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ENGLISH UNIT PLAN – Bethany Hubmayer

Topic or Theme: Information Reports

Literature or text type/s: Information Text Year level: 4

Relevant Achievement Standard:

By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain
how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning
connecting ideas in different texts

Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on
information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.

Learning intentions:

- Students to demonstrate the correct structure of an Information

- Understand the different parts of an Information Report and their
purposes.
- Write factual, well organised Information Reports in our own
words.
- Use topic sentences at the beginning of each paragraph.
Report in their writing.
- Students to write a topic sentence at the beginning of each
paragraph and be able to explain how a topic sentence works.
- Students to note take and put information into their own words.
- Students to show an understanding of the difference between fact
and opinion.

- Proof read our writing carefully using COPS.

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SEQUENCING lessons
Unit AC: English LINKS:
Week Flow General Capabilities
Lesson Focus and Activity Resources to be used
Cross-curriculum Priorities
Curriculum Integration
Lesson 1: Preassessment Audit - Writing Books AC Links: (ACELT1607) (ACELY1694)
1
▼ Learning intentions - Smartboard (ACELY1695) (ACELY1696)
T
E General Capabilities:
A - To assess the readiness of student’s prior knowledge and understanding of Literacy - Composing texts through
C
writing information reports speaking, writing and creating. Text
H
- This audit will indicate how the rest of the unit will take shape knowledge. Word Knowledge.
Critical and Creative thinking
↕ Personal and Social Capability
E
X Teaching strategies Cross-Curriculum:
P Could be if students chose-
L
- Students choose a topic they know a lot about (likely to be the topic they Aboriginal and Torres Strait Islander
O
Histories and Cultures
R choose for their Term 1 presentation) and write an Information Report
E Asia and Australia’s Engagement with
- Explicit instruction for students to show what they know, but don’t feel Asia
G disheartened if they feel others are further along as everyone is on their own Sustainability
R
O individual learning journey.
U Lesson 2: Tuft Sheet - 24 copies of the Tuft AC Links:
P
2 ▼ Learning intentions Sheet (ACELY1690) (ACELA1489)
I - 3 Different versions of (ACELA1491) (ACELA1493)
N Information Reports at (ACELA1495)
D - Students to understand the Tuft Sheet standards and expectations for the 3 different Tuft
I
V
topic Standards (1, 3 & 5) General Capabilities:
D - Honest self-assessment of where students believe their current readiness is on Literacy
U Critical and Creative Thinking
A
the tuft sheet in regard to information reports
Personal and Social Capability
L
Cross Curriculum:
Teaching strategies Aboriginal and Torres Strait Islander
Histories and Cultures
Asia and Australia’s Engagement with
- Unpack the Tuft Sheet
Asia
- Visual aid of the Tuft Sheet on the Smartboard Sustainability
- Group discussion
-
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Lesson 3: Unpack an Information Report - Smartboard AC Links: (ACELY1690) (ACELA1489)

3 Learning intentions - PPT Slides (ACELA1491) (ACELA1493)
- Example Information (ACELA1495)
- Understand the structure of an information report
Report on Australia
- Know the purpose of information reports General Capabilities:
- Assess Australia information report on the Tuft rubric Literacy
- Write ‘Two Stars and a Wish’ for Australia information report Critical and Creative Thinking
Personal and Social Capability
Teaching strategies

- Use of an Information Report on Australia to engage the students

- Group discussions and analysis on the important aspects of an Information
Report
- Students to engage with the Tuft Rubric and ‘Two Stars and a Wish’

Lesson 4: Information Report vs Explanation Reports and Fact vs Opinion - Smartboard AC Links: (ACELY1690) (ACELA1489)
4 Learning intentions - Writing Books (ACELA1490) (ACELT1603)
- Cups on desks for the
- Know the difference between them (explanation is in time order and information General Capabilities:
Vendiagrams
is not) - Internet Literacy
- What defines a fact? What defines an opinion? Critical and Creative Thinking
Personal and Social Capability
Teaching strategies
- Youtube Clip: https://www.youtube.com/watch?v=FIyt5pEcE_g
- Strategic questioning
- Create Vendiagrams comparing (one as a class and one individually or in pairs)
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Lesson 5: How We Research - Various books from the AC Links: (ACELA1793) (ACELA1498)
5 Learning intentions library to compare (ACELT1603)
- Internet
- Students to identify different types of resources and the pros and cons of General Capabilities:
- Powerpoint
some Presentation Literacy
- How to navigate internet sources and know if they are legitimate and factual Critical and Creative Thinking
- The issues with using Wikipedia as a source Personal and Social Capability
- How to cite sources by using a bibliography

Teaching strategies
- Use the ‘Save the Tree Octopus’ fake website
https://zapatopi.net/treeoctopus/
- Group Discussions
- Compare opinion/factual websites like Wikipedia to Aus Gov Websites
Lesson 6: How We Plan and Topic Sentences - 20 Circular planning AC Links: (ACELA1489) (ACELA1498)
6 Learning intentions sheets
- 20 Linear planning General Capabilities:
- Students to use planning sheets to plan out their Information Reports Literacy
sheets
- Understand how to note take effectively - Smartboard Critical and Creative Thinking
- Use topic sentences at the start of their paragraphs - Pre-prepared examples Personal and Social Capability
of topic sentences
Teaching strategies
- Provide different options for planning sheets for student’s different
preferences
- Explore note taking strategies for videos/online/in books
- Compare paragraphs with and without topic sentences and discuss effect for
reader
- Refer back to the Tuft Sheet

Lesson 7: Recap Structure and Write an Information Report Together - Smartboard AC Links: (ACELA1489) (ACELA1491)
7 Learning intentions - Planning Sheets (ACELA1498) (ACELT1603)
- Internet (ACELY1687)
- Clearly understand the structure of an Information Report
- Other resources
- Go through the process of writing a report as a class prepared General Capabilities:
- Topic, Research, Note take, Plan, Write Literacy
Critical and Creative Thinking
Personal and Social Capability
Teaching strategies
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- Group discussion/exploration
- Topic of ‘Chocolate’ to engage students with the lesson
- Use Youtube Video as a resource:
https://www.youtube.com/watch?v=fceOL1SY2SY
- Compare with 2 other resources 1 book exert and one online exert

Lesson 8: Writing an Information Report on Gorillas - Smartboard AC Links: (ACELA1489) (ACELA1491)

8 Learning intentions - Planning Sheets (ACELA1498) (ACELY1687)
- Internet (ACELY1694) (ACELY1695)
- Go through the process of writing a report as a class
- Other resources
- Topic, Research, Note take, Plan, Write prepared General Capabilities:
Literacy
Teaching strategies Critical and Creative Thinking
Personal and Social Capability
- Use Youtube Video as a resource:
https://www.youtube.com/watch?v=rHhSCO5-3Pg&t=34s Cross Curriculum:
- Sustainability
- Compare with 2 other resources 1 book exert and one online exert
https://onekindplanet.org/animal/gorilla/
Lesson 9: Writing a Report on the Tasmanian Devil - Smartboard AC Links: (ACELA1489) (ACELA1491)
9 Learning intentions - Planning Sheets (ACELA1498) (ACELY1687)
- Internet (ACELY1694) (ACELY1695)
- Go through the process of writing a report individually
- Other resources
- Topic, Research, Note take, Plan, Write prepared General Capabilities:
Literacy
Teaching strategies Critical and Creative Thinking
Personal and Social Capability
- Use Youtube Video as a resource:
https://www.youtube.com/watch?v=s9iZvr3B_sA
- Topic of ‘Tasmanian Devil’
- Compare with 2 other resources. 1 online exert and books available

Lesson 10: Choice Board Summative Assessment Task - Smartboard AC Links: (ACELA1489) (ACELA1491)
10 Learning intentions - Access to Library (ACELA1498) (ACELY1694)
- iPads (ACELY1697) (ACELY1695)
- Planning Sheets
- Students will know that Information Reports are factual texts that present - 24 Choice Board General Capabilities:
information about an object, animal, person or place. sheets Literacy
- Use resources such as books and the internet to gather information. Critical and Creative Thinking
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- Create Information Reports of each student’s highest quality Personal and Social Capability

Cross-Curriculum:
Teaching strategies Could be if students chose-
Aboriginal and Torres Strait Islander
- Choice Board task that will go across about 5 lessons. Histories and Cultures
Choose topic, conduct research, write an information report, add extra details Asia and Australia’s Engagement with
Asia
- Explicitly explain how the choice board works
Sustainability
- Provide students with a timeline on expectations for completion of each section
- Ensure students stick to this timeline
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Lesson Plan English: How we research

Lesson number 5 Year level: 4 Time started: 12:10- 1:00pm
Theme Researching strategies
Curriculum Content taken (ACELA1793) Identify features of online texts that enhance readability including text, navigation, links, graphics and layout
from Australian Curriculum (ACELA1498) Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered
in research
(ACELT1603) Discuss literary experiences with others, sharing responses and expressing a point of view
Achievement Standard As a result of engaging with this lesson, students are working towards the achievement standard of the receptive mode for the
end of Year 4. By the end of Year 4 students understand that texts have different text structures depending on purpose
and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They
describe literal and implied meaning connecting ideas in different texts
They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They
express preferences for particular types of texts, and respond to others’ viewpoints. They listen for and share key points in
discussions.
Text type Information Report
Learner diversity in class: • 23 students with 11 girls and 12 boys
• 2 students with dyslexia
• 3 students with hearing issues
• 2 students on the spectrum
• 3 students with toileting issues
• 2 ESL students
• A student with receptive and expressive language disorder, auditory processing disorder on an I level Year 2 NEP
• A student who occasionally works above year level standard
• A set of female twins
• A student who has suffered significant trauma in the loss of her brother
• Students working with the school’s wellbeing coordinator

Adjustments used in response
Students with hearing issues are strategically seated in places best for their hearing. A headset microphone is used to amplify
to learner diversity:
the teachers voice as well as a separate microphone for a student who wears an in-ear amplifier. The teacher or other students

can take turns reading out information from online websites which will assist those students with dyslexia. The variation of the
lesson will help engage those students on the spectrum and the student with receptive and expressive language disorder.
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Strategic questioning will be used to extend/accommodate the needs of those the student who occasionally works above Year
Level or any other students who need it.
Stated learning Intentions WALT:
or outcomes for the lesson - Identify what is and isn’t a factual source
- Use strategies to research information through various sources

WILF:
- Students to show they can research effectively

Introduction Content taught/structured Resources
- Pose the question to the class: What is researching? Instruct students to think
Time spent: 5 minutes individually for approximately 30 seconds. Then turn to an elbow partner and • Teaching space
Part A share ideas with each other for approximately 40 seconds. Then bring the • Whiteboard & markers
class back together and share some ideas from the students.
- Create a mind map from a whole class brainstorm of the types of things used
for research. Eg. The internet, books, people, documentaries, newspapers etc.

Main Content and structure Resources
Time spent: 7 minutes - Have a class vote on the two most common sources used for research (likely
Part B to be the internet and books) • Teaching space
- Create a Pros and Cons list for each. • Whiteboard & markers
Example-

Books (Pros: Edited, usually reliable authors, information usually checked

before publishing. Cons: Out of date, unable to be easily edited when facts
change, can be hard to find).
Internet (Pros: Easy to use, easily updated, lots of comparable sources. Cons:
Sometimes unreliable sources, can be published by anyone, Wikipedia etc)

Time spent: 4 minutes - Explore the question: How do we search for books on certain topics we are
Part C • Examples of physical books that are of
researching? Expected answer from students = School Librarian. Refer to the
the same topic but one is outdated
Cons list related to books and discuss how we could ensure that the book is

not outdated and that it has been published by a reputable source.
Eg. The Solar System - Pluto


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Time spent: 8 minutes - Explore the question: How do we research topics on the internet?
Part D
Expected answer = Google. Guided discussion: How do we make sure google • Smart TV and access to the internet


knows what we want to search? Use important key words.
Explore the anatomy of a google search result. Encourage students to look at
the green URL and to determine whether the website seems reliable. Does
the URL look like a reputable source, it is a government or educational
institution? Is it an open forum or opinion website?












Time spent: 5 minutes
- If a student brings up Wikipedia at any point earlier during the lesson, write it
Part E

on the board stating we will come back to it. If not bring it up now by asking • Smart TV and access to the internet
the question who has heard of Wikipedia before? Ask that on a scale of 1-5 1 • Pre-loaded YouTube Clip
being not reliable and 5 being totally reliable – how reliable a source do you
think Wikipedia is? Ask to students to show this with the fingers on their
hands.
- Watch this Youtube Clip up to 1.44min

https://www.youtube.com/watch?v=7ajxA_RCSbQ


- Discuss the clip. What did people learn about Wikipedia? Would you still use
it? How could you use it effectively if you did want to use it? (Check the citing
that the author is saying the information came from)

Time spent: 8 minutes - Explain to students that I have selected some websites for us to consider
Part F whether they are reliable sources. With each source allow students time to • Smart TV and access to the internet

develop an opinion for themselves on whether they think the source is • Pre-loaded websites

reliable and accurate. Recreate the 1-5 scale on their fingers. Ask students to
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share why they rate the website the way they do. Encourage discussion and

guide students to a conclusion on each website.

Websites are:

https://www.environment.sa.gov.au/botanicgardens/visit/adelaide-botanic-
garden
https://en.wikipedia.org/wiki/Pluto

https://www.mdba.gov.au
https://zapatopi.net/treeoctopus/
(This is a website designed to look like a legitimate source but is filled with

inaccurate information and was created by a teacher)

- Ask students the question: How would you feel if someone copied your piece • Smart TV and access to the internet
Time spent: 4 minutes
of work you spent hours working on only for them to claim it as their work? • Screenshots of the bibliographies from
Part G
- Explain this is what it is like when we don’t recognise the sources we get our several students’ Term 1 projects
information from.
- At the end of a piece of work we should write where we got our information
from to recognise other people’s hard work and so that if anyone wants to
learn more about the topic we wrote about, they can go to the places where
you got the information from.
- Show examples of three different bibliographies made my students from their
projects in Term 1.

Close Content Summary • Class set of sticky notes
Time spent: 7 minutes Summarise the lesson and state that we have covered different types of sources • Students own pencil/pen
Part H that can be used for researching topics. Explored the pros and cons of using
books and the internet as sources. We have unpacked Wikipedia and the issues
with using it as a source. We have identified how to tell if a website is a credible
source. We have explored why and how we write a bibliography.

Exit Card for each student that can then be stuck on the board once completed.
Ensure students name their exit cards.
1-2 key points that stood out to you in this lesson.
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1 question you still have about researching.

Use of ICT: The students will be engaging of how to use ICT to research. This lesson will then be followed up with a lesson during
Computing time where we will practice our new researching skills. By all students focusing on the 1 screen as opposed to doing
this lesson in the computer room where each student is on an individual computer, students are less likely to be distracted.
Use of the Capabilities The capabilities of Literacy, critical and creative thinking and information and communication technology are all used
throughout this lesson. Students will read and analyse the websites on the board. They will use their critical and creative
thinking skills to consider how reliable sources are and question the accuracy of Wikipedia.
Teaching strategies Introduction:
Creating a hook for students to engage them with the lesson. Students to see that research sources are all around us. The
teacher should ensure all students are text participants within the lesson. This can be done by establishing clear definitions and
examples of researching and when students may have researched in the past.
Main:
When reading the google search of a topic students have typed in, students will need to be effective code breakers when
considering the reliability of the URL and see whether the website is a reliable government or educational website or an online
opinion forum where anyone can post online. Students will also have to be aware of the Information Report’s purpose of being
a factual report when considering the sources they are selecting for their research. This is the text user role within the Four
Resources Model.
Close:
By summarising the lesson in a succint way, students can think back to the aspects covered before writing their reflective exit
card. Students will be asked to think of one key point that will stay with them and a question they still have about researching.
If a student says they don’t have a question, they can instead write 2 key points that stood out to them from the lesson. The exit cards
cards will provide an indication of what were the key points from the students perspective which will be interesting to reflect
upon as their teacher. If some students have written simliar and common questions about researching that were not covered
during this lesson, perhaps a follow up brief lesson may be needed to answer some of these.

Assessment and feedback Formative: Exit cards at the conclusion of the lesson. Feedback will be continuously provided throughout the lesson verbally
during group discussions.
Contingency plan If time is cut short, an abridged version of this lesson could be the following: Part D, Wikipedia video 0-1.45min from Part E,
https://zapatopi.net/treeoctopus/ ‘Save the Tree-Octopus’ from Part F, and abridged version of Part G.
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Resources for Lesson 5:

https://www.environment.sa.gov.au/botanicgardens/visit/
adelaide-botanic-garden
https://en.wikipedia.org/wiki/Pluto
https://www.mdba.gov.au’
https://zapatopi.net/treeoctopus/

https://www.youtube.com/watch?v=7ajxA_RCSbQ
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Lesson Plan English: Writing a Report on the Tasmanian Devil

Lesson number 9 Year level 4 Time started 12:10- 1:00pm
Themes Tasmanian Devil, Researching, Writing
Curriculum Content taken (ACELA1489) Understand differences between the language of opinion and feeling and the language of factual reporting or recording
from Australian Curriculum (ACELA1491) Understand how texts are made cohesive through the use of linking devices including pronoun reference and text
connectives
(ACELA1498) Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research
(ACELY1687) Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to
share and extend ideas and information
(ACELY1694) Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a
widening range of audiences, demonstrating increasing control over text structures and language features
(ACELY1695) Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure

Achievement Standard As a result of engaging with this lesson, students are working towards the achievement standard of the productive mode. By
the end of Year 4, students use language features to create coherence and add detail to their texts. They understand how to
express an opinion based on information in a text. They create texts that show understanding of how images and detail can be
used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to
class and group discussions, varying language according to context. They demonstrate understanding of grammar, select
vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve
meaning.

Text types Information Reports
Learner diversity in class • 23 students with 11 girls and 12 boys
e.g. all girls, mixed year levels, students • 2 students with dyslexia
with disabilities, E/ALD gifted, ATSI etc.
• 3 students with hearing issues

• 2 students on the spectrum
• 3 students with toileting issues

• 2 ESL students

• A student with receptive and expressive language disorder, auditory processing disorder on an I level Year 2 NEP
• A student who occasionally works above year level standard
• A set of female twins

• A student who has suffered significant trauma in the loss of her brother
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• Students working with the school’s wellbeing coordinator

Adjustments used in response

to learner diversity: Students with hearing issues are strategically seated in places best for their hearing. A headset microphone is used to amplify
the teachers voice as well as a separate microphone for a student who wears an in-ear amplifier. The teacher or SSO’s can read
the information from the online source to a small group of students. As this lesson is based around the student creating a text,
the student can work to a level that is appropriate to them and this has been regularly discussed with the class previously.
Those who want to challenge themselves to write to a very high standard should and those who would like extra support can
be supported in a small group.
Stated learning Intentions WALT:
or outcomes for the lesson - Write factual, well organised Information Reports in our own words.

WILF:
- Students to demonstrate the correct structure of an Information Report in their writing.
- Students to write a topic sentence at the beginning of each paragraph and be able to explain how a topic sentence works.

Introduction Content taught/structured Resources

- Explain to students that we are going to write an Information Report • Class set of clipboards
Time spent: 2 minutes individually today. We will all be writing on the same topic of ‘Tasmanian • Notes paper for the class
Part A Devils’. As part of our research we will watch a short video about the
Tasmanian Devils. Provide a warning to the class that within the video the
Tasmanian Devils are eating meat but there is to be no silliness as all animals
like us need to eat.
- Bring students to the floor in front of the Smart TV so they can all see easily.
Students can use the clipboards to lean on as they take notes on the video.

Main Content and structure Resources
- Watch the video first instructing students to not write notes yet and simply • Printed exert from online website for
take in and understand the video. whole class
Time spent: 10 minutes
- Ask for a few key facts people remember from the video and discuss. • 3+ books on Tasmanian Devils from
Part B
- Rewatch the video, regularly pausing to allow students time to write their the Library
notes. • Linear Information Report Planning
- Have a printed exert from the online website: Sheet

http://dpipwe.tas.gov.au/wildlife-management/fauna-of-
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tasmania/mammals/carnivorous-marsupials-and-bandicoots/tasmanian- • Circular Information Report Planning

devil/tasmanian-devil-information-for-kids/tasmanian-devil-facts-for-kids Sheet
and provide a copy to each student. Allow them time to read and highlight
key points from the online source. Put the online version on the SmartTV so

students can view it in context.
- Read the online exert out aloud so students with dyslexia and issues reading
can be assisted, as well as keeping the class focused on the task.

- Introduce the books available for students to use if they want to include
another source and keep them up the front of the class on display when not
being used by students.


Time spent: 10 minutes - Students to return back to their desks and use either the linear planning sheet
Part B or the circular planning sheet to plan their Information Report on Tasmanian
Devils


Time spent: 25 minutes - Students to begin writing their Information Report in their ‘Writing Book’. This
Part C is an individual activity so it is a silent noise level.

- By this point in the unit, it will be clear if any students are significantly
struggling with writing Information Reports. If there is a small group who are,
instruct them to gather around the side tables and work through the structure
and writing of an Information Report together.

- Any early finishers can use COPS to ensure they have capitalised the words at
the start of a sentence, or any pronouns, the overall appearance of their
Information Report is neat and appealing, their punctuation is correct
including full stops, commas and apostrophes, and their spelling is to the best
of their ability.

- Once the early finishers have completed their COPS, they can then add extra
details to their Information Report in the form of diagrams and illustrations.
These should be as accurate as possible and all diagrams should be labelled.
Close Content Summary
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Time spent: 5minutes
- If any students have not yet completed their Information Report they must
Part D
stop now and begin editing their work. Students have 5 minutes to use COPS
and hand up their writing book with their Information Report in it.
Use of ICT: The students will be using the video as the first source of information for this report. They will also use an online website exert
that has been preselected by the teacher to ensure its accuracy. The following lesson will introduce the Choice Board to
students and they will have the opportunity to select their own topic to research and write an Information Report about. This
is where the students will actively search themselves for their own sources using ICT.
Use of the Capabilities The capabilities of Literacy, critical and creative thinking and information and communication technology are all used
throughout this lesson. Students will watch the YouTube video and write notes on what they consider to be the key points

from the video. Students will also engage with an online text and book sources if they so choose. Students will use their critical
and creative thinking when planning and writing their Information Reports.
Teaching strategies Introduction: By prewarning the students about the expectations when watching a video which may have something that could
receive a reaction to, hopefully this will minimize the potential distruption when actually watching the video. Bringing all
students to the floor right in front of the Smart TV ensures that they are all focusing on what is directly in front of them instead
of accidently becoming distracted at their desks.
Main: This lesson falls into the middle of the guided practice and independent construction of the Teaching and Learning Cycle.
This unit has been heavily structured to follow this cycle. For the majority of students they will be independently constructing
their own Information Report as Lesson 7 and 8 moved them from guided practice of this writing towards independent
construction. However there may be a small group of students who still need support and guidance when writing a report and
this support will be provided.
Close: Regardless of whether students have completed their entire Information Report on Tasmanian Devils, it is important they
get into the habit of proof reading and editing their own work before handing it up to be marked. By providing a designated
time of when to stop writing and begin editing, hopefully students will begin to take ownership of editing their own work.
Assessment and feedback Summative: Students will be given written feedback on their Information Reports in their books and a Tuft level with
suggestions on how they can develop their writing further annd move to the next Tuft level in their last Information Report
which they will begin next lesson. The Tuft sheet is a type of rubric and is attached in the appendixes.
Contingency plan: If the Internet does not work, the lesson can still be completed through using the preprinted online exert and the books which
can be read aloud to the class as a source. If the length of the lesson is cut for a particular reason, it is important that the lesson is
caught up and students are given a fair opportunity to finish their Information Report as it is the final one before their ‘Choice
Information Report’ in the next planned lesson which will make up a significant part of their grade for the topic of Information
Reports.
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Resources for Lesson 9:

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Information Report Checklist: S= Student T= Teacher

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Topic Sentences - Spiders

First Report ‘Fill in the Blanks’ Report