Learning Intentions

Back to Medium Term Plans - Non-Fiction Organisation and Structure

Year 1 : Term 2

From Framework to Learning Intentions

Non Fiction: Organisation and Structure
Week 3	Text Level Objectives	17
		18
		19
Week 4	Text Level Objectives	18
		20
		21
		23

Week 3: Objective 17

To use terms 'fiction' and 'non-fiction', noting some of their differing features, e.g. layout, titles, contents page, use of pictures, labeled diagrams

Learning Intentions:

To be able to use the terms 'fiction' and 'non-fiction' appropriately.
To be able to name the common features of non-fiction texts.

Breakdown of Learning Intention:

To know and understand that fiction books contain stories based on imagination/based on the author's own invention.
To know and understand that non-fiction texts are based on information that is known to be true.
To understand that a fact is something that is true and be able to use the term appropriately.
To be able to identify common titles for non-fiction texts ('How to make…'/ 'The lifecycle of…').
To be able to identify the text and pictures in a fiction book.
To be able to identify the title of a non-fiction text.
To be able to identify the contents page in a non-fiction text.
To know that the pictures in a non-fiction book help the reader to understand and interpret the text.
To understand that diagrams are labelled in non-fiction texts to help the reader understand and interpret the text.
To know and understand that fiction texts are generally presented as continuous text on a page (combined with pictures in picture books).
To know that a non-fiction text may be presented in 'chunks' of information linked to the 'facts' and topic of the book.

How will we know that the children have learnt it?

They are able to browse a range of texts and sort them into fiction and non-fiction groups.
They are able to name some of the features you would expect to find in a fiction/non-fiction text.

Working towards the learning intention:

They are able to suggest if a text is fiction or non-fiction with support to identify key features of each.

Beyond the learning intention:

They are able to sort a range of texts into fiction and non-fiction groups and list the reasons for their choices through direct reference to the features of fiction/non-fiction texts.

Key learning activities:

Annotating the key features of a fiction/non-fiction text. (Titles/Use of pictures/Contents page/Labelled diagrams/Layout)
Browsing texts to identify key features and 'sorting' into fiction/non-fiction.

download learning objective 17

Weeks 3 and 4: Objective 18

To read non-fiction books and understand that the reader doesn't need to go from start to finish but selects according to what is needed

Learning Intentions:

To understand that non-fiction texts may contain a wide range of information linked to one topic.
To understand that the reader can select and find the information which he/she wants without having to read the whole text.

Breakdown of Learning Intention:

To know that to read a fiction text we need to read from start to finish to understand the story.
To listen to/read a range of non-fiction texts.
To be able to review the range of information contained in a non-fiction book ('we found out about where tigers live how tigers care for their young, what tigers eat…etc.')*
To be able to suggest when/where in the non-fiction book we found out certain pieces of information.
To understand that we can read one section of information and understand this without having read the whole book.
To be able to suggest a quicker way of finding a specific information without having to read the whole book.*(in week 4 when objective 21 &endash;using a contents page- is covered).

How will we know that the children have learnt it?

They are able to explain how a fiction text needs to be read to be understood.
They are able to explain that a non-fiction text does not necessarily need to be read in a specific order.

Working towards the learning intention:

They are able to explain that an information text contains different 'pieces' of information.
They are able to say when they have listened to an information text and when they have listened to a story

Beyond the learning intention:

They are able to suggest how and where to select appropriate information from in a non-fiction text.

Key learning activities:

Reading parts of a fiction text and parts of a non &endash;fiction text and comparing what has been understood and why.

download learning objective 18

Week 3: Objective 19

To predict what a given book might be about from a brief look at both the front and back covers, including blurb, title, illustration; to discuss what it might tell in advance of reading and check to see if it does.

Learning Intentions:

To understand that we can make predictions about the content of a non-fiction text before reading.
To know and be able to use specific text features to make predictions prior to reading a non-fiction text.

Breakdown of Learning Intention:

To be able to use the front/back covers to make predictions.
To be able to use the title to make predictions about the subject and content of the text.
To be able to locate and identify the 'blurb' on a non-fiction text.
To be able to use the blurb to support and detail predictions about the content of the text.
To be able to use front/back cover illustrations to make predictions.
To be able to form a checklist of these predictions.
To be able to support predictions through reference to specific evidence (front cover, blurb etc.…)
To be able to read/listen to shared reading of the text and compare information against predictions.

How will we know that the children have learnt it?

They are able to make predictions about the content of the non-fiction text by referring to title, illustrations, front/back covers, blurbs for their evidence.
They are able to evaluate their predictions after reading the text and say which of these they found out about/which they did notation and proportion, in a style that makes the letters easy to join later.

Working towards the learning intention:

They are able to make a simple prediction about the subject/content of the text by referring to illustrations/title.
They are able to say whether or not their prediction was accurate after listening to shared reading of book

Beyond the learning intention:

They are able to make clear predictions about the content of the non-fiction text by referring to specific areas of the book as a basis for these predictions.
They are able to evaluate their predictions after reading the book and say which they found out about and information they discovered in addition to their predictions.

Key learning activities:

Annotating areas of the text that can support predictions (front/back covers, illustrations, title, blurb).
Using annotated areas to form list of predictions about a shared non-fiction text.
Reading text and comparing against 'checklist' of predictions.
Adding 'what else' we found out to list and looking back to the areas of the text we annotated to see if these could have given us any clues prior to reading.

download learning objective 19

Week 4: Objective 20

To use simple dictionaries, and to understand their alphabetical organization

Learning Intentions:

To understand the purpose of dictionaries
To be able to use alphabetical ordering appropriately to locate words in simple dictionaries.

Breakdown of Learning Intention:

To understand when and why we need to use dictionaries.
To understand that alphabetically ordered texts contain entries ordered by their position in the alphabet.
To know that dictionaries contain words entered in alphabetical order.
To be able to suggest why a dictionary needs to be ordered alphabetically.
To be able to locate words in a dictionary using the initial letter of the word as an aid.
To be able to locate words in a dictionary using reference to alphabetical order.

How will we know that the children have learnt it?

They are able to locate words in a simple dictionary using the initial letter as an aid.
They are able to explain how the words in a dictionary are ordered.

Working towards the learning intention:

They are able to explain what a dictionary is used for.
They are able to locate words beginning with a given initial letter in a dictionary.

Beyond the learning intention:

They are able to list words with the same initial sound but different second letters in alphabetical order and locate these in a simple dictionary.
They are able to explain the term 'alphabetical order' and suggest other texts that may be ordered in the same way.

Key learning activities:

Modeling how to locate words using a dictionary.
Arranging words in alphabetical order.
Correcting spellings by finding appropriate word in dictionary.

download learning objective 20

Week 4: Objective 21

To understand the purpose of contents pages and indexes and begin to locate information by page numbers and words by initial letter

Learning Intentions:

To understand the purpose of contents and index pages.
To be able to use contents and index pages to locate information.

Breakdown of Learning Intention:

To know where the contents page in a non-fiction book is located.
To understand that a contents page contains headings which give us a clue about the information in that section of the book.
To understand that these headings can be used to locate information required without having to read the whole book.
To know that the contents page contains the page number to find information matching that heading.
To be able to locate a page number for a specific heading.
To know where the index in a non-fiction book is located.
To understand that an index includes key words from the text.
To understand that the index is another quick way of finding information.
To know that the words in an index are arranged in alphabetical order.
To be able to locate a page number for specific key word using the index.
To be able to use specific page references to locate the relevant page and information.
To be able to suggest the quickest way of locating information to answer a specific question.

How will we know that the children have learnt it?

They can refer to/read the headings on a contents page to help in locating the relevant information to answer a specific question.
They can locate the index and check for a key word.
They can locate the relevant page(s) after making reference to the contents/index page.

Working towards the learning intention:

They can locate the contents and index pages in a non-fiction book.
They are able to explain what the numbers on the contents/index pages refer to.

Beyond the learning intention:

They are able to answer a specific question by reading/referring to the contents/index pages to locate the appropriate information in the text.
They are able to explain the quickest way to locate information and use their knowledge of alphabetical order to use indexes efficiently

Key learning activities:

Posing specific questions about a shared text prior to reading.
Shared reading of contents page to locate heading likely to answer the question.
Selecting key words and creating own index page for shared writing information text.
Creating contents page for shared writing information text.

download learning objective 21

Week 4: Objective 23

To produce extended captions, e.g. to explain paintings in wall displays or to describe artefacts

Learning Intention:

To understand the purpose and use of captions.
To be able to produce simple and extended captions to explain and describe pictures/objects.

Breakdown of Learning Intention:

To be able to identify and read captions used in a range of non-fiction texts/around classroom.
To understand that a caption is a simple statement to describe and explain.
To be understand that captions are often used to detail pictures and/or diagrams in non-fiction texts.
To understand that captions used in non-fiction books are written in an impersonal style.
To be able to suggest and write simple captions to explain and describe pictures and/or objects.
To understand that sometimes more extended captions are used to add more detail/description.
To identify and read extended captions in a range of non-fiction texts.
To be able to discuss and suggest ideas for extended captions linked to pictures/objects.
To be able write extended captions in the appropriate impersonal style to explain/describe.

How will we know that the children have learnt it?

They are able to write a simple caption to describe an object.
They are able to write an extended caption to detail a picture.
They are beginning to show an awareness of the appropriate impersonal style and relevant information which should be used in caption writing.

Working towards the learning intention:

They are able to write a simple caption to match an object/picture.
They are able to discuss a picture and begin to generate ideas for a more extended caption.

Beyond the learning intention:

They are able to write simple and more extended captions to detail a picture/object.
They are able to use an appropriate impersonal style in their writing.
They produce captions which provide relevant information and detail.

Key learning activities:

Identifying captions used in/around the classroom and in non-fiction texts.
Writing simple captions to match objects in/around the classroom.
Writing more extended captions to detail pictures produced linked to non-fiction work focus.

download learning objective 23