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Report Writing Unit
The National Literacy Strategy
2
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
Contents
Framework objectives 3
Unit plan 4
Features of a report text 5
Resources A–D 6
Detailed lesson plans and transcripts 14
Supplementary resources E–H 21
The National Literacy Strategy
3
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
Text
13. to secure understanding of the features of non-chronological reports:
• introductions to orientate reader;
• use of generalisations to categorise;
• language to describe and differentiate;
• impersonal language;
• mostly present tense;
17. to write non-chronological reports linked to other subjects;
Sentence
2. to revise earlier work on verbs and to understand the terms active and passive; being able
to transform a sentence from active to passive, and vice versa;
3. to note and discuss how changes from active to passive affect the word order and sense of
a sentence;
Word
1. to identify mis-spelt words in own writing; to keep individual lists (e.g. spelling logs); to learn
to spell them;
2. to use known spellings as a basis for spelling other words with similar patterns or related
meanings;
3. to use independent spelling strategies, including:
• building up spellings by syllabic parts, using known prefixes, suffixes and common
letter strings;
• applying knowledge of spelling rules and exceptions;
• building words from other known words, and from awareness of the meaning or
derivations of words;
• using dictionaries and IT spell-checks;
• using visual skills, e.g. recognising common letter strings and checking critical features
(i.e. does it look right, shape, length, etc.);
4. to revise and extend work on spelling patterns for unstressed vowels in polysyllabic words
from Year 5 Term 3;
Outcomes
Two written reports and reading and writing test practice paper
Framework objectives
The National Literacy Strategy
4
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
•U
nit 4
5 fr
om G
ram
mar
for W
ritin
g.•
Sha
red
read
ing:
read
and
dis
cuss
con
tent
of r
epor
t tex
t (e.
g.
Sam
ple
Tex
t A);
anal
yse
and
ann
otat
e fo
r org
anis
atio
n of
cont
ent a
nd c
reat
e re
por
t ske
leto
n-fr
ame.
Sha
red
writ
ing
(dem
onst
ratio
n) –
fast
pla
nnin
g. Im
por
t con
tent
from
ano
ther
cur
ricul
um a
rea
and
org
anis
e it
into
rep
ort
skel
eton
-fra
me.
Sha
red
read
ing:
ana
lyse
and
ann
otat
e te
xt (e
.g. S
amp
le T
ext A
)
for l
angu
age
feat
ures
and
cre
ate
chec
klis
t for
rep
ort w
ritin
g.
Sha
red
writ
ing
(teac
her a
s sc
ribe)
– re
ferr
ing
to s
kele
ton-
fram
e.
Writ
e in
trod
uctio
n an
d s
ome
par
agra
phs
of t
he te
xt u
sing
chec
klis
t.
Sha
red
read
ing
and
writ
ing:
revi
sion
(dem
onst
ratio
n an
d te
ache
r
as s
crib
e): r
evis
e th
e op
enin
g p
arag
rap
h an
d tw
o fu
rthe
r
par
agra
phs
of t
he te
xt.
Uni
t 45
from
Gra
mm
ar fo
r Writ
ing.
Sha
red
read
ing:
ana
lyse
rep
ort t
ext (
e.g.
Sam
ple
Tex
t C) a
t bot
h
orga
nisa
tiona
l and
sen
tenc
e/w
ord
leve
l.
Sha
red
writ
ing
(sup
por
ted
com
pos
ition
) – im
por
t con
tent
from
anot
her c
urric
ulum
are
a, q
uick
pla
n an
d w
rite
som
e p
arag
rap
hs
of te
xt.
Sha
red
read
ing:
do
par
t of a
pra
ctic
e re
adin
g te
st p
aper
on
a
rep
ort t
ext,
all
toge
ther
.
Sha
red
writ
ing:
do
a p
ract
ice
writ
ing
test
pap
er a
ll to
geth
er
invo
lvin
g a
rep
ort t
ext.
Rea
din
g
Writ
ing
Rea
din
g
Writ
ing
Rea
din
g
Writ
ing
Rea
din
g
Writ
ing
In p
airs
, ana
lyse
and
ann
otat
e ot
her r
epor
t tex
ts (e
.g.
Sam
ple
Tex
t B) f
or o
rgan
isat
ion
of c
onte
nt, a
nd c
reat
e
rep
ort s
kele
ton-
fram
e.
In p
airs
, fas
t pla
nnin
g p
ract
ice.
Usi
ng c
hild
ren’
s
exis
ting
know
led
ge o
f an
agre
ed s
ubje
ct, m
ake
brie
f
note
s of
con
tent
in re
por
t ske
leto
n-fr
ame.
In p
airs
, ana
lyse
and
ann
otat
e an
othe
r tex
t (e.
g.
Sam
ple
Tex
t B) f
or la
ngua
ge fe
atur
es a
nd a
dd
to
chec
klis
t for
rep
ort w
ritin
g.
In p
airs
and
refe
rrin
g to
ske
leto
n-fr
ame,
writ
e
rem
aini
ng a
nd c
losi
ng p
arag
rap
hs o
f the
text
, usi
ng
chec
klis
t.
Rev
ise
the
rem
aini
ng a
nd c
oncl
udin
g p
arag
rap
hs o
f
the
text
.
In p
airs
, inv
estig
ate
the
spel
ling
of u
nstr
esse
d v
owel
s
(Sp
ellin
g b
ank,
pag
e 69
).
Ind
ivid
ually
, ana
lyse
ano
ther
rep
ort t
ext (
e.g.
Sam
ple
Text
D) a
t bot
h or
gani
satio
nal a
nd s
ente
nce/
wor
d
leve
l.
Ind
ivid
ually
, writ
e re
mai
ning
par
agra
phs
of t
ext.
Chi
ldre
n ex
pla
in th
e or
gani
satio
n of
thei
r
text
(s) a
nd g
ener
alis
e fo
r rep
orts
as
a
text
typ
e.
Chi
ldre
n ex
pla
in th
e re
ason
ing
beh
ind
thei
r pla
nnin
g.
Chi
ldre
n co
ntrib
ute
thei
r ad
diti
onal
poi
nts
for t
he c
heck
list o
r exp
lain
how
the
exis
ting
chec
klis
t wor
ks fo
r Sam
ple
Text
B.
Chi
ldre
n ex
pla
in th
e re
ason
ing
beh
ind
thei
r writ
ing
in re
latio
n to
the
chec
klis
t.
Chi
ldre
n ex
pla
in w
here
and
why
they
have
mad
e re
visi
ons.
Rec
ap o
n th
e p
rinci
ple
s b
ehin
d th
e
sent
ence
wor
k.
Chi
ldre
n ex
pla
in th
eir a
naly
ses.
Chi
ldre
n ex
pla
in th
e re
ason
ing
beh
ind
thei
r writ
ing.
Fini
sh te
st p
aper
.
Fini
sh te
st p
aper
.
Ana
lyse
Mon
day
Ap
ply
Tues
day
Ana
lyse
Wed
nesd
ay
Ap
ply
Thur
sday
Ana
lyse
and
ap
ply
Frid
ay
Ana
lyse
and
ap
ply
Mon
day
Ana
lyse
Tues
day
Ap
ply
Wed
nesd
ay
Ana
lyse
Thur
sday
Ap
ply
Frid
ay
Sha
red
text
and
sen
tenc
e le
vel
Gui
ded
In
dep
end
ent w
ork
Ple
nary
Inte
nsiv
e tw
o-w
eek
pla
n fo
r Yea
r 6 T
erm
1 U
nit 7
: Rep
ort w
ritin
g
Ind
ivid
ually
, do
par
t of a
pra
ctic
e re
adin
g te
st p
aper
(rep
ort t
ext).
Ind
ivid
ually
, do
a p
ract
ice
writ
ing
test
pap
er (r
epor
t tex
t).
The National Literacy Strategy
5
Purpose
To describe the way things are
Generic text structure
• an opening, general classification, e.g. Sparrows are birds
• more technical classification (optional), e.g. Their Latin name is ...
• a number of paragraphs about different aspects of the subject – these could be arranged in
any order
• a description of their phenomenon, including some or all of its:
– qualities, e.g. Birds have feathers
– parts and their function, e.g. The beak is ...
– habits/behaviours or uses, e.g. They nest in ...
• conclusion – an ending comment
Sentence/word level features
• focus on generic participant, e.g. sparrows in general, not Sam the sparrow
• use of present tense
• use of some passive constructions
• use of the impersonal voice (third person)
• use of words which generalise
• use of technical vocabulary relevant to the subject
• use of descriptive but factual language
Writer’s knowledge
• plan under paragraph headings in note form
• use a range of resources to gather information
• select facts from a range of sources to interest the
reader, e.g. books, CD-ROM, interviews
• possible use of a question in the title to intrigue the
reader, e.g. Yetis – do they exist?
• be clear, so that you do not muddle the reader
• open by explaining very clearly what you are writing about – take an
angle to draw the reader in
• use tables, pictures, diagrams to add more information
• possibly end by relating the subject to the reader, e.g. Many people like whales …
• reports are factual but you could add comments or use questions to engage the reader
• re-read as if you knew nothing about the subject to check that you have put the information
across successfully
Features of a report text
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
Paragraph
Introductionand conclusion
Paragraph
Paragraph
Paragraph
Paragraph
Skeleton-frame forplanning a report
Sample Text A
The National Literacy Strategy
6
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
Cheetahs
Cheetahs are members of the cat family and are the world’s fastest land animals.
They inhabit open grasslands and scrub in Africa, southern Asia and the
Middle East.
Cheetahs are often mistaken for leopards and have many similar features.
Their distinguishing marks are the long, teardrop-shaped lines on each side
of the nose from the corner of the eyes to the mouth.
The animals have muscular and powerful bodies which are aerodynamically
perfect for short, fast runs. Their bendy backs keep the body flexible as they
sprint. They can accelerate from standing to 40 mph in three strides and to a
full speed of 70 mph within seconds. Cheetahs’ feet are like running shoes
and have grips and spikes to dig into the ground. The grips are special ridges
on the animals’ footpads and the claws act as spikes. These claws stay out
all the time. This is different from other cats, whose claws tuck away in
special sheaths in their paws.
Cheetahs are carnivores and eat gazelle and small antelope. A long tail helps
the cheetah keep its balance as it swerves after its prey, using large eyes that
point forward to judge distances accurately. Once the cheetah has pounced,
the victim is gripped by the throat to stop it breathing. However, the cheetah
has weak jaws and small teeth and cannot always protect its kills or its young,
especially if tired out after a run.
Female cheetahs give birth to an average of three young that they rear by
themselves. Once fully grown, the animals usually live alone, though males
sometimes form small groups. Most cheetahs live about twelve years.
Cheetahs are now an endangered species and many conservationists are trying
to help protect the habitats of these interesting creatures.
The National Literacy Strategy
7
Pre
sent
ten
se
Wor
ds w
hich
gen
eral
ise
Tec
hnical
voc
abul
ary
Tec
hnical
voc
abul
ary
Tec
hnical
voc
abul
ary
Pre
sent
ten
seTec
hnical
voc
abul
ary
Tec
hnical
voc
abul
ary
Pas
sive
con
stru
ctio
n: t
his
help
s th
e re
ader
see
the
att
ack
from
the
victi
m's
poi
nt o
f vi
ew
Impe
rson
al v
oice
: th
ird
pers
onD
escr
ipti
ve b
ut f
actu
al la
ngua
ge
Des
crip
tive
but
fac
tual
lang
uage
Des
crip
tive
but
fac
tual
lang
uage
Spe
lling
: un
stre
ssed
vow
el
Spe
lling
: un
stre
ssed
vow
el
Spe
lling
: un
stre
ssed
vow
el
Pas
sive
con
stru
ctio
n
Spe
lling
: un
stre
ssed
vow
el
Pre
sent
ten
se
Des
crip
tive
but
fact
ual l
angu
age
Titl
e
Text
leve
lS
ente
nce
/ w
ord
leve
l
Intr
od
uctio
n C
lass
ifica
tion
Par
agra
ph
2 H
abita
t
Par
agra
ph
3 Id
entif
icat
ion
Par
agra
ph
4 S
pee
d
Par
agra
ph
5 D
iet
and
hun
ting
pre
y
Par
agra
ph
6 Li
fe c
ycle
Co
nclu
sio
n C
onse
rvat
ion
Chee
tahs
Chee
tahs
are
mem
ber
s of
the
cat fa
mil
y a
nd a
re the
worl
d’s
fas
test
lan
d a
nim
als.
They
inhab
it o
pen
gra
ssla
nds
and s
crub i
n A
fric
a, s
outh
ern A
sia
and t
he
Mid
dle
Eas
t.
Chee
tahs
are
oft
en m
ista
ken
for
leopar
ds
and h
ave
man
y s
imil
ar f
eatu
res.
Thei
r dis
tinguis
hin
g m
arks
are
the
long, te
ardro
p-s
hap
ed l
ines
on e
ach s
ide
of
the
nose
fro
m t
he
corn
er o
f th
e ey
es t
o t
he
mouth
.
The
anim
als
hav
e m
usc
ula
r an
d p
ow
erfu
l bodie
s w
hic
h a
re a
erodynam
ical
ly
per
fect
for
short
, fa
st r
uns.
Thei
r ben
dy b
acks
kee
p t
he
body f
lexib
le a
s th
ey
spri
nt.
They
can
acc
eler
ate
from
sta
ndin
g t
o 4
0 m
ph i
n t
hre
e st
rides
and t
o a
full
spee
d o
f 70 m
ph w
ithin
sec
onds.
Chee
tahs’
fee
t ar
e li
ke
runnin
g s
hoes
and h
ave
gri
ps
and s
pik
es t
o d
ig i
nto
the
gro
und. T
he
gri
ps
are
spec
ial
ridges
on t
he
anim
als’
footp
ads
and t
he
claw
s ac
t as
spik
es. T
hes
e cl
aws
stay
out
all
the
tim
e. T
his
is
dif
fere
nt
from
oth
er c
ats,
whose
cla
ws
tuck
aw
ay i
n
spec
ial
shea
ths
in t
hei
r paw
s.
Chee
tahs
are
carn
ivore
s an
d e
at g
azel
le a
nd s
mal
l an
telo
pe.
A l
ong t
ail
hel
ps
the
chee
tah k
eep i
ts b
alan
ce a
s it
sw
erves
aft
er i
ts p
rey,
usi
ng l
arge
eyes
that
poin
t fo
rwar
d t
o j
udge
dis
tance
s ac
cura
tely
. O
nce
the
chee
tah h
as p
ounce
d,
the
vic
tim
is
gri
pped
by t
he
thro
at t
o s
top i
t bre
athin
g. H
ow
ever
, th
e ch
eeta
h
has
wea
k j
aws
and s
mal
l te
eth a
nd c
annot
alw
ays
pro
tect
its
kil
ls o
r it
s young,
espec
iall
y i
f ti
red o
ut
afte
r a
run.
Fem
ale
chee
tahs
giv
e bir
th t
o a
n a
ver
age
of
thre
e young t
hat
they
rea
r by
them
selv
es. O
nce
full
y g
row
n, th
e an
imal
s usu
ally
liv
e al
one,
though m
ales
som
etim
es f
orm
sm
all
gro
ups.
Most
chee
tahs
live
about
twel
ve
yea
rs.
Chee
tahs
are
now
an e
ndan
ger
ed s
pec
ies
and m
any c
onse
rvat
ionis
ts a
re t
ryin
g
to h
elp p
rote
ct t
he
hab
itat
s of
thes
e in
tere
stin
g c
reat
ure
s.
Annotated Text A
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
8
The British barn owl
The barn owl is one of the most popular birds in Britain but is now extremely rare.
The bird favours open habitats such as grassland, hedgerows, the edges of fields or
woodlands, stubble fields, drainage ditches and farmyards.
The barn owl is a carnivore and hunts for its favourite diet of small mammals and
birds. It usually flies slowly back and forth, about three metres above the ground,
using its large eyes and sensitive hearing to spot likely prey. If suitable perches,
such as fence posts, are available, the bird may save energy by hunting from these.
Once it has swooped silently down, a hooked beak tears into the victim. Food is
often swallowed whole and the indigestible parts, such as the bones and fur,
are regurgitated in the form of pellets.
When seen in flight, the general impression is of a large white bird. However, the
upper parts are a beautiful golden buff colour, delicately marked in varying shades
of buff and grey. It is only the face, breast and undersides that are mostly white.
After choosing a suitable hole in a tree or a ledge in an old building, the female
barn owl lays between four and seven eggs in April each year. The owlets are fully
developed after ten weeks and leave the nest after about fourteen weeks, by which
time they must be able to survive alone. As many as one in four young barn owls
die within a year for a variety of reasons.
The number of barn owls in Britain is decreasing. There are now fewer habitats
where they can find mice, voles and other prey. In some areas, owls have been
affected by chemicals and cannot lay proper eggs. This means that they cannot
breed and increase their numbers. In addition, many birds have been killed
accidentally as they fly across major roads and motorways.
The barn owl is one of nature’s most graceful hunters. Many organisations in
Britain, such as the Barn Owl Trust in the South West, are working towards their
conservation.
Sample Text B
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
9
Wor
ds w
hich
gen
eral
ise
Impe
rson
al v
oice
: th
ird
pers
on
Des
crip
tive
but
fac
tual
lang
uage
All
of t
his
para
grap
h is
de
scri
ptiv
e, b
ut f
actu
al
Pas
sive
con
stru
ctio
n
Pas
sive
con
stru
ctio
n
Pre
sent
tens
e
Pre
sent
ten
se
Pre
sent
ten
se
Pre
sent
ten
se
Pre
sent
ten
se
Wor
ds w
hich
gen
eral
ise
Tec
hnical
voc
abul
ary
Tec
hnical
vo
cabu
lary
Tec
hnical
voc
abul
ary
Tec
hnical
voc
abul
ary
Tec
hnical
voc
abul
ary
Des
crip
tive
but
fac
tual
lang
uage
Wor
ds w
hich
gen
eral
ise
Wor
ds w
hich
gen
eral
ise
Wor
ds w
hich
gen
eral
ise
Des
crip
tive
but
fac
tual
lang
uage
Tec
hnical
voc
abul
ary
Tec
hnical
voc
abul
ary
Titl
e
Text
leve
lS
ente
nce
/ w
ord
leve
l
Intr
od
uctio
n C
lass
ifica
tion
Par
agra
ph
2 H
abita
t
Par
agra
ph
3 D
iet
and
hun
ting
pre
y
Par
agra
ph
4 A
pp
eara
nce
Par
agra
ph
5 N
estin
g an
d b
abie
s
Par
agra
ph
6 P
rob
lem
s
Co
nclu
sio
n C
onse
rvat
ion
Th
e B
riti
sh b
arn
ow
l
The
bar
n o
wl
is o
ne
of
the
most
popula
r bir
ds
in B
rita
in b
ut
is n
ow
extr
emel
y r
are.
The
bir
d f
avours
open
hab
itat
s su
ch a
s gra
ssla
nd, hed
ger
ow
s, t
he
edges
of
fiel
ds
or
woodla
nds,
stu
bble
fie
lds,
dra
inag
e dit
ches
and f
arm
yar
ds.
The
bar
n o
wl
is a
car
niv
ore
and h
unts
for
its
favouri
te d
iet
of
smal
l m
amm
als
and
bir
ds.
It
usu
ally
fli
es s
low
ly b
ack a
nd f
ort
h, ab
out
thre
e m
etre
s ab
ove
the
gro
und,
usi
ng i
ts l
arge
eyes
and s
ensi
tive
hea
ring t
o s
pot
likel
y p
rey.
If
suit
able
per
ches
,
such
as
fence
post
s, a
re a
vai
lable
, th
e bir
d m
ay s
ave
ener
gy b
y h
unti
ng f
rom
thes
e.
Once
it
has
sw
ooped
sil
entl
y d
ow
n, a
hooked
bea
k t
ears
into
the
vic
tim
. F
ood i
s
oft
en s
wal
low
ed w
hole
and t
he
indig
esti
ble
par
ts, su
ch a
s th
e bones
and f
ur,
are
regurg
itat
ed i
n t
he
form
of
pel
lets
.
When
see
n i
n f
light,
the
gen
eral
im
pre
ssio
n i
s of
a la
rge
whit
e bir
d. H
ow
ever
, th
e
upper
par
ts a
re a
bea
uti
ful
gold
en b
uff
colo
ur,
del
icat
ely m
arked
in v
aryin
g s
had
es
of
buff
and g
rey.
It
is o
nly
the
face
, bre
ast
and u
nder
sides
that
are
most
ly w
hit
e.
Aft
er c
hoosi
ng a
suit
able
hole
in a
tre
e or
a le
dge
in a
n o
ld b
uil
din
g, th
e fe
mal
e
bar
n o
wl
lays
bet
wee
n f
our
and s
even
eggs
in A
pri
l ea
ch y
ear.
The
ow
lets
are
full
y
dev
eloped
aft
er t
en w
eeks
and l
eave
the
nes
t af
ter
about
fourt
een w
eeks,
by w
hic
h
tim
e th
ey m
ust
be
able
to s
urv
ive
alone.
As
man
y a
s one
in f
our
young b
arn o
wls
die
wit
hin
a y
ear
for
a var
iety
of
reas
ons.
The
num
ber
of
bar
n o
wls
in B
rita
in i
s dec
reas
ing. T
her
e ar
e now
few
er h
abit
ats
wher
e th
ey c
an f
ind m
ice,
vole
s an
d o
ther
pre
y. I
n s
om
e ar
eas,
ow
ls h
ave
bee
n
affe
cted
by c
hem
ical
s an
d c
annot
lay p
roper
eggs.
This
mea
ns
that
they
can
not
bre
ed a
nd i
ncr
ease
thei
r num
ber
s. I
n a
ddit
ion, m
any b
irds
hav
e bee
n k
ille
d
acci
den
tall
y a
s th
ey f
ly a
cross
maj
or
road
s an
d m
oto
rway
s.
The
bar
n o
wl
is o
ne
of
nat
ure
’s m
ost
gra
cefu
l hunte
rs. M
any o
rgan
isat
ions
in
Bri
tain
, su
ch a
s th
e B
arn O
wl
Tru
st i
n t
he
South
Wes
t, a
re w
ork
ing t
ow
ards
thei
r
conse
rvat
ion.
Annotated Text B
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
10
B.M.X.
The B.M.X. (Bicycle Motor Cross) is a bike designed and built for specific
purposes.
The bike is generally made of steel so that it is strong and will not bend
under the enormous stress that it is subjected to when being ridden. Some
bikes, designed especially for B.M.X. racing, are made of aluminium
because it is lighter.
The main difference between B.M.X. and other bikes is the undersized
frame which allows maximum manoeuvrability. The wheels are also
small, with wide tyres. Most have a gyro system of bearings and pulleys
that allows the large, curved handlebars to spin 360 degrees. This enables
the rider to perform dare-devil stunts and tricks. The saddle is low and
not padded for comfort because the bike is often ridden by standing on
the pedals or on strong, steel stunt pegs that are found on either side of
the front and back wheels.
There are now centres in the country where B.M.X. riders take part in
competitions. There is even an event called the ‘X Games’ which is the
Olympics of the extreme sports world. Many young riders challenge
themselves to imitate the daring and complicated exercises performed
by the professionals.
Some bikers ride up and down slopes that look like larger versions of
skateboard ramps, executing difficult jumps and spins at both ends.
Others perform their tricks on flat ground, balancing on small areas of the
bike itself. Specially designed B.M.X. bikes, with large, chunky tyres to
provide more definite grip, race ten abreast over dirt tracks. There are now
a number of separate areas where the bikes can be ridden safely away
from cars and pedestrians.
B.M.X. bikes provide riders with the opportunity to use their skill and
imagination to carry out gymnastic and artistic stunts.
Sample Text C
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
11
Wor
ds w
hich
gen
eral
ise
Wor
ds w
hich
gen
eral
ise
Wor
ds w
hich
gen
eral
ise
Wor
ds w
hich
gen
eral
ise
Tec
hnical
voc
abul
ary
Tec
hnical
voc
abul
ary
Tec
hnical
voc
abul
ary
Tec
hnical
voc
abul
ary
Des
crip
tive
but
fac
tual
lang
uage
Des
crip
tive
but
fac
tual
lang
uage
Spe
lling
: un
stre
ssed
vow
el
Spe
lling
: un
stre
ssed
vow
el
Pas
sive
con
stru
ctio
n
Pas
sive
con
stru
ctio
n
Pre
sent
ten
se
Pre
sent
ten
seN
on-fini
te v
erb
Non
-fini
te v
erb
Pre
sent
ten
se
Pre
sent
ten
se
Spe
lling
: un
stre
ssed
vow
el
Titl
e
Text
leve
lS
ente
nce
/ w
ord
leve
l
Intr
od
uctio
n C
lass
ifica
tion
Par
agra
ph
2 M
ater
ials
Par
agra
ph
3 P
arts
of t
he b
ike
Par
agra
ph
4 C
omp
etiti
on
Par
agra
ph
4 D
iffer
ent
activ
ities
Co
nclu
sio
n E
nd c
omm
ent
B.M
.X.
The
B.M
.X. (B
icycl
e M
oto
r C
ross
) is
a b
ike
des
ign
ed a
nd b
uil
t fo
r sp
ecif
ic
purp
ose
s.
The
bik
e is
gen
eral
ly m
ade
of
stee
l so
that
it
is s
tro
ng a
nd w
ill
not
ben
d
under
the
enorm
ous
stre
ss t
hat
it
is s
ubje
cted
to w
hen
bei
ng r
idden
. S
om
e
bik
es, des
igned
esp
ecia
lly f
or
B.M
.X. ra
cing, ar
e m
ade
of
alum
iniu
m
bec
ause
it
is l
ighte
r.
The
mai
n d
iffe
rence
bet
wee
n B
.M.X
. an
d o
ther
bik
es i
s th
e under
size
d
fram
e w
hic
h a
llow
s m
axim
um
man
oeu
vra
bil
ity.
The
whee
ls a
re a
lso
smal
l, w
ith w
ide
tyre
s. M
ost
hav
e a
gyro
syst
em o
f bea
rings
and p
ull
eys
that
all
ow
s th
e la
rge,
curv
ed h
andle
bar
s to
spin
360 d
egre
es. T
his
enab
les
the
rider
to p
erfo
rm d
are-
dev
il s
tunts
and t
rick
s. T
he
saddle
is
low
and
not
pad
ded
for
com
fort
bec
ause
the
bik
e is
oft
en r
idden
by s
tandin
g o
n
the
ped
als
or
on s
trong, st
eel
stunt
peg
s th
at a
re f
ou
nd o
n e
ither
sid
e of
the
front
and b
ack w
hee
ls.
Ther
e ar
e now
cen
tres
in t
he
countr
y w
her
e B
.M.X
. ri
der
s ta
ke
par
t in
com
pet
itio
ns.
Ther
e is
even
an e
ven
t ca
lled
the
‘X G
ames
’ w
hic
h i
s th
e
Oly
mpic
s of
the
extr
eme
sport
s w
orl
d. M
any y
oung r
ider
s ch
alle
nge
them
selv
es t
o i
mit
ate
the
dar
ing a
nd c
om
pli
cate
d e
xer
cise
s per
form
ed
by t
he
pro
fess
ional
s.
Som
e bik
ers
ride
up a
nd d
ow
n s
lopes
that
look l
ike
larg
er v
ersi
ons
of
skat
eboar
d r
amps,
exec
uti
ng d
iffi
cult
jum
ps
and s
pin
s at
both
ends.
Oth
ers
per
form
thei
r tr
icks
on f
lat
gro
und, bal
anci
ng o
n s
mal
l ar
eas
of
the
bik
e it
self
. S
pec
iall
y d
esig
ned
B.M
.X. bik
es, w
ith l
arge,
chunky t
yre
s to
pro
vid
e m
ore
def
init
e gri
p, ra
ce t
en a
bre
ast
over
dir
t tr
acks.
Ther
e ar
e now
a num
ber
of
separ
ate
area
s w
her
e th
e bik
es c
an b
e ri
dden
saf
ely a
way
fro
m
cars
and p
edes
tria
ns.
B.M
.X. bik
es p
rovid
e ri
der
s w
ith t
he
opport
unit
y t
o u
se t
hei
r sk
ill
and
imag
inat
ion t
o c
arry
out
gym
nas
tic
and a
rtis
tic
stunts
.
Annotated Text C
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
Hot deserts
A desert is a region that has less than 250 mm of rain a year. Rainfall often falls in
violent downpours rather than evenly throughout the year.
More than one seventh of the land on earth is desert. Deserts are found all over the
world: in Africa, Australia, Asia, North America and South America. The world’s
largest desert, the Sahara, stretches across North Africa from the Red Sea in the
east to the Atlantic Ocean in the west.
Only a quarter of deserts are made of sand. Some are covered in pebbles or bare
rocks. In other areas, shallow lakes have formed after rain. Once these have dried in
the sun, a flat layer of salt crystals is deposited.
There is a huge range of temperature in the desert due to the fact that there are no
clouds. Temperatures have been known to soar as high as 59 degrees Celsius in
Libya and Death Valley, California, though 40 degrees is more usual. An egg could
be fried on the blistering, hot rocks under the desert sun. During the night, the
temperature falls rapidly to below freezing in some places.
Desert plants have to find ingenious ways of adapting to the harsh conditions in a
desert. Long roots probe deep underground for precious water. Leaves have thick
waterproof skins to avoid evaporation. Some plants, like cacti, store water in their
thick stems.
Animals find desert conditions difficult. Some never drink but instead obtain
necessary moisture from plants and other food. Many are nocturnal and rest in
burrows or under rocks during the heat of the day. The gerbil, a popular British pet,
originates in the sandy deserts of Mongolia and northern China.
Underground rivers and streams flow deep beneath deserts, bringing water from
mountains hundreds of miles away. When these rivers reach the surface, an oasis is
formed. Towns and villages are found nearby and people can grow a variety of
plants in the fertile land.
A desert has an inhospitable climate but people, animals and plants have all learned
to adapt and make the most of its resources.
The National Literacy Strategy
12
Sample Text D
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
13
Spe
lling
: un
stre
ssed
vow
el
Wor
ds w
hich
gen
eral
ise
Pas
sive
con
stru
ctio
n
Pre
sent
ten
seTec
hnical
voc
abul
ary
Des
crip
tive
but
fac
tual
lang
uage
Tec
hnical
voc
abul
ary
Pre
sent
ten
se
Pre
sent
ten
se
Pas
sive
con
stru
ctio
n
Pas
sive
con
stru
ctio
n
Wor
ds w
hich
gen
eral
ise
Wor
ds w
hich
gen
eral
ise
Tec
hnical
voc
abul
ary
Tec
hnical
voca
bula
ry
Tec
hnical
voc
abul
ary
Tec
hnical
voc
abul
ary
Tec
hnical
voc
abul
ary
Tec
hnical
vo
cabu
lary
Tec
hnical
voc
abul
ary
Des
crip
tive
but
fac
tual
lang
uage
Des
crip
tive
bu
t fa
ctua
l la
ngua
ge
Spe
lling
: un
stre
ssed
vo
wel
Pas
sive
con
stru
ctio
n
Pas
sive
con
stru
ctio
n
Pre
sent
ten
se
Spe
lling
: un
stre
ssed
vow
el
Titl
e
Text
leve
lS
ente
nce
/ w
ord
leve
l
Intr
od
uctio
n C
lass
ifica
tion
Par
agra
ph
2 Lo
catio
n
Par
agra
ph
3 C
omp
ositi
on
Par
agra
ph
4 Te
mp
erat
ure
Par
agra
ph
5 P
lant
s
Par
agra
ph
6 A
nim
als
Par
agra
ph
7 O
ases
: vill
ages
Co
nclu
sio
n E
nd c
omm
ent
Spe
lling
: un
stre
ssed
vow
elH
ot d
eser
ts
A d
eser
t is
a re
gion
that
has
less
than
250
mm
of
rain
a y
ear.
Rai
nfal
l oft
en f
alls
in
viol
ent d
ownp
ours
rat
her
than
eve
nly
thro
ugho
ut th
e ye
ar.
Mor
e th
an o
ne s
even
th o
f th
e la
nd o
n ea
rth
is d
eser
t. D
eser
ts a
re f
ound
all
over
the
wor
ld: i
n A
fric
a, A
ustr
alia
, Asi
a, N
orth
Am
eric
a an
d So
uth
Am
eric
a. T
he w
orld
’s
larg
est d
eser
t, th
e Sa
hara
, str
etch
es a
cros
s N
orth
Afr
ica
from
the
Red
Sea
in th
e ea
st
to th
e A
tlant
ic O
cean
in th
e w
est.
Onl
y a
quar
ter
of d
eser
ts a
re m
ade
of s
and.
Som
e ar
e co
vere
d in
peb
bles
or
bare
rock
s. I
n ot
her
area
s, s
hallo
w la
kes
have
for
med
aft
er r
ain.
Onc
e th
ese
have
dri
ed in
the
sun,
a f
lat l
ayer
of
salt
crys
tals
is d
epos
ited.
The
re is
a h
uge
rang
e of
tem
pera
ture
in th
e de
sert
due
to th
e fa
ct th
at th
ere
are
no
clou
ds. T
empe
ratu
res
have
bee
n kn
own
to s
oar
as h
igh
as 5
9 de
gree
s C
elsi
us in
Lib
ya a
nd D
eath
Val
ley,
Cal
ifor
nia,
thou
gh 4
0 de
gree
s is
mor
e us
ual.
An
egg
coul
d
be f
ried
on
the
blis
teri
ng, h
ot r
ocks
und
er th
e de
sert
sun
. Dur
ing
the
nigh
t, th
e
tem
pera
ture
fal
ls r
apid
ly to
bel
ow f
reez
ing
in s
ome
plac
es.
Des
ert p
lant
s ha
ve to
fin
d in
geni
ous
way
s of
ada
ptin
g to
the
hars
h co
nditi
ons
in a
dese
rt. L
ong
root
s pr
obe
deep
und
ergr
ound
for
pre
ciou
s w
ater
. Lea
ves
have
thic
k
wat
erpr
oof
skin
s to
avo
id e
vapo
ratio
n. S
ome
plan
ts, l
ike
cact
i, st
ore
wat
er in
thei
r
thic
k st
ems.
Ani
mal
s fi
nd d
eser
t con
ditio
ns d
iffi
cult.
Som
e ne
ver
drin
k bu
t ins
tead
obt
ain
nece
ssar
y m
oist
ure
from
pla
nts
and
othe
r fo
od. M
any
are
noct
urna
l and
res
t in
burr
ows
or u
nder
roc
ks d
urin
g th
e he
at o
f th
e da
y. T
he g
erbi
l, a
popu
lar
Bri
tish
pet,
orig
inat
es in
the
sand
y de
sert
s of
Mon
golia
and
nor
ther
n C
hina
.
Und
ergr
ound
riv
ers
and
stre
ams
flow
dee
p be
neat
h de
sert
s, b
ring
ing
wat
er f
rom
mou
ntai
ns h
undr
eds
of m
iles
away
. Whe
n th
ese
rive
rs r
each
the
surf
ace,
an
oasi
s is
form
ed. T
owns
and
vill
ages
are
fou
nd n
earb
y an
d pe
ople
can
gro
w a
var
iety
of
plan
ts in
the
fert
ile la
nd.
A d
eser
t has
an
inho
spita
ble
clim
ate
but p
eopl
e, a
nim
als
and
plan
ts h
ave
all l
earn
ed
to a
dapt
and
mak
e th
e m
ost o
f its
res
ourc
es.
Annotated Text D
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
14
Detailed lesson plans for Days 1 and 2Day 1: shared reading and analysis
Day 2: shared planning for writing
Context
The class had been studying various aspects of rivers in their geography lessons and the
teacher introduced this as the context for writing a report.
Day 1 – Shared reading and analysis
1. Introduce a sentence level activity on active and passive verbs in readiness for writing
reports (taken/adapted from Grammar for Writing). Introduce this as an oral game for about
10 minutes so that the whole class can feel confident. Then allow five minutes on white
boards to write some sentences. This can be paired work; each child writes a simple
sentence and the partner changes it to passive. Explain to the children that you will be using
passives later in the week.
2. Tell the children that they are going to look again at a type of writing they explored last year –
a report. Put up the OHT of ‘Cheetahs’ (Sample Text A) and read through. Discuss the
content for a couple of minutes.
3. Ask the children for the purpose of report writing (to give information).
4. Read the text again and annotate with the purpose of each paragraph.
5. Refer the children back to the skeleton-frame which they used to write a recount and ask
them what they think a report skeleton-frame should look like. Ensure that they are clear that
the paragraphs are non-chronological. Draw a report skeleton-frame diagram on the board
and name the paragraphs.
Independent work
1. Children work in pairs and annotate the report on the barn owl (Sample Text B) in the same
way as you have done with them on cheetahs.
2. Other reports from books or from the Internet should be available so that more able children
can check that these satisfy the criteria for organising report writing.
3. Five minutes before the end of independent time, ask the children to get into groups (three
pairs to a group) to compare ideas and appoint a spokesperson to feed back to the class in
the plenary.
Plenary
1. As the children feed back, write their ideas onto a skeleton diagram for the barn owl report.
2. The children should then look back at the one they did with you on cheetahs. Do both reports
follow the same format in terms of purpose and organisation?
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
15
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
Day 2 – Application: shared planning for writing
1. Remind the children of some work they have been doing in another subject. The facts that
they are going to use should be easily accessible during the lesson. For example, they
might create a ‘wall of facts’, written on strips of paper.
2. Draw an appropriate number of boxes on the board for the themes the children are likely to
come up with. If the board is small, use a number of pieces of card and fasten them around
the room.
3. Choose children to come out quickly and move the facts from the wall to an appropriate
place in the boxes. Ask them what they will be doing in this exercise. They should realise
that they will be planning what to put into their paragraphs. The children can then give an
overall purpose to each paragraph. It will take a little time but this is necessary to model
the process that a writer must go through. It should be clear from the boxes that each
paragraph will contain a number of related pieces of information. Write the overall theme
above the facts that the children have placed.
4. Discuss what should go in the introduction. Make a note.
5. Produce another report skeleton-frame – like the ones used yesterday. Transfer the themes
to the circles and make a note about the introduction in the centre.
6. Discuss a possible ending comment and note down the idea under the diagram.
Independent/guided work
Children should work in pairs and use large sheets of sugar paper on which you have drawn a
report skeleton-frame. Ask the children to plan the paragraphs for a report on their own
school. The overall purpose/theme of each paragraph should be written in the circle.
Plenary
1. Look at the children’s work on the sheets.
2. Ask children to comment first on good examples of report planning.
3. Next work together on any improvements – e.g. look at content that might be better
grouped together, or split up. Share ideas about the content of the introduction and
conclusion. Give advice on the type of information that makes a good introduction or
conclusion.
The National Literacy Strategy
16
Transcripts of lessons for Days 1 and 2(taught by Year 6 teacher, Pat. Children’s responses and contributions omitted)
Day 1 – Shared reading and analysisNote: the texts for the shared and independent reading are on pages 10–13.
We’re going to start with a game today. It’s going to help you understand the difference betweenactive and passive verbs. I’m not going to tell what the difference is now. I think you’re going to beable to tell me in a minute – so I challenge you! Let’s see – I’m going to give you a sentence and thensay it another way – in what we call the passive voice. Listen carefully. ‘I handed the book to Sam.’[Mimed.] Now listen. I’ll say it in the passive. ‘Sam was handed the book by me.’ The same thinghappened, didn’t it, but the way I said it was different. I’ll try another. ‘Goldilocks cleaned thecottage in the wood.’ We call that the active voice. I could also say: ‘The cottage in the wood wascleaned by Goldilocks.’ That would be the passive voice. [ Wrote ‘active’ and ‘passive’ on the board.]Now I’ll say one for Naomi and she can turn my sentence around. ‘Naomi opened the classroomdoor.’ . . . . . . . . Well done. Who’d like a go? OK, let’s go round the room. One of you make up asentence and then another change it to the passive voice . . . . . . . . I’ll listen in. Now that one isinteresting. Chloe, you said ‘My Mum walked into town.’ It didn’t work did it? Do you know why?. . . . . . . . Brilliant! You’ve got it, though I think we can do better than say ‘it hasn’t got a “thing” toturn round’. The sentence Chloe made up didn’t have a direct object so we couldn’t turn it round andmake it passive. You’re doing so well that I think you can use your boards for a couple of minutesand write some sentences in pairs and try writing the passive . . . . . . . . Now, who’s going to acceptmy challenge? Who would like to try to tell us what we mean if the sentence is in the passive . . . . . . .Yes, you’re right. In the passive, the subject of the sentence is having the action done to it – thecat was being chased by the dog. When we write in the active voice, the subject is doing the action– the dog was chasing the cat. I’m going to type up what we have just said because I think we shouldadd it to our grammar board – then you can always refer to it. We’re going to meet the passive voiceagain on Wednesday.
Do you remember how we read a recount text – a biography – earlier this term – and you helped meanalyse how it was organised and written? You wrote some really good biographies yourselves afterthat. Well, today we are going to continue to study a text type you did last year – a report – and weare going to go through the same sort of process. [Switched on OHP – cheetahs text.] I’m going toread through the report. Follow carefully . . . . . . . . Did anyone know anything about cheetahsbefore? . . . . . . . . That’s fascinating, Abdi, you visited the wildlife park when you were living inAfrica, in Somalia? . . . . . . . . I see here from the conclusion that the cheetah is an endangeredspecies. Latika? . . . . . . . . Garth? . . . . . . . . Paula? . . . . . . . . You’re right, there isn’t any solidinformation about why cheetahs are endangered. So what do you think the purpose of this piece ofwriting is? . . . . . . . . Exactly. Anyone who wants basic information would find my report useful,especially as I have organised it carefully to help them. Let’s read each paragraph again. [Readintroduction.] This is very short but it has a special purpose. What is that? . . . . . . . . Yes, it is theintroduction. But can you tell me more? What is the introduction doing? . . . . . . . . It is saying what acheetah is – we call this classifying or defining the subject. It might say something about why thesubject is very well known. It is very general and doesn’t have any detail. All that will come later. SoI’ll write a note beside it: general remark – definition; no detail. [Wrote] Let’s move on. Ahmed,
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
17
could you read the second paragraph? . . . . . . . . What is that about? . . . . . . . . Yes, and how do youknow? . . . . . . . . Good, so I’ll write ‘habitat’ next to this paragraph. Now what is the subject orpurpose of the third paragraph? Read it to yourselves. There’s a tricky word there – rememberwhat you have to do with long words like that . . . . . . . . Yes, Paula, read around each vowel – let’smake it shorter by covering the ‘-ing’ at the end – OK, have a go . . . . . . . . nearly there, that last bitis hard to work out – ‘dis – ting – uish’ . . . . . . . . yes, ‘distinguishing marks’. Find the words that tellyou the purpose of this paragraph . . . . . . . . Now we’ll do the next three paragraphs in pairs. Thishalf of the class can do paragraph 4 and this half can do paragraphs 5 and 6. Read it through,decide on the function of each paragraph – what is the main theme of the paragraph? Does it havesubsections? Tell your partner what you think and when you have agreed, put a note down on yourwhite boards. I want evidence to back up what you say . . . . . . . . That’s probably long enough. Let’sstart on paragraph 4. Who can tell us the theme of this paragraph – what is it telling us? . . . . . . . . I’llwrite your suggestions up. Powerful bodies. Feet, running. They are all included. Why do yousuggest powerful bodies, Mark? . . . . . . . . Yes, it is in the opening sentence, but does the paragraphgo on to tell you about the different parts of the body? . . . . . . . . No, only the bendy back and feet. . . . . . . . Yes, well done Yemi, both are mentioned in the context of running. [Took feedback ofparagraphs 5 and 6 in the same way.] Now we come to the conclusion. What is the purpose? . . . . . . . .It makes a kind of ending comment. It doesn’t repeat anything but it does make an interestingcomment about conservation. The conclusion makes a statement about the animal beingendangered.
Do you remember the diagram we used to help us write the recount? There is a rather differentdiagram for this one. I’ll show you. [Held up report skeleton-frame on a large piece of card.] I’mgoing to transfer the notes we made about the purpose of each paragraph to this diagram. I’m goingto write the note we made for the introduction in the middle. Chloe, be ready with the next one. . . . . . . . . Thank you. What did we say for paragraph 3, James? . . . . . . . . Next, Sam . . . . . . . . Yes, wedecided on speed, didn’t we? Paragraph 5, David, and you be ready afterwards, Rebecca, forparagraph 6 . . . . . . . . [ Wrote on card as children replied.] What do you think this diagram tells usabout the organisation of the paragraphs? . . . . . . . . a good idea. Let’s test it. Would it alter thereport if the paragraph on appearance came in a different place? . . . . . . . . What about the others? . . . . . . . . So it doesn’t matter. After the introduction, a report has a number of paragraphs whichcould be written in any order. We call this ‘non-chronological’. [ Wrote this on the board.]
You’re going to work in pairs now – the same pairs as last week. You will find a report about the barnowl on your tables. I want you to work together and write down the purpose of each paragraph –just like we did on the board. You will also see that I have put some books on your tables. I’vemarked the pages containing reports. Some of you will have time to read some of these and decideif they have the same format as the report on cheetahs. A few minutes before the end ofindependent time, I will ask you to form groups to pool your information . . . . . . . .
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
18
PlenaryI’ve put a new report skeleton-frame on the board. Let’s see whether you all agree about how Ishould fill it in. Please could the five spokespeople stand up. Rajid, what did your group say aboutthe first paragraph of the barn owl report? . . . . . . . . Do the rest of you agree? . . . . . . . . Yes, you allseem to agree there – the introduction classifies the barn owl as a bird and then goes on to give areason for telling us about them – they are rare. Paula’s turn to go first on the next paragraph – theothers chip in if you disagree or want to add more . . . . . . . . Good, that was straightforward. Whatdo you notice about this paragraph and the second paragraph on the cheetah report? . . . . . . . . Bothhabitat – but we’ve said that the whole point of non-chronological reports is that the paragraphscould come in any order. Any explanations? .......... Yes, I’m sure you’re right; the habitat is probablythe first thing most people want to know. [Continued to write theme of each paragraph on thereport skeleton-frame.] . . . . . . . . Now that we’ve done this, do you think that this report has thesame format as the cheetah report? What do both introductions do? . . . . . . . . What about theparagraphs that follow? . . . . . . . . Do the conclusions have anything in common? . . . . . . . . That’s agood point. The cheetah being endangered isn’t mentioned till the conclusion, whereas the barn owlbeing rare was mentioned in the introduction and then reasons were given in one of the paragraphsand proposed action in the conclusion . . . . . . . . So you think that report isn’t as well planned as theone on barn owls? . . . . . . . . What do the rest of you think about the other reports I put out for youto read? . . . . . . . . So who can summarise for me what we have learned yesterday and today aboutthe organisation of report writing? . . . . . . . . Well done – tomorrow, we are going to use some factsfrom our geography lessons on rivers and organise them into a report.
Day 2 – Shared planning for writingOver the last few weeks, we have been investigating various aspects of the River Thames. We’veused the Internet, watched a video and done some fieldwork up the road. You all contributed to our‘wall of facts’ last lesson. [Pointed to display on strips of coloured paper.] We are going to use thefacts that we’ve collected in geography to write a report. We can’t start the writing today becausewe haven’t yet analysed the kind of language we need to use. Do you remember that we had to dothat before you could write your biographies? However, you learned enough yesterday to get goingon the first stage of any writing – planning. If we always plan carefully in advance, our writing ismuch more likely to have a clear organisation and so it helps the reader make sense of it. Remindme. What is the purpose of a report? . . . . . . . . So we have to organise these facts about the RiverThames into the report skeleton-frame we worked on yesterday. That way our reader will be givenclear information. What do you think we need to do first? . . . . . . . . Can we do that, though? Are yousure what you want to put in an introduction yet? Have another think . . . . . . . . I agree. We have tosort the facts into paragraphs. I’ve divided the board into four boxes and pinned up a couple ofpieces of card over there in case we need more paragraphs. I’ve taken all the facts off the wall –here you are, one each – careful with the Blu-Tack. I want you to group the pieces of papertogether and stick them up on the board so that we end up with a number of facts in each box that
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
19
are related to each other in some way. You may find yourself unsure about some. You may thinkthat certain facts can go in more than one box. We can discuss that. David, could you read yoursout and place it in any box on the board . . . . . . . . Marcia, read yours and decide whether it is thesame or a separate paragraph from David’s . . . . . . . . OK, Abdul and then Paula . . . . . . . . Now thesefour have identified three different paragraphs, so the rest of you will be getting a good ideawhether there is a paragraph on the board which your fact will fit in, or whether you need tocreate a new one. Let’s have three more people reading theirs out: James, Sam, Nazeem . . . . . . . .Now the others from this table can come out and find the most appropriate box for their facts. . . . . . . . There seems to be some disagreement about that last fact. Marcia, could you read all thepieces of paper out in this box and see if we can find agreement . . . . . . . . What are they all about?. . . . . . . . Yes. They are facts about what Thames Water is doing to safeguard the environment.Some of you went on the web site and took down that information. Now – back to the fact that Ceriput up. Why are some of you objecting to it? . . . . . . . . I see. But isn’t that to do with theenvironment? . . . . . . . . What do the rest of you think? That table wants to see it in the box below.What is that about? . . . . . . . . Yes, lots of facts about our local study of the tributary. Is Ceri’s facta general point about the whole river or is it saying something about a particular part? . . . . . . . . Iagree. Which part? . . . . . . . . OK, let’s move it over here . . . . . . . . This is going well. All thisdiscussion is really going to help your planning in future. It doesn’t matter what you write – youalways have to plan it. Let’s finish off the last few now . . . . . . . .
So we have five paragraphs and a couple of bits of paper which don’t really fit anywhere – oneabout the tidal part of the Thames, another about Thames Water and how it manages theenvironment, a local tributary, flooding in 2000 and industries on the river. Let’s write thoseheadings quickly onto the report skeleton-frame . . . . . . . . Now what about the introduction? Whatdo we do in an introduction? . . . . . . . . Yes, we define or classify, but I think we have to say morethan the fact that it is a river! Let’s go back to these two facts we couldn’t fit in. Could you readthe first one, please, James . . . . . . . . Right, so that tells us the length – 210 miles. What does theother one say? . . . . . . . . Those link, don’t they? The source is in Gloucestershire and the mouth is? . . . . . . . . Correct. So those two facts give us an overview of the river that the report will be aboutand provide a good introduction. Does it matter what order we write these paragraphs in? . . . . . . . .Correct. So what kind of report is it? . . . . . . . . Well remembered. A non-chronological report. Now,there is still something missing . . . . . . . . That’s right, we haven’t planned the conclusion yet. Whatis the purpose of the conclusion? . . . . . . . . That’s hard, isn’t it? What kind of ending comment couldyou make? . . . . . . . . That’s quite a nice idea. You want to make a remark about people enjoying theriver. Yes, we could. I’ll note it down under the plan and we will see how we feel about that once thereport is written.
Now it is time for you to have a go at planning on your own. You are going to quickly plan a reportabout our school. You all know lots about it! You are going to work in pairs again but this time you’lluse the large pieces of sugar paper that are on the tables. I have already drawn a report skeleton-
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
20
frame for you but you can add more circles if you need them. What do you think you and yourpartner will put in the centre circle? . . . . . . . . Correct – your introduction – a word or two. Whatabout the circles, Ben? . . . . . . . . Yes, just simply – don’t write more than a word or two to show thetheme. You can indicate some of the facts to go in each paragraph by putting spider’s legs ontoeach circle like this. Again, condense your fact into a word or two. You can see why we needed a bigbit of paper, can’t you! If you can think of an idea for the theme of the conclusion you can note itunder the diagram. We shall discuss them in the plenary . . .
PlenaryLet’s look at the work that Majid and Sam have done. I want you to tell me if they have organisedcorrectly for a non-chronological report? . . . . . . . . Yes, they have a note for the introduction andseparate points in each circle. You managed to plan quite a lot of detail in the time you had. Welldone, boys. Ben, read out the notes inside the circles . . . . . . . . What do you think? Are all thosethemes different or could any be combined? . . . . . . . . Why do you think the Year 6 trip needs aseparate paragraph, Abdul? . . . . . . . . Yes, I see. The boys might think about that. It’s a good point.Can these paragraphs be written in any order? . . . . . . . . Good. So it’s a non-chronological report. Yousucceeded. Let’s read their note about the introduction. ‘Say where school is in country’ – doesanyone know one word we could use for that . . . . . . . . not quite. I’ll give you a clue, we’ve used it ingeography . . . . . . . . Right! Location. You can show your theme in one word. I’d like to see whatanother group thought about the introduction. ‘Size and number of teachers’ – that is verydifferent. It does contain detail but the detail itself helps to classify the school. There isn’t aright answer to what should go in the first paragraph so long as you remember what we saidyesterday – it makes a general remark that introduces the subject. Now we’ll see what these twothought should be in the conclusion – ‘children like it – happy.’ That’s a nice summing up. Did anyonehave another idea? . . . . . . . . Why do you say homework? . . . . . . . . Oh I see, because you do it afterschool so it should come last. What do the rest of you think? . . . . . . . . You explained that clearly,Julie. Homework is an example of one of the things about our school that you could write about in areport. Therefore, it goes in one of the paragraphs but it doesn’t matter in what order. Theconclusion should be more general and make a closing comment. I rather like the idea that you wantto say that children like it and they are happy. You have done really well today. Tomorrow we aregoing to return to the cheetah text and analyse the way it is written so that you can eventuallywrite your reports.
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
21
Supplementary Resources
Sample Text E
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
In-line skates
‘In-line skates’, or ‘rollerblades’, is the name given to thenew generation of rollerskates developed since the 1980s.
They are based on a reworking of the original design for ‘dry land’ skates which were invented in the early1700s. These in turn were adapted from the ice skatesthat had long been used in Holland to travel on frozencanals in winter.
In-line skates are made from thermoplastic resin that islight, yet strong and durable, and the wheels are ‘in-line’as opposed to the four-wheeled parallel design used inroller skates for the previous 150 years. In-line skatesincorporate a boot to protect and support the ankle,which fastens with buckles or Velcro strips. Most modernin-line skates feature a braking mechanism activated bythe skater straightening one leg.
Skating can be dangerous as it requires a hard surfaceand high speeds can be reached quite quickly. Skatersshould wear a helmet, protective knee and elbow padsand wrist guards in order to avoid risking broken bones.
(continued)
The National Literacy Strategy
22
Supplementary Resources
Annotated Text E
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
In-li
ne s
kate
s
‘In-li
ne s
kate
s’,o
r ‘ro
llerb
lade
s’,i
s th
e na
me
give
n to
the
new
gen
erat
ion
ofro
llers
kate
s de
velo
ped
sinc
e th
e 19
80s.
The
y ar
e ba
sed
on a
rew
orki
ng o
fth
e or
igin
al d
esig
n fo
r ‘d
ry la
nd’s
kate
s w
hich
wer
e in
vent
ed in
the
earl
y17
00s.
The
se in
turn
wer
e ad
apte
d fr
om th
e ic
e sk
ate
sth
at h
ad lo
ng b
een
used
in H
olla
nd to
trav
el o
n fr
ozen
cana
ls in
win
ter.
In-li
ne s
kate
s ar
e m
ade
from
ther
mop
last
ic r
esin
tha
t is
light
,yet
str
ong
and
dura
ble,
and
the
whe
els
are
‘in-li
ne’
as o
ppos
ed to
the
four
-whe
eled
par
alle
l des
ign
used
inro
ller
ska
tes
for
the
prev
ious
150
yea
rs.I
n-lin
e sk
ate
sin
corp
ora
te a
boo
t to
prot
ect a
nd s
uppo
rt th
e an
kle,
whi
ch fa
sten
s w
ith b
uckl
es o
r V
elcr
o st
rips.
Mos
t mod
ern
in-li
ne s
kate
s fe
atu
re a
bra
king
mec
hani
sm a
ctiv
ate
d by
the
ska
ter
stra
ight
enin
g on
e le
g.
Ska
ting
can
be d
ange
rous
as
it re
quire
s a
hard
sur
face
and
high
spe
eds
can
be r
each
ed q
uite
qui
ckly
.Ska
ters
shou
ld w
ear
a he
lmet
,pro
tect
ive
knee
and
elb
ow p
ads
and
wris
t gua
rds
in o
rder
to a
void
ris
king
bro
ken
bone
s.
(con
tinue
d)
Text
str
uct
ure
an
d o
rgan
isat
ion
Sen
ten
ce s
tru
ctu
re a
nd
pu
nct
uat
ion
Pas
sive
,it
is u
nlik
ely
that
any
one
know
s who
gav
e th
em t
hese
nam
esCla
ssificat
ion
Sp
ellin
gd
ange
rous
– 3-
sylla
ble
wor
d
(‘e’–
unp
rono
unce
d vo
wel
)
sup
por
t– ‘p
p’
des
ign
– si
gn
Pre
sent
ten
se
Tec
hnical
voc
abul
ary
Bri
ef u
se o
f pa
st t
ense
Des
crip
tive
,fac
tual
Tec
hnical
voc
abul
ary
Pre
sent
ten
se t
hrou
ghou
t re
st o
f re
port
Tec
hnical
voc
abul
ary
His
tory
Mat
eria
ls
Saf
ety
The National Literacy Strategy
23
Supplementary Resources
Sample Text E (continued)
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
They should confine their skating to safe areas and safespeeds, as they can easily injure other pedestrians ifthey crash into them.
Skating can be an effective method of keeping fit that is within the reach of many people. Once the initialequipment has been bought, there are no costly club,entrance or match fees. It can be enjoyed in mostweathers and by people of all ages.
As well as being a popular sport and fitness activity,skating is an environmentally friendly way to travel,especially in towns and cities. By being twice as fast aswalking, it can double the distance people are preparedto travel to work or school without using a bus or a car,and it does not cause traffic congestion or air pollution.
If more commuters were prepared to skate to work eachday, the roads would be less crowded and the air wouldbe cleaner.
The National Literacy Strategy
24
Supplementary Resources
Annotated Text E (continued)
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
Text
str
uct
ure
an
d o
rgan
isat
ion
Sen
ten
ce s
tru
ctu
re a
nd
pu
nct
uat
ion
Co
mp
osi
tio
n a
nd
eff
ect
Aut
hor
offe
rs a
dvic
e in
par
agra
ph 4
and
pro
pose
s
ska
ting
as a
hea
lthy
and
low
cos
t spo
rt a
nd s
ugge
sts
ska
ting
is a
n en
viro
nmen
tally
frie
ndly
mod
e of
tran
spor
t.T
his
build
s to
war
ds th
e co
nclu
sion
in
whi
ch th
e au
thor
sug
gest
s if
mor
e co
mm
uter
s
ska
ted,
it w
ould
impr
ove
the
envi
ronm
ent.
Pas
sive
voi
ce
Sp
ellin
gtr
affic
– ‘ff
’
pol
lutio
n–
‘u’
wea
ther
– ‘e
a’
Tec
hnical
voc
abul
ary
Con
diti
onal
use
d
Env
iron
men
tally
fri
endl
y
End
com
men
t
The
y sh
ould
con
fine
thei
r sk
atin
g to
saf
e ar
eas
and
safe
spee
ds,a
s th
ey c
an e
asily
inju
re o
ther
ped
estr
ians
ifth
ey c
rash
into
them
.
Ska
ting
can
be a
n ef
fect
ive
met
hod
ofke
epin
g fit
tha
t is
with
in th
e re
ach
ofm
any
peop
le.O
nce
the
initi
aleq
uipm
ent h
as b
een
boug
ht,t
here
are
no
cost
ly c
lub,
entr
ance
or
ma
tch
fees
.It c
an b
e en
joye
d in
mos
tw
eath
ers
and
by p
eopl
e of
all a
ges.
As
wel
l as
bein
g a
popu
lar
spor
t and
fitn
ess
activ
ity,
ska
ting
is a
n en
viro
nmen
tally
frie
ndly
way
to tr
avel
,es
peci
ally
in to
wns
and
citi
es.B
y be
ing
twic
e as
fast
as
wal
king
,it c
an d
oubl
e th
e di
stan
ce p
eopl
e ar
e pr
epar
edto
trav
el to
wor
k or
sch
ool w
ithou
t usi
ng a
bus
or
a ca
r,an
d it
does
not
cau
se tr
affic
con
gest
ion
or a
ir po
llutio
n.
Ifm
ore
com
mut
ers
wer
e pr
epar
ed to
ska
te to
wor
k ea
chda
y,th
e ro
ads
wou
ld b
e le
ss c
row
ded
and
the
air
wou
ldbe
cle
aner
.
Fit
ness
Saf
ety
The National Literacy Strategy
25
Supplementary Resources
Sample Text F
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
Bananas
Bananas are found in tropical regions of the worldwhere the climate provides plentiful rain and manyhours of sunshine for most of the year. This enablesbananas to be grown and picked all year round. Themajority of the bananas eaten in the UK are importedfrom the Windward Islands in the Caribbean.
Banana plants grow from a small root to a height of aboutthree metres. They produce suckers, one of which isallowed to grow to its full size and bears the fruit. Thesefruit start by growing downwards before they grow uptowards the sun in large bunches. A fully grown bunchcan weigh up to thirty-five kilos, the bananas at thebottom being smaller than those nearer the top. As thebunches develop the plants must be supported bystakes to prevent them from breaking or toppling over.
Bananas are very easily damaged and consequentlygreat care must be taken when they are harvested.They are picked by hand before they are fully ripe, asthey continue to ripen after harvesting. These greenbananas are carefully transported to a packing stationwhere they are washed, treated and labelled so theirorigin can be traced.
(continued)
The National Literacy Strategy
26
Ban
anas
Ban
anas
are
foun
d in
trop
ical
reg
ions
of
the
wor
ldw
here
the
clim
ate
pro
vide
s pl
entif
ul ra
in a
nd m
any
hour
s of
suns
hine
for
mos
t of
the
year
.Thi
s en
able
sba
nana
s to
be
gro
wn
and
pick
ed a
ll ye
ar r
ound
.The
maj
ority
of
the
bana
nas
eate
n in
the
UK
are
impo
rted
from
the
Win
dwar
d Is
land
s in
the
Car
ibbe
an.
Ban
ana
plan
ts g
row
from
a s
mal
l roo
t to
a he
ight
of
abou
tth
ree
met
res.
The
y pr
oduc
e su
cker
s,on
e of
whi
ch is
allo
wed
to g
row
to it
s fu
ll si
ze a
nd b
ears
the
frui
t.T
hese
frui
t sta
rt b
y g
row
ing
dow
nwar
ds b
efor
e th
ey g
row
up
tow
ards
the
sun
in la
rge
bunc
hes.
A fu
lly g
row
n bu
nch
can
wei
gh u
p to
thir
ty-f
ive
kilo
s,th
e ba
nana
s a
t the
botto
m b
eing
sm
alle
r th
an th
ose
near
er th
e to
p.A
s th
ebu
nche
s de
velo
p th
e pl
ants
mus
t be
supp
orte
d by
stak
es to
pre
vent
them
from
bre
akin
g or
topp
ling
over
.
Ban
anas
are
ver
y ea
sily
dam
aged
and
con
sequ
ently
gre
at c
are
mus
t be
take
n w
hen
they
are
har
vest
ed.
The
y ar
e pi
cked
by
hand
bef
ore
they
are
fully
rip
e,as
they
con
tinue
to r
ipen
afte
r ha
rves
ting.
The
se g
reen
bana
nas
are
care
fully
tran
spor
ted
to a
pac
king
sta
tion
whe
re th
ey a
re w
ashe
d,tr
eate
d an
d la
belle
d so
thei
ror
igin
can
be
trac
ed.
(con
tinue
d)
Text
str
uct
ure
an
d o
rgan
isat
ion
Sen
ten
ce s
tru
ctu
re a
nd
pu
nct
uat
ion
Pas
sive
voi
ce t
o gi
ve d
ista
nce
betw
een
auth
or a
nd r
eade
r
Cla
ssificat
ion
Sp
ellin
gb
anan
as–
first
and
last
‘a’u
nstr
esse
d vo
wel
Des
crip
tive
,fac
tual
Gen
eral
isin
g
Pre
sent
ten
se t
hrou
ghou
t
Thi
rd p
erso
n
Tec
hnical
voc
abul
ary
Pas
sive
voi
ceP
icke
rs a
nd h
andl
ers
not
iden
tified
Cul
tiva
tion
Har
vest
ing
Supplementary Resources
Annotated Text F
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
27
For the ten-day sea voyage from the Caribbean to theUK, refrigerated ships are used in which the temperaturecan be carefully controlled to prevent the bananas from spoiling.
Once unloaded at their destination, the green bananasare placed in special ripening centres for up to five daysbefore being delivered to shops.
Bananas are easily peeled and digested, and containimportant trace minerals as well as all the benefits offresh fruit. They provide a quick, convenient yet healthyenergy boost and are consequently popular withathletes and tennis players.
In fact, bananas are the UK’s favourite fruit – we eatmore of them each year than any other fruit.
Supplementary Resources
Sample Text F (continued)
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
28
Supplementary Resources
Annotated Text F (continued)
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
Text
str
uct
ure
an
d o
rgan
isat
ion
Sen
ten
ce s
tru
ctu
re a
nd
pu
nct
uat
ion
For
the
ten-
day
sea
voya
ge fr
om th
e C
arib
bean
to th
eU
K,r
efrig
era
ted
ship
s ar
e us
ed in
whi
ch th
e te
mpe
ratu
reca
n be
car
eful
ly c
ontr
olle
d to
pre
vent
the
bana
nas
from
spo
iling
.
Onc
e un
load
ed a
t the
ir de
stin
atio
n,th
e g
reen
ban
anas
are
plac
ed in
spe
cial
rip
enin
g ce
ntre
s fo
r up
to fi
ve d
ays
befo
re b
eing
del
iver
ed to
sho
ps.
Ban
anas
are
eas
ily p
eele
d an
d di
gest
ed,a
nd c
onta
inim
port
ant t
race
min
eral
s as
wel
l as
all t
he b
enef
its o
ffr
esh
frui
t.T
hey
prov
ide
a qu
ick,
conv
enie
nt y
et h
ealth
yen
ergy
boo
st a
nd a
re c
onse
quen
tly p
opul
ar w
itha
thle
tes
and
tenn
is p
laye
rs.
In fa
ct,b
anan
as a
re th
e U
K’s
favo
urite
frui
t – w
e ea
tm
ore
ofth
em e
ach
year
than
any
oth
er fr
uit.
Co
mp
osi
tio
n a
nd
eff
ect
Writ
ten
in th
e pr
esen
t ten
se,t
hird
per
son,
this
is a
fact
ual,
form
ally
pre
sent
ed r
epor
t.T
he p
enul
tima
te
para
gra
ph d
escr
ibes
why
we
have
ban
anas
in o
ur
diet
whi
ch in
vite
s a
dire
ct c
onne
ctio
n w
ith th
e
read
er in
the
final
par
agra
ph –
usi
ng th
e fir
st
pers
on p
lura
l.
Tec
hnical
voc
abul
ary
Tra
nspo
rt
Sp
ellin
gsp
ecia
l– ‘c
ial’
/sh/
sou
nd p
lus
unst
ress
ed v
owel
Com
plex
sen
tenc
e co
mbi
nes
chro
nolo
gica
l inf
orm
atio
nec
onom
ical
ly
Des
crip
tive
,fac
tual
Rip
enin
g
Diet
End
com
men
t
The National Literacy Strategy
29
Guinea pigs
Guinea pigs, also known as cavies, originate from SouthAmerica and can still be found there in the wild.
They belong to the rodent group of mammals and haveno visible tail, four toes on each front foot and three oneach back foot.
They live in large family groups in areas of long grass,using burrows abandoned by other creatures as they donot burrow themselves. Guinea pigs are herbivores,eating only grasses, vegetables and fruit.
The females give birth in the open and unlike someother rodents, the young are born with their eyes openand their fur fully grown. Guinea pigs have manypredators in the wild, so they tend to be shy animals andare easily frightened by sudden movement or noise. Incaptivity, Guinea pigs can live up to eight or ten years.
It is thought that the name ‘Guinea pig’ derives from thefact that they make squealing noises like a pig, and thatwhen they were first introduced into this country in the1600s, they were sold by British sailors for a guinea, anold English coin.
(continued)
Supplementary Resources
Sample Text G
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
30
Supplementary Resources
Annotated Text G
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
Gui
nea
pigs
Gui
nea
pigs
,als
o kn
own
as c
avie
s,or
igin
ate
from
Sou
thA
mer
ica
and
can
still
be
foun
d th
ere
in th
e w
ild.
The
y be
long
to th
e ro
dent
gro
up o
fm
amm
als
and
have
no v
isib
le ta
il,fo
ur to
es o
n ea
ch fr
ont f
oot a
nd th
ree
onea
ch b
ack
foot
.
The
y liv
e in
larg
e fa
mily
gro
ups
in a
reas
of
long
gra
ss,
usin
g bu
rrow
s ab
ando
ned
by o
ther
cre
atu
res
as th
ey d
ono
t bur
row
them
selv
es.G
uine
a pi
gs a
re h
erbi
vore
s,ea
ting
only
gra
sses
,veg
etab
les
and
frui
t.
The
fem
ales
giv
e bi
rth
in th
e op
en a
nd u
nlik
e so
me
othe
r ro
dent
s,th
e yo
ung
are
born
with
thei
r ey
es o
pen
and
thei
r fu
r fu
lly g
row
n.G
uine
a pi
gs h
ave
man
ypr
eda
tors
in th
e w
ild,s
o th
ey te
nd to
be
shy
anim
als
and
are
easi
ly fr
ight
ened
by
sudd
en m
ovem
ent o
r no
ise.
Inca
ptiv
ity,G
uine
a pi
gs c
an li
ve u
p to
eig
ht o
r te
n ye
ars.
It is
thou
ght t
hat t
he n
ame
‘Gui
nea
pig’
deriv
es fr
om th
efa
ct th
at t
hey
mak
e sq
ueal
ing
nois
es li
ke a
pig
,and
tha
tw
hen
they
wer
e fir
st in
trod
uced
into
this
cou
ntry
in th
e16
00s,
they
wer
e so
ld b
y B
ritis
h sa
ilors
for
a gu
inea
,an
old
Eng
lish
coin
.(c
ontin
ued)
Text
str
uct
ure
an
d o
rgan
isat
ion
Sen
ten
ce s
tru
ctu
re a
nd
pu
nct
uat
ion
Tec
hnical
voc
abul
ary
Cla
ssificat
ion
Sp
ellin
gro
den
t– ‘e
nt’–
uns
tres
sed
vow
el
sud
den
– e n
– u
nstr
esse
d vo
wel
intr
oduc
ed–
‘c’;
intr
o –
pref
ix ‘o
’uns
tres
sed
vow
el
Pas
sive
con
stru
ctio
n(fo
und
by a
nyon
e,who
is ir
releva
nt)
Pre
sent
ten
se t
hrou
ghou
t
Des
crip
tive
,fac
tual
Tec
hnical
voc
abul
ary
Tec
hnical
voc
abul
ary
Com
plex
sen
tenc
e to
sho
w s
ensa
tion
Gen
eral
ise
Tec
hnical
voc
abul
ary
Des
crip
tive
,fac
tual
Iden
tifica
tion
Hab
itat
Life-
cycle
Der
ivat
ion
of n
ame
The National Literacy Strategy
31
There are now more than twenty-five different types of petGuinea pig that have been developed by breeders.The most common are the short-haired, whose fur isshort, smooth and shiny; the long-haired, whose silkyhair reaches the ground; and the rough-haired, whosehair swirls round in rosette patterns all over its bodyand head. Each variety can be either one colour orseveral colours.
Guinea pigs make suitable pets for children as they donot require enormous amounts of care and attention,can live inside or outside, and are not nocturnal likehamsters. They become used to handling andgrooming, and seldom bite. It must be rememberedthat Guinea pigs are sociable and should be kept inpairs or groups, though they will also live happily withpet rabbits.
Supplementary Resources
Sample Text G (continued)
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
32
Supplementary Resources
Annotated Text G (continued)
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
Text
str
uct
ure
an
d o
rgan
isat
ion
Sen
ten
ce s
tru
ctu
re a
nd
pu
nct
uat
ion
Sp
ellin
gd
iffer
ent–
‘ent
’uns
tres
sed
vow
el
pat
ter n
s–
‘er’,
‘tt’u
nstr
esse
d vo
wel
seve
ral
–3-
sylla
ble
wor
d –
unpr
onou
nced
vow
el ‘e
’and
unst
ress
ed v
owel
‘a’
The
re a
re n
ow m
ore
than
twen
ty-fi
ve d
iffer
ent t
ypes
of
pet
Gui
nea
pig
tha
t hav
e be
en d
evel
oped
by
bree
ders
.T
he m
ost c
omm
on a
re th
e sh
ort-
haire
d,w
hose
fur
issh
ort,
smoo
th a
nd s
hiny
;the
long
-hai
red,
who
se s
ilky
hair
reac
hes
the
gro
und;
and
the
roug
h-ha
ired,
who
seha
ir sw
irls
rou
nd in
ros
ette
pa
ttern
s al
l ove
r its
bod
yan
d he
ad.E
ach
varie
ty c
an b
e ei
ther
one
col
our
orse
vera
l col
ours
.
Gui
nea
pigs
mak
e su
itabl
e pe
ts fo
r ch
ildre
n as
they
do
not r
equi
re e
norm
ous
amou
nts
ofca
re a
nd a
ttent
ion,
can
live
insi
de o
r ou
tsid
e,an
d ar
e no
t noc
turn
al li
keha
mst
ers.
The
y be
com
e us
ed to
han
dlin
g an
dg
room
ing,
and
seld
om b
ite.I
t mus
t be
rem
embe
red
tha
t Gui
nea
pigs
are
soc
iabl
e an
d sh
ould
be
kept
inpa
irs o
r g
roup
s,th
ough
they
will
als
o liv
e ha
ppily
with
pet r
abbi
ts.
Co
mp
osi
tio
n a
nd
eff
ect
Pur
pose
of
text
is to
info
rm.T
he la
st p
arag
raph
(th
e
conc
lusi
on)
info
rms
pote
ntia
l ow
ners
;the
aut
hor
has
a pa
rtic
ular
aud
ienc
e in
min
d in
this
par
agra
ph
and
lang
uage
cha
nges
slig
htly
,e.g
.‘it
mus
t be
rem
embe
red’
.Pas
sive
voi
ce u
sed
to a
dd
auth
orita
tive
tone
.
Lev
el o
f ge
nera
lity
Dev
elop
men
t of
var
ieti
esD
escr
ipti
ve,f
actu
al
Tec
hnical
voc
abul
ary
Pas
sive
ten
sene
eded
to
refe
r to
any
one who
keep
s gu
inea
pig
s
Con
clus
ion:
Gui
nea
pigs
as
pets
Lev
el o
f ge
nera
lity
The National Literacy Strategy
33
The London Marathon
Each spring sees the return of the Marathon, a race ofover 26 miles on the streets of London.
Marathon races have featured as track events in theOlympic Games for many years. The original‘Marathon’ was run by a Greek who covered thisdistance to deliver news of the Battle of Marathon in490 BC.
In the late 1970s, several cities in the United Statesbegan to host Marathon races as more and moreordinary people took up running for fitness andpleasure. Chris Brasher, a former British runningchampion, took part in the 1979 New York CityMarathon and was inspired to stage a similar event inLondon. He was able to find sponsors and organisedthe first London Marathon in March 1981.
Since that race, more than half a million people fromall over the world have completed a London Marathon.In 2002, there were 32 899 finishers, a mixture of eliteathletes, serious club runners and fun runners, manyof whom competed for the first time.
(continued)
Supplementary Resources
Sample Text H
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
34
Supplementary Resources
Annotated Text H
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The
Lon
don
Mar
ath
on
Eac
h sp
ring
sees
the
retu
rn o
fth
e M
ara
thon
,a ra
ce o
fov
er 2
6 m
iles
on th
e st
reet
s of
Lond
on.
Mar
ath
on ra
ces
have
fea
ture
d as
trac
k ev
ents
in th
eO
lym
pic
Gam
es fo
r m
any
year
s.T
he o
rigin
al‘M
ara
thon
’was
run
by
a G
reek
who
cov
ered
this
dist
ance
to d
eliv
er n
ews
ofth
e B
attl
e of
Mar
ath
on in
490
BC
.
In th
e la
te 1
970s
,sev
eral
citi
es in
the
Uni
ted
Sta
tes
bega
n to
hos
t Mar
ath
on ra
ces
as m
ore
and
mor
eor
dina
ry p
eopl
e to
ok u
p ru
nnin
g fo
r fit
ness
and
plea
sure
.Chr
is B
rash
er,a
form
er B
ritis
h ru
nnin
gch
ampi
on,t
ook
part
in th
e 19
79 N
ew Y
ork
City
Mar
ath
on a
nd w
as in
spire
d to
sta
ge a
sim
ilar
even
t in
Lond
on.H
e w
as a
ble
to fi
nd s
pons
ors
and
orga
nise
dth
e fir
st L
ondo
n M
ara
thon
in M
arch
198
1.
Sin
ce th
at r
ace,
mor
e th
an h
alf
a m
illio
n pe
ople
from
all o
ver
the
wor
ld h
ave
com
plet
ed a
Lon
don
Mar
ath
on.
In 2
002,
ther
e w
ere
32 8
99 fi
nish
ers,
a m
ixtu
re o
fel
itea
thle
tes,
serio
us c
lub
runn
ers
and
fun
runn
ers,
man
yof
who
m c
ompe
ted
for
the
first
tim
e.
(con
tinue
d)
Text
str
uct
ure
an
d o
rgan
isat
ion
Sen
ten
ce s
tru
ctu
re a
nd
pu
nct
uat
ion
Ope
ns in
the
pre
sent
ten
se
Cla
ssificat
ion
Sp
ellin
gw
orld
– w
ord,
wor
k,w
orm
,wor
st
athl
ete
– ‘e
te’
com
pet
ep
leas
ure
– ‘e
a’,‘
sure
’
unst
ress
ed v
owel
Des
crip
tive
fac
tual
Con
tinu
es in
pas
t te
nse as
hist
ory
of M
arat
hon
is t
old
App
roxi
mat
ions
,pre
cise
det
ail
not
know
n/or
con
side
red
impo
rtan
t
Tec
hnical
voc
abul
ary
Tec
hnical
voc
abul
ary
Gen
eral
app
roxi
mat
ion
Pre
cise
det
ail f
rom
a m
ore
rece
nt eve
nt
Tec
hnical
voc
abul
ary
Der
ivat
ion
of n
ame
His
tory
of th
e m
oder
n M
arat
hon
Num
ber
of r
unne
rs
The National Literacy Strategy
35
The race has developed into a major charityfundraising event, collecting over £181 million in 21years through sponsorship. Numerous charities havebenefited, from the large, well-known nationalorganisations to the small, local ones.
Every year, thousands of spectators line the roads tocheer the runners and wheelchair users on. The routepasses several of London’s best-known landmarksincluding the Cutty Sark in Greenwich, Docklands,Tower Bridge and The Mall. Hundreds of thousandsmore around the world follow the televised race.
The London Marathon is now firmly established asone of the top sporting and fun events of the year inthe UK.
Supplementary Resources
Sample Text H (continued)
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
The National Literacy Strategy
36
Supplementary Resources
Annotated Text H (continued)
Year 6 Planning Exemplification 2002–2003:
Report Writing Unit
Text
str
uct
ure
an
d o
rgan
isat
ion
Sen
ten
ce s
tru
ctu
re a
nd
pu
nct
uat
ion
The
race
has
dev
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er £
181
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in 2
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thro
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spon
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The
Lon
don
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ly e
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p sp
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the
year
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K.
Co
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Str
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bet
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tail
and
gene
ral
sta
tem
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Rou
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End
com
men
t
Gen
eral
app
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mat
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Com
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ves
Ret
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