Year 4-6 Learning Continuity

26th August: TPSA 7 Explanation Writing

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

Focus: Explanation Writing


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

Report Writing:

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

Remember Explanation 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 Explanation Writing is as follow:

Introduction/ Orientation: (How & Why)

A statement to tell the reader what is to be explained

Sequenced Explanation:

Linked sentences or paragraphs setting out the explanation in a logical way



Conclusion Statement:

This may be a summary of how this information can be used or a general statement about the importance of what has been explained

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

Again, we will go through the five steps in the writing process once more as we did for recountnarrative and expository and report writing, this time for explanation 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 explanation 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 How Anger Affects You and Others
Introduction/ Orientation: (How & Why)

A statement to tell the reader what is to be explained

Anger is a natural emotion. Everyone feels angry sometimes. Anger can be powerful. As you grow up it is important that you learn how to deal with being angry. Uncontrolled anger can lead to arguments, physical fights and abuse.

On the other hand well managed anger can be a useful emotion that helps you to do the right thing and make changes in your life.

Sequenced Explanation:

Linked sentences or paragraphs setting out the explanation in a logical way

What does anger do to you?

Your body changes when you get angry. Your heart might beat faster and your breathing may get quicker. You may feel very tense or sick in the stomach.

You might behave differently too. People who are angry often raise their voices, walk up and down, point to someone or clench their fists.

You can tell someone is angry because he or she shouts, throws things or slams the door. Not everyone shows their anger in the same way though some are very quiet when they are angry and will not speak to anyone.

You can usually tell when another person is angry because of the way that they behave.

How can you deal with anger?

Anger affects people in different ways. Some people get angry easily. Others only seem to get angry after a long time. Feeling angry is uncomfortable especially if it means you fight or argue with other people. It is a good idea to try to deal with problems so that you stop feeling angry. People deal with their feelings in different ways.

Unhelpful ways to deal with anger

Some people show their anger in harmful ways by exploding in a rage. A person who cannot control their temper may end up shouting or hunting someone. This is dangerous.

Some people think that they should keep their anger inside. This may be dangerous too as it can make you depressed and unhappy. Sometimes it can build up inside you until it explodes.

Conclusion Statement:

This may be a summary of how this information can be used or a general statement about the importance of what has been explained

Dealing with anger in appositive way

Here are some better ways for dealing with angry feelings

  1. Don’t lose control
  2. Do something to control your anger
  3. Walk away
  4. Count to ten
  5. Take deep breaths or speak calmly to yourself until you feel less angry
  6. Accept that being angry is quite normal. Everyone gets angry sometimes
  7. Try to think about why you feel angry
  8. Try to talk about the problem with someone you trust.

Distinctive Features

Characters – often about things, but can be about people. Usually people in general not individuals, such as elderly people or adults

Tense – usually timeless, written in simple tense

Verbs – mostly action verbs such as erupt, revolve, opens

Language features – language of reasoning or cause and effect is often used such as if/then, while, as, after

Technical Vocabulary – is often used, such as the digestive system, the electrical circuit; may include diagrams or flow charts to clarify the explanation

Style – Scientific and factual: No unnecessary description of detail

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.


  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:

  • Don’t over schedule your child
    • Allow your child/children to involve in activities that suit them during the week (e.g; Do not allow them to attend over late activities)
      • Go to bed on time
      • Have enough rest for school next day
  • Allocate whatever house chores at home that is appropriate for them.
  • Monitor your child/children’s television, video and internet usage
    • Whatever programme your child/children watches must be monitored to ensure that what they are watching is educational and appropriate for their age group.
    • Encourage them to use the internet for research on whatever subject they are dealing with when necessary.

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

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 Procedural Writing, as we continue to work together in helping our students and children in their education.

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  • 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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