Brenden is Teaching


NameNon - Fiction - Unit 4 - Information Texts, Wk 1
UnitNon Fiction
DescriptionA plan based on information books about sea creatures to tie in with seaside theme.
File 1487_Information Texts Wk 1 - Sea Creatures.doc
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Literacy Plan 200


Week beginning:05.05.08

Teacher:****************************** Unit:Non-Fiction Unit 4 InformationTexts

Class: 2 Year1

S&L Focus: Toask and answer questions about a subject.

Outcomes at the endof the unit: Children can ask simple questions. They can identifya contents page and an index and use these to find the right pageto answer simple questions. Children can say what the key featuresof a simple information text are. Children can write sentences foran information text in an appropriate style.


Whole classword/sentence level

Whole class textlevel work

Differentiated /Independent








Tues: To distinguish fiction and non fiction texts and thereason for reading them.

See separatephonics plan

Read Dougals DeepSea Diary with the ch. Ask them which parts of the book are factand which are made up. (Fact sea creatures, submarine Fiction mermaids, city under water.) Introduce the term fiction.


Ask the ch to namesome of the animals they know that live in the sea, make list ofIWB. Ask the ch how could we find out more about seacreatures?

Show the ch anon-fiction book about animals in the sea, Read the title andpoint out some of the pictures used on the cover. Compare toillustrated pictures on front cover of fiction book. Spend timebrowsing through the book with the ch and reading out informationabout different sea animals. Show the contents, glossary, index.Ask the ch if they know what they are for.

As a class we willsort books into 2 groups Fiction and Non-Fiction. Sit in circleand put 2 hoops in centre 1 labelled Fiction, 1 labelledNon-Fiction. Give each ch a book and they each take it in turn toplace the book into one of the hops. They need to explain to therest of the class why they have placed it in the hoop e.g. I thinkthis is a non fiction book because it had photographs in it.


Extend Chip & Biffby asking them to use contents in their book to find info about aparticular sea creature.

Show ch anon-fiction book and look at the contents page. Ask ch where Icould find information On which page could I find out aboutDolphins? Etc

AfLAre ch able todistinguish between fiction and non-fiction text.

Evidence Observewhole class whilst on carpet during WCT. Can ch in Biff & Chipfind specific information using a contents page?

Weds: To use an index and alphabeticalorder.

See separatephonics plan

Share non-fictionbook By the Seashore with the ch. Discuss front cover and title.Look at the main features of book contents page, photos, labels,index, glossary. Ask ch some questions to recap using contents.What do the ch notice about the way that the contents areorganised? Chronologically. Then show ch the glossary, where elsecould we find out a word that we didnt know? If ch say dictionaryask them how words are organised in a dictionary. How are thewords organised in our glossary, index? Why do they think thatthey are like this?


Sing A,B,C song.Show ch some simple words on the IWB from sort them into alphabetical order.

Chip &Biff To sort list ofwords into an alphabetical list in books.

Kipper -To playAlphabetical order game on crickweb ion PCs.

Floppy With MH, sortword cards into alphabetical order, using alphabet chart to help.Question - What letter comes after c etc What does the word startwith?




Play Alphabeticalorder game on

AfL Are ch able toorganise words in alphabetical order.


Evidence ObserveBiff ch while working with them.

Independent writtenwork of ch in Kipper and Floppy groups.

Thurs:To label a diagram of adolphin.

See separatephonics plan

Read with thechildren a page from an information book about dolphins. Get thech to identify what they can find out about dolphins from thepicture and text What colour are dolphins? How do they breathe?How do they swim? Focus on the pictures ask the ch questions aboutthe pictures are they big and clear? What has been added to thepictures to help you learn about dolphins? (captions/labels)


Read some of thelabels on one of the illustrations so the ch can learn the namesand locations of the following parts of a dolphin: bottlenose,ear, flipper, eye, tail, blowhole, fin, skin. Or show labelledpicture of dolphin on Flipchart p1.

Biff Provide ch with apicture of a dolphin (3c) and get them to label the different partschoosing form a word list containing the correct and incorrectwords.

Ext To write asentence about what they have found out about dolphins.

Chip Provide ch with apicture of a dolphin to label using words from word bank(3b)

Kipper With SR labelparts of a dolphin choosing correct words from word bank (3c). SRto question during activity e.g. What is this part? Can we findthe word? What does it begin with? Why will we not use the wordleg etc?

Floppy Provide ch withpicture of a dolphin (3a) and they are to label blowhole, mouth,eye and tail using word bank.

Ask the ch from Biffto show their labelled pictures of a dolphin. Have they labelledit correctly?

AfL Are ch able tolabel the parts of a dolphin? Do they know whypictures/illustrations in information books are labelled? (Toprovide more information)

Evidence Observewhole class whilst on carpet during WCT. Observe Kipper ch duringindependent work. Independent written work of ch.

Fri: To ask simple questions about whales.

See separatephonics plan

Read with thechildren a page from an information book about whales. Block outsome of the words in the text and display these in a word bank onthe IWB.

Get the ch to matchthe words to the gaps and reread each sentence to check that itmakes sense.


Display thesentences about whales on p2 & 3 of Dolphin flipchart and get thech to decide if the sentences should end with a capital letter orfull stop. Emphasise the use of question marks when we are askinga question.


As a class thinkabout what questions we could ask to find out more aboutwhales.

Biff Ask the ch towrite a set of questions to help us find out more aboutwhales.

Chip GR with SR Write questions to help us find out more bout whales. Emphasiseuse of question marks and question vocab how, what, where,why.

Kipper Get the ch to addfull stops or question marks to given sentences (4b)

Floppy Ask the ch tosort given sentences into 2 groups, those with full stops and thosewith question marks (4a)

Ask Kipper group toread out their sentences and the rest of the class need to decideif the sentences need full stops or question marks.

AfLAre ch able to askrelevant questions about a topic? Do they know when to use a fullstop and when a question mark is needed?

Evidence Discussionand questioning with Chip during GR. Observation of participationin WCT on carpet. Independent work of ch.