Instructions
(3 weeks)

This sequence is written to support the first in a block of three non-fiction units in Year 5. It is linked to the ICT curriculum and will lead to the creation of a collaboratively produced set of ICT help files in the form of hyperlinked pages. These will be based on the help books available from shops and deal with issues from children's own ICT use.

Phase 1

Speaking and listening preceding writing; and oral instructions: calling for help - telephone help desk simulation.

Phase 2

Reading and investigating the text-type, capturing ideas through talk and reading (use of different examples of the text-type: on-screen, oral, written and visual to enable children to understand the purpose and different audiences for the text-type).

Phase 3

Through modelled, shared and guided writing, develop language features of the genre in order to write a manual and produce a set of instructions, which may be created in presentation software in a non-linear approach. With a response partner, discuss, proofread and edit writing for clarity and correctness.

It is important to note that during this sequence there is a close link between the ICT and literacy curriculum. Children will need to engage with the ICT lesson below before beginning this literacy sequence. The ICT lesson gives children the opportunity to learn how to use a new piece of software. The class do not all work on a single piece: instead, half of the class acquire technical ICT expertise on one piece of software while the other half of the class do the same with another piece of software. Children take notes during the ICT lesson to support their later work in the literacy sequence, when each half of the class supports the other half as they grapple with the unseen piece of software. This support, provided during phase 1, is in the form of a simulated telephone help desk as part of a speaking and listening activity. Children's experiences and ideas are then developed in the teaching sequence during phase 3 when they create an online help file.

Overview

This unit covers three areas: information skills (skimming, scanning, close reading and note-taking), instructions and recount (including questioning).

Information skills

• Within appropriate curriculum contexts, locate information in a text in print or on screen confidently and efficiently through using contents, indexes, sections, headings (and IT equivalent); skimming to gain overall sense of text; scanning to locate specific information; close reading to aid understanding. Sift through passages for relevant information and present ideas in note form that are effectively grouped and linked. Use simple abbreviations while note-taking. Understand what is meant by 'in your own words' and when it is appropriate to copy, quote and adapt. Make notes for different purposes, for example noting key points as a record of what has been read, listing cues for a talk. Convert personal notes into notes for others to read, paying attention to appropriateness of style, vocabulary and presentation. Create plans for information texts drawing on knowledge of text types to decide form and style for different elements. Record and acknowledge sources in own writing.

Instructions (ICT unit)

• In group work, children give clear oral instructions to achieve the completion of a common task. Follow oral instructions of increased complexity.
• Plan and manage a group task over time using different levels of planning.
• Understand different ways to take the lead and support others in groups.
• Understand the process of decision making.
• Evaluate sets of instructions (including attempting to follow some of them) for purpose, organisation and layout, clarity and usefulness. Identify sets of instructions which deviate from norm in terms of structure and language features (e.g. recipes). Write a set of instructions (using appropriate form and features) and test them out on other people, revise and try them out again. Create multi-layered texts, including use of hyperlinks and linked web pages.

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 on audience. While watching a role-play (possibly between teacher and assistant), note the different types of question being used and their effectiveness in eliciting information. Children construct questions to use in interviewing a visiting adult and a child in the class, utilising different types of question for the different purposes and adjusting the level of formality for each interviewee (see p. 54 in Speaking, listening, learning: Teaching objectives and classroom activities).
• Identify the features of recounted texts such as sports reports, diaries, police reports, including introduction to set the scene, chronological sequence, varied but consistent use of past tense, for example 'As he was running away he noticed...', possible supporting illustrations, degree of formality adopted and use of connectives.
• Children conduct interviews to gain information about an event in which they did not participate such as another class's field trip or a school match (interview players and spectators), using different types of questions to elicit as much information as possible.
• Write recounts of this event for two contrasting audiences such as a close friend and an unknown reader.

1998 Framework objectives covered:

Year 5, Term 1: T23, T26 and T27 make notes for different purposes such as noting 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 simple abbreviations in note-making; T22 read and evaluate a range of instructional texts in terms of their purposes, organisation and layout, clarity and usefulness; T25 write instructional texts, and test them out; S9 identify the imperative form in instructional writing and the past tense in recounts and use this awareness when writing for these purposes; T21 and T24 identify the features of recounted texts such as sports reports, diaries, police reports, including introduction to set the scene, chronological sequence, supporting illustrations, degree of formality adopted, use of connectives; write recounts based on subject, topic or personal experiences for (a) a close friend and (b) an unknown reader.