Year 5 Non-fiction - Unit 1 - BGfL

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OverviewThis unit covers three areas: information skills (skimming, scanning, closereading and note-taking), instructions and recount (including questioning).Information skills• Within appropriate curriculum contexts, locate information ina text in print or on screen confidently and efficiently throughusing contents, indexes, sections, headings (and ITequivalent); skimming to gain overall sense of text; scanningto locate specific information; close reading to aidunderstanding. Sift through passages for relevantinformation and present ideas in note form that areeffectively grouped and linked. Use simple abbreviationswhile note-taking. Understand what is meant by 'in your ownwords' and when it is appropriate to copy, quote and adapt.Make notes for different purposes, for example noting keypoints as a record of what has been read, listing cues for atalk. Convert personal notes into notes for others to read,paying attention to appropriateness of style, vocabulary andpresentation. Create plans for information texts drawing onknowledge of text types to decide form and style for differentelements. Record and acknowledge sources in own writing.Instructions (ICT unit)• In group work, children give clear oral instructions to achievethe completion of a common task. Follow oral instructions ofincreased complexity.• Plan and manage a group task over time using differentlevels of planning.• Understand different ways to take the lead and supportothers in groups.• Understand the process of decision making.• Evaluate sets of instructions (including attempting to followsome of them) for purpose, organisation and layout, clarityand usefulness. Identify sets of instructions which deviatefrom norm in terms of structure and language features (e.g.recipes). Write a set of instructions (using appropriate formand features) and test them out on other people, revise andtry them out again. Create multi-layered texts, including useof hyperlinks and linked web pages.2
Speaking and listening (types of questions leading to recount)• Children study video and/or audio footage of interviews;identify different question types and evaluate impact onaudience. While watching a role-play (possibly betweenteacher and assistant), note the different types of questionbeing used and their effectiveness in eliciting information.Children construct questions to use in interviewing a visitingadult and a child in the class, utilising different types ofquestion for the different purposes and adjusting the level offormality for each interviewee (see p. 54 in Speaking,listening, learning: Teaching objectives and classroomactivities).• Identify the features of recounted texts such as sportsreports, diaries, police reports, including introduction to setthe scene, chronological sequence, varied but consistentuse of past tense, for example 'As he was running away henoticed...', possible supporting illustrations, degree offormality adopted and use of connectives.• Children conduct interviews to gain information about anevent in which they did not participate such as anotherclass's field trip or a school match (interview players andspectators), using different types of questions to elicit asmuch information as possible.• Write recounts of this event for two contrasting audiencessuch as a close friend and an unknown reader.1998 Framework objectives covered:<strong>Year</strong> 5, Term 1: T23, T26 and T27 make notes for different purposes such asnoting key points as a record of what has been read, listing cues for a talk,and building on these notes in their own writing or speaking; use simpleabbreviations in note-making; T22 read and evaluate a range of instructionaltexts in terms of their purposes, organisation and layout, clarity andusefulness; T25 write instructional texts, and test them out; S9 identify theimperative form in instructional writing and the past tense in recounts and usethis awareness when writing for these purposes; T21 and T24 identify thefeatures of recounted texts such as sports reports, diaries, police reports,including introduction to set the scene, chronological sequence, supportingillustrations, degree of formality adopted, use of connectives; write recountsbased on subject, topic or personal experiences for (a) a close friend and (b)an unknown reader.3
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Year 5 Non-fiction - Unit 1 - BGfL

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