understand how verbs represent different processes for doing, feeling, thinking, saying and relating

AC9E3LA03

describe how texts across the curriculum use different language features and structures relevant to their purpose

AC9E3LA04

understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together

AC9E3LA09

identify how images extend the meaning of a text

sequencing

organising text

Retelling a story

express an opinion

Correct spelling

AC9E3LA04 - understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together

AC9E3LA09 - identify how images extend the meaning of a text

understand conventions of print and screen, including how books and simple digital texts are usually organised

AC9EFLA07

explore the contribution of images and words to meaning in stories and informative texts

AC9EFLE05

retell and adapt familiar literary texts through play, performance, images or writing

AC9EFLY06

create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly

AC9E5LA01: understand that language is selected for social contexts and that it helps to signal social roles and relationships

Genre: Informative

Text type: Letter to teacher of school

Text Structure: Greeting, paragraphs to structure importance of information (setting up context of letter, providing information to reason the context). formal sign off.

Language features: Formal language as it is a letter to the teacher, using a fun-fact to represent how info would be appealing to year 4 class.

language features: adjectives, imperative sentences

Genre: Recount

Text Type: Personal recount

AC9E1LA03

explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain

AC9E1LA07

understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

Structure and language features: Multimodal text designed to convey a message quickly using techniques such as symbolism, exaggeration, labelling, analogy, and irony.

AC9E5LA03

describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts

AC9E5LA07

explain how the sequence of images in print, digital and film texts has an effect on meaning

explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain

AC9E1LA08

compare how images in different types of texts contribute to meaning

Text type: Birthday invitation

Text structure: date, time, location, address to invitee, explanation of who, what, when, where and why, rsvp date, closing message, illustrations

Language features: interpersonal language, use of second and first person, exclamation points, themed-related language, descriptive language

Purpose: To invite people to join birthday celebration and give them necessary information/details

Curriculum links:

AC9E2LA01

investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions

AC9E2LA09

experiment with and begin to make conscious choices of vocabulary to suit the topic

AC9E2LE05

create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools

AC9E2LY03

identify the purpose and audience of imaginative, informative and persuasive texts

explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain

AC9E1LA09

recognise the vocabulary of learning area topics

AC9E1LY01

discuss different texts and identify some features that indicate their purposes

-          AC9E3LY06

o   plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words

o   AC9E3LA04

§  understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together

o   AC9E3LA02

§  understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful

o   AC9E3LY03

§  identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images

Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words

Audience : families

Year level: 6

Content descriptor: AC9E6LY06

Creating texts: plan, create, edit and publish written and multimodal texts whose purpose is to persuade...using topic specific and vivid vocabulary.

Context: There will be a friendly monster visiting the school. Monsters are hungry, so our guest will need some food!

Purpose: To instruct the students how to make a pizza for the visiting monster.

Audience: Year 1 class/es, Year 1 teachers.

Language and structural features:

• Verbs (at the beginning of a command/instruction)

• Numbered lists

• Title and headings

AC:E Content Desctriptors:

• AC9E1LA03: explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain

• AC9E1LY06: create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words

• AC9E1LA08: compare how images in different types of texts contribute to meaning

• AC9E1LY03: describe some similarities and differences between imaginative, informative and persuasive texts

• AC9E1LY01: discuss different texts and identify some features that indicate their purposes

Genre: Recount

Text Type: Personal recount

Australian Curriculum Link:

• explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain

(AC9E1LA03)

• understand that a simple sentence consists of a single independent clause representing a single event or idea

(AC9E1LA06)

• understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

(AC9E1LA07)

• compare how images in different types of texts contribute to meaning

(AC9E1LA08)

• understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns

(AC9E1LA10)

Language Features:

• Nouns (with capital letters - Hawaii, Mum, Dad and Ellie)

• Verbs (hiked, surf, dance)

• Adjectives (tired, sore, fun)

• Past tense (On the holidays I ..)

• Punctuation (commas and full stops)

Genre: Recount

Text Type: Personal Recount

AC9E1LA03

explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain

AC9E1LA07

understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

AC9E1LA10

understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns

Year Level: 4

Purpose: To inform Year 6 students and parents about a school dance.

AC9E4LA01: Explore language used to develop relationships in formal and informal situations.

AC9E4LA10: Explore the effect of choices when framing an image, placement of elements in the image and salience on composition of still and moving images in texts.

AC9E4LY08: Write words using clearly formed joined letters, with developing fluency and automaticity.

AC9E4LA05: Identify text navigation features of online texts that enhance readability including headlines, drop-down menus, links, graphics and layout.

• identify how texts have different language features and are typically organised into characteristic stages depending on purposes

AC9E4Y06

• Plan, create, edit and publish written multimodal informative and persuasive texts using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and sumple punctuation

Curriculum links:

• create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words (AC9E2LY06)

• identify the purpose and audience of imaginative, informative and persuasive texts (AC9E2LY03)

• understand that images add to or multiply the meanings of a text (AC9E2LA08)

• experiment with and begin to make conscious choices of vocabulary to suit the topic (AC9E2LA09)

understand conventions of print and screen, including how books and simple digital texts are usually organised

AC9EFLA06

recognise that sentences are made up of groups of words that work together in particular ways to make meaning+

AC9E1LA03 and AC9E1LA07

Content descriptors:  AC9E2LY06, AC9E2LA08

Post it notes:

What is the field?

• The text is about how to grow a sunflower. It informs and instructs readers on readers on how to grow a sunflower effectively.

What is the tenor?

• The purpose is to instruct the audience, using casual, informal language

• Audience - gardeners

What is the mode?

• Text structure: the text structure is in steps.

• title, materials, method/ steps, underlining for emphasis

Language features:

• commands, capital letters, full stops, dot points, exclamation marks, colon, underlining for emphasis

Field (topic): Describing a fantasy holiday to a magical or fantastical place.

Tenor (audience): Friends/ peers.

The purpose is to inform peers of a fantasy holiday.

Mode (text structure): descriptive and imaginative.

Language features: paragraph grouping, punctuation, multisyllabic words and sentence structure.

Advertisement

Create context: identity audience, purpose, structure and language features

• Audience is fellow peers

• Advertising book week: primary social purpose is to persuade the reader or viewer to take a specific point of view or take action (Take Action: dress up as your favourite character for book week)

• Structure - Opening statement or thesis, Assertions, evidence and relevant information (when, where, what, why), Conclusion - A call for action

• Language features - Slogans or catch phrases, excessive adjectives and repetition of words, hyperbole, emotional appears, direct questions, testimonies, visual cues and images

Pick a year level and check the curriculum 

• Year 2 

• AC9E2LA03

• identify how texts across the curriculum are organised differently and use language features depending on purposes

• AC9E2LA08

• understand that images add to or multiply the meanings of a text
  AC9E2LA09

• experiment with and begin to make conscious choices of vocabulary to suit the topic
  AC9E2LA10

• recognise that capital letters are used in titles and commas are used to separate items in lists

• AC9E2LY01

• identify how similar topics and information are presented in different types of texts

• AC9E2LY03

• identify the purpose and audience of imaginative, informative and persuasive texts

• AC9E2LY06

• create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words

Audience- Teacher, Principal, Parents.

Purpose- To persuade teachers and schools not to give homework.

Text structure-

1. Introduction

• State your opinion.

• Introduce the topic.

2. Reasons (supporting paragraphs)

   • Give 2-3 reasons that support your opinion.

3. Conclusion

   • Restate your opinion

Language features-

• Opinion statements e.g I believe

• Persuasive/emotive words

• Connectives e.g firstly

• Modal verbs

Content descriptors

AC9E3LY06

plan, create, edit and publish imaginative, informative and persuasive written and multimodaltexts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words

AC9E3LY01

recognise how texts can be created for similar purposes but different audiences

AC9E3LY03

identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images

AC9E3LA02

understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful

AC9E3LA04

understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together

AC9E3LA07

understand how verbs represent different processes for doing, feeling, thinking, saying and relating