Back to Year 5 Term 2 Medium Term Plans - Non-Fiction

From Framework to Learning Intentions

NON-FICTION Week 1: Objectives 16, 17 and 18

16. to prepare for reading by identifying what they already know and what they need to find out;
17. to locate information confidently and efficiently through (i) using contents, indexes, sections, headings, (ii)skimming to gain overall sense (iii) scanning to locate specific information (iv) close reading to aid understanding (v) text marking (vi) using CD ROM and other IT sources, where available;
18. how authors record and acknowledge their sources

Learning Intentions:

• This week we are learning to find out information about * using different sources of information.

  ( * specify topic, linked to another curriculum area

Breakdown of Learning Intention:

• to be able to identify information, already known, relevant to topic.
• to be able to compose questions which identify what they want to know.
• to be able to locate the answers to questions raised by the most efficient route:
  • to be able to use the contents page;
  • to know how to locate a topic in the index;
  • to understand how sections and headings in the text can help locate the information they want;
• to be able to skim through the text to gain overall sense and then scan for detailed information;
• to be able to locate specific details in text, to read before and after the information to aid understanding;
• to be able to highlight parts of the text that will help answer a specific question raised
• to be able to use CDROM sources to locate information
• to know how authors record and acknowledge sources, i.e. by stating surname of author, followed by first name or initials, followed by title of book, followed by publisher and date of publication.

How will we know that the children have learnt it?

• can identify what they already know and what they want to find out about *
• can locate information in texts confidently and efficiently, and record answers
• can record sources

Working towards the learning intention:

• can discuss and state 2-3 things they already know about *
• can find answers, in simpler texts, to given questions and state name of book where they found it.

Beyond the learning intention:

• can identify what they already know and what they want to find out about *
• can locate information in a range of more challenging texts confidently and efficiently, and record answers
• can record and acknowledge sources

Key learning activities:

• Use KWL grid: before reading children discuss and record what they already know, discuss what they want to know about the topic and record questions for focused research. After reading, children record what they have learnt.
• Use QuADS grid: Qu = questions, A = answers, D = details, S= source e.g. Q- Did Vikings use swords? A- Yes. D- They were made of bronze and were often given gruesome nicknames. S- ( Barnaby Wilde, Life as a Viking, McBane Education,1999)

download learning objectives 16, 17 and 18

NON-FICTION Week 2: Objectives 20, 21, 22, 23 and 24

20 notemaking: to discuss what is meant by in 'your own words' and when it is appropriate to copy, quote and adapt;
21. to convert personal notes into notes for others to read, paying attention to appropriateness of style, vocabulary and presentation;
22. to plan compose, edit and refine short non-chronological reports (and explanatory texts), using reading as a source, focusing on clarity, conciseness and impersonal style;
23. to record and acknowledge sources in own writing;
24. to evaluate their work

Learning Intentions:

• This week we are learning to make notes from reading various books about * * , and use them to write our own report about * *

Breakdown of Learning Intention:

• to be able to reduce a sentence by removing words which are not needed, and to be able to check that it still makes sense and that the meaning has not been altered or lost.
• to be able to make 'reduced' notes make sense for others to read
• to be able to identify key words and phrases in a non-fiction text and record as notes in a shorter form, not necessarily full sentences
• to be able to summarise the essence of a longer chunk of text into one short sentence, in own words
• to understand that the purpose of a non-chronological report is to describe the way things are
• to be able to plan under paragraphs in note form. Paragraph headings should include: an opening which gives a general classification; a description of qualities or properties; a description of parts and function; a description of habits/ behaviours/ uses
• to know that non-chronological reports are written in the present tense; are non-chronological and focus on generic participants
• to be able to record the source of information used in own reports; by stating name of author, title of book followed by publisher and date of publication.
• to be able to discuss own work and evaluate how effective it is at fitting the purpose and audience
• to be able to raise questions which could be used to evaluate own work

How will we know that the children have learnt it?

• can make effective notes for use in writing report
• can plan, compose, edit and revise own short non-chronological report
• is able to comment on effectiveness of own writing

Working towards the learning intention:

• can make notes from simple texts by reducing sentences
• can make notes on planning grid relevant to headings
• can write n-c report supported by planning frame

Beyond the learning intention:

• can summarise the essence of a longer chunk of text and combine with information from a range of sources on same topic, to make notes that can be shared
• can plan under own headings for non-chronological report
• can use factual information from notes to compose non-chronological report but adds comments or questions which draw the reader in
• is able to raise questions to evaluate effectiveness of own report

Key learning activities:

• use note-taking grids: KWL, QuAD, 'book open &endash; book shut' grid; paired research
• deconstruct direct model of short n-c report to identify key features of n-c reports and headings for planning frame (shared or shared & independent)
• problem solving: comparing and evaluating samples of short n-c reports on same topic, looking for key features identified from direct model (shared &/or independent)
• Shared, guided and independent writing of reports

download learning objectives 20, 21, 22, 23 and 24

NON-FICTION Week 3: Objectives 17 and 19

17. to locate information confidently and efficiently through (i) using contents, indexes, sections, headings, (ii)skimming to gain overall sense (iii) scanning to locate specific information (iv) close reading to aid understanding (v) text marking (vi) using CD ROM and other IT sources, where available;
19. to evaluate texts critically by comparing how different sources treat the same information

Learning Intentions:

• This week we are learning to read different sources of information and evaluate the way they treat the information

Breakdown of Learning Intention:

• to be able to locate the answers to questions raised by the most efficient route:
  • to be able to use the contents page;
  • to know how to locate a topic in the index;
  • to understand how sections and headings in the text can help locate the information they want;
• to be able to skim through the text to gain overall sense and then scan for detailed information;
• to be able to locate specific details in text, to read before and after the information to aid understanding;
• to be able to highlight parts of the text that will help answer a specific question raised
• to be able to use CDROM sources to locate information
• to be able to identify and comment on features of layout which aid location of information, in different texts on same topic
• to be able to comment on how easy or difficult the information is to access; e.g. by commenting on use of technical vocabulary, use of illustrations or diagrams,
• to be able to comment on to what degree different texts were able to provide answers to their questions

How will we know that the children have learnt it?

• can locate information in texts confidently and efficiently
• can comment critically on how effective the features and layout of different texts are in their treatment of the same information

Working towards the learning intention:

• an find answers to given questions in simpler texts
• an rank 2-3 books from easy to hard to access and comment on why

Beyond the learning intention:

• an locate information in a range of more challenging texts
• can comment critically on how effective the features and layout are, in a range of more challenging texts, in their treatment of the same information

Key learning activities:

• Use QuADS grid
• Brainstorm list of points for evaluating texts
• Problem solving: compare 2-4 texts on same subject

download learning objectives 17 and 19

NON-FICTION Week 4: Objectives 21, 22, 23 and 24

• 21 T. to convert personal notes into notes for others to read, paying attention to appropriateness of style, vocabulary and presentation;
  22. to plan compose, edit and refine short (non-chronological reports and) explanatory texts, using reading as a source, focusing on clarity, conciseness and impersonal style;
  23. to record and acknowledge sources in own writing;
  24. to evaluate their work

Learning Intentions:

• This week we are learning to make notes that we can share with others, about how …*, and to use these to write our own explanations.

(* specify a process or phenomena to be explained e.g. the rain cycle; how the digestive system works; how water erodes, transports and deposits materials; how to find a percentage…)

Breakdown of Learning Intention:

• to be able to reduce a sentence by removing words which are not needed, and to be able to check that it still makes sense and that the meaning has not been altered or lost.
• to be able to make 'reduced' notes make sense for others to read
• to be able to identify key words and phrases in a non-fiction text and record as notes in a shorter form, not necessarily full sentences
• to be able to summarise the essence of a longer chunk of text into one short sentence, in own words
• to understand that the purpose of a explanation text is to explain the processes involved in a natural or social phenomena, or to explain how something works
• to recognise that having 'How' or 'Why' in the title of explanation text can help
• to be able to plan under paragraphs in note form. Paragraph headings should include: an opening which introduces reader to topic; a series of logical steps explaining how or why something occurs until final state is produced or explanation complete.
• to know that explanation texts are written in the simple present tense; use connectives that signal time and use causal connectives, e.g. because, so, this causes
• to be able to record the source of information used in own explanations; by stating name of author, title of book followed by publisher and date of publication.
• to be able to discuss own work and evaluate how effective it is at fitting the purpose and audience
• to be able to raise questions which could be used to evaluate own work

How will we know that the children have learnt it?

• can make effective notes for use in writing report
• can plan, compose, edit and revise own short explanation text
• is able to comment on effectiveness of own writing

Working towards the learning intention:

• can make notes from simple texts by reducing sentences
• can make notes on planning grid relevant to headings
• can write explanation supported by planning frame

Beyond the learning intention:

• can summarise the essence of a longer chunk of text and combine with information from a range of sources on same topic, to make notes that can be shared
• can plan under own headings for explanation text
• can write explanation text which includes use of comments, questions or exclamations which interest and draw the reader in;
• is able to raise questions to evaluate effectiveness of own report

Key learning activities:

• use note-taking grids: KWL, QuAD, 'book open &endash; book shut' grid; paired research
• deconstruct direct model of short explanation text to identify key features of explanation writing and headings for planning frame (shared or shared & independent)
• problem solving: comparing and evaluating samples of short explanation texts on same topic, looking for key features identified from direct model (shared &/or independent)
• Shared, guided and independent writing of explanations

download learning objectives 21, 22, 23 and 24