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10 Νοε 2013 (πριν από 3 χρόνια και 11 μήνες)

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Strategies for teaching information report writing

Below are three different approaches that can help guide students through the development of
information reports.

Using factual texts to develop report writing


strategy 1

Immerse students in models of th
e report genre,
Animals in the Wild
-

Monkey

by Mary
Hoffman, was the example used. Following several shared reading sessions the following
strategies could be used to raise student's awareness of the framework for report writing.



Reconstruct a 'cut up' re
port noting headings, sub
-
headings and format.




Label the various parts of a report and consider the purpose of each part.


When students are familiar with the structure of a report, jointly construct a report focussing
on the features of the text
-
type.

S
tudents then work in guided writing groups to plan their own report using a planning
proforma such as those outlined below.


REPORT PLAN

HEADINGS

KEY WORDS

Classification

What is it?

Opening statement



Description

What attributes does it have?

(size, shape, features)



Place/Time

Where is it? Habitat?

When is it?



Dy
namics/Behaviour

What does it do?



Summarising comment






Students use their plan to write a report. Guided writing groups can be formed at any time

during this stage to redirect, assist and support the students' writing.

Individual conferences and publication are an optional final stage.

An example of a completed report from a Grade 1/2 student.

Frogs

Frogs belong to a group of animals called amphibi
ans.
Amphibians have two stages in life; water and land.

Frogs have four legs and no tail. Some frogs have spots
and stripes. Their colour helps to camouflage them.
Frogs have wet skin and bulgy eyes.

Frogs live in damp places. The tree frog lives in trees
.
Other frogs live in ponds or creeks.

Frogs lay eggs in the water. Frogs come out at night.
They make croaking noises. Frogs jump high. Some frogs
climb trees.

Frogs eat insects and spiders. Some frogs eat other
frogs.



Using factual texts to develop re
port writing


strategy 2



Read to students a variety of texts about a particular topic, eg pigs, and highlight
features of the report genre.




Discuss with students what they already know about the topic and what they would like
to find out.




Use the techni
que of webbing/concept mapping/brainstorm to connect the central topic
to related facts. The concept map can be added to each time a different book is read
and additional information is found. Eg:





Guide students to think about main headings/sub headings and to group information
accordingly. Eg:


Appearance

Behaviour

thick pink or black hairy skin

short curly tail

trotters

roll in mud to keep clean

use n
ose to dig




Work with guided writing groups to write paragraphs (bundles of information) using the
headings outlined in the previous session, ie appearance, behaviour.


Using factual texts to develop report writing


strategy 3



Discuss with students the f
eatures of reports.




Brainstorm or use concept mapping to identify headings for a report about a specific
topic.




Write the selected headings on large sheets of paper and post them around the room.




Ask students to move around the room in small groups and
add information under each
heading on the 'graffiti board'.




Collate the information on a grid.

For example:

WHALES



Appearance

Habitat

Food

Enemies

Glossary

Reference:











Reference:











Reference:











Reference:













Work with guided writing groups to use the information from the grid to write a report.


Other ways of gathering, organising and presenting information in preparation for report
writing include:



labelled diagrams;




flow charts;




fact files;




quiz quest
ions; and




questions and answers.