Non-fiction

English Year 1 Autumn Information Texts

Big Machines

Explore differences between fiction and non-fiction using fantastic books about machines. Use features of information texts. Sequence and punctuate sentences; revise plural nouns.

We recommend that you start with the core unit, the heart of this English block of study. This introduces key textual material and sets the tone for any further units you wish to teach. These can be selected on the basis of the needs of your class – look at the green icons to identify the unit’s particular focus: SPAG, Composition or Comprehension. Whichever units you choose, we suggest teaching them in order, as there is a built-in progression indicated by the numbering.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of the associated documents.

Core
Unit 1 Core: Begin to understand features of non-fiction and how it differs from fiction
(suggested as 4 days)

Objectives

Spoken language
-- Articulate and justify opinions.
-- Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Comprehension
-- Discuss a wide range of texts.
-- Explain clearly their understanding of what is read to them.
-- Participate in discussion about what is read to them, taking turns and listening to what others say.

Composition
-- Say out loud what they are going to write about.
-- Compose a sentence orally before writing it.
-- Read what they have written to check that it makes sense.

 

Grammar
-- Leave spaces between words.
-- Begin to punctuate sentences using a capital letter and full stop or a question mark.

Transcription
-- Sit correctly at the table, holding a pencil comfortably and correctly.
-- Begin to form lower-case letters in the correct direction, starting and finishing in the right place.

You Will Need

Texts
No Bot by Sure Hendra and Paul Linnet
The Usborne Big Book of Machines by Minna Lacey

Teaching and Activities

Day 1 Teaching
Read and enjoy the humour of No Bot. Say that storybooks are fiction. Display and read Robots. Say that information books are non-fiction. Children work in pairs to compare and contrast the features of fiction and non-fiction. Listen to the children’s ideas and record them as a table. Discuss if the children prefer reading fiction or non-fiction. Help the children to use because to justify their ideas.
Activity
Children work in mixed ability groups of five. Give each group a jumbled collection of fiction and non-fiction books. Children look at each book and sort them into two groups. They discuss if they prefer reading fiction or non-fiction. Help the children to use because to explain or justify their opinion.

Day 2 Teaching
Remind the children that non-fiction texts convey information. Display the pages on ‘Building Site Machines’, from Big Book of Machines. Select a few machines and read the information about each of them. Explain that the children will choose the machine they think is the most useful using the information from the text to justify their choice.
Activity
Children work in mixed ability groups of three. Give each group a copy of the pages on ‘Building Site Machines’, from Big Book of Machines. They read the information about each machine. Children use facts from the non-fiction text to discuss which machine they think is the most useful and use because to justify their choice.

Day 3 Teaching
Tell the children they will identify and share the facts they know about farm machines. Display the double page spread about ‘Farm Machines’, from Big Book of Machines. Identify each machine and discuss how it is used. Move from the page without reading the detail. Generate questions about farm machines that children would like answered.
Activity
Children work in ability pairs or threes. Children look at pictures of farm machines and generate questions. They write these using correct end-of-sentence punctuation.

Day 4 Teaching
Display and read the questions about farm machines. Select a question and say that you will use a non-fiction text to try and answer it. Display and read the pages about ‘Farm Machines’, from Big Book of Machines. Children work in pairs to orally compose a suitable response to the question. Use correct punctuation to write it.
Activity
Children work in mixed ability pairs. They read their own questions and some questions from the Input. Give each pair a copy of the pages on ‘Farm Machines’, from Big Book of Machines. They read the information and use it to compose a response to the question.

SPAG
Unit 2 SPAG: Adding regular plural noun suffixes and understanding the effect
(suggested as 2 days)

Objectives

Spoken language
-- Listen and respond appropriately to adult and their peers.
-- Articulate and justify answers.

Transcription
-- Use the spelling rule for adding –s or –es as the plural marker for nouns.
-- Apply simple spelling rules and guidelines, as listed in Appendix 1.

 

Grammar
-- Leave spaces between words.
-- Begin to punctuate sentences using a capital letter and a full stop.
-- Add regular plural noun suffixes –s or –es, including recognising the effects of these suffixes on the meaning of the noun.

You Will Need

Texts
The Usborne Big Book of Machines by Minna Lacey

Teaching and Activities

Day 1 Teaching
Display the pages on ‘Road Machines’ from Big Book of Machines. Highlight each vehicle and read a selection of information. Notice examples of plural nouns. Write each suggestion as both the singular and plural. Use the pictures to generate additional examples. Discuss how to add –s and –es for plural nouns.
Activity
Children work in ability pairs. Give each pair a range of pictures. They identify the object in each picture and discuss how to form the plural. Children write the plural of each word.

Day 2 Teaching
Display the pages on ‘Road Machines’ from Big Book of Machines. Identify each machine and select a favourite. Discuss the features of the machine. Convert each idea into a plural noun. Write the suggestions. Use the plural nouns to orally compose, refine and rehearse an appropriate sentence. Use correct punctuation to write the sentence.
Activity
Children work independently. Each child selects a road machine. They read the list of singular nouns and orally convert them into plurals. Children explore how to combine the plural nouns into an effective sentence. They use correct punctuation to write the sentence.

Comprehension
Unit 3 Comprehension: Understanding features of information texts
(suggested as 4 days)

Objectives

Spoken language
-- Articulate and justify opinions.
-- Maintain attention and participate actively in conversations.

Comprehension
-- Participate in discussion about what is read to them, taking turns and listening to what others say.
-- Explain clearly their understanding of what is read to them.
-- Draw on what they already know or on background information and vocabulary provided by the teacher.

 

Word reading
-- Read accurately by blending sounds in unfamiliar words.
-- Read common exception words.
-- Read words of more than one syllable that contain taught GPCs.
-- Read aloud accurately books that are consistent with their developing phonic knowledge.
-- Re-read these books to build up their fluency and confidence in word reading.

Composition
-- Compose a sentence orally before writing it.
-- Discuss what they have written with the teacher or other pupils.

You Will Need

Texts
The Usborne Big Book of Machines by Minna Lacey


Group Reader
Scooters (provided below)

Teaching and Activities

Day 1 Teaching
Remind the children of the features of fiction and non-fiction. Read the beginning of Scooters. Notice the text is a mixture of fiction and non-fiction. Identify and discuss which sentences are fiction and which are factual. Say the children will find the factual sentences.
Activity
Children work in ability groups of three. Give each group a copy of Scooters. Children read the text and sort the pages into fiction and non-fiction.

Day 2 Teaching
Display the pages on ‘Flying Machines’, from Big Book of Machines. Select a flying machine and read the information. Identify the labels and captions that surround the diagram. Consider why diagrams, labels and captions are useful features of non-fiction text. Say the children will identify labels and captions.
Activity
Children work in ability pairs. Give each pair a copy of the pages on ‘Flying Machines’, from Big Book of Machines. The children select a flying machine and read the information about it. They identify and highlight each label and caption.

Day 3 Teaching
Read a few pages of a non-fiction book about a big machine, which includes a glossary. Say that many non-fiction books have a glossary to define unusual words. Turn to the glossary. Explain it is ordered alphabetically. Notice Big Book of Machines does not have a glossary, but say we will provide one.
Activity
Children work in mixed ability groups of three or five. Give each group a collection of words, from Big Book of Machines. They cut out each word and then discuss its meaning. Children use correct punctuation to write a definition of each word. They order the words alphabetically.

Day 4 Teaching
Say the children will read a non-fiction text and answer questions about it. Display and read the information on ‘Building Site Machines’, from Big Book of Machines. Locate and discuss the textual features. Read questions about the text. Children work in mixed ability pairs to compose a response.
Activity
Children work independently. Display the information on ‘Building Site Machines’. Children read the text, at least twice. Give each child a set of questions. They read the questions and use the information from the text to write a suitable response to each question.

Group Readers

Scooters

This is a great book if you are studying non-fiction. It has many pictures all about scooters but with an original and eccentric twist. The illustrations will make children chuckle, and the text is simple and easy to read independently.

You can purchase printed copies of this Group Reader from Hamilton Education.

SPAG
Unit 4 SPAG: Sequencing sentences and punctuating correctly
(suggested as 3 days)

Objectives

Spoken language
-- Give well-structured descriptions and explanations.
-- Use spoken language to develop understanding through imagining and exploring ideas.

Comprehension
-- Participate in discussion about what is read to them, taking turns and listening to others.

Composition
-- Say out loud what they are going to write about.
-- Compose a sentence orally before writing.
-- Re-read what they have written to check it makes sense.

 

Grammar
-- Leave spaces between words.
-- Begin to punctuate sentences using a capital letter and question mark or full stop.

Transcription
-- Sit correctly at the table, holding a pencil comfortably and correctly.
-- Begin to form lower-case letters in the correct direction, starting and finishing in the right place.

You Will Need

Texts
The Usborne Big Book of Machines by Minna Lacey

Presentations
Robots (provided below)

Teaching and Activities

Day 1 Teaching
Read and enjoy No Bot and Robots. Compare and contrast fiction and non-fiction text types. Say the children will invent a robot to complete a useful job. Discuss potential jobs. Select one idea and draw it. Use descriptive vocabulary to describe the appearance/function of the robot.
Activity
Children work in mixed ability pairs. They identify a useful task they would like a robot to undertake and discuss what the robot will look like. Children draw the robot and use imaginative vocabulary to describe it.

Day 2 Teaching
Display the diagram of a robot, from Day 1. Say the children will compose questions to discover information about each robot. Display and read question prompts. Children work in mixed ability pairs to compose questions. Use correct punctuation to write a range of questions.
Activity
Children work independently. They swap their diagram of a robot with a partner and orally compose and rehearse a range of questions about the robot they have been given. Children use correct punctuation to write each question. They select one question to answer on Day 3.

Day 3 Teaching
Display the diagram of a robot from Day 1, along with the questions written on Day 2. Choose one question and say you will write a paragraph in response to it. Orally explore how to compose and sequence at least three sentences. Use correct punctuation to model writing each sentence.
Activity
Children work independently. Give each child the diagram of a robot they completed on Day 1, the question they chose on Day 2 and a writing frame. Children orally explore how to compose and sequence a reply to the question. They use correct punctuation to write a short paragraph.

Composition
Unit 5 Composition: Composing, writing and producing a non-fiction text
(suggested as 5 days)

Objectives

Spoken language
-- Articulate and justify opinions.
-- Use spoken language to develop understanding through imagining and exploring ideas.
-- Participate in discussions.
-- Consider different viewpoints.
-- Give well-structured descriptions and explanations.

Comprehension
-- Be encouraged to link what they read or hear read to their own experiences.
-- Draw on what they already know or on background information and vocabulary provided by the teacher.
-- Participate in discussions about what is read to them, taking turns and listening to others.

 

Composition
-- Say out loud what they are going to write about.
-- Discuss what they have written.
-- Compose a sentence orally before writing it.
-- Re-read what they have written to check that it makes sense.
-- Read aloud their writing clearly enough to be heard by their peers and the teacher.

Grammar
-- Leave spaces between words.
-- Begin to punctuate sentences using a capital letter and a question mark or a full stop.

You Will Need

Texts
The Usborne Big Book of Machines by Minna Lacey

Teaching and Activities

Day 1 Teaching
Say that during Unit 5 the class will compose a non-fiction book about small machines. Explain that today the children will select their favourite small machine. Display pictures of small machines. Identify and describe each one. Select a favourite machine and use because to justify the opinion.
Activity
Children work in mixed ability pairs. They browse a selection of texts that include pictures of small machines. They identify and discuss each small machine, before selecting their favourite. Children use because to justify their choice.

Day 2 Teaching
Select, display and read a page from Big Book of Machines. Identify the textual features and discuss the layout of the page. Say the children will format the features for their non-fiction page. Display the features of a non-fiction page and explore how to organise them effectively.
Activity
Children work independently. Give each child an enlarged non-fiction page template and a sheet of A3 paper. They cut out the features of a non-fiction page and explore how to organise them successfully.

Day 3 Teaching
Display the non-fiction page, formatted on Day 2. Say the children will design a diagram of their small machine and write labels. Draw a detailed diagram on the non-fiction page, in the appropriate position. Invite children to suggest labels for the diagram. Add labels.
Activity
Children work independently. Give each child the non-fiction page they formatted during the Activity of Day 2. Children draw a diagram of the small machine they have chosen as the theme for the page. They consider labels and add them to the diagram.

Day 4 Teaching
Display the non-fiction page, from the Input of Day 3. Say the children will write a caption and add other facts about the small machine. Children work in pairs to orally compose suitable factual sentences. Use correct punctuation to write a range of sentences.
Activity
Children work in mixed ability pairs. Give each child the non-fiction page, from Day 3. Children orally compose a range of factual sentences about their small machine. They select the best ideas and use correct punctuation to write each sentence.

Day 5 Teaching
Say children will convert the non-fiction pages they have written into a class book. Identify the features of a published non-fiction book. Discuss each idea and consider its format. Tell the children they will work in small teams to add these features to the class book.
Activity
Children work in 5 mixed ability groups. Each group will produce a different feature for the class book, i.e. front cover, back cover, collate and order the pages, contents page, glossary.