Five Ws
Show a news photograph. Pairs answer who, what, where, when, why in full sentences, then compare.
Writing · Level 3 · Years 5 and 6 · Unit 4 of 6 · Newspaper report
A newspaper report
Children write a formal news report answering who, what, where, when and why, with quotes and the passive voice where it suits.
8sessions
60minutes each
Years 5 and 6ages 10 to 12
A2 to B1CEFR
By the end
Children write a headline, a lead paragraph answering the five Ws, two or three further paragraphs with direct and reported quotes, and a closing line.
How the unit runs
8 sessions, 8 parts
Every writing unit follows the same eight parts: read, talk, learn the sentence skill, plan, write together, write alone, check, publish. This unit fits them into 8 sessions of about 60 minutes.
| Session | Parts | What happens |
|---|---|---|
| Session 1 | Part 1: Read and enjoy | Read and enjoy "Fire alarm at Oakfield School". Find 3 features to notice. |
| Session 2 | Part 2: Talk it | Oral rehearsal games: Five Ws, Reporter and witness, Say it formally. |
| Session 3 | Part 3: Sentence skill | Teach the sentence skill: Active and passive. |
| Session 4 | Part 4: Plan | Plan on the frame: my newspaper report plan. |
| Session 5 | Part 5: Shared write | The teacher models the writing, thinking aloud. |
| Session 6 | Part 6: Independent write | Children write independently, with support and stretch. |
| Session 7 | Part 7: Check | Check against the success criteria and the editing checklist. |
| Session 8 | Part 8: Publish | Publish for a real reader on the printable template. |
Curriculum link. Years 5 and 6 composition: selecting appropriate grammar and vocabulary; choosing the appropriate register; using a wide range of devices to build cohesion. Appendix 2: use of the passive to affect the presentation of information (Year 6); the difference between structures typical of informal speech and formal writing. Sources: see the end of this page.
Part 1 of 8
Read and enjoy a model text
Read it aloud first, or press the button. Talk about what the writer has done before anyone writes. This text was written for Litlings and is free to copy for your class.
SCHOOL EVACUATED AFTER BURNT TOAST
Pupils at Oakfield Primary School were evacuated on Tuesday morning after a fire alarm was triggered by burnt toast.
The alarm sounded at 9.15 a.m. while the breakfast club was in session. All 240 children were led safely to the playground by teachers, and the fire service was called immediately.
“Everyone behaved very calmly,” said head teacher Mrs Rivers. “We practise our drill every term, and today it worked perfectly.”
Firefighters checked the building and confirmed that there was no danger. Lessons were resumed at 10.00 a.m. The toaster has since been replaced.
What to notice
- Headline in capitalsA headline is short, bold and tells the main event.
- were evacuated / was triggered / were ledPassive verbs put the focus on what happened, not who did it.
- “Everyone behaved very calmly,” said...A direct quote adds a voice. The report stays in the past tense and formal.
Part 2 of 8
Talk it: oral rehearsal
Talk comes before writing. Children say the sentences, then the paragraph, before the pencil moves.
Reporter and witness
One child is a reporter, one a witness. The reporter asks questions and notes quotes; the witness answers in character.
Say it formally
Take a casual sentence (the toast set off the alarm and everyone ran outside). Say it as a news report with passive verbs and formal words.
Part 3 of 8
Sentence skill: Active and passive
In the passive, the thing that is affected comes first: The window was broken. News reports use it to focus on what happened, not who did it.
Teach it in four steps
- Write a short headline that names the main event.
- Answer who, what, where, when and why in the first paragraph.
- Use the passive to focus on what happened: The alarm was triggered.
- Add a direct quote with a speech tag and a closing line.
Examples
| Start | Becomes or shows |
|---|---|
| Burnt toast set off the alarm. | The alarm was set off by burnt toast. |
| Teachers led the children out. | The children were led out by teachers. |
| Everyone ran outside. | The building was evacuated. |
Part 4 of 8
Plan: My newspaper report plan
Plan your headline, five Ws and quote. Children say each part aloud to a partner first, then jot notes. Type here, or print the frame to use on paper. It prints on one A4 page.
My newspaper report plan
NameDate
Plan your headline, five Ws and quote.
HeadlineShort, in capitals, names the event.
Who, what, where, when, whyThe lead paragraph.
Further detailsWhat happened next, in order.
A quoteWho said it, what did they say?
Closing lineWhat happens now?
Part 6 of 8
Independent write
The task
Write a newspaper report on a real or imagined event. Include a headline, a lead paragraph answering the five Ws, a quote, passive verbs and a closing line.
Sentence starters
- ___ was ___ on ___ after ___.
- The ___ was ___ at ___.
- “___,” said ___.
- According to ___, ___.
- ___ has since been ___.
Word bank
- reportedly
- witnesses
- evacuated
- confirmed
- emergency
- immediately
- according to
- spokesperson
- meanwhile
- subsequently
Support
Give a newspaper frame with labelled sections and a headline word bank.
Stretch
Add a second quote from a different witness and a caption for a picture.
English as an additional or foreign language. Provide a newspaper vocabulary mat and a passive-voice table. Rehearse the five Ws orally first.
Part 7 of 8
Check: success criteria and editing
Children read their writing aloud, tick what they have done and fix what they have not. Ticks are saved on this device only.
Success criteria
Editing checklist
Part 8 of 8
Publish for a real reader
Compile the reports into a class newspaper with headlines, pictures and captions. Read the top story aloud like a news bulletin.
Printable template: Newspaper front page
One A4 page, blank for handwriting. Print from the browser or download the PDF.
The front page
NameDate
Write the newspaper name and a headline. Add a picture and three columns of your report.
Newspaper name
Headline
Picture
Caption
Column 1
Column 2
Column 3
Keep going
In this course
Elsewhere on the site
Sources
- National curriculum in England: English programmes of study (DfE)
- English Appendix 2: vocabulary, grammar and punctuation (DfE)
- Improving Literacy in Key Stage 2 (EEF)
Curriculum statements are paraphrased from the documents above. Model texts and activities are original to Litlings.