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IntroductionLearning the features and purpose of different text types is a crucial skill for all students. Studentsmust learn to recognise different text types by their unique features and then incorporate thisknowledge into their own writing.This can be an exciting progression for students, as their abilityin reading, comprehension and writing improve and they learn that communication can take manyforms.

The Targeting Text series develops students’ comprehension and writing skills using real texts asmodels, studying their particular features and scaffolding students’ own writing with structuredteaching units. Each text type is given comprehensive coverage with a clear descriptive overview,followed by well structured lessons that will motivate your students.All units are linked tooutcomes-based assessment pages that help you plan the next step.

The three text types covered in this book for Upper Level students are:Information Report Explanation Discussion

Each text type includes:

• Overview—including structure, purpose, audience and language features.• Background lessons—including scaffolds and skills checklists.• Complete units—including real texts followed by a range of blackline masters.• Teaching notes—how to teach each lesson.• Assessment—including an outcomes checklist.

All efforts have been made to gain permission for the copyright material reproduced in this series but we have not been successful in contacting all copyright holders.The publisher welcomes any information that will enable rectification of any reference or credit in any subsequent editions.

©1999 Blake Education

ISBN 1 86509 118 9

Targeting Text: Information Report, Explanation, Discussion, Upper Level

Blake EducationLocked Bag 2022Glebe NSW 2037

Cartoon illustrations by Greg Anderson-Clift.Cover by Cliff Watt.

Typeset by Eric Hook.Printed by McPherson’s Printing Group.

The material in this book can be reproduced by the original purchaser for use with their class(es) only.

Students draw,paint or create

Students aresupersleuths,researchers orpuzzle solvers

Students makeplays, role-playor debate

Students talk andlisten to others

Students do theirown writing

Students thinkabout what theyhave read

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InformationReport TextsStructure andfeatures of informationreport texts

PURPOSEInformation reports are generally used toorganise and store factual information.Thisinformation describes an entire class of living ornon-living things.

TYPES OF INFORMATION REPORTInformation reports appear in textbooks,lectures, research assignments and referencearticles. Financial experts write reports onmatters to do with the economy, geologistswrite reports for purposes of development andconservation and medical researchers writereports for the information of other doctorsand the public.

Information reports have a variety of patternsand contain various types of information.Theycan classify information into different categoriesor examine the components and various aspectsof an object.They involve students indeveloping the skills of naming, generalising,describing, defining, analysing, organising,comparing and contrasting.

At this stage students should most frequently bereading information reports covering scientificareas, e.g. animals and plants, technologicalreports explaining different forms of machineryand sociological reports describing aspects ofpeople, their countries and culture.

Scientific reports provide factual informationabout ‘the way the world is’. Scientists workingas botanists, biologists and zoologists classify and

describe plants and animals.An animal or plantis then placed or classified in a group accordingto criteria.Aspects such as appearance,behaviour, habitat and life cycle would then bedescribed.

Technological reports are written about spaceshuttles, computers, calculators, or motor boatengines.These reports begin with a generalstatement and continue with a description ofthe type of machine, how it is powered, itsappearance, important parts and their functionand any other interesting features. Frequentlyinformation about size and shape of parts canbe gained from looking at illustrations orpictures of actual machines.At a more advancedlevel students can compare and contrastdifferent machines like videos and taperecorders.

The third type of information report would bea sociological report describing people, theircountries and culture.The report would reflectcultural differences such as different patterns ofliving, homes, work, language and familyactivities.

At this stage information reports generallyinvolve a great deal of research.The first step indefining a unit consists of brainstorming to findthe breadth of the topic. Graphic representation(a tree diagram) of information forces studentsto organise concepts in an interlinked andintegrated manner. It enables them to showmajor and minor ideas and how these areconnected.Ability to access, skim and scaninformation from encyclopedias, referencebooks, the Internet, CD-ROMs, videos,newspapers and from interviewing expertsshould be developed.

In becoming critically literate students willhave to decide what content they need, whatcan be omitted because it is irrelevant andwhether verifiable research supports the facts.Several sources should be referred to, toconfirm statements or generalisations. Sometopics involve the development ofunderstanding and usage of technicalterminology. Students will need to develop theskills to read the contents page, the index and

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glossary and take notes in a structured way.Students frequently seem able to key in wordsto locate information from CD-ROMS, butselecting relevant information by key wordsand then writing in sentences can cause somedifficulty. It is important that students developthe ability and confidence to express thecontent in their own words, clearly definingterms and not simply regurgitating contentfrom the reference material.

At this stage students are frequently challengedto write an extended report, for example on cats.Extended means it deals with two or more typesof cat. Students may for example compare andcontrast domesticated cats, lions and leopards.This may involve comparing body structure,appearance, drawing maps to show the locationof the different types, drawing graphs of knownpopulations and comparing weight. Discussionof any differences in foods eaten, changes indifferent seasons, geography and climate andtheir effect on location can be researched.

Information reports can be presented orallyor in a written form. In oral presentations alecture on a subject, or information on topicssuch as scientific, man-made or naturalphenomena can be given. Often these talksmay be lengthy because of the amount ofcontent. Students should support these talkswith main points listed on overheadtransparencies or charts, create models or usevideos.This will assist with the clarificationof information, and assist with the presentationof the greater amount of the content. Studentswill need to focus on directing their talks atthe appropriate level for the audience and onprojecting their voices clearly. Expressive useof body language and careful pacing of contentare needed too.

Written reports should be clear, interesting andof a good quality.Teachers will need to createopportunities to model the planning of aninformation report using headings and notetaking.The writer’s voice should come throughas an interested person who has developedsome expertise and should not be too personal.Clear and attractive presentation of material

using a word processor, and the addition ofsupportive visual texts in the form of maps,diagrams and labelled illustrations will addgreater depth to the information.

STRUCTURE OF INFORMATIONREPORT TEXTSIn information reports, the major focus is ondescribing a class of objects rather thandiscussing a sequence of activities or actions.

The structure includes:• a general opening statement or classification• a description consisting of a series of

paragraphs• a conclusion or a general rounding off

statement• visual elements in the form of diagrams or

charts.

IntroductionIn the introduction, the opening statement orclassification explains the subject of theinformation report.This may include adefinition, classification or a short description.Sometimes the particular aspect being discussedmay be stated.

Series of paragraphsThis introduction is followed by a series ofparagraphs describing facts about various aspectsand features of the subject.These facts shouldbe divided into various topics, each groupedtogether in their own paragraphs. Each paragraphbegins with a topic sentence and is thenelaborated on by adding characteristics, detailsand facts about the topic; for example after theintroduction the next paragraph may describethe appearance and the colour, covering, sizeand shape are described.This could be followedby a paragraph describing the habitat and thenext paragraph would discuss the reproductionof the subject. For longer information reportsstudents can make use of headings, subheadings,diagrams, captions and an index to helporganise their notes.A final paragraph beforethe concluding statement could contrast andcompare different types and qualities.

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Concluding paragraphInformation reports frequently don’t have aconclusion although sometimes a generalstatement rounds off the report.

Visual featuresIt is important that students include tables,graphs, charts, concept maps, flow charts, cross-sections or diagrams as these add detail andclarify explanations.

BibliographyIt is important that the use of a bibliography isemphasised.Teachers should model the correctwriting of acknowledgments, bibliographies,reference lists and citing of references.

LANGUAGE FEATURES OFINFORMATION REPORT TEXTS• Use of a formal, accurate and objective style

to deal with the facts. Personal opinions andcomments are not added.

• Language is used economically.There are noirrelevant adjectives, adverbs, similes andmetaphors.

• Generally written in third person.• Use of present tense, e.g. are, thrive, but past

tense is used when recounting historicaldetails, e.g.When the ships entered theharbour, the Aborigines stared in amazementat the enormous sails.

• Use of relating verbs to link features,e.g. is, are, has, have;A cartoon is adrawing intended to influence publicopinion.

• Use of action verbs to describebehaviour, e.g. jump, devour, flee.

• Use of longer noun groups to buildup descriptions, e.g. Europeanmigration to Australia began in 1788when Britain established a penalcolony at Sydney Cove.

• Use of general nouns rather thanparticular nouns, e.g.AustralianRivers, not the Darling River.

• Use of technical and scientific language, e.g.species of animal.

• Use of comparative adjectives and definingand classifying adjectives, e.g. large, larger,largest, are called, are similar to, arestronger than.

• Use of factual and precise descriptiveadjectives to give details about appearance,function and components, e.g.The twelvemolar teeth in humans are used to grindfood.

• The beginning of structured sentencesshould focus the reader’s attention on thecontent, e.g.The First Fleet arrived;Governor Macquarie made many changes toSydneyTown.

• Passive voice is used to change the focus,e.g. Shoes, shirts and trousers are purchased at theclothing store, to replace Men buy shoes, shirtsand trousers at the outfitting store.

• More complex sentences should be found,e.g.Although Henry Lawson was a famousAustralian writer, he died in poverty in1922.

• Use of paragraphs to organise informationwith the topic repeatedly named insubsequent paragraphs.

• Use of prepositions in phrases telling where,when and how.

• Use of time connectives.• Limited use of personal pronouns.

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TEXTORGANISATION

LANGUAGEFEATURES

General statementclassifying the object

Use of formal,accurate, objective

style

Written in the thirdperson, e.g. Thevibrations, they

Written in presenttense, e.g. are,

disturb

Use of prepositionsin phrases, e.g. in

Use of actionverbs, e.g. is

measured

Use of relatingverbs, e.g. is

Use of technicallanguage, e.g.

decibels

Use of larger noungroups, e.g. the

loudness of sound

Use of comparativeadjectives, e.g.

most

Use of generalnouns, e.g. noise,

sound

Beginning ofsentences focus

attention, e.g. Theloudness of sound

Use of precisedescriptive words,

e.g. high, low

Use of passive voice,e.g. Unwanted sound

can bereferred to

Description consisting ofa series of paragraphs

Visual element

Sample Annotated Text

General readingof statement

Measuring soundAll sounds are produced by vibration. The vibrations disturb theair in such a way that sound waves are produced. Thesewaves travel through the air in all directions and when they reacha receptor, such as a person’s ear, they set up vibrations that areperceived as sound.

Sound is measured in terms of loudness and frequency.

The loudness of sound is measured in decibels.Conversation may measure 40 decibels at a distance of onemetre. Traffic noise averages 75 decibels, while a rock musicconcert may reach more than 130 decibels.

The frequency of sound—that is, whether it is high pitched orlow pitched—is measured in hertz. The human ear is notsensitive to all sound frequencies. People are most sensitive tofrequencies of about 1000 hertz (Hz).

Unwanted sound can be referred to as ‘noise’. To assesshow annoying or uncomfortable noise is, it is necessary to knowits frequency range as well as its loudness.

PAINFUL NOISE

140

130 JET TAKE OFF

120

110

100 THUNDER

90

80

70 CARS

60

50

40 TWO PEOPLE TALKING

30

20

10 SOMEONE SLEEPING

0

When noise levels reachabove 65 decibels theyare consideredunacceptable becausethey affect a person’swhole lifestyle.

At 60-65 decibelspeople’s sleep isdisturbed.

At 55-60 decibels somepeople may be disturbedby the noise.

When the noise leveloutside a house is below55 decibels, peopleinside the house cancarry out normalactivities includingsleeping.

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BLM 1 Name _________________________________________ Date _______________

Outcomes Checklist Information Report TextsAt the end of the units on information report texts, students will have worked towardsachieving the following National Level 4 (NSW Stage 3) outcomes.

SPEAKING AND LISTENING

NA 4.1 NSW 3.1 Communicates and interacts confidently for arange of purposes and a variety of audiences to express welldeveloped, well organised ideas dealing with more challengingtopics.

NA 4.2 NSW 3.3 Considers aspects of context, purpose andaudience when speaking and listening and discusses ways in whichspoken language differs from written.

NA 4.3 NSW 3.4 Controls and evaluates structures and features ofspoken language. Interprets meaning and develops and presentsideas and information in familiar surroundings.

NA 4.4 NSW 3.2 Interacts in different sized groups using effectivecommunication skills and strategies and listening attentively

READING AND VIEWING

NA 4.5 NSW 3.5 Reads an extensive range of texts with fairlycomplex structures and features, justifying own interpretation ofideas, information and events in the response to themes and issues.

NA 4.6 NSW 3.7 Analyses and explains techniques to position thereader and to interpret experiences differently in texts.

NA 4.7 NSW 3.8 Identifies the structures of different texts andwith assistance discusses the grammatical structures and features thatshape readers’ and listeners’ understanding of texts.

NA 4.8a NSW 3.6 Selects a range of strategies appropriate for thetexts being read.

NA 4.8bWorking with peers, is able to find information andresources for specific purposes.

WRITING

NA 4.9 NSW 3.9Writes well structured literary and factual textsusing challenging topics, ideas and issues for a variety of purposesand audiences.

NA 4.10 NSW 3.13 Evaluates writing in terms of effectiveness ofpresentation of subject matter and adjusts to focus on context,purpose and audience.

NA 4.11 NSW 3.14 Discusses and evaluates how texts have beenconstructed to achieve their purpose and shape readers’ and viewers’understandings using grammatical features and structures.

NA 4.12a NSW 3.10 Uses a range of strategies to plan, edit andproofread own writing.

NA 4.12b NSW 3.11 Uses a range of strategies to spell unfamiliarwords.

BLM

21, 22, 24, 28,29, 33

21, 23, 29

28, 29

29

25, 33

21, 23

28

30

17, 24, 30, 34

16, 18, 21, 22,23, 30, 34, 35

16, 17, 18, 24,33

17, 18, 22, 23,25, 30, 34

18, 25, 30, 34

25, 35

DATE & COMMENTS

Blake Education Fully Reproducible

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BackgroundLessonsSession 1Looking at thesections of aninformation reportGive students working in groups an informationtext to examine. Each group should be given atext on the same topic but each should be froma different source such as an encyclopedia,magazine or newspaper.Ask students to skim,noticing headings and any visual texts beforeanswering questions.• Who is the audience? Is the language

directed at the appropriate level?• What is the purpose of the text? Is the text

spoken or written?• Is there a general opening statement

introducing the topic?• Are there a number of paragraphs about the

subject?• What is the topic sentence of each paragraph?• Does the conclusion summarise the

information?• Is only supportive information deliberately

used for the report?• What purpose do the diagrams and pictures

serve?Encourage the class to discuss differences andsimilarities in the information.

Session 2Oral presentationHold a brainstorming session before studentsbegin to research a new topic.Ask them to listwhat they know and to write questions needingresearch.Ask students to present an oral

information report in the form of a lecture orpresentation to the class, the audience.Theyshould make use of the following: palm cards onwhich topic sentences and the main points arewritten, diagrams, graphs, sequenced pictures,charts or models as these can be used to helpexplain concepts. Students should practisepresenting to improve fluency and changingtheir intonation to emphasise points.

Session 3Creating a word bankand glossaryReference chains and word chains are usedthroughout an information report so that acoherent whole is created. Give students areport and ask them to underline these chains.

Ask students to build word banks of key wordsto use when writing under sub-headings, forexample geographical features. Brainstorm withthem words such as: coastline, mountain range,rivers, valleys, crag, gorge, crevice. Encouragevocabulary building to cover other contentareas.

Follow this activity with the creation of aglossary.This has key technical words written inalphabetical order followed by their definitions.Ask students to write a number of words oncards and their definitions on separate cards.Have them swap cards with a partner and try tomatch words with definitions.

As personal comments and opinions are notadded to reports, it is very important thatstudents focus on objective and subjectivelanguage. For example, Elephants are clumsycreatures is subjective while Elephants have atrunk, two ears and four legs is objective. Givestudents the opportunity to practise writingobjective and subjective sentences.

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Session 4Writing coherentparagraphsIt is important that students are able to reorganisesentences so they form an interesting paragraphbeginning with a topic sentence.

The dolphin that we see swimming about andplaying close to boats in the sea and rivers is calledthe common dolphin.This dolphin grows to thelength of about two metres.The bottle-nosed dolphinmay be up to four metres in length and weigh up totwo hundred kilograms.There are over fifty differentvarieties of the marine animals dolphins and they areclassified as toothed whales.

Students should vary the way topic words arerepeated in order to maintain the reader’s interest.For example if writing a report on America itcan be referred to asThe United States or thecountry of American people etc. Hold abrainstorming session using different startingwords to see the variations for each word.

Follow this with an activity where students aregiven notes that have been researched.Askthem to think of a suitable heading and to linksentences using connectives and conjunctionsto create an interesting paragraph beginningwith a topic sentence.

Nutrients are food materials. Nutrients promotegrowth. Soil organisms release nutrients. Ecosystemdepends on decomposition to create energy.Leaves/branches fall from tree—partially decay—form humus layer. Litter broken down bydecomposition. Roots take in nutrients.

Session 5Using visual textsDivide the class into groups and ask each groupto complete a concept map by writing questionsabout a given topic under headings such aswho, what, when, where, why, how. Havestudents label and annotate diagrams legibly.

Give students a concept map or diagram froman information report.Ask them to write theirown report based on the diagram to share withthe group. Read the original text. Studentsshould take notes and add any new facts totheir own reports.

Session 6Joint constructionChoose a topic and model the jointconstruction of an information report.Withstudents watch nature programs, CD-ROMSand Internet sites, and look at resources. Createa tree diagram of the topic so that all aspects ofthe area are named. Devise a class set of criteriato be used by students and use an informationscaffold that will assist students when they arestructuring their independent reports. (SeeBLM 4 and 6.) Include sections for differentaspects of description and information. Remindstudents to begin with an introductorysentence, passage or classification and tointroduce the subject in the first paragraph.Theyshould keep information of the same typetogether. Help students list the areas that can becovered: appearance (size, height, weight, parts itis divided into); habitat; behaviour; protectionor aggression, life cycle, similar species.

Jointly construct topic sentences using scaffoldquestions as a guide. Organise this materialunder headings in point form. Model notemaking from a text.

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Session 7Preparing anindependentinformation reportAsk each student to select a social animal (onethat raises its young within a group) to researchand to write an information report on it.Theywill need to start by finding out which animalsare social animals.They should begin bycreating a tree diagram of animals withbackbones and those without.

Before students can select the animal group toresearch, they will need to find out what ismeant by social animals.They should then lookat the groups that fall under vertebrates.

Vertebrates: Sharks and fishFrogs, toads, salamandersReptiles: lizards, snakes,tortoises, crocodiles, turtlesBirdsMammals—Monotremes:platypus, echidnaMarsupials: kangaroo,Tasmanian devil, koala etc.Placentals: whales, seals, bats,humans, primates etc.

Ask students to underline social animals andthen to choose a topic to research. Questions tobe answered are:Where does it live? How doesit reproduce? How long does it live?What doesit look like?What does it eat? How does itinteract with other animals and mankind?Whatenemies does it have? How does it protectitself? Optional visuals to be completed are: alabelled drawing of the animal, map where itlives, graph of different foods eaten, map offood chain etc.

Ask students to underline key words in thequestions.They should compile facts about thetopic under the headings What I know andResearch to be completed. Students should researchby using the school library, local library,

Internet; by writing letters to find outinformation; by interviewing experts; and byexamining newspapers.

It is important that students assess whetherresources are up to date and if they understandthe level of content.They should questionresponses and think about if they build on whatthey know or if they conflict and supply analternative point of view.

Remind students to write using present tense,begin a new paragraph to introduce differentinformation and to use technical languagerelated to the subject. It is important thatstudents include factual descriptions rather thanopinions. Facts are true statements whileopinions are personal judgements or personalresponses.

Remind students how to compilebibliographies of resources used.

Smith, J, (1999), The Lucky Dip. Shapiro, Sydney,Australia.

Name _________________________________________ Date _______________BLM 2

12 Blake Education Fully Reproducible

Brainstorming

Topic

BLM 3Name _________________________________________ Date _______________

13Blake Education Fully Reproducible

Mind Mapping

Name _________________________________________ Date _______________BLM 4


Tree Diagram

BLM 5Name _________________________________________ Date _______________


Concept MapORDER MAIN IDEA

DETAILS

ORDER MAIN IDEA

DETAILS

ORDER MAIN IDEA

DETAILS

ORDER MAIN IDEA

DETAILS

ORDER MAIN IDEA

DETAILSTOPIC

Name _________________________________________ Date _______________BLM 6


Information Report Scaffold

INTRODUCTIONA general opening statement that explains clearly what the text is about. Sometimes it includes ashort description or a definition of the subject.

SERIES OF PARAGRAPHSEach paragraph describes an aspect of the subject.Paragraphs begin with a topic sentence.Details about the topic sentence follow.Technical language relating to the content is used.

CONCLUDING PARAGRAPHThis ends off the text and may summarise the above details.

BLM 7


Name _________________________________________ Date _______________

Compare and Contrast Framework

Two subjects are compared and contrasted, for example:The focus years are the 1800s and thecountries are England and Australia.The task is to compare a child of ten’s life at this time in thesecountries.Write England in column A and Australia in column B. List the characteristics to becompared or contrasted, for example meals, culture, leisure activities, education, dangers, runningdown the first column.

General introductory statement:

Characteristic A. B.

Concluding statement

Name _________________________________________ Class _______________BLM 8


Outline for an Animal ReportTitle: ______________________________________________________________

General statementIs it a vertebrate or invertebrate?Which family or group does it fall within? How many differentspecies are there?Which creatures is it related to?

Describe its appearanceHow many divisions of body parts? How large is it? How heavy?What shape?What colour? Doesit camouflage the creature? Does its coat or covering change as the animal matures? How largedoes it grow?What body covering does it have?

Describe its habitatIn which countries is it found? Is it living in natural surroundings? Does it hibernate duringwinter? Does it migrate?______________________________________________________________________________

Describe its behaviourWhat type of food does it eat?What preys on it? How does it reproduce? How are its young born?How does it look after its young?What are its habits?______________________________________________________________________________

Other interesting factsIs it increasing or decreasing in numbers? Is it protected by humans? Does it have great commercialvalue? Does it have natural enemies?What can be done to help protect it?

Illustrations, diagrams or maps

Resources______________________________________________________________________________

BLM 9Name _________________________________________ Date _______________


An Extended Scientific ReportTitle (general group) ________________________________________________

INTRODUCTIONGeneral statement which puts animals in a large group and identifies some types.

Description of the group using technical terms, explaining appearance, behaviour, including whatthey eat, how they give birth, how they nurture their young and their habits.

Example 1Description of where it is found, what it looks like and how it behaves.

Example 2Description of where it is found, what it looks like and how it behaves.

CONCLUDING STATEMENT

Visual material to support text

BLM 10


Name _________________________________________ Class _______________

Framework for a Technical ReportStructure

Title

General statement

Description of the parts

Function of each part

Uses

Interesting features

Bibliography

Appropriate language

A general title that refers togroups of things.

Describes the type ofmachine, building, computeror transport etc. beingstudied.

Explains what it looks like.Generally words like have,contain, include are used.

Describes the work of eachsection.

Describes how, why andperhaps when it is used.

Description of shape,behaviour, colour, functionand problems.

Authors’ names (inalphabetical order), titles ofbooks and publishers, Internetaddresses, CD-ROMS.

Your text

BLM 11Name _________________________________________ Date _______________


Scaffold for an Information Reporton a Country

Name of country

Introduction

Location on a map, e.g.nearby oceans, landmarks

Appearance of the land,e.g. mountain ranges,valleys, volcanoes, rivers

Description of theclimate and the effecton the crops that can begrown

Plants and animals thatcan be found

Occupation of most ofthe people, e.g. farmers,coal miners

Culture and language,e.g. food eaten, languagespoken, artwork, dance,description of homes

Government andleadership, e.g.democracy, problems

Concluding paragraph

Visual material, e.g.flag, birds, maps, graphs

Bibliography

Key features in point form

Writing RecordDate Title Draft Redraft Text type Theme Response

to writing

Name _________________________________________ Class _______________BLM 12


BLM 13


Name:

Class:PURPOSEUnderstands the purpose of informationreports.STRUCTUREWrites a clear opening statement.Begins with a classification, follows witha description.Groups information of same typetogether in paragraphs.Writes paragraphs each with a topicsentence and/or a heading.Sequences a series of paragraphs addingdetails.Presents visual information in tables,maps, diagrams and graphs and integrateswith text.Writes a concluding paragraph.TEXT ORGANISATIONDevelops a well sequenced plan forreport writing.Able to research to find informationsuitable for headings.Is developing sound note taking skills.Writes paragraphs that have topicsentences and supporting details.Writes paragraphs that focus on specificareas of content.Lists detailed resources.LANGUAGE FEATURESUses general nouns rather than specificnouns.Uses longer noun groups to build updescriptions.Uses comparative adjectives.Uses action verbs.Writes using third person.Uses pronouns consistently to refer totopics (it, they).Focuses attention on beginning ofsentences.Uses language economically and usesobjective language.Uses passive voice.Uses technical and scientific languageconsistently.

Date/LevelDate/Level Date/Level Date/Level

Information Report Skills Checklist

LEVEL CODES 1 Consistently evident 2 Sometimes evident 3 Not evident

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