Mill View Primary School · PDF fileMill View Primary School acknowledges that much of this...

Mill View Primary School

A guide to teaching non-fiction

writing (Y2 — 6) and more

Mill View Primary School acknowledges that much of this booklet was

based upon material from ‘Improving Non-fiction Writing at Key Stages

1 & 2: the Success Approach’ by Alan Peat and Margaret McNeil and

‘Writing Exciting Sentences, age 7 plus’ by Alan Peat. The books are

kept by the Literacy coordinator and are recommended to staff for more

detailed reference. Staff are also recommended to refer to the Focus

Education book ‘Success criteria for Writing on the server.

Introduction

Following the recent developments and staff professional

development in the teaching of Literacy and particularly

writing, this document aims to summarise how we teach

writing at Mill View. It is based upon the premise that a

consistent approach, particularly in terms of text structures

and associated language, is best for developing and

consolidating children’s learning. The following areas are

covered:

• Presentation

• Marking Codes

• Non-fiction text structures

It is essential that when teaching different writing genres,

as teachers we are using the same language across the year

groups. The pages set out the structure and language we use

for the text types. It also includes a range of tips (not rules)

and notes about sentence and word level features. These for-

mats are to be used, but can be adapted so that they are age

appropriate.

• Sentence Types

• Punctuation face

Recommended Reading

All these books can be found in the Y6 classroom by asking the Literacy

co-ordinator. If you borrow one it is essential that it returns so please

photocopy the relevant parts .

Presentation Guidelines

• The date must be written in full

(e.g. Thursday 24 June 2010) on the top left hand side

of the page

• New units of work start on a brand new page. Children

do not rule off under work when completed.

• No drawing / colouring on lined paper in Literacy books

• Absolutely NO doodling / graffiti on books or anything

else.

• ‘I can’ statements (marked) must accompany each piece

of work

• Books must be clearly labelled using the school agreed

labels and covered in plastic covering

• Marking code to be stuck in the front of Literacy books

(including independent writing book.)

• All new books given out during the year to be labelled

properly etc

KS1 Marking Code

KS2 Marking Code

- correct / a good point

- excellent idea. Well done.

_____ - word underlined spelling mistake

- incorrect or missing punctuation

/ - new line needed

// - new paragraph needed

- word missing

? - I don’t understand

V

S

T

Verbal feedback

Success

Target

- correct / a good point

- excellent idea

____ - spelling mistake (underline and model)

- capital letter is needed

- full stop missing

CT - Class teacher support

TA - Teaching assistant support

VF - verbal feedback

Ind - Independent work

Punctuation Face physical reminders to help pupils to remember punctuation

It is recommended that teachers display an amended version of this in

their classroom, deleting the punctuation not relevant for their age

Year 6 All year 2, 3, 4 & 5 sentences plus…

O.(I) (outside/inside)

He laughed heartily at the joke he has just been told. (at the same time it would be true to say he was quite embarrassed.) 3 bad- (dash) question?

Thirst, heatstroke, exhaustion—which would kill him first?

Some; others

Some people lover football; others just can’t stand it.

Irony

Our ‘luxury’ hotel turned out to be a farm building.

P.C (paired conjunctions)

It was both cold and unpleasant for him to work there.

If, if, if, then

If the alarm had gone off, if the bus had been on time, if the road repairs had been completed, then his life would not have been destroyed.

Noun, which/who/where

Cakes, which taste fantastic, are not so good for your health.

Sentence Types and progression 5 bare bums on a rugby post!

5 bare bums on a rugby post makes up the majority of most introductions

to non-fiction text types and is something the children tend to remember

if you show them this graphic.

W W W W W

H

O

H

E

R

E

H

E

N

H

A

T

H

Y

O

W

Non-chronological Report Text

Definition— an account of a wide range of natural, cultural or social

phenomena. It consists of the systematic organisation of factual

information.

Structure Tips Sentence & Word Level

Title

Try to use no more than

4 words.

Introduction

5 bare bums on a rugby

post.

Key features

paragraphs

Decide what each of your

paragraphs will be about.

WOW!

Paragraph

(optional)

Tell the reader some-

thing amazing about your

subject.

Summary

Short reminder of your

main points in different

words.

• Based on facts

• Omission of opinions

• Formal and objective

• Non-chronological

• Paragraphs to separate key

points

• Use of colon for listing

• Commas to separate items

in a list

• Continuous present tense

(could be past if writing

about historical

information)

• Subject specific words

• Language of classification

Year 5 All year 2, 3 & 4 sentences plus…

De:De (description: details)

The vampire is a dreadful creature: it kills by sucking all the blood from its victims.

3 _ed (3 related adjectives)

Frightened, terrified, exhausted, they ran from the creature. 2 Pairs (intro. as 1 pair sentences this year)

Exhausted and worried, cold and hungry, they did not know how much further they had to go. Ad, same ad

He was a fast runner, fast because he needed to be.

Emotion word, comma

Desparate, she screamed for help. IMAGINE 3 examples

Imagine a time when people were not afraid, when life was much simpler, when everyone helped each other: this is the story of that time. SHORT

Then it happened. The more, the more

The more upset she was, the more her tears flowed. Personification of weather

The rain wept down the window The win screamed through the branches

Sentence Types and progression

Sentence Types and progression

Year 4 All year 2 & 3 sentences plus…

Similie ...like a … ...as a …

The moon hung above us like a patient, pale white face. Although it was august it was as cold as a late December eve-ning.

Verb, Person

Flying, John had always been terrified of it. Walking, he seemed to have been walking for ever.

Double –ly ending

He swam slowly and falteringly. He rode determinedly and swiftly. -ing, -ed

Walking in the bushes, she stopped at the sight of a crocodile facing her. Running near the beach, he halted as the ground gave way.


Title

Tell the reader what you

are comparing and

contrasting.

• Based on facts





points



in a list



about historical

• information)



Introduction


are comparing and

contrasting and why.

Similarities

Select the aspects that

are similar. Group

together as one

paragraph using

connectives.

Differences

Now select the aspects

that are different.

Summary

Sum Up: what are the

most important things

that are different?

What are the most

important things that are

the same?

Comparing and Contrasting Report Type 1

This is a simple format for a comparing and contrasting report which is

most appropriate for Years 2—4.


Title


are comparing and

contrasting.

• Based on facts





points


• Commas to separate items in

a list



about historical information)



Introduction Tell the reader what you

are comparing and

contrasting and why.

Similarity

and Differ-

ence 1

Think about the aspects

you have chosen to

compare and contrast

and select the most

important.

S &D 2 Select the next aspect

you want to compare and

contrast.

Summary

Consider ALL the

information and tell the

reader whether the two

things are mainly similar

or different.

S & D 3 Select the next aspect

you want to compare and

contrast.

Comparing and Contrasting Report Type 2

This is a more advanced format for a comparing and contrasting report

which is most appropriate for Years 5 & 6.

Sentence Types and progression In September 2009, the Y6 teachers began teaching different sentence

types to the class in order to develop the children's sentence

construction. These were embedded through all written work in Literacy.

Below sets out the sentence types, with examples to be taught to each

year group. It is expected that the sentence types will be displayed in

the classroom as part of a working wall to refer to on a regular basis. For

further details, it is strongly recommended that teachers refer to the

‘Writing Exciting Sentences, age 7 plus’ book by Alan Peat and

photocopy the relevant pages.

The recommended progression is shown below and on the following pages.

All sentence types for each year should be taught and those from previ-

ous years referred to.

Year 2 List

It was a dark, long, leafy lane. It was a cold, wet, miserable and misty morning.

2A (2 pairs of adjectives) start with 1 pair

He was a tall, awkward man with an old, crimpled jacket. It was an overgrown messy garden with a lifeless, leafless tree.

Year 3 All year 2 sentences plus…

BOYS But, Or, Yet, So He was a friendly man most of the time, but he could become nasty. He could be very friendly, or he could be miserable.

1 Pair (see 2 pairs and adapt)

Cold and hungry, they did not know how much further they had to go. Angry and bewildered, he couldn't believe that this was happening to him.

Biography Text

Definition— a specific form of recount. This is an account of a person’s

life, or a specific incident in a person’s life written by another person.

The same format should be followed for autobiographical writing,


Title Tell the reader who it is

about in no more than 8

words.

Overview Who is it about?

What are they best

known for?

When did they live?

Where did they live?

Why are they important?

Early Life Childhood events, things

that happened in early

life and how they

influenced his/her later

work.

Later Life The important things that

happened. Make sure they

are in order. Indicate if

they are more or less

important than the early

life.

Summary Tell the reader the

importance or impact of

what happened. What can

we learn? How did he /

she affect others?

• Condensed synopsis ay the

beginning

• Language appropriate to

time to link paragraphs

• Choice of tone and

• language appropriate to

audience

• Use of commas to mark

phrases of clauses

• Time connectives

• Consistent use of the past

tense

• Consistent use of the 3rd

person if biography

• Consistent use of the 1st

person if autobiography

Newspaper Report Text


Headline

No more than seven

words.

By-line

Your name, title and

location if an interna-

tional story

Lead

5 bare bums on a rugby

post.

Body

More details about each

of the W’s. Some will be

more important.

Short paragraphs.

Balanced and factual

information.

Sources

Names and titles of

people who provided

information. Direct and

reported speech.

• Frequent short paragraphs

• Use of short sentences

• Factual and to the point

• 3rd person

• Tenses may change

• Sometimes use of emotive

language to provoke reader

• Exclamation marks for

emphasis (in headlines)

• Direct speech for quotes

• Use of causal connectives

• Event-specific language

Illustration &

caption

Definition— newspaper reports provide information about a single event

or series of events. Their purpose is to inform readers about events or

issues of interest.

Argument Text

Definition— a structure piece of persuasive writing for or against a

specific point of view. The main aim is to encourage the reader to agree

with the writer’s point of view.


Title Write the title as a

question

My POV

State your point of view.

Maximum of 2 sentences.

First argu-

ment sup-

porting my

POV.

New paragraph. Your

strongest argument.

Express in 1 or 2

sentences, then add

details.

Second ar-

gument

New paragraph. Your

next strongest argument.

Expand by giving details.

Third argu-

ment

New paragraph. Your

next strongest argument.

Expand by giving details.

Counter ar-

gument

New paragraph. Explain

why other people might

think differently.

Summary of

my POV.

Summarise the reasons

for holding your POV. No

details this time.

Repeat strongest

argument using different

words.

• Use of bullet points,

numbering to emphasis

points, especially in

summary

• 1st person

• Succinct sharply focused

sentences

• Paragraphs to separate

each part

• Commas to separate

clauses

• Timeless present tense

• Causal connectives

• Appropriate technical

vocabulary to support

viewpoint

• Words to link to

alternative viewpoint, e.g.

on the other hand • Reference to generalise

human agents e.g. dog breeders, motorbike owners

• Reference to groups e.g.

the poor, the rich etc.

Recount Text—historical


Title

Tell the reader what

historical it is about in no

more than 8 words.


beginning



• Choice of tone and language

appropriate to audience


phrases of clauses



tense


person

Introduction

Past tense.

When, who, where, why.

What were the

consequences of the

events?

Try to use no more than 2

sentences.

Ordered

events and

consequences.


happened first.

Tell the reader the next

things hat happened in

order.


happened as a

consequence of this.

New paragraph for each

event.

Summary Tell the reader the end

result.

Indicate if the end result

was positive or negative.

Evaluate—what is

significant of interesting

about what happened?

Recount Text—trip / visit

Definition— a text in which the writer restless past experiences to

inform or entertain. They are written in chronological order. They can

related to activities such as class trips, historical events or biographies.


Title

Tell the reader what it is

about in no more than 8

words.

Introduction

Writ in the past tense.

Include

When, who, where, why,

what.

Try to use no more than 2

sentences.

Event 1

Tell the reader about any

planning or preparation

you did.

Think about what will

really interest the reader.

Events in

order

Tell the reader the first

interesting thing that

happened.

Then follow with other

interesting events in

order. New paragraph for

each event.

Summary

Summarise—pick out the

main points

Evaluate—what was the

most significant or

interesting?


beginning



• Choice of tone and language

appropriate to audience


phrases of clauses



tense


person

Explanation Text

Definition— a text that says how something works, what causes

something to happen, or when or where something takes place. Often

linked to the Science and geography curriculum. Explanations can be of a

process, how something works, or how something happens, but the basic

structure remains the same.


Title

Tell the reader what the

explanation is about. Use

a question.

• Sequential language to link

paragraphs e.g. firstly,

secondly, furthermore etc

• Organisation devices such

as sub-headings


points

• Consistent tense use could

be past OR present

• Use of colon prior to listing

• Causal connectives e.g.

therefore, because


Introduction

Introduce the reader to

the subject of the

explanation.

Perhaps say what it is a

part of or what it

belongs to.

Perhaps include the

different parts of

stages.

Key Points

Paragraphs

Tell the reader how it

works or what happens.

You could use

sub-headings or

numbering to organise

your key points.

Summary

Tell the reader

something special or

important about the

subject.

Discussion Text Definition— a text that presents two or more opposing arguments with

equal weight and allows the reader to reach a balanced judgement in the

subject under discussion.


Title Short version of the

IFD.

IFD (issue

for discus-

sion)

Tell the reader the IFD

in as few words as

possible. Do not write in

1st person.

Different

POV.

Cover each point of view.

Don’t add supporting

detail.

Viewpoint 1

arguments New paragraph for each

argument. Strongest

argument first. Don’t

repeat earlier arguments.

Viewpoint 2

arguments.

New paragraph for each

argument. Strongest

argument first.

Use different sentence

starters. Don’t repeat

earlier arguments.

• Use of impersonal tone

• Summarising final

paragraph

• Paragraphs to separate

viewpoints

• Present tense

• Avoid use of the 1st person

• Use of additive connectives

• Words and phrases to link

to alternative viewpoints

e.g. on the other hand, although

• Technical language relating

to the issue for discussion

Summary A

or B

A—strong points on each

sides but give your point

of view.

B—strong points on each

side and invite reader to

decide.

Instructional Texts Definition— a text in which the writer spells out for the reader what is

needed and the stages to be gone through in order to carry out a task

successfully.


Title

Tell the reader what is

to be done in no more

than 7 words.

• Use of diagrams and

annotated sketches

• Short precise sentences

• Use of techniques for

emphasising words e.g.

emboldening, increasing

font size, block capitals

• Sequential connectives

• 2nd person

• Action verbs

• Adverbs to increase

precision


in lists

• Consistent use of the

imperative.

What you

need.

List what is needed to

carry out the task.

Consider using

Numbering

Alpha ordering

Bullet points

New line for each new

item

Method

Tell the reader what o

do.

List the steps in order.

New line for each new

instructions

Conclusion

Tell the reader how they

will know they have been

successful.

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