statement. Note that this section introduces and classifies the subject
of the report. The first paragraph tells where venomous snakes are found, and explains the
behaviour that allows them to be classified as venomous.
• Identify the paragraphs of description that provide information about venomous snakes.
Note that their physical appearances are described, as well as other characteristics such as
where they are found, their ability to kill, specific species of snakes in this class and the risk
they pose to humans. Ask the students to identify the topic sentence in each paragraph and
draw their attention to the repeated occurrence of the title in the text, e.g. The world’s most
venomous snake; In the USA, one of the deadliest venomous snakes.
• Draw students’ attention to the way in which the author has summarized and evaluated
information in the report. Information about the inland taipan and the rattlesnake is drawn
together, supporting the understanding that these two snakes belong to the same group
called venomous snakes. The evaluation states that although these snakes are very dangerous,
few lives have been lost as a result of their bites.
Text Deconstruction – Language Features
• Display pages 20–21 of Exemplars for Teaching Writing. Reread the text.
Noun Groups – nouns; pronouns
• Find and group the nouns under the headings People, Places and Things. Note that some
nouns are independent, e.g. reptiles, Scientists, venom; while others form part of a noun
group, e.g. The world’s most venomous snake, the inland taipan, is found in rural Australia. Note
that some nouns are technical words that link specifically with the subject, e.g. a poisonous
liquid called venom; kill or immobilize their prey.
• Draw students’ attention to the use of they or it as a pronoun to refer to the class of snakes
or an individual species of snake. However, advise students that, in this report, nouns
Section 7
6
are often repeated rather than using pronouns. Explain that, by repeating nouns, the
information presented is much less likely to be misinterpreted.
Adjectives
• Revise the purpose of adjectives to build descriptions of nouns. Ask the students to identify
adjectives in the text that are factual, e.g. venomous snakes; a rattling sound; those that are
quantitative, e.g. a small number; three metres; and those that are comparative, e.g. one of the
deadliest venomous snakes. Point out the frequent use of classifying adjectives, e.g. poisonous
liquid; serious injury, that tell the reader which class or particular group something belongs to.
Verb Tense – present
• Revise that action verbs represent movement and behaviour of the subject. Identify some
present tense action verbs in the text, e.g. immobilize; kill; shakes; produce.
• Recall that relating verbs are used in information reports to link information, e.g. Venomous
snakes are found all over the world; It is recognized by its brown scales.
• Draw students’ attention to the modal verbs that explain what might, can or must happen,
e.g. It can grow; can cause serious injury; can be dangerous. Inform the students that can
expresses medium modality. Discuss why the author uses modality to discuss the risks and
dangers associated with venomous snakes.
Adverbs and Adverbial Phrases
• Remind students that adverbs provide information that tells how, when, where or why
about the verb. Identify adverbs and determine their function, e.g. violently tells how the
rattlesnake shook its tail.
• Find adverbial phrases used in the text. Demonstrate how the meaning of the text
becomes much clearer when information about how, when, where or why is added, e.g. are
found all over the world; is the scales at the end of its tail; The venom released during an attack.
Ask students to find other adverbial phrases in the text.
Modelled Writing
AP
LE
IWPF
• Select a subject about which students
may have some prior knowledge, e.g. pythons.
SR
ETW
Discuss the new subject and make notes under headings that will allow students to see how
information can be organized into paragraphs. Involve students in the planning of the new
text. Model the task of drafting the new text on the Information Report graphic organizer
SB
(p. 361)
from the Student Assessment ETW
and Activity Pages.
• Model the writing of the information report on a whiteboard or directly onto the Interactive
Writing Pro Forma. Make comparisons between the structure and language features in
Venomous Snakes and the new text.
• On completion, model an analysis of the new text, using the Information Report editing
(p. 364) from the Student Assessment and Activity Pages.
Shared Writing
AP
LE
IWPF
Section 7
• Select
another subject for an information
report, e.g. eels or carpet snakes. Conduct the
SR
ETW
necessary research. Share the task of drafting a report on the selected subject on the
Information Report graphic organizer (p. 361) from the Student Assessment and Activity Pages.
• Jointly
construct the new text on a whiteboard
or directly onto the Interactive Writing Pro
SB
ETW
Forma. Reinforce understanding of the text type by asking questions and verbalizing the
characteristic structure and language features of an information report.
• On completion, share the revising and editing tasks with the students, i.e. add, delete,
change or rework sentences, grammar and punctuation.
• Help students to analyze the new text, using the Information Report editing page (p. 364)
from the Student Assessment and Activity Pages.
7
Guided or Independent Writing
AP
• Provide opportunities for students to write information reports about other groups of
living or non-living things. Gather relevant information from a variety of sources, including
the Internet if appropriate. Introduce the Information Report writing scaffolds (pp. 361–
365) from the Student Assessment and Activity Pages and encourage students to use the
Information Report graphic organizer.
• Ask students to share their drafts before continuing with the writing process. Encourage
peers to listen critically and offer constructive feedback that will allow students to improve
or extend the quality of their writing. Remind students to refer to their English Language
Reference Book during the writing process.
• Revisit the writing task over several lessons. Support students as they complete their
published writing.
• Ask students to complete the Information Report editing page (p. 364) from the Student
Assessment and Activity Pages before conferencing or sharing with the class.
• Direct students to the language enrichment activities for information reports (pp. 366–367)
from the Student Assessment and Activity Pages.
Extension Writing
SR
• Reinforce connections across the English Curriculum by providing opportunities for
SR
students
to extend their understanding of the subject through writing in other text types,
e.g. a recount of a visit to a reptile park, or a detailed description of a particular snake.
SharingETW
ETWinformation reports in the classroom, or allow students to visit other classes to read
• Display
and display their published writing. Encourage constructive feedback at all stages of the
writing process.
Section 7
8
Levers
– The Crowbar
Level: 29
Text Type: Information Report
Introduction to the Text
LE
IWPF
LE
IWPF
• Introduce
the second text on pageSR10 of Levers. Briefly discuss the title, The Crowbar, with
ETW
the students to determine their prior knowledge of the subject. Make sure they know that
a crowbar is a tool designed to be used as a lever.
• Advise
students that the second text
is an information report that describes crowbars from
SB
ETW
a technical point of view. Tell them that reports that have a technical subject usually include
information about the subject’s parts and uses in the description.
• After the students read the text independently, ask them to discuss information that they
have learned about crowbars.
Text Deconstruction – Structure
SR
ETW
• Discuss the importance of constructing a concise title that relates to the subject of the
report.
• Read
page 10. Note that the first sentence identifies and classifies the subject. Find preliminary
SB
ETW
information about what crowbars are used for and who uses them. Explain that because the
author has introduced the subject using the definite article the, this indicates that the report
refers to the whole class of crowbars. Recall that the purpose of an information report is to
present factual information about a whole class of living or non-living things.
• Read pages 11–15. Note that each topic sentence introduces and describes a specific feature,
e.g. how crowbars are used, what they are made from, what they look like and where they
are found. Ask students to find related information in each paragraph that provides greater
detail about the feature being described. Discuss reasons for restating technical vocabulary
from the previous text, e.g. force and load, in the description. Remind the students that
information reports are logically arranged so that the reader can find the information readily.
Explain that the word crowbars is used repeatedly because it is the subject of the report.
• Discuss the evaluative statement on page 16. This paragraph summarizes information in
the report.
Text Deconstruction – Language Features
LE
IWPF
Section 8
ETW
SR
Noun Groups – nouns; pronouns; articles
• Find the nouns and group them under the headings People, Places or Things. Note that many
areSBthe names of technical things,ETWe.g. lever, leverage, tool, force, crowbar. Tell the students
that technical nouns are specific to a particular field of study or class of things. In this text
the particular class of things is “small machines”. Ask the students to find noun groups in
the text, e.g. Large boulders and slabs of concrete; one large curved end.
• Find the pronouns they and them and ask students to identify the nouns they replace, e.g.
crowbars – they; titanium crowbars – they; titanium crowbars – them; workers involved with building,
demolition and roofing – they. Recall that a pronoun can replace a noun or a noun group.
9
• Recall that articles can be definite or indefinite. In this text, both types of articles have been
used. When the author is referring to specific nouns the definite article the has been used,
e.g. the preferred tool; the right crowbar; the large crowbar. However, the author also makes
many general references, e.g. a light metal; a number of different sizes; shaped like a chisel.
When the reference is general, the indefinite article a is used.
Adjectivals – adjectives
• Find adjectives in the text that build descriptions of the nouns. Identify different types
of adjectives: factual, e.g. large; strong and resistant; the other end; opinion, e.g. powerful;
classifying, e.g. metal tool; comparative, e.g. a light metal; most often; not as heavy as; smaller;
quantitative, e.g. more than one; several; thousands. Note that some adjectives come after the
noun group, e.g. This material is strong and resistant.
• Revisit order when there is more than one adjective before a noun.
Verb Tense – present
• Recall that information reports are written in the present tense.
• Find present tense action verbs that precisely describe behaviour and movement, e.g. This
makes them; one end of the crowbar changes into; pry objects apart.
• Draw students’ attention to relating verbs that have been used: to classify, e.g. The crowbar
is a metal tool; Crowbars are most often made; to link a noun group to an adjective, e.g. This
material is strong and resistant; or with the word not to form a negative, e.g. The crowbar is not
a new tool; Titanium crowbars are not.
• Advanced learning includes an understanding of verb groups. Explain that a verb group
is made up of more than one verb, e.g. slabs of concrete can be moved; it can be used; and can
be forced.
Adverbials – adverbs; adverbial phrases; adverbial clauses
• Find adverbs in the text. Tell students that, as well as providing the reader with more
specific information about a verb, e.g. pry objects apart, an adverb can also modify an
adjective, e.g. One end is slightly curved.
• Identify adverbial phrases that provide information about when, e.g. for thousands of years;
where, e.g. at the other end; how, e.g. under severe force; and why, e.g. for a particular job.
Recall that adverbial phrases begin with a preposition. Find the prepositions in the text, e.g.
at, under, with, between, except. Tell the students that prepositions act as joining words, e.g.
keep more than one crowbar in their toolkit.
• Find adverbial clauses in the text. Recall that, like adverbs, they provide information
about the verb but unlike phrases they always contain a verb, e.g. Construction workers use
different types of crowbars to dislodge old roofing materials; This makes them the preferred tool …
even though they are more expensive to purchase.
Conjunctions and Text Connectives
• Find conjunctions in the text that form links between words, phrases, clauses and
sentences, e.g. because to link cause and effect; when to indicate time; and to join further
information; so that to indicate a result; and even though to signal concession.
Punctuation – commas
• Identify punctuation conventions used in the text. Revise the use of commas to separate
information into readable units or to separate ideas in a list, e.g. dislodge old roofing materials,
pry objects apart, take out rotted beams.
Shared Writing
AP
Section 8
• Select another tool to write an information report about, e.g. a wrench, bottle opener
or garden spade. Ask the students to describe the tool’s basic features and only conduct
10
LE
IWPF
ETW
SR
further research if required. Share the task of drafting the report on the Information Report
SB
ETW
graphic
organizer (p. 361) from the Student
Assessment and Activity Pages.
• Jointly construct the new text on a whiteboard or directly onto the Interactive Writing Pro
Forma. Reinforce understanding of the text type by verbalizing and posing questions about
the characteristic structure and language features of an information report.
• Share the revising and editing tasks with the students, i.e. add, delete, change or rework
sentences, grammar and punctuation.
• Help students to analyze the new text using the Information Report editing page (p. 364)
from the Student Assessment and Activity Pages.
Guided or Independent Writing
AP
• Identify further topics the students could write information reports about. Gather relevant
information from available sources, including the Internet. Ask students to begin the
writing process by drafting their ideas on the Information Report graphic organizer
(p. 361) from the Student Assessment and Activity Pages.
• Invite students to share their planning and drafting before continuing the writing process.
Encourage feedback from their peers that will help students to improve or extend the
quality of their writing. Remind students to refer to their English Language Reference Book
during the writing process.
• Revisit the writing task over several lessons. Support students as they complete their
published work.
• Ask the students to complete the Information Report editing page (p. 364) from the Student
Assessment and Activity Pages before conferencing or sharing with the class.
Extension
Writing
SR
• Encourage students to extend their understanding of the subject through writing in
other text types, e.g. research the contents of a construction worker’s tool kit and write a
description about the subject.
SR
• Some ETW
students could write a discussion that argues the issue of whether steel or titanium
crowbars are the preferred choice on construction sites.
Sharing
ETW
• Provide
further opportunities for students to write information reports across all areas of
the curriculum. If appropriate, encourage the inclusion of labelled diagrams or illustrations.
Section 8
11
Text type
Title
• Uses correct word order
• Displays developing awareness of sound–symbol
relationships
• Forms lowercase and uppercase letters accurately
Information Report
Koalas
Student
Student A
Stage of writing development
Early
Weaknesses
• No general statement to classify the living thing
• No evaluation
• Limited description of the living thing
Descriptors of knowledge and skills
Purpose
• To present information that classifies living or
non-living things
Explicit learning for future development
• Student requires modelling and joint construction
and deconstruction of exemplar texts (information
reports). Draw attention to each structural
element, focusing on the information included in
each component (general statement, description,
evaluation) to build student’s understanding of the
schematic structure of an information report. During
text deconstruction, draw the student’s attention
to the use of adjectives to build a description of the
living thing.
• Model the use of headings to organize factual
information during planning for writing. Possible
headings include Physical Appearance, Food, Habitat
and Behaviour.
Text structure
• General statement – Identifies and classifies the
subject
• Description – Provides information about
the subject’s physical appearance and other
characteristics
• Evaluation – Provides a summary statement about
the subject
Language features
• Uses common nouns to refer to living and non-living
things
• Uses pronouns to refer to living things
• Uses a small range of factual adjectives (e.g. size,
shape, colour) to build a description of the living/
non-living thing
• Uses verbs to describe behaviour
• Uses simple present tense verbs
PM Writing resources
Refer to Exemplars for Teaching Writing Book 1, pages
14–19, and Teachers’ Resource Book 1, page 71, for
recommended teaching approaches and teacher talk
to support writing development.
Analysis of student’s writing
Strengths
Purpose
• Shows early an understanding of the purpose of an
information report
Text structure
• Provides factual information about a living thing
• Provides a brief description of the living thing
Language features
• Uses common nouns (e.g. claws, trees) and pronouns
to refer to living things (e.g. they)
• Uses action verbs to describe behaviour (e.g. stay,
climb) and relating verbs to build description
(e.g. have)
• Uses simple present tense verbs (e.g. They stay alone.)
Other features
• Uses capital letters correctly
• Uses a combination of complex and simple sentence
structures
12
13
Text type
Title
Other features
• Displays awareness of sound–symbol relationships
• Spells most high frequency words accurately
Information Report
All about mice
Student
Student B
Stage of writing development
Weaknesses
Developing
• No general statement to classify the living thing
• Very limited use of adverbial phrases to build a
description of location
• Limited variation in sentence beginnings
• Mainly simple sentences and compound sentences
joined with additive conjunction and have been used
• In some instances inappropriate use of uppercase
letters (e.g. Run around, Best, Small)
• Incorrect use of apostrophes
Descriptors of knowledge and skills
Purpose
• To present information that classifies living or
non-living things
Text structure
• General statement – Identifies and classifies the
subject
• Description – Provides information about
the subject’s physical appearance and other
characteristics
• Evaluation – Provides a summary statement about
the subject
Explicit learning for future development
• Read and deconstruct exemplar information reports
on familiar topics. Model their construction and
encourage the student to be involved in the joint
construction of information reports. Focus on the
text structure of information reports, with particular
emphasis on the general statement.
• During planning for writing, model the use of
headings to organize factual information. When
jointly constructing information reports, draw
student’s attention to the use of paragraphs to
organize information.
• During modelled and shared writing, discuss capital
letters at the beginning of sentences.
• Explore ways of joining clauses that present
information about the same topic. Model the use of
commas to reduce the need for multiple sentences
(e.g. Mice have long tails, little ears and little eyes).
• Brainstorm synonyms for common adjectives such as
little. Write the list of words on a chart and display in
the classroom and/or encourage the student to record
a list of adjectives in personal dictionary or word
bank.
• Help the student to edit writing for noun-verb
agreement (e.g. Mice is sced of cat’s). Draw the
student’s attention to the clause Mice are very cool to
me, noting the use of the correct noun-verb form.
• Model use of upper- and lowercase letters during
modelled writing and one-on-one student interaction.
Language features
• Uses common nouns for living and non-living things
• Uses pronouns to refer to living and non-living things
• Uses a small range of factual adjectives (e.g. size,
shape, colour) to build a description of living thing
• Uses verbs to describe behaviour and relating verbs to
build a description
• Uses simple present tense verbs
• Uses a small range of adverbial phrases that provide
information about location
Analysis of student’s writing
Strengths
Purpose
• Shows understanding of the purpose of an
information report
Text structure
• Provides factual information about a living thing
• Provides detailed description of the living thing
(mice); information is provided about physical
appearance, habitat and behaviour
• Concluding statement provides a brief personal
comment
Language features
• Use of common nouns (e.g. mice, holes/hole’s, ere’s/
ears, eyes, chece’s/cheese, animal) and pronouns to refer
to living and non-living things (e.g. they)
• Uses verbs to describe behaviour (e.g. dig, live) and
relating verbs to build description (e.g. is, are, have)
• Use of simple present tense verbs (e.g. They dig holes)
PM Writing resources
Refer to Exemplars for Teaching Writing Book 2, pages
14–19, and Teachers’ Resource Book 2, page 71, for
recommended teaching approaches and teacher talk to
support writing development.
14
15
Text type
Title
• Uses a range of adjectives (e.g. size, shape, colour,
quantity, quality) to build a description of the living
thing (e.g. wild mice, little ears, pet mice, some mice)
• Uses verbs to describe behaviour (e.g. run, live) and
relating verbs to build description (e.g. are, have)
• Uses simple present tense verbs
Other features
• Organizes information in paragraphs
• Uses capital letters and periods accurately
• Spells high frequency words accurately
Information Report
All about mice
Student
Student C
Stage of writing development
Consolidating
Descriptors of knowledge and skills
Purpose
• To present information that classifies living or
non-living things
Weaknesses
•
•
•
•
•
Text structure
• General statement – Identifies and classifies the
subject
• Description – Provides information about
the subject’s physical appearance and other
characteristics
• Evaluation – Provides a summary statement about
the subject
No evaluation that summarizes key information
Omission of apostrophes (possessive form)
Uses mainly simple sentences
Limited sentence beginning variation
Limited variation in word order (e.g. noun/verb/
adverbial phrase)
Explicit learning for future development
• During text deconstruction of exemplar texts
(information reports), draw the student’s attention to
each structural element. Model the construction of a
concluding statement that evaluates and summarizes
the information presented.
• Create opportunities for the student to build topic
knowledge.
• During modelled and shared writing, demonstrate
how clauses can be combined by expanding noun
groups and using commas (e.g. Student text: They have
little ears and little eyes that are pink. They have claws
that look like hands. Modified text: They have little ears,
little pink eyes and claws that look like hands.)
• Model ways of varying sentence beginnings (e.g. use
of adverbs, adverbial phrases, placing dependent
clause in theme position or at the beginning of the
sentence, text connectives or pronouns).
Language features
• Uses common nouns for living and non-living things
• Uses pronouns to refer to living and non-living things
• Uses a range of adjectives (e.g. quality, comparing,
classifying, quantity, opinion) to build a description
• Uses verbs to describe behaviour and relating verbs
to build a description
• Uses simple present tense verbs
• Uses adverbial phrases to provide information about
where action takes place
• Uses adverbs of manner to describe how action
performed (where appropriate)
Analysis of student’s writing
Strengths
PM Writing resources
Purpose
• Shows an understanding of the purpose of an
information report
Text structure
• General statement classifies living thing
• Detailed description of the living thing’s physical
appearance, habitat and behaviour
• Evaluation provides a personal comment
Language features
• Uses common nouns (e.g. mice, houses, claws, nests)
and pronouns to refer to living and non-living things
(e.g. they)
Refer to Exemplars for Teaching Writing Book 3, pages
14–19, and Teachers’ Resource Book 3, page 73, for
recommended teaching approaches and teacher talk to
support writing development.
16
17
Text type
Title
• Uses relating verbs to build description of nouns (e.g.
Sharks are fish; Sharks have eyes)
• Uses simple present tense (e.g. Sharks are very fast)
• Uses adverbial phrases to provide information about
where (e.g. in oceans all aroun/around the world), when
(e.g. for at least 400 million years) and manner (e.g. like
a mirror at the back of their eyes)
• Uses adverbs of frequency (e.g. sometimes)
• Uses subject-specific or technical vocabulary
(e.g. sharks, fish, ocean, pectoral fins, squid)
Other features
• Uses paragraphs to organize information
• Uses a topic sentence at the beginning of a paragraph
• Uses simple, compound and complex sentence
structures
• Spells high frequency words and technical vocabulary
accurately
Information Report
Sharks
Student
D
Stage of writing development
Extending
Descriptors of knowledge and skills
Purpose
• To present information that classifies living or nonliving things
Text structure
• General statement – Identifies and classifies the
subject
• Description – Provides information about
the subject’s physical appearance and other
characteristics
• Evaluation – Provides a summary statement about the
subject
Weaknesses
• Limited use of technical verbs to describe behaviour
e.g. swim, travel
• At times, use of informal language (e.g. Sharks have
been around for at least 400 million years)
• Uses basic, common factual adjectives (e.g. big)
• At times, repetition of nouns (e.g. Sharks are fish that
live in oceans all around the world. Sharks have been
around for at least 400 million years.)
• Limited variation in sentence beginnings (e.g. Sharks,
A shark’s)
• Punctuation, specifically incorrect use of apostrophes
and omission of periods and capitalization
Language features
• Uses common nouns for living and non-living things
• Uses pronouns to refer to living and non-living things
• Uses a range of adjectives (e.g. quality, comparing,
classifying, quantity, opinion) to build description of
nouns
• Uses verbs to describe behaviour and relating verbs to
build description of nouns
• Uses simple present tense
• Uses adverbial phrases to provide information about
where, when, how long, in what way, how, why and with
whom
• Uses a range of adverbs where appropriate
• Uses subject-specific or technical vocabulary
Explicit learning for future development
• Use exemplar information report texts as a basis for
exploring the use of subject-specific verbs and formal
language.
• During text deconstruction of exemplar information
report texts, discuss the types of adjectives used to
build a rich description of the living or non-living
thing. Create a list of a range of rich adjectives and
display it in the classroom. Encourage the student to
refer to the list when writing independently.
• Use exemplar information report texts to discuss the
role of pronouns. Identify nouns and pronouns in
texts, showing links between nouns and pronouns.
• Model ways of varying sentence beginnings using
adverbs, adverbial phrases and conjunctions (e.g.
When).
Analysis of student’s writing
Strengths
Purpose
• Shows an understanding of the purpose of a report
Text Structure
• General statement classifies living thing
• Detailed description of the living thing’s physical
appearance, habitat and behaviour
• Evaluation provides a personal comment
Language features
• Uses common nouns for living things (e.g. sharks, fish,
squid) and non-living things (e.g. ocean)
• Uses pronouns to refer to living and non-living things
(e.g. they, their)
• Uses adjectives (e.g. two main fins, pectoral fins, small
whales) to build description of nouns
PM Writing resources
Refer to Exemplars for Teaching Writing Book 4, pages
16–21, and Teachers’ Resource Book 4, page 70, for
recommended teaching approaches and teacher talk to
support writing development.
18
19
Title
• Uses verbs to describe behaviour (e.g. ride) and
relating verbs to build description of nouns (e.g. is)
• Uses simple present tense
• Uses adverbial phrases to provide information about
where (e.g. on the gate in a lane from one to eight, on a
big start ramp) and manner (e.g. out of clay)
• Uses subject–specific vocabulary (e.g. bicycle
motorcross, sport, race, ramp, full face helmet, pads)
Other features
• Uses a combination of sentence structures (i.e. simple,
compound and complex)
• Uses conjunctions to construct complex sentences
(e.g. when, but)
• Variability in sentence beginnings (e.g. Bicycle
Motorcross, Before, When people, BMX is)
• Uses punctuation conventions accurate in most cases
• Uses appropriate technical vocabulary
Information Report
Text type
BMX
Student
E
Stage of writing development
Advanced
Descriptors of knowledge and skills
Purpose
• To present information that classifies living or nonliving things
Text structure
• General statement – Identifies and classifies the
subject
• Description – Provides information about
the subject’s physical appearance and other
characteristics
• Evaluation – Provides a summary statement about the
subject
Weaknesses
• Poor paragraphing
• At times, ambiguous use of pronouns (e.g. You also
have to wear gloves; because of this)
• Limited variability in sentence beginnings at
paragraph level, particularly in the third paragraph
• At times, poor links between sentences
• Use of a range of adjectives, but at times basic
adjectives (e.g. big)
• Use of second person singular (i.e. you)
Language features
• Uses common nouns for living and non-living things.
• Uses pronouns to refer to living and non-living things
• Uses a range of adjectives (e.g. quality, comparing,
classifying, quantity, opinion) to build description of
nouns
• Uses verbs to describe behaviour and relating verbs to
build description of nouns
• Uses simple present tense
• Uses adverbial phrases to provide information about
where, when, how long, in what way, how, why and with
whom
• Uses a range of adverbs, where appropriate
• Uses subject–specific vocabulary
Explicit learning for future development
• Use exemplar information report texts to explore the
use of a range of adverbial phrases and adjectives to
build a rich description of living or non-living things.
• Use exemplar information report texts to discuss the
role of pronouns. Identify nouns and pronouns in
texts, showing links between nouns and pronouns.
• Draw the student’s attention to the use of the third
person in exemplar information report texts. Help the
student to edit their own writing, changing use of the
second person to the third person.
• Brainstorm synonyms for factual adjectives commonly
used in the student’s writing (e.g. big) and display the
list in the classroom.
• During text deconstruction, explore the organization
of information at the text level. Draw the student’s
attention to the use of paragraphs to organize
information. To build the student’s knowledge of
topic sentences, identify the topic sentence at the
beginning of each sentence.
• Use exemplar information report texts to demonstrate
coherence or links between sentences.
Analysis of student’s writing
Strengths
Purpose
• Shows an understanding of the purpose of a report
Text Structure
• General statement classifies non-living thing
• Detailed description of the non-living thing (BMX
Racing)
• Evaluation provides a personal comment
Language features
• Uses common nouns for living (e.g. children) and nonliving things (e.g. Bicycle Motorcross)
• Uses pronouns to refer to living and non-living things
(e.g. they, you)
• Uses adjectives (opinion, e.g. exciting sport; quality, e.g.
big start ramp; classifying, e.g. big start ramp, BMX track)
to build description of nouns
PM Writing resources
Refer to Exemplars for Teaching Writing Book 4, pages
16–21, and Teachers’ Resource Book 4, page 70, for
recommended teaching approaches and teacher talk to
support writing development.
20
21
Student Assessment
and Activity Pages
Ion re
at
p
Infor
S
Ge
m p L e pa
GE
S
RE
t
UN
CS aO T
SA
Annette Smith
Elsie Nelley
Debbie Croft
Patricia Ciuffetelli
or
m
Grade 4
22
Information Report
Analysis of Student Learning
Purpose: To assess student learning prior to instruction with PM Writing 4.
Student: _____________________________________________________
Class: __________________
Teacher: _____________________________________________________
Date: __________________
Text Structure
Strengths:
General Statement:
Description:
Evaluation:
Weaknesses:
Language Features
Nouns and pronouns:
Adjectives:
Present tense verbs:
Explicit Learning
for Future Development:
Adverbial phrases:
Sentence structures:
Paragraph content:
Writing Conventions
Spelling:
Punctuation:
Handwriting/Computer Skills:
23
Information Report
Student Checklist
Name:
Title
❑
_______________________________________
Class: _____________
Date: ___________
________________________________________________________________________________
The title is suitable.
Text Structure
❑
❑
The information report begins with a general statement about a living or non-living thing.
❑
The information report tells how I feel about the living or non-living thing.
The information report describes what the living or non-living thing looks like, where
it is found and how it behaves.
Language Features – examples:
❑
nouns: ___________________________________________________________________________
❑
pronouns: ________________________________________________________________________
❑
adjectives: ________________________________________________________________________
❑
present tense verbs: ________________________________________________________________
❑
adverbial phrases: _________________________________________________________________
Writing Conventions:
Information Report writing – new challenges
❑
Spelling has been checked.
___________________________________________
❑
Punctuation is correct.
___________________________________________
❑
Handwriting is legible.
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Purpose: To assess an information report prior to beginning PM Writing 4.
24
Information Report
Name:
Title
Brainstorming
_______________________________________
Class: _____________
Date: ___________
___________________________________________________________________________________
Topic sentence 1:
Topic sentence 2:
Supporting information:
Supporting information:
•
•
•
•
•
•
General Statement:
Topic sentence 3:
Topic sentence 4:
Supporting information:
Supporting information:
•
•
•
•
•
•
Evaluation:
Purpose: To plan an information report.
25
Information Report
Name:
Title
Planning & Drafting
_______________________________________
Class: _____________
Date: ___________
___________________________________________________________________________________
General statement
Description
Evaluation
Purpose: To draft an information report.
26
Information Report
Revising
Name:
_______________________________________
Class: _____________
Date: ___________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Purpose: To revise an information report.
27
Information Report
Editing
Name:
_______________________________________
Class: _____________
Date: ___________
Title: ___________________________________________________________________________________
❑
The title is suitable for the text.
Text Structure
❑
The general statement names and provides some information about the living or non-living thing.
❑
The description provides more information about the appearance or characteristics of the living
or non-living thing.
❑
The conclusion is a summary about the living or non-living thing.
Language Features – examples:
❑
nouns: ___________________________________________________________________________
❑
pronouns: ________________________________________________________________________
❑
adjectives: ________________________________________________________________________
❑
present tense verbs: ________________________________________________________________
❑
adverbs: __________________________________________________________________________
❑
adverbial phrases: _________________________________________________________________
Writing Features
❑
All words are spelled correctly.
❑
Punctuation is correct.
Purpose: To self-assess and edit an information report.
28
❑
This information report presents
information that identifies and
describes the living or non-living thing.
❑
This information report is ready
to be published.
Information Report
Publishing
Name:
_______________________________________
Class: _____________
Date: ___________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Purpose: To publish an information report.
29
Information Report
Name:
_______________________________________
Class: _____________
Date: ___________
Venomous Snakes
Group these nouns under the headings People, Places or Things.
venom
Australia
scientists
humans
feature
scales
area
rattlesnake
USA
victim
People __________________________________________________________________________________
Places ___________________________________________________________________________________
Things __________________________________________________________________________________
Use these and other nouns to write a paragraph about venomous snakes.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Write an adjective that was, or could have been, used in this text to describe each of
these nouns.
_______________________________ venom
_______________________________ Australia
_______________________________ scientists
_______________________________ humans
_______________________________ feature
_______________________________ scales
_______________________________ area
_______________________________ rattlesnake
_______________________________ USA
_______________________________ people
Purpose: To group nouns under the headings People, Places or Things.
To use nouns to write a paragraph about venomous snakes.
To match suitable adjectives with nouns.
30
Information Report
Name:
_______________________________________
Class: _____________
Date: ___________
Venomous Snakes
Use the underlined verb in a new sentence about crocodiles.
Venomous snakes are reptiles that kill or immobilize their prey by releasing a poisonous liquid called
venom in their bite.
_________________________________________________________________________________________
_________________________________________________________________________________________
The inland taipan is recognized by its brown scales, cream-coloured belly and long pointed head
with prominent eyes.
_________________________________________________________________________________________
_________________________________________________________________________________________
When threatened, the rattlesnake shakes its tail violently to produce a rattling sound.
_________________________________________________________________________________________
_________________________________________________________________________________________
Use each of the following adverbial phrases in a paragraph about another animal.
Include two other adverbial phrases and underline them in your text.
all over the world
during an attack
each year
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Purpose: To use action verbs in sentences.
To write sentences using adverbial phrases.
31
arten
Kinderg Fall
Coming !
2010
Teachers’ Res
ource
B
ook
s
The PM Writing Teachers’ Resource Books have been developed to explicitly teach writing, knowledge, and skills across a
range of student abilities in the early years of schooling, through specific learning tasks. The teaching content in the books
is flexible, making it appropriate for use in a number of teaching and learning environments, including whole-class, smallgroup, and independent.
The Teachers’ Resource Books include:
n Comprehensive lessons for whole-class, small-group,
and individual reading and writing
n Scope and sequence of learning outcomes
n Specific learning tasks
n Lesson plans based on text types and themes
n Assessment guidelines and analysis of writing samples
n Links to other books within the PM collection
The Teachers’ Resource Book
also contains:
n PM Writing Teaching In Practice DVD
n PM Writing Lesson Planner and Interactive
02/10
Writing Pro Formas CD-ROM
ISBN-10 0-17-638209-7
n PM Writing Student Assessment
ISBN-13 978-0-17-638209-4
and Activity Pages in Blackline
Master Format
9 780176 382094
1120 Birchmount Road Toronto ON M1K 5G4
416 752 9448 or 1 800 268 2222
email: [email protected]
Fax 416 752 8101 or 1 800 430 4445
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