30109 Classified - Key features of a report

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Classified! 

Teacher information 

Text 

Curriculum links 

Activity Content description Elaboration 

Comprehension 

Word knowledge 

Additional teacher 

information 

• Identify and explain how analytical images like figures, 

tables, diagrams, maps and graphs contribute to our 

understanding of verbal information in factual and 

persuasive texts (ACELA1524) 

• Analyse how text structures and language features work 

together to meet the purpose of a text (ACELY1711) 

• Analyse and evaluate similarities and differences in texts on 

similar topics, themes or plots (ACELT1614) 

• Use comprehension strategies to interpret and analyse 

information and ideas, comparing content from a variety of 

textual sources including media and digital texts 

(ACELY1713) 

• Investigate how vocabulary choices, including evaluative 

language can express shades of meaning, feeling and 

opinion (ACELA1525) 

• Understand how to use knowledge of known words, word 

origins including some Latin and Greek roots, base words, 

prefixes, suffixes, letter patterns and spelling generalisations 

to spell new words including technical words (ACELA1526) 

Definition of terms 

Opinion 

A belief which may or may not be true. 

Theme 

The subject of a written, spoken or visual text or piece of 

music; e.g. heroism, fear, success. 

Summarise 

Identify the main point of a text and key details that support it. 

• Identifies reports and their key features and 

discusses them 

• Decides whether a statement is fact or opinion 

• Discusses differences and similarities in two texts 

• Researches to create a biography 

• Completes a knowledge chart 

• Explains words in a given text 

• Understands the functions of hyphens 

• Makes new words by adding the suffix ‘-ation’ 

• Understands and uses syllabication 

• Determines base words 

Terminology for students 

report 

similarity 

difference 

dictionary 

definition 

question 

opinion 

suffix 

inflection 

plural 

sentence 

syllable 



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Suggested reading 

• for information about Melvil Dewey 

• for information about Carl Linnaeus 

26 ............ Developing comprehension skills and word knowledge (Year 6) ........ www.ricpublications.com.au .......... R.I.C. Publications ® 

978-1-925431-85-8

Teaching notes 

Text 

Comprehension 


• The text is a report on two major classification systems that have 

been adopted worldwide: the Dewey Classification System of 

nonfiction literature and the Linnaean system of classifying all living 

things. 

• In classification systems such as the Dewey and Linnaean, the 

similarities between divisions increase as the size of divisions 

decreases. As each fresh feature is considered, from the broadest to 

the more specific, only those with that feature are classed together, 

thus increasing similarities between them but reducing the group 

size. 

• As the two systems are well-established and understood, it is easy to 

place any new publication or species close to where it is believed it 

should belong, before asking ‘yes’ or ‘no’ questions to determine its 

correct location. 

• The Dewey System does not stop at the units digit of the three-digit 

number. It extends into decimal numbers as the detail of topics 

becomes more specific. 

Introduction 

• To help students fully understand how these systems work, the 

population of the school could be classified. Discuss the questions 

that could be asked to determine the main groups; e.g. teaching 

staff, office staff, ancillary workers, students. Having established 

these, continue to ask questions until each person is in a group that 

cannot be divided further. 

Development 

• Read and discuss the report as a whole class or in groups. Help 

students to decode new words if necessary. Discuss the meaning 

of any new or unfamiliar words and phrases. Question individual 

students to gauge their understanding of what they have listened 

to or read. Students should be encouraged to ask questions about 

parts of the text they are unsure of. They should pay attention to the 

punctuation, which will help them to read more fluently, pausing in 

the correct places, and using correct intonation. 

• Obtain a selection of nonfiction books. Hold up each book in turn 

and read the title aloud. Ask students to classify it, using the Dewey 

Decimal Classification. Fuller listings of the DDC are available on the 

following websites. The first website is the most child-friendly, but 

the other two would provide a challenge for more capable students. 

– http://www.cf.k12.wi.us/library/deweydecimal.htm 

– https://www.britannica.com/science/Dewey-Decimal-Classification 

– http://en.wikipedia.org/wiki/List_of_Dewey_Decimal_classes 

Differentiated individual/paired/group work 

• Students work in mixed ability groups of four. Each group should 

be given a selection of related objects to sort; for example, the 

contents of a pencil case, a selection of plastic 2D and 3D shapes or 

a collection of clothes. 

• Students work out and write down a method of classifying all of the 

objects. 

Review 

• Students present their classification systems to the class. 


• Students will need a dictionary to complete Question 3. 

• Students will need to understand the difference 

between facts and opinions to answer Question 5. 

Introduction 

• As a class, students explain how each system of 

classification works. They describe similarities and 

differences between the two systems. 

Development 

• Discuss the comprehension activities on page 30, then 

allow students to complete the page independently. 

Compare their answers to questions with varying 

answers. 

• Question 4 requires students to write questions to 

aid understanding of the systems. These should be 

discussed with the class. 


• As a continuation of Question 6, students choose either 

Melvil Dewey or Carl Linnaeus and write a biography 

that includes information about his childhood, adult life 

and work. 

• Less capable students could produce a paragraph for 

each section, whereas more capable students could 

write several paragraphs for each section or add 

additional sections. 

Review 

• Students share their biographies within a group. 



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R.I.C. Publications ® ............. www.ricpublications.com.au ......... Developing comprehension skills and word knowledge (Year 6) ............ 27 

978-1-925431-85-8

Teaching notes 

(continued) 

Answers 



• The activities on page 31 focus on the suffix 

‘-ation’, plurals, definitions and syllables. 

Introduction 

• Re-read the text, explaining that the focus will 

be on words. Explain the difference between 

hyphens and dashes, and show students an 

example of each from the text. While reading the 

report, ask students to circle hyphenated words 

(three-digit, two-part). Explain that hyphens 

can be used to join a prefix to a base word, 

especially if the prefix ends with a vowel and the 

base word starts with one; for example: re-enter, 

no-one. If they are uncertain, they should consult 

a dictionary. 

Development 

• Discuss and list words which end with the suffix 

‘-ation’. This suffix is added to verbs to form 

nouns; for example, information, sensation, 

admiration. 

• Remind students how to make plurals of words 

with different endings; for example, words 

ending in ‘y’ change the ‘y’ to ‘i’ and add ‘-es’, 

while those words ending in ‘f’ change the ‘f’ to 

‘v’ and add ‘-es’. 

• Discuss the word knowledge activities on 

page 31, then allow students to complete the 

page independently. 


• Students should look for words in the text ending 

in ‘-ion’ (definition, position, classification, 

recreation). They should determine the base 

words. They should then look for base words 

in the text that could have the suffixes ‘-ition’ 

or ‘-ation’ added; for example, organise/ 

organisation, colour/colouration. 

• More capable students aim to list more words 

than less capable students. 

Review 

• As a class, compare word lists. 

Comprehension 

1. classification 

2. Teacher check, answers may include: 

similarity: Each system is used to classify every new ‘specimen’ 

(nonfiction or living things) with like examples, in a place where 

it can be easily found. 

difference: In classifying a new specimen, the Linnaean system also gives 

it a unique name. 

3. Teacher check 

4. Teacher check 

5. The Linnaean system is a wonderful gift from a bygone age. 

6. Melvil Dewey: USA, 19th century, librarian, Dewey Decimal Classification 

System 

Carl Linnaeus: Sweden, 18th century, botanist, Linnaean system of 

classifying all living things 

7. Dewey system: Easy to locate nonfiction on library shelves 

Linnaean system: Easy to identify new species based on physical 

characteristics 

8. (a) 535 (b) 539 

(c) 534 (d) 530 


1. (a) (i) publication (ii) classification (iii) identification (iv) continuation 

(b) Teacher check, answers may include: to make them easier to say. 

2. (a) libraries (b) shelves 

(c) resources (d) subjects 

3. rank, rate 

4. Chordata: with a spine, Mammalia: a mammal, Carnivora: a meat eater, 

Felidae: member of the cat family 

5. (a) clas-si-fi-ca-tion (b) dic-tion-ar-y 

(c) e-quip-ment (d) sim-i-lar-i-ties 

6. (a) u-ni-ver-si-ty (b) his-to-ry 

(c) char-ac-ter-is-tic (d) phy-si-cal 

(e) con-tin-ued (f) min-er-al 

7. (a) botany: the study of plants 

(b) geology: the study of rocks 

(c) zoology: the study of animals 

8. (a) The areas of study 

(b) Teacher check 



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978-1-925431-85-8

Classified! – 1 

Text 

Read the report. 

A dictionary definition of the verb classify is ‘to organise things according to similarity or use’. 

So, if someone emptied all your clothes into a big pile in the middle of your bedroom floor, how would you sort them? By colour? 

By size? By material? By use? Or if all your games and books were mixed up, how would you rearrange them? Why is it useful to 

keep them organised? 

There are examples of classification all around us, from recipes in cookery books to shelves at the supermarket. There are two 

men from history who will always be remembered for their contributions to ‘classification’. 

Melvil Dewey was a librarian, born in the United States in 1851. 

He developed the Dewey Decimal Classification (DDC) system after being asked to catalogue the 

resources at a university library. His system was first published in 1876 and although it is regularly 

revised, it is still in use in the world’s libraries today. Any nonfiction book you have borrowed from 

a library will have a DDC system number on its spine. 

The Dewey Decimal Classification is based on three-digit numbers. Subjects are organised into ten 

general groups – the hundreds digit. Each general group is divided into ten subgroups – the tens 

digit. Each subgroup is then divided into ten more specific groups – the units digit. 

Example: Classification of books on magnetism. 

Hundreds digit Tens digit Units digit 

Thanks to Melvil Dewey, 

000 Miscellaneous 500 Science and Maths 530 Physics 

whenever you wish to find a 

nonfiction book on a specific 

100 Philosophy 510 Maths 531 General Mechanics 

subject in a library, all you have 

200 Religion 520 Astronomy 532 Fluid Mechanics 

to do is locate the general group 

300 Social Studies 530 Physics 533 Gas Mechanics then follow the spine labels until 

400 Language 540 Chemistry 534 Sound 

you find what you’re looking for. 

500 Science and Maths 550 Earth Science 535 Light 

600 Technology 560 Fossils 536 Heat 

700 Arts and Recreation 570 Biology 537 Electricity 

800 Literature 580 Botany 538 Magnetism 

900 History and Geography 590 Zoology 539 Modern Physics 

Carl Linnaeus was an 18th century Swedish botanist. 

He developed a system for classifying all natural things. They were named according to what 

they were and the physical characteristics they had. This enabled scientists to recognise the 

similarities between different things as well as what made them different from one another. 

Linnaeus began by grouping things into one of three kingdoms: animal, plant or mineral. Each 

kingdom was divided into smaller groups, which in turn were subdivided. This continued until 

there were six subdivisions. 

Kingdom 

Example: Classification of a cheetah: 

Animal 

Phylum 

Chordata 



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Class 

Mammalia 

Order 

Carnivora 

Family 

Felidae 

Genus 

Acinonyx 

Species 

Acinonyx jubatus 

This system created a massive, branching chart on to which Linnaeus placed about 10 000 animals, plants and minerals. At 

the species level, things had the greatest number of similarities and the least number of differences. 

Natural things had already been given Latin names, but it had not been done in a logical way. Linnaeus used his system 

of classification to give each natural thing a binomial (two-part) name. The first part of the name came from the genus the 

animal, plant or mineral belonged to; the second part came from the species. 

The Linnaean Classification System has changed as new technology, such as DNA testing, can identify things more 

accurately. The position of some organisms in the system has changed and they have been renamed. The system no longer 

includes the mineral kingdom; other kingdoms have also been added. 

My learning log When I read this report, I could read: all of it. most of it. parts of it. 


978-1-925431-85-8


Comprehension 

1. The theme of this text is . 

2. Describe a similarity and a difference between the two classification systems. 

Similarity 

Difference 

3. Write three words from the text for which you need to check the meaning. Use a dictionary to find a 

definition for each word. 

4. For each system, write a question to discuss with the class that will help you understand the system 

better. 

Dewey 

system 

Linnaean 

system 

5. Circle the opinion. 

6. Complete the chart. 

The Dewey system has been in worldwide use for about 140 years. 

The Linnaean system is a wonderful gift from a bygone age. 

Name Country of birth Century of birth Occupation Legacy 

Melvil Dewey 

Carl Linnaeus 

7. Explain the advantages of each system. 

Dewey 

system 



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Linnaean 

system 

8. Write the three-digit Dewey number for each book. 

(a) All about light and shadows 

(c) Sound waves in the air 

(b) What is nuclear energy? 

(d) Understanding friction 

While doing these activities: 

My learning log 

I found Q easy. I found Q challenging. I found Q interesting. 


978-1-925431-85-8



1. (a) Make a new word by adding the suffix -ation to each word. 

(i) publish 

(iii) identify 

(ii) classify 

(iv) continue 

(b) Why do you think the spellings are changed before the suffix is added? 

2. Add an inflection to make the plural form of each word. 

(a) library 

(c) resource 

(b) shelf 

(d) subject 

3. Circle the words that do not have the same meaning as classify in the sentence. 

We can classify these books by subject. 

group order organise rank rate sort 

4. From your own knowledge or using a dictionary, write a definition for the phylum, class, order and family 

to which the cheetah belongs. 

Phylum: Chordata 

Class: Mammalia 

Order: Carnivora 

Family: Felidae 

5. Separate each word into its syllables. 

(a) classification 

(c) equipment 

6. For each word, circle the stressed syllable. 

(b) dictionary 

(d) similarities 

(a) u—ni—ver—si—ty (b) his—to—ry (c) char—ac—ter—is—tic 

(d) phy—si—cal (e) con—tin—ued (f) min—er—al 

7. Match the science with its meaning. 

(a) botany • • the study of animals 



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(b) geology • • the study of plants 

(c) zoology • • the study of rocks 

8. (a) The word subject has a number of different meanings. What is its meaning in the sentence from the 

text? 

Subjects are organised into ten general groups … 

(b) Write an alternative meaning for ‘subject’. 

My learning log 

Colour: 

I can / can’t add the suffix ‘-ation’ to words. 

I can / can’t separate words into their syllables. 

I understand / need more practice on how to define words. 


978-1-925431-85-8

30109 Classified - Key features of a report

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