Year 4-6 Learning Continuity

19th August: TPSA 6 Report Writing

This is the sixth session of the Teacher and Parent Support and Awareness programs for Years, 4-6.

Focus: Report Writing

Presenters:

  • Madam Lovelyn Pitawao
  • Madam Beverly Hanirara
  • Madam Marilyn Tapidaka
  • Mrs Christina Rore (MEHRD)

Report Writing:

Hence in today’s session we will look at the structure of a Report Writing. Like all the other genres or types of writing, Report Writing has a structure.

Remember Report Writing-is a text or a writing that presents information about something. Its purpose is to document, organise and record factual information on a topic. Sometimes it is called an information report or a factual report.

Hence the structure of Report Writing is as follow:

Title  
Introduction/ Orientation: (who & what)

May include a definition and a statement of what the report is about

Body/ Sequence of events (What happened)

Use connective words (First, Then, Next, Later or firstly, secondly, thirdly, etc…)

Factual Information:

  • Linked paragraphs which each contain some facts and information
 

 

Conclusion/summing up:

Concluding statement to summarise the findings and round off the report

Now we will look at an example of a Report Writing:

Again, we will go through the five steps in the writing process once more as we did for recount, narrative and expository or exposition writing but now it is Report Writing.

Step 1: Planning Stage
  • think & discuss (individually, pair & group)
  • use the question leaders (who, where, when, what, why & how)
  • here they can either draw pictures or draw a concept map
Step 2: 1st Draft
  • write out their report quickly
  • you can have them read out after
Step 3: Revise
  • check for meaning
  • ask these questions: “Does it make sense?” Or “Does it sound strong?”
  • this is when they can add adjectives and adverbs to make their story interesting
Step 4: Edit
  • fix it up
  • when to check for spelling, punctuation (capital letters, full stop, comma, question mark, speech mark) and grammar (tenses of verbs)
Step 5: Publish
  • display work in the classroom
  • read to an audience
  • here they celebrate their work
Title Living Things
Introduction/ Orientation: (who & what)

May include a definition and a statement of what the report is about

Living things are things that are alive which we will discover more about them in this writing. But note that there are two types of things on Earth. They are living things and non-living things. They are very different from each other.
Body/ Sequence of events (What happened)

Use connective words (First, Then, Next, Later or firstly, secondly, thirdly, etc…)

Factual Information:

  • Linked paragraphs which each contain some facts and information
Firstly, living things are special because they grow and have the ability to reproduce or give birth.

Secondly, they need food, water and air to breathe in order to stay alive.

Thirdly, they have the ability to change on their own.

Finally, they can respond to changes in the environment.

Conclusion/summing up:

Concluding statement to summarise the findings and round off the report

To conclude, things on earth can be grouped as living things and non-living things. We specifically looked at living things and discovered that living things are things that are alive. They are important in our world.

Distinctive Features

Characters: Usually about things not people(e.g. cats, volcanoes)

Verbs: Linking verbs showing relationships, such as: belongs to; has; contains; are; etc.

Tense: Scientific reports are usually written in present tense, but historical reports are more likely to be past tense.

 Language Features:

  • Language is descriptive, but factual and precise (or accurate) rather than lively or imaginative.
  • Likely to contain technical vocabulary and information such as ‘Dolphins are marine mammals’, or ‘The weather is monitored by meteorologists’.
  • Structural features include paragraphing, sub headings, bullet points, diagrams or pictures to clarify the text.

Style: Relatively formal and objective, first person pronouns and personal response are not usually appropriate. The voice of the author is weak.

Teachers and parents see that students or children acquire the basic understanding of what involves in writing. So that they are enhanced to use the steps in the writing process and know the very structures of the different types of writing competently. As this will surely prepare students to be able to write confidently and competently as they progress to secondary education.

Conclusion:

  1. I have the same 2 questions to ask you on what has been covered in our session today;
  • Name the genre or the type of writing you’ve learnt in today’s session.
  • Briefly explain the meaning of it (this genre or type of writing).
  1. Again, you can write your own Report Writing.

 

Tips for parents to support children at home:

  • Set up a daily family routine

e.g; Time tables

Time Activity Number of minutes or hours Responsible Person
6:00 pm -7:00 pm

Or

3:00 pm -4:00 pm

e.g; homework or  a writing  activity (follow the steps in the writing process) N.B: Decide how long (e.g; 30mins to an hour or so…) Parents, guardians or other literate individuals
  • Demonstrate a positive attitude about education to your children
  • TOK STORI TIME (story time with the child)
  • Check daily your child’s work
  • Home Reading (to listen to them read at home)
  • Monitor your child as he or she progresses in his or her writing

Thank You teachers, children and parents for taking your time to be part of this session today            

Key Messages

  • MEHRD and NGO around the country would like to work together to support our children and young people with their education in communities.
  • We are putting in place a project to support learners whether schools are open or not (in relation to Covid–19).
  • The project aims to reinforce learning through traditional knowledge, values and customs. To reintroduce story – telling of custom stories through media.
  • As NGOs, FBOs, community committees, etc. If you would like to know more about this project and possibly support activities in your community please get in touch.
  • Phone numbers 7402612 & 8972620.
  • Our website iresource.gov.sb

Our session today has come to an end and look forward to our next radio session in which we will be looking at another genre or type of writing and it is Explanation Writing, as we continue to work together in helping our students and children in their education.

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Comments

  • The radio program was very useful, it would be also best if it is in another multimedia form.

  • If I may be provided with all the above eLearning materials. I tried my very best to download all the materials, but won’t able to do so. since others did not have any download links.

  • Can we get all the teacher and student guides upload on this website. This will be very helpful for kids doing home school during this pandemic

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