Students in years 3 and 4 learn about information and procedural texts - hooking the reader, text structure, genre and language features. They complete two writing projects that are submitted for peer review, revision and publication.
Information, Procedure, Genre, Language, Structure
Australian Curriculum Achievement Standards Productive Modes (speaking, writing and creating)
YEAR 3
Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.
Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.
YEAR 4
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.
English Textual Concepts STAGE 2 : Years 3-4
GENRE
Genre simply means ‘type’ or ‘kind’ and refers to groups of texts that have similarities in form and function. The study of genre enables us to see relationships between texts, the ways they are similar and the ways they are different or even innovative. It allows us to support students in analysing texts and in writing particular kinds of texts as it provides guidelines for structure, identifiable features and ways to deviate from conventional approaches.
CODE and CONVENTION
Students appreciate that codes of communication are rules which provide access to information and ideas as well as opportunities for expression. Students learn that:
Learning Intention: To connect to our writing project about animals.
Success Criteria:
An interesting animal is a polar bear. It is interesting to me because it is beautiful to watch when it swims as it only uses its front paws. Also an unusual fact is that while its fur is white, its skin is black.
Think-Pair-Share
What do you think is an interesting or unusual animal?
Firstly, think. What is the animal? Why is your animal interesting/unusual?
Speak to your partner and remember to listen when they speak!
Comment: What animal did you talk about? Why? Write 1-2 sentences. Give at least one reason for why it is interesting and add an interesting/unusual fact. If you like, you can add a link to some useful information you found out about your animal. Read other students' comments and comment on 1-2. Explain why you thought that animal was interesting/unusual too.
This learning module uses blended learning so students move between face-to-face interactive activities and online collaborative discussions and an informational writing project that includes peer review and revision before publication of student work.
Timeline Week 1: Information Texts - Updates 1-4
Day 1: Updates 1 and 2. Start Project.
Day 2: Update 2. Research.
Day 3: Update 3. Analyse mentor text and work on writing project.
Day 4: Complete writing and submit work. Complete peer review.
Day 5: Revise, Publish and Reflect.
Purpose: This update introduces the topic of animals to students and engages them by connecting to an animal of their choice.
Teaching Tips:
Before the lesson, students could already be thinking about an interesting animal that they would like to focus on.
Differentiation: During the lesson, they can do a Google search to find some information about the animal and add the link to their post. This is optional.
Learning Intention: To reflect on what is important when writing an information text.
Success Criteria:
Watch this video about planning your information text.
The subtopics that you can use for your information text on animals are:
Comment: Let's make a class list of what is important when writing an information text. Keep adding ideas until you run out. One idea per comment. Try not to repeat what other students write.
Purpose: In this activity the experiential learning focuses on reading and responding to the mentor text. The conceptual learning focuses on developing an understanding of genre and purpose and then taking notes to achieve the purpose of an information text which is to educate someone about a specific topic.
As students research and record information on the attached template, they will also need to access computers to find more information about the animal they focus on. A range of books can also be made available to students and/or they can borrow from the library.
The following activities involve explicit teaching. Learning Intentions and Success Criteria are included. The activities on the student side are optional and allow for differentiation.
Teaching Tips:
Some students may take notes in Scholar and save as Version 1. In this case start the project. The task is:
Research an animal and write a 300-400 word information text. Include at least 3 pieces of multimedia (youtube clip, images, maps) and 1-3 references.
PART 1: Working with the Mentor Text
Learning Intention: To understand the information text genre and how it is the same and different to the persuasive text genre.
Success Criteria:
a) Give students a copy of the "Polar Bear" text. Read the text to the students. Then use Think-Pair-Shares for them to discuss what makes this an effective information text. Start with a simple question such as Did you like it? and Why/Why not? Here are some ideas that they might come up with:
b) Draw a table or a Venn Diagram on a whiteboard to record how information and persuasive texts are the same and different with input from students:
| Persuasive/Opinion Texts | Information texts |
| Hook - Starts with a question | Hook - Starts with a question or an interesting fact |
| "P" Paragraph | "P" Paragraph |
| "E" Paragraphs | "E" Paragraphs |
| "C" Paragraph | "C" Paragraph |
| "O" Paragraph | |
| Facts and details in "E" paragraphs | Facts and details in "E" paragraphs |
| Headings | |
| Images/Multimedia | Images/Multimedia |
| References | |
| Purpose: Try to convince someone that their opinion is correct. | Purpose: Educate/inform on a topic |
For differences, also focus on purpose in drawing out responses. Introduce the term "genre".
c) Point out the use of headings. Discuss why headings are a good idea in an information text (creates a structure for the text, helps the writer to organise ideas, guides the reader and helps a reader's comprehension of the text). Labelling the text with a caption can also add more information to the text.
d) Key Words Activity: Use the words and phrases in the 1st column of the notetaking template for students to underline keys words and phrases that they can see in each paragraph of the text. Identify scientific/technical (Wow) words. This activity is to ensure that they look closely at the mentor text and introduces them to notetaking skills. Notetaking is an important skill for the Paraphrasing Reading strategy. Model the first one and then they can continue with a partner.
PART 2: Notetaking for own Information Text
Learning Intention: To develop my research skills.
Success Criteria:
Guide students through notetaking for their own texts. The following table is included in the attachment with the mentor text.
| RESEARCH TIPS |
| Decide on your focus animal to research - one that is unusual, under threat of extinction or is no longer under threat |
| Decide on headings (Introduction, Physical Features, Behaviours, Environment, Conclusion) |
| Write down any facts you already know under the headings - uses words and short phrases |
| Locate and read source text |
| From the source text, write down any scientific/technical (Wow) words under each heading - (using words for the texts is permissible when paraphrasing) |
| Write down the most important ideas under the appropriate heading - Use words and short phrases (this will discourage copying, and cutting and pasting from source texts |
| Repeat process for a second source (Differentiation - students use 1-3 sources) |
| Record links to your sources and find any multimedia to add to the report |
Differentiation: Students research 2-3 sources.
Part 3: Students watch the video and comment in Update 2. This activity reinforces what they have learnt about information texts. This leads into the next session where they write their information reports by elaborating on the key words and phrases.
Learning Intention: To understand how to write a great hook for my information text.
Success Criteria:
Watch this video about starting your information text.
Comment: Record your idea for how you can start your information text. Read other students' opening sentences and comment on 1-2 that you like. Use @ so they know you are commenting on their sentence. For example, @Name I really like your question or @Name Your opening sentence really hooks the reader.
Purpose: In this update, with the guidance of their teacher, students analyse the mentor text at the word and sentence level in order to raise the quality of their own information texts.
Teaching Tips:
Learning Intention: To analyse the language features of information texts.
Success Criteria:
Students work through the activities that follow using the mentor text. Here is an overview of the language features of Information Texts. Passive Voice is included as an FYI for teachers but is not recommended for year 3-4 students as the mentor text mainly uses "relating" verbs (is, are, have). Passive and Active voice is easier to teach with "action" verbs.
1. PRESENT TENSE
Information reports are mainly written in the present tense as it is about what the animal is like now. Look at the verbs in the first paragraph of the mentor text. Students highlight the verbs. Then independently highlight the verbs in the second paragraph.
| Present Tense | Past Tense | Future Tense |
| is | was | will be |
| lives | lived | will live |
| has | had | will have |
| enables | enabled | will enable |
| are | were | will be |
Students then check what tense they have written in their texts so far and edit if necessary.
2. SCIENTIFIC/TECHNICAL (WOW) WORDS
These were covered at the planning stage. Students can count up how many they have and report, adding more if necessary.
3. GENERAL NOUNS
It is important for students to realise that general nouns are mainly used in information texts The information is information that is true of all animals of the species they are focusing on (or another topic such as computers, a sport, food etc). For example: Polar bears have thick, whitish fur covering black skin.
Student count up how many times "Polar bears" occurs in the mentor text to reinforce this understanding. They can check this also in the texts they are writing.
4. THIRD PERSON
Information reports are generally written in the third person to create an impersonal formal tone, appropriate to the information text genre.
Ask students to see if they can find words such as I, me, we, you in the text. Assign a paragraph to small groups to check.
Then ask them if they can see words such as they, it, them in the text?
Discuss why, explaining that they, it, them is third person and makes the text sound more formal and sounds more important. !st and second person is more friendly and personal - used more in narratives.
5. VARIED SENTENCES
Students can check their own work to ensure they vary the types of sentences they include. If necessary revise simple sentences, compound sentences and complex sentences. The following paragraph illustrates all three sentences - simple, complex and compound.
Polar bears live alone. They are carnivores and feed mainly on sea mammals such as seals that they hunt on the ice and in the water. They will also eat dead fish, stranded whales and they even scavenge through garbage.
6. PASSIVE VOICE
This would be very time-consuming and challenging for most year 3-4 students. Hence, I recommend NOT to teach active and passive voice for this project. Nevertheless information is provided for clarification.
The mentor text mainly uses relating verbs (is/are/have). Passive and active voice are used with action verbs.
Active and passive voice can be used for emphasis. While the meaning is much the same in the following sentences, the focus shifts as the beginning of the sentence is always emphasised/foregrounded. For example:
Active Voice: Emphasis is on the fur and fat.
The fur and a thick layer of fat keep polar bears warm in the cold climate of the Arctic Circle.
Passive Voice: Emphasis is on the polar bears.
Polar bears are kept keep warm in the old climate of the Arctic Circle by their fur and thick layer of fat.
Learning Intention: To reflect on what is successful information text writing.
Success Criteria:
Comment: Read two - three other people’s information texts. Write a comment about the most interesting thing you learned from reading them. Also comment about one thing you have learned about writing information texts.
Purpose: This reflection activity promotes student metacognition about what makes quality writing by reading and reflecting on other students’ writing.
This activity is optional and allows for differentiation; it gives students who have finished a purposeful activity and allows students who need more time to finish their information texts.
Teaching Tips:
Students complete the revision process and submit their work for publication. Students who finish all tasks could also be assigned another work to review.
Students can work in small groups, reading each other's completed information texts.
Refer to the Analytics to see how students have performed.
Learning Intention: To identify what makes a great picture book.
Success Criteria:
Listen to a reading of "Wolves" by Emily Gravett.
Think-Pair-Share
Comment: What is the picture book you have chosen? What makes it a good picture book? Share 1-2 ideas. Then read other students' comments and comment on 1-2. Explain why you like their choice of book.
Timeline Week 2: Procedural Texts - Updates 5-8
Day 1: Updates 5 and 6. Start Project.
Day 2: Update 7. Analyse mentor text and work on writing project.
Day 3: Complete writing and submit work. Complete peer review.
Day 4: Update 8. Revise, Publish and Reflect.
Purpose: In this update, students engage in writing a procedure about how to read a picture book. The focus is on each student finding a picture book that will be used in their writing project and discussing what features make it a good choice.
Teaching Tips:
Use the Think-Pair-Shares to scaffold comments in the Community discussion forum.
Learning Intention: To understand how to write a great procedural text.
Success Criteria:
Watch this video: How to Write a Procedure.
Comment: Let's make a class list of what is important when writing a procedural text. Keep adding ideas until you run out. One idea per comment. Try not to repeat what other students write.
Purpose: In this activity the experiential learning focuses on reading and responding to the mentor text.
The conceptual learning focuses on developing an understanding of genre and purpose of a procedural text which is to inform a reader on how to make something or how to do something. It does this by describing steps or directions in sequence so people can make or do something in the same way.
Tha analytic learning focuses on analysing the language features of procedural texts.
Teaching Tips:
The following activities involve explicit teaching. Learning Intentions and Success Criteria are included. The video on the student side is a useful revision of the structure and language features but is optional.
The task is:
How to Read a Story Procedural Text
Write a procedural text outlining the steps to take when reading a picture book to someone. Include the title of the picture book and images.
PART 1: Purpose and Structure of Procedural Texts
Learning Intention: To understand the purpose of the procedural text genre and how it is the same and different to the information text genre.
Success Criteria:
Give students a copy of the mentor text: How to Read a Story. Tell them that this is a procedural text and it's like a recipe or the steps to taken in a science experiment. Read the procedural text to the students. Then use Think-Pair-Shares for them to discuss what makes this an effective procedural text. Start with a simple question such as Did you like it? and Why/Why not? Here are some ideas that they might come up with:
Draw a table on a whiteboard to record how information and procedural texts are the same and different with input from students:
| Information Texts | Procedural Texts |
| Headings | Headings |
| Images, videos and maps | Images |
| Connectives - in conclusion | Connectives - first, then, next, after that, finally |
| PEC Structure | Step by step description in sequence so people can make or do something in the same way |
| References | |
| Dot points and Numbered steps | |
| Start with a question or a surprising fact | Starts with a list of materials |
| Scientific/technical words | Scientific/technical words (in science reports) |
| Verbs are in middle of sentences | Verbs are direct verbs and often start a sentence |
| Present tense | Present tense |
| Purpose is to educate on a topic | Purpose is to inform the reader on how to make something or how to do something. |
In referring to the genres of information and procedural texts, focus on their different purposes.
PART 2: Analysis of Language Features
Learning Intention: To analyse the language features of information texts.
Success Criteria:
Use the mentor text to highlight/underline/circle language features that have been recorded in the above table:
PART 3: Video and Comment
Students watch the video and comment on the student side of Update 6. This activity reinforces what they have learnt about information texts.
Learning Intention: To reflect on what are successful procedural texts.
Success Criteria:
Comment: Read two - three other students' procedural texts. Write a comment about the most interesting thing you learned from reading them. Also comment about one thing you have learned about writing procedural texts.
Purpose: This reflection activity promotes student metacognition about what makes quality writing by reading and reflecting on other students’ writing.
This activity is optional and allows for differentiation; it gives students who have finished a purposeful activity and allows students who need more time to finish their procedural texts.
Teaching Tips:
Students complete the revision process and submit their work for publication. Students who finish all tasks could also be assigned another work to review.
Students can work in small groups, reading each other's completed procedural texts.
Refer to the Analytics to see how students have performed.