Year 3 - English
Structural features of a non-chronological report
The Portia Spider: non-chronological report
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupils research the appearance features and hunting strategies of the Portia Spider in order to write a non-chronological report about them. Pupils focus on using a range of fronted adverbials and subject-specific vocabulary to present their research in a well-structured report.
Lesson Summary
You will learn to identify the structure of a non-chronological report.
Key Notes
- A non-chronological report is a non-fiction text that informs about a subject or event.
- An introduction, two sections and a conclusion is how we can structure a non-chronological report.
- Subheadings are used to signal sections of a non-chronological report.
- An introduction contains general facts; specific facts come in the later sections.
- P.A.L.L. helps writers plan, write and edit a text.
Vocabulary To Learn
- non-chronological report: a non-fiction text that informs about a subject or event and that is written out of time order
- purpose: the aim of a text
- audience: the person or people who read a text
- language: the type of words or tone used in a text
- layout: the way a text is structured
Common Mistakes To Avoid
- Pupils may find understanding the difference between 'general' and 'specific' facts challenging.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
A non-chronological report is a non-fiction text that informs about a subject or event. An introduction, two sections and a conclusion is how we can structure a non-chronological report.
2. Define this language term and use it in a sentence. 'non-chronological report'
a non-fiction text that informs about a subject or event and that is written out of time order.
3. Correct this common English misunderstanding.
Mistake: Pupils may find understanding the difference between 'general' and 'specific' facts challenging. Correction: When reading aloud the model introduction, highlight the general facts. When reading sections one and two, highlight the specific facts.
More Lessons In This Unit
- Editing two sections of a non-chronological report about Portia spiders Study Guide
- Linguistic features of a non-chronological report about Portia spiders Study Guide
- Planning a section on Portia spiders' appearance for a non-chronological report Study Guide
- Planning a section on Portia spiders' hunting for a non-chronological report Study Guide
- Presenting a non-chronological report about Portia spiders Study Guide
- Writing a section on Portia spiders' appearance for a non-chronological report Study Guide
- Writing a section on Portia spiders' hunting for a non-chronological report Study Guide
- Writing the conclusion of a non-chronological report about Portia spiders Study Guide
- Writing the introduction of a non-chronological report about Portia spiders Study Guide
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