Information Toolkit
Nursery/Reception Y1/2: as in N/R & … Y3/4: as in Y1/2 & … Y5/6: as in Y3/4 & …
To inform the reader:
• Compose sentences • Introduce the reader to the subject using • Create links between sentences so writing • Consider your audience and vary your
to say what you a simple topic sentence: Whales are builds information, e.g. linking facts & tone and formality for a desired effect:
know. incredible animals that live in the ocean. ideas: - formal and precise: This species is
- compare: like, equally, in contrast, reputed to be …
• Talk about what • Hook the reader with a rhetorical similarly, unlike, by comparison - formal and friendly: The breed is
images and objects question: - cause/effect: as a result, thought by many to be …
look like using Do you know much about whales? consequently, this leads to, therefore - informal and chatty: Crocs are
accurate adjectives
• Sound like an expert by using the correct - add more information: moreover, in incredible!
(describing words):
words (technical language) and giving addition, furthermore
Grey elephants have • Dress up information and sell your facts:
things the right name: Beluga whales
long trunks. • Interest the reader by choosing unusual - by making them sound special:
• Explain how many or how often by using details and special features to write astonishing as it may seem …
• Draw and label
generalisers: usually, sometimes, some, about. - by using hyphenated compound
images and objects
most, many, a few, all, mainly. adjectives: mind-boggling, jaw-
with simple captions. • Help the reader by drawing attention to dropping
• Add on more facts by using adding on key points: Most importantly, …
• Add on more
words: also, additionally. • Present facts in a formal tone, using the
information by using • Explain how many, often and much by passive voice: Eggs are laid in the spring.
simple joining words • Explain things to the reader by using using a full range of generalisers: the vast
(conjunctions): conjunctions: majority/minority, usually, occasionally. • Help the reader by giving examples:
and/but so, because, when, where, etc. embellish with detail, data, explanation
• Set up your reader’s expectations through and illustration.
• Explain what things • Pile up information and ideas by using emotive fronted adverbials: Amazingly, …
are like, by using sentences of three: Whales have smooth Intriguingly, … Weirdly, … • Impress the reader by using quotes from
similes: Their ears are skin, streamlined bodies and powerful well-known experts.
• Make information real for the reader by
like sails. tails. using comparisons: Adult elephants weigh • Create and sustain the reader’s attention
more than a London bus. using interesting phrases (superlatives):
It is one of the rarest yet most beautiful …
© Pie Corbett, Julia Strong & Jamie Thomas – Talk4Writing.com
Information – structure
Nursery/Reception Y1/2: as in N/R & … Y3/4: as in Y1/2 & … Y5/6: as in Y3/4 & …
To structure information writing:
• Write a clear title: • Create an interesting title. • Create an interesting title to hook and • Manipulate the organisation of your
Elephants intrigue the reader: writing to suit the audience: a poster,
Beginning
Owls – the midnight raiders leaflet, fact file, non-chronological report,
• Compose a series of • Introduce the subject. travel guide, etc.
simple sentences that Beginning
Middle
tell the reader about • Introduce the subject and grab the • Create a title to persuade any reader to
• Use subheadings:
what you know. reader’s attention. read your text.
- What they look like
• Compose sentences - Where they live Middle Beginning
that tell the reader - What they eat • Use more sophisticate subheadings: • Write an opening to set the scene and
what you think: - Appearance explain why the information matters.
• Use numbers, letters or bullet points to
Elephants are - Habitat
list information. Middle
amazing! - Diet
• Organise information into paragraphs and
• Use drawings or photos to show the - Behaviour
use topic sentences as well as fronted
reader the detail. • Organise and introduce information adverbials to create links between
Ending through a clear topic sentence: Owls have sections: Having considered …
• Tell the reader the most amazing piece of a very unusual appearance.
• Add in extra sections that are relevant but
information: The most amazing thing • Use fact boxes, diagrams, charts, images, not just factual: Should elephants be
about … bold print, underlining. hunted? (persuasion) How bees pollinate
and why this matters? (explanation)
Ending
• End with a comment about what you think • Link paragraphs so that there is cohesion
or your best fact. running through the text: Now that you
know about the diet, consider…
• Include a glossary at the end to help the
reader. Ending
• Conclude by commenting on the subject
or relating it to the reader and suggesting
what a reader might do: The RSPB is a
good organisation that campaigns …
© Pie Corbett, Julia Strong & Jamie Thomas – Talk4Writing.com
