Information Reports1

8/6/2019 Information Reports1

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Information Reports

Using the ESL Scope and Scales


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Early Years Band R-2 Factual genre.

Purpose: to provide accurate and relevantinformation about our living and non-living

world. Reports often include visual texts.(Early years scope, page 13).


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Primary Years Band Factual genre

Purpose: To provide accurate and relevantinformation about our living and non-living

world. Reports often include visual texts.

A taxonomic report will usually answer the

question: What kinds? while a descriptive

report will answer: What about?(Primary Years Scope, page 13)


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Text in Context Language

Genre

Field

(What)

Tenor

(Who)

Mode

(How)

range of genres

technicality

everyday to technical

language to:

structure a text

build cohesion

expand information in a sentence

verbs

noun groups

vocabulary

nominalisations

circumstances

position and interaction

informal to formal

possibility / certainty/

inclination / obligation

feelings and attitude

medium

most spoken to most written

foregrounding

tense

voice - active and passive

print conventions


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TigerTiger are fast.

Tiger can climb up tees.

Tiger got long tal. and they got sharpteeth

They live in the zoo and they live in

the deserts.

They hunt for food to eat. like deersand zebras.

They look like cat family and they

got black stripes.


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Genre Information report language to:structure a text

build cohesion

expand informationin a sentence


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Genre: StructureTiger are fast.




the deserts.



got black stripes.

Behaviour

Physical description

Habitat

Diet

Physical description


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Genre: Expanding sentencesTiger are fast.




the deserts.

They hunt for food to eat. like deers

and zebras.


got black stripes.


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Genre: Expanding sentencesTiger are fast.




the deserts.


and zebras.


got black stripes.


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Genre: CohesionTiger are fast.




the deserts.


and zebras.


got black stripes.


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Genre: CohesionTiger are fast.




the deserts.


and zebras.


got black stripes.


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Field Technicality verbs

noun groups

vocabulary

nominalisation

circumstances


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Field: VerbsTiger are fast.




the deserts.


and zebras.


got black stripes.


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Field: VerbsTiger are fast.




the deserts.


and zebras.


got black stripes.


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Field: VerbsTiger are fast.Tiger can climb up tees.

Tiger got long tal. and they got sharp

teeth


the deserts.


They look like cat family and they got

black stripes.


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Field: NounG

roupsTiger are fast.




the deserts.


and zebras.


got black stripes.


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Field: NounG

roupsTiger are fast.




the deserts.


and zebras.


got black stripes.


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Field: Specialised vocabularyTiger are fast.




the deserts.


and zebras.


got black stripes.


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Field: CircumstancesTiger are fast.




the deserts.They hunt for food to eat. like deers

and zebras.


got black stripes.


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Field: CircumstancesTiger are fast.




the deserts.They hunt for food to eat. like deers

and zebras.


got black stripes.


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Tenor Position andInteraction

possibilitycertainty

inclination

obligationfeelings

attitude


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TenorTiger are fast.




the deserts.


and zebras.


got black stripes.


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TenorTiger are fast.




the deserts.


and zebras.


got black stripes.


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Mode medium foregrounding

tense

voice active and

passiveprint conventions


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Mode: Foregrounding

Tiger are fast.




the deserts.


and zebras.


got black stripes.


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Mode: Tense and voice

Tiger are fast.




the deserts.


and zebras.


got black stripes.


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Mode: Print conventions

Tiger are fast.




the deserts.


and zebras.


got black stripes.


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Scaling Scale the text using the ESL Scales for

Primary years.

You may wish to use the sheet on page 3 in

your handout to record your results or

Record your scale level on the copy of

student work.


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Learning needs Look ahead to next scale

Identify explicit learning needs


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Learning needsGenre

Structural

features

General

classification

or definition:To identify

and classify

topic

Needs to

include a

generalclassification

such as Tigers

are animalswhich live in

the jungle


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The

Teachingand

Learning

Cycle


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Building Field Knowledge

Develop clear purpose for study

Set the context for students

Activate their prior knowledge andexperience

Review research and critical literacy skills


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Text Deconstruction

Model the process of deconstruction

Examine the way in which reports are

structured to achieve their purpose.

ldentify language features for Genre,

Field, Tenor and Mode

Understand the

social and

educational purpose

of reports

Select texts to

deconstruct


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Joint ConstructionContinue with development of field

knowledge specific to the topic.

Model steps in text construction including

research, notetaking and use of diagrams.Revise and extend knowledge about

language.

Negotiate a joint construction of the a report.


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Independent ConstructionContinue with development of field

knowledge

Support the writing processes

organising information

planning

drafting

conferencing

editing

reviewing

publishing


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Teachingand

Learning

strategies


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Teaching and learning strategies Decide on an activity or a series of activities

to assist in development of one of the

language features that you have identifiedas requiring increased understanding .

Determine where it fits on the teaching and

learning cycle. Add notes on it to the worksheet Teaching

ideas and strategies in the final column.


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Feedback Please complete the feedback sheet

provided in your package and return it to

either your ESL District Service Provider orto the ESL Scope and Scales Project

Officers.

Information Reports1

Documents

Transcript of Information Reports1