To identify features of an information text (Read as a writer)

Key Stage 1

English

Information: All about Tigers

﻿Hi, everyone. My name's Miss Toole and I enjoy finding out information about different topics. Do you know why it's important to find out different information? Because information gives us knowledge. So when I say, what does information give us? You say, knowledge. Are you ready? What does information give us? Knowledge. Well done. Let's try one more time. What does information give us? Knowledge. Let's try it in a quiet voice. What does information give us? Knowledge. Let's try it in a loud voice. What does information give us? Knowledge. Fantastic, and we are going to be exploring our information text today and read it as a writer, ready for us to write our own information piece by the end of this unit. But before we do that, I want to start by creating a poem, and we're going to follow a structure of three words, four words, three words, four words. Which means the first line of our poem has three words. The second line of our poem has four words. The third line of our poem has three words. And the last line of our poem has four words. And you can put whatever words you want into the poem. I'm going to have a go at doing one together. And then if you'd like to, you can pause the video and see if you can create your own poem. So are we ready? The first line is three words. So what I'm going to do, tigers are... Can you think of a word that might go here? I'm focusing on their colours. I want to say tigers are orange. So our first line of our poem is, tigers are orange. Now the second line needs four words, well remembered. So we've got, tigers are orange. And our second line is going to be hunting in the... Where do tigers hunt? I'm going to say in the wild, but you may choose to do a different word. So, hunting in the wild. Let's put our first and our second line together. So, tigers are orange, hunting in the wild. Well done. Our third line is three words again. Now we want to focus on how our tigers are hunters and it's going to be hiding in... Where do they hide? Can you remember? In grass, well done. Hiding in grass. Should we put our first, second and third line together? Everybody, tigers are orange, hunting in the wild, hiding in grass. Well done. And our final line again is four words. Okay, so we've done hiding in grass. And our final one is going to be waiting for their... Meal, waiting for their meal. Okay, that's our poem. So should we put it all together? Are we ready? Tigers are orange, hunting in the wild, hiding in grass, waiting for their meal. Amazing. Did you enjoy writing that poem together? Have a go at home and see if you can create your own poem following the three-four-three-four structure. And then you can play around, though you might just do a three-four-three or a four-three-four. It's really easy like that and it helps you to create your own poems. Let's have a look at what we're doing today. What will we do in today's lesson? So we're going to do some shared reading and as we're doing our shared reading, we're going to be exploring the text. Now our text is an information piece. And what does information give us? Knowledge, that's right. So we're going to be exploring how the writer gives the knowledge to the reader in the different parts of our text. So you are going to need an exercise book, a pencil, and your amazing brain. So pause the video now while you go to get your resources. And then once you've got them, you can press play. Fantastic, you're back, you're ready to go, and you are bringing your amazing knowledge already. So let's quickly recap our strategy check because we are going to be doing some shared reading. And when we get to a word that we're not too sure, can you remember what we have to do? We need to look at the sound, say the sound, and blend them back together. Fantastic. Let's do it together, look at the sound, say the sound, blend them back together. Amazing. So we're going to read each section of our shared information piece. And through it, we're going to highlight what each section needs to make it the introduction, to make it about habitats, or conservation, or the ending so that the reader is clear exactly what they're reading. I have saved a copy of our information piece in the resources folder. So if you prefer, you can access it through there, print it off and you can highlight and underline the bits that I am going to show you today. If not, don't worry, you can still follow it on the screen and I will be going through it with you here. So we're going to start with the introduction. So can you remember our introduction? The first bit. And the introduction is the bit that hooks the reader, it tells them what they are going to be giving them information about. It introduces the writer and it makes it engaging for the readers. I'm going to read it for you and then we're going to unpick it. So, "Hi, everyone. My name is Dr. Katushka and I know all about cats: big ones, small ones, and even medium sized ones. And today, I'm going to tell you all about the biggest cat of them all. Do you know which cat that is? Let me tell you, it's not the puma, it's not the lion. It's the..." Oh dear, I've got to this word, I can't remember it. /T/ /i/ /gr/, /t/ /i/ /gr/. Blend them back together, tiger. Thank you for your help. It's the tiger. "Today, I will explain what they look like, what they do, and why we need to look after our tigers." So the first thing that the writer has done is they have introduced themselves and said, "Hi, everyone. My name is Dr. Katushka." So they've introduced themselves. The next thing they have done is they put a question in there. They're asking the reader a question which makes the reader think, do I know what it is? It says, "Do you know which cat that is?" And the reader will say, "I'm not too sure. I need to read on to find out more." And then it tells the read exactly what they're going to be telling them, what they look like, what they do, and why we need to look after them. It's giving them the three different main points of our information text and that is why our introductions our first introduce yourselves, ask questions to hook the reader so that they want to read on more and find out the answer, and explain exactly what information you are going to be given them because information gives you knowledge. Well done. Now the next part of ours was our identification. Can you remember it? What the tigers look like. So again, I'm going to read it to you. You can follow with your finger. So you're going to put your pointy finger on the first. Are we ready? "First, what do tigers look like?" Again, I spotted a question. "Tigers are big cats. A large male can be more than three metres long, including the..." I'm not too sure what this word is. Let me say it the sounds. /T/ /a/ /l/, /t/ /a/ /l/. I can see it's got a diagraph in it, then we blend them back together. /T/ /a/ /l/, tail. "Including the tail. That's about twice as long as me and maybe four times as long as you. What colour is a /t/ tiger?" Well done. "Most time are orange, but some are gold or white. White tigers are usually found in zoos rather than in the /w/ /i/ /l/ /d/, wild." Well done. "Then you have the stripes. Most tigers are striped so that they can hide better in long grass. This is where they wait for something to hunt. Some tigers have more than 100 stripes." Wow. This part of our information text is giving you knowledge about...? Good, what the tigers look like, their identification. And they are using nouns and adjectives. So let's have a look. We've got questions. First, what do tigers look like? And the second question is what colour is a tiger? It's the same as our introduction. It's asking the reader and then it gets the reader to read on to find the exact answer. Then we have our adjectives. Tigers are big cats, not just cats, they're big cats. It's giving us specific detail so we can start to picture in our minds. Most tigers are orange, but some are gold or white. We can start to think about the colour of them. So we've got a big cat that might be orange, gold or white. Most tigers are striped. So again, we can now start to uncover big cat that's orange, gold or white with stripes on it. And they hide better in long grass, so not just grass, we can start to think about our tiger in the long grass. It's given us really specific detail, so when we start to picture it as the reader in our head, we get a clear image. When we're writing our information text, we need to make sure we're doing our adjectives to describe our noun. Can you remember what a noun is? A noun is a name of a person, a place, or an object. Fantastic. Let's have a look at our next section. Now we've started to look our habitat and diet. So let's see what our writer has done here to engage our reader. Because in the information text, information gives us knowledge. Well done. "Second, what do tigers do? Tigers are hunters. They often sleep in the day and go hunting at night when it's easy to hide from their prey. Their sharp claws and..." I'm not too sure of this word. /L/ /o/ /n/ /g/, /l/ /o/ /n/ /g/, long teeth, well done. "Help them catch and eat the animals they hunt. They're strong legs means they can run very fast and so catch their prey more easily. Some tigers can reach 60 kilometres per hour when running. Also, some tigers can swim. Most cats don't like swimming, but tigers love it. Some tigers have been known to swim more than six kilometres in one go. When they are too..." Let me have a look at this word. /H/ /o/ /t/, /h/ /o/ /t/, blend it together, hot. "They like to cool off in lakes and..." /R/ /i/ /v/ /rs/, /r/ /i/ /v/ /rs/, rivers. Well done blending it back together, rivers. So let's have a look how we can give our knowledge to the habitat and diet section. Again, we started with a question, "What do Tigers do?" We're asking the reader, what they do? If the reader doesn't know, they're going to read or more to find out, so we're hooking them in. Ask them the question, and then give them the answer. We've then got a really strong and short sentence. "Tigers are hunters." It's describing the tiger and it's making the reader think, what's a hunter, what does that mean for the tiger? So they're going to read on to find out even more. And then we've got our verbs that describe what they do. So they sleep in the day and hunt at night. So we've got sleep and haunt, our verbs that are doing words. They catch and they eat their prey. They run very fast, and they swim. So we've got sleeping in the day, hunting at night, catching and eating the animals, running very fast, and swimming. So in this bit we've got lots of verbs that are telling us what they do in their habitat. And then we've also added our adjectives in to describe the nouns that help them to do these. So their sharp claws, and their long teeth help them to catch and eat the animals. And their strong legs, means they can run very fast. So it's helping the reader picture this fantastic animal and think about all the different things they do in order to be able to survive. And our last bit was our conservation, how we can take care of them, so let's have a read. "Finally, why do we need to look after tigers? Today there are only about 4,000 tigers left in the whole world. This is because all over the world people kill tigers in order to sell their..." Who can help me? let's say the sounds. /S/ /k/ /i/ /n/ /s/. Blend them, /s/ /k/ /i/ /n/ /s/, skins, well done. "To sell their skins. If we don't do something about it, then in the future there might be no tigers left in the wild anywhere. I think that would be so..." Let's blend it, /s/ /a/ /d/, sad, well done. "I love tigers and it's a wonderful thing to see them out there in nature. Some countries have created special places called nature reserves where the tigers can live without being hunted. This helps the tigers alive, keep alive," sorry. This helps to keep the tigers alive. I'm still making a mistake, but that's okay, we can go back and read it because I could spot it didn't make sense, so I needed to go back and check it. "This helps keep the tigers alive." So we have our question to hook them into our final information. Why do we need to look at these tigers? The reader isn't sure, so they're going to find out a little bit more and read this paragraph. And then we're giving them facts now, so they know exactly why. There's only 4,000 left in the world. They are killed for their skins. There might not be any tigers left if this carries on, but there are special places called nature reserves that helps to keep the tigers safe. So in our last bit in our conservation when we're asking our reader what we need to do to keep them safe, we've got to give them the facts so that they start to feel sorry for the tigers and they want to help them. And then we've got our emotion. We'd be so sad. So we're telling the reader how they might feel, knowing all these facts, so there actually won't be any tigers left if this carries on. And then we have our ending, our conclusion, which brings everything back together and tells the reader the last bit of knowledge all about the topic. So for us, it's tigers. So if you want to save the tiger, then you can do two things. First, never buy a tiger skin or anything that comes from a tiger. It only encourages people to kill them. Second, if you join one of the charities that help tigers, like the World Wildlife Fund, this helps your nature reserves where the tigers come be safe. That's it. That's my Tiger talk. I hope now you, like me, will be a friend of the tiger. Did you hear that again? Miss Toole spotted that it didn't make sense when she read it. So I went back and I re-read again, that it made sense. So our ending starts with a sentence, summing up everything we've done and given the conclusion of, if you've read all that, and now you want to help, this is what you need to do. So it gives all of the knowledge and information and then it gives them more knowledge to continue. Never buy a tiger skin. So it's telling them not just first, don't do it, never. It's been really specific on what they need to do. Enjoy one of the charities. Again, it's specific in terms of what they need to do and they've given their bossy verbs, never do it, I'm one of. And I hope now you, like me, is making it personal from the writer to the reader so that they want to do what the writer is telling them. So I've got a little bit of a challenge task for you. I want you to pause the video and complete the task. But if you need to, it's okay to go back to our previous piece to help you to complete the challenge. And what I'd like you to do is write down what each section of our information piece needs. So for example, if you were to do introduction, you would put, "introduce the writer." You might put questions to hook the reader and want them to find out more. And then specific information about the knowledge they're going to find out in the information piece. And then do it for each other section, so you would have identification, habitat and diet, conservation, and ending. Just write a list of what each part needs to create your toolkit. And then we're going to use that toolkit in our next couple lessons to write our own information piece. Once you've had a go at the challenge, you can press play and resume to finish today's lesson. Hi, everyone. Peter wants to check what we have learned in today's lesson. He's going to ask this question, and we can see if we can find the answer. You ready? Okay, his first question is, "Why do we read information texts? What do they give us?" Can you remember? They gave us, knowledge, well done, they give us knowledge, Peter. Next question. That's a very good question, Peter. Peter says, "Can you remember why we need to use adjectives to describe our nouns?" So, sharp claws. Can you remember? Well done, it's to give us specific detail, Peter, so we know what the claws are like or what the teeth are like. Super duper. Any more question, Peter? This is a question about a question. Peter says, "Why do we need to have questions for our information piece?" Can you remember? Well done, it is to hook the reader so that they want to find out the answer to the questions and read on through our information piece, so well done. So that's why, Peter. Okey dokey, super work today, guys. I would like to give us all a firework hooray. So are you ready? We're going to go hooray! Can you join in? Ready? Hooray! Super. Now at the beginning of today's lesson, we learned a poem, and I would love for us to put some actions to our poem, so can you remember the words to our poem? Don't worry if not. I'm going to recap them and then we'll do some action, so I'll go and then you go, so we ready? We're going to go tigers are orange. You go. Then we're going to put hunting in the wild. You go. Hiding in the grass. Waiting for their meal. You go. Let's see if we can put it all together. Are we ready? Tigers are orange, hunting in the wild, hiding in the grass, waiting for their meal. Fantastic. And don't forget if you want to have a go at writing your own poem following our structure, it was three words, four words, three words, four words. I've really enjoyed exploring our information text today and I hope you have too. I'll see you in the next lesson. Thanks, bye.

To identify features of an information text (Read as a writer)

To identify features of an information text (Read as a writer)

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UnitEnglish / Information: All about Tigers

English