Stage 1 Writing: Information Report Term: Weeks: 1 – 10

Foundation Statement
Students communicate with a wide range of people on familiar and introduced topics to achieve a variety of
purposes. They interact effectively, adopting new speaking skills, in order to give confident oral
presentations. They listen to instructions and share ideas with peers to complete tasks. Students recognise
that spoken language has a range of purposes and audiences and use this knowledge when attempting to
communicate effectively with others. They investigate the different types and organisational patterns of
common spoken texts and recognise features within them.

Students read and view short literary and factual texts, using an increasing variety of skills and strategies
including context, grammar, word usage and phonics to make connections between their own experiences and
information in texts. Students read, interpret and discuss texts, including visual and multimedia texts, using a
range of skills and strategies. They explore and identify ways texts differ according to purpose, audience and
subject and understand that people produce texts. Students recognise the basic structure and grammatical
features of a limited range of text types.

Students write simple literary and factual texts on familiar topics for known readers by planning and
reviewing their writing. They write using basic grammatical features and conventions of punctuation, showing
awareness of different purposes, audiences and subject matter. Students spell using knowledge of sight
words, letter-sound correspondence and other strategies. They write using letters of consistent size and
slope in NSW Foundation Style and use computer technology to produce texts, recognising simple conventions,
language and functions.

Social Purpose
Information reports are used to present information about something. They generally describe an entire class
of things, whether natural or man-made: mammals, the planets, rocks, plants, computers, countries of the
region, transport, and so on.

Structure
Information reports are usually organised to include:
 a general statement identifying the subject of the information report, perhaps defining and
classifying it;
 description (‘bundles’ of information relating to, for example, features, behaviour or types).

[Type text]
 Outcomes
WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of
purposes on familiar topics for known readers.

WS1.10 Produces texts using the basic grammatical features and punctuation conventions of the text type.

WS1.11 Uses knowledge of sight words and letter–sound correspondences and a variety of strategies to spell
familiar words.

WS1.12 Produces texts using letters of consistent size and slope in NSW Foundation Style and using
computer technology.

WS1.13 Identifies how own texts differ according to their purpose, audience and subject matter.

WS1.14 Identifies the structure of own literary and factual texts and names a limited range of related
grammatical features and conventions of written language.

Indicators
• States the purpose and intended reader of an information report before writing
• Discusses some of the different purposes of visual texts, eg charts, maps, diagrams
• Writes an information report on a familiar topic, which includes information on one or more aspects of the
topic
• Identifies function of different stages of an information report.

ESL Scales Reading and Writing

ESL Scales levels: Beginning Reading and Responding 1, 2, 3; Reading and Responding 1; Beginning Writing 1, 2, 3;
Writing 1
 Ask students to locate information texts on a topic using illustrations, title, layout as clues.
 Take photographs of students in the class and jointly scribe simple descriptions (2 to 3 characteristics).
 Read an information text to the class. Ask students to locate key words (read out by teacher).
ESL Scales levels: Reading and Responding 2, 3; Writing 2, 3
 Jointly construct some or all paragraphs of an information report on an animal after students have had many
opportunities in a small group to use new vocabulary.
 Use a jointly constructed information report for reading and writing activities: re-ordering under correct
headings, cloze on content words, completing half-sentences, highlighting pronouns referring back to nouns.
 Provide many opportunities for building up the field knowledge before writing.
 Provide clear pro formas for students to draw/write information under relevant headings, eg Where do mice
live?, What do mice eat?

Content – Mid Stage 1

[Type text]
WS1.9
Learning to Write - Producing Texts
 Practise joint and independent constructions of a
variety of simple text types on familiar topics for
a known audience, eg recount of personal
experience, simple procedure, description of
familiar people or things.
WS1.10 WS1.11 WS1.12
Learning to Write - Skills and Strategies
 Use a pro forma with headings as a basis for
writing simple texts.
 Read their own writing aloud to self-correct and
clarify meaning.
 Use illustrations with appropriate labels to
support texts.
 Build handwriting skills such as forming most
letters of the alphabet correctly and writing
clearly in straight lines from left to right using
letters of uniform size, shape and spacing.
 Develop computer skills, including knowledge of
letters on keyboard and words associated with
computers (eg keyboard, mouse, disk, screen,
cursor).
Content – Later Stage 1
[Type text]
WS1.13
Learning about Writing - Context and Text
 Encourage students to write a variety of simple
texts through modelling.
 Design joint and independent construction
activities, drawing students’ attention to the text
purpose and structure.
 Provide pro formas with guided questions to
scaffold students’ writing.
 Encourage students to think about what they know
about a topic before writing.
 Encourage students to identify a target audience
before writing.
WS1.14
Learning About Writing - Language Structures and
Features
 Make explicit the organisational stages of literary
and factual texts.
 Discuss with students how adjectives are used to
provide more information about nouns.
 Talk with students about the punctuation needed
for their own writing.
 Model proofreading and editing, eg circle a word
that does not look right.
WS1.9 WS1.13
Learning to Write - Producing Texts Learning about Writing - Context and Text
 Engage in joint and independent constructions of a  Discuss and explain the purpose and audience of a
range of text types, eg recounts of personal variety of simple literary and factual texts in
experience, simple procedures, descriptions of books, including media and electronic texts
familiar people or things, poems, elementary  Model how to select and organise information
stories, information reports, basic explanations, before writing
written opinions  Model how to consider purpose and audience
 Respond to questions about their own writing from before writing
a variety of audiences, eg teacher, family member,  Provide pro formas with guided questions to
classmates, older or younger students, teacher’s scaffold students’ writing
aide, classroom visitor
 Use headings to indicate topic of text WS1.14
 Use graphics to accompany text where relevant Learning About Writing - Language Structures and
Features
WS1.10 WS1.11 WS1.12  Make explicit the basic structure and grammar of
Learning to Write - Skills and Strategies a variety of text types, including information
 Prepare for writing, eg by planning text structure report, procedure, recount and narrative
into a framework such as a matrix, flowchart or  Assist students to identify verbs and verb groups
semantic map, by taking notes from written texts  Provide opportunities for writing conferences to
 Use subject–verb and noun–pronoun agreement in support editing and proofreading
their own writing  Point out clauses to students and explain their
 Begin to proofread and edit their own texts for purpose
publication  Model how to provide feedback to a writer
 Use common punctuation, eg upper and lower case,  Model strategies for ensuring the use of correct
correct spacing, question mark, and experiment spelling and punctuation in texts.
with more advanced punctuation for different
effects
 Spell high-frequency and common sight words
accurately and use knowledge of letter
combinations and blends when writing new words
 Develop handwriting of consistent size and spacing
in NSW Foundation Style
 Use computer software to write texts.

Grammar Focus

 Forming a sentence that includes an action verb, eg ‘Koalas eat gum leaves’.
 Discussing the ‘do-er’ of the action verb, eg koalas (and possibly the ‘done-to’, eg gum leaves).
 The different functions of action verbs, eg telling about behaviour, and relating verbs, eg identifying,
defining and describing things.

Grammar Terminology
Students at this stage will be using terms such as:
sentence;
joining word, eg grass and bushes are plants;
naming word/noun, eg proper noun: Sydney; common noun: city;
relating verb, eg tigers are meat eaters; action verb, eg they hunt other animals;
adjective, eg tigers are strong.

[Type text]
 Teaching and Learning Experiences
Lesson 1: Date
Pre-Assessment: To write an information report.
What is an information report?

Write an information report about your favourite animal (see template).

Lesson 2:
Learning Intention: To organise information into different subjects.

Focus on organising information by preparing information cards and pro formas for a number of
information report topics being studied, eg wet and dry environments. Students sort
information into correct pro formas.
Wet Environments Dry Environments
Can be wet, damp or moist.
This type of environment is also known as a water environment.
Some examples include: a swamp, ocean and a pond.
Ponds are filled with both animal and plant life.

Some animals live in the water such as; fish, crayfish and tadpoles.

Some animals live above the water (ducks and insects), and others live in the area
surrounding the pond (raccoons, earthworms, etc.).
The Pacific Ocean is the biggest ocean of the world and covers more than 30% of the Earth's
surface. Can be dry and dull.
Have limited access to water or no water at all.
Has high temperatures but it can be very cold at night.
An example is a desert.
There is very little animal or plant life here.
Leopards, buffalos, zebras and elephants can live in savannahs.
Plants and animals that live here can survive without food or water for a long time.
It is difficult for people to live here because of the harsh weather.
The biggest desert is northern Africa's Sahara Desert; it covers roughly 9,065,000 square
kilometres. 
Animals that live in the desert can cope with the lack of water, the extreme temperatures
and the shortage of food.

Lesson 2: Date
Learning Intention: To read and answer questions about a factual book.
Ask questions about the context of information reports using a factual big book.
-Who would read or write this book?
-Why would the author write this book?
-Is this a literary or factual text? How do you know?

Using a mind map, list prior knowledge of a given topic before reading. Identify new knowledge gained
after reading the text; relate this to the text’s purpose.

Ask students to add adjectives to expand information for different body parts,
eg Fur-short course fur.
Feet- four webbed feet
Claws- sharp pointy claws

[Type text]
Lesson 3: Date
Learning Intention: To learn the structure of an information report.
Discuss the structure and purpose of an information report.

Students cut up and order the structure of an information report (see template).

Lesson 4: Date
Learning Intention: To organise an information report into different headings.

Provide students with a matrix with headings including:

1. Classification
2. Description
3. Habitat
4. Movement
5. Feeding
6. Breeding
7.Other Facts

Students use the matrix to sort information from an information report on sharks (see template).

Lesson 5:
Learning Intention: To label information on a diagram.
Students recall information they have learnt about sharks and construct a mind map in their books. Ask
students to construct a list of body parts related to a shark.

Connect to the interactive about shark anatomy- http://www.youtube.com/watch?v=mRkRkBXL-UI

Using the template (image of a shark), students now label and discuss the body parts of a shark.

Lesson 6: Date
Learning Intention: To organise an information report on an animal.
Provide students with a matrix with headings including:
1. Classification
2. Description
3. Habitat
4. Movement
5. Feeding
6. Breeding
7.Other Facts

Cut out sentences in half and students read and arrange the information together.
Students use the matrix to sort information from an information report on tigers (see template).

Lesson 7: Date

[Type text]
Learning Intention: To sort details in an information report.
Using the matrix of an information report, students identify possible answers they can come up
with.
e.g.
Classification Description Habitat Movement Feeding
Habits Breeding Habits Other Facts
It belongs to the fish family.
Is it a wild cat? Is it a large animal?
Is it brown, black or white?
Swamps
Rivers
Trees
Ocean Does it glide or swim?
Does it run, crawl or climb trees? Plants
Meat
Frogs
Insects
Lay eggs
Don’t lay eggs Does it change colour?
Are they becoming extinct?

Lesson 8: Date
Learning Intention: To write an information report as a class.

Students jointly construct an information report on jellyfish.

Discuss/model how to research information using books and the internet.
Students use the matrix to research and record their detailed information.

Lesson 8: Date
Learning Intention: To research and write an information report.
In pairs, students research and write an information report on frogs. Students follow the
matrix and record their answers on the worksheet titled, ‘Information Report’ or a computer.

Lesson 9: Date
Learning Intention: To label a diagram for my information report.

Students use adjectives to draw and label a diagram for frogs (see frog template).

Lesson 10: Date

Learning Intention: To write an information report.

Post Test
Ask students to independently construct an information report about a familiar topic.

[Type text]
 Assessment Evaluation
 Pre Assessment
 Post Assessment
 Anecdotal Observations
 Researching information using books and the
internet
 labelled diagrams

[Type text]