Australian Curriculum English - Language: Year 1 - Ages 6-7

RIC- 6358 1160/4.7

Australian Curriculum English – Language: Text structure and organisation (Year 1) Published by R.I.C. Publications® 2012 Copyright© R.I.C. Publications® 2012 ISBN 978-1-921750-84-7 RIC– 6358

Titles in this series:

A number of pages in this book are worksheets.

The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher.

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© Australian Curriculum, Assessment and Reporting Authority 2012.

For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.

Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of the author(s).

ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www. australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

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Australian Curriculum English – Language: Text structure and organisation (Foundation) Australian Curriculum English – Language: Text structure and organisation (Year 1) Australian Curriculum English – Language: Text structure and organisation (Year 2) Australian Curriculum English – Language: Text structure and organisation (Year 3) Australian Curriculum English – Language: Text structure and organisation (Year 4) Australian Curriculum English – Language: Text structure and organisation (Year 5) Australian Curriculum English – Language: Text structure and organisation (Year 6)

Copyright Notice

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School Order# (if applicable):

R.I.C. Publications® follows the guidelines for punctuation and grammar as recommended by the Style manual for authors, editors and printers, 6th edn., 2002.

Note, however, that teachers should use their own guide if there is a conflict.

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Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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Australian Curriculum English – Language: Text structure and organisation (Year 1)

Foreword Australian Curriculum English – Language: Text structure and organisation (Year 1) is one in a series of seven teacher resource books that support teaching and learning activities in Australian Curriculum English. The books focus on the sub-strand of Text structure and organisation within the Language strand of the national English curriculum.

The resource books include theoretical background information, activities to develop the content descriptions, blackline masters, resource sheets and assessment checklists, along with interrelated links to other English strands and sub-strands.

Titles in this series are:

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Australian Curriculum English – Language: Text structure and organisation (Foundation) Australian Curriculum English – Language: Text structure and organisation (Year 1) Australian Curriculum English – Language: Text structure and organisation (Year 2) Australian Curriculum English – Language: Text structure and organisation (Year 3) Australian Curriculum English – Language: Text structure and organisation (Year 4) Australian Curriculum English – Language: Text structure and organisation (Year 5) Australian Curriculum English – Language: Text structure and organisation (Year 6)

Contents

Format of this book .................................. iv – v

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

Language: Text structure and organisation .............................................. 2–85

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Understand that the purposes texts serve shape their structure in predictable ways (ACELA1477)

© Australian Curriculum: Assessment and Reporting Authority 2012

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Teacher information ................................................. 2 Activities to develop the content description ...... 3–10 Blackline masters ............................................. 11–25 Assessment checklist ............................................. 26 Interrelated English links ........................................ 27 Modes, capabilities and priorities covered by the activities in this content description ....................... 27

Teacher information ............................................... 54 Activities to develop the content description ......... 55 Blackline masters and resource sheets ............. 56–69 Assessment checklist ............................................. 70 Interrelated English links ........................................ 71 Modes, capabilities and priorities covered by the activities in this content description ....................... 71

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© Australian Curriculum: Assessment and Reporting Authority 2012

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• • • • • • •

Understand patterns of repetition and contrast in simple texts (ACELA1448)

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)

© Australian Curriculum: Assessment and Reporting Authority 2012

© Australian Curriculum: Assessment and Reporting Authority 2012

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Teacher information ............................................... 28 Activities to develop the content description .......... 29 Blackline masters and resource sheets.............. 30–51 Assessment checklist ............................................. 52 Interrelated English links ........................................ 53 Modes, capabilities and priorities covered by the activities in this content description ....................... 53

Teacher information ............................................... 72 Activities to develop the content description .......... 73 Blackline masters and resource sheets ............. 74–83 Assessment checklist ............................................. 84 Interrelated English links ........................................ 85 Modes, capabilities and priorities covered by the activities in this content description ....................... 85

Answers ................................................... 86–90

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Australian Curriculum English – Language: Text structure and organisation (Year 1)

iii

Format of the book This teacher resource book includes supporting materials for teaching and learning in the sub-strand of Text structure and organisation within the strand of Language in Australian Curriculum English. All content descriptions in the sub-strand have been included, as well as teaching points based on the Curriculum’s elaborations.

While the book focuses on the sub-strand of Text structure and organisation, activities and interrelated links to other strands and sub-strands have been incorporated.

Each section supports a specific content description and follows a consistent format, containing the following information over several pages: • activities to develop the content descriptions • interrelated English links

• student blackline masters • assessment checklist

• resource sheets

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Answers relating to student blackline masters have been included at the back of the book.

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The length of each content description section varies.

Related terms includes vocabulary associated with the content description.

Many of these relate to the glossary in the back of the official Australian Curriculum English document; additional related terms may also have been added.

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Teacher information includes background information relating to the content description, as well as related terms and desirable student vocabulary and other useful details which may assist the teacher.

What this means provides a general explanation of the content description.

Teaching points Ts © R. I .

C.Publ i cat i on provides a list of the main teaching • f owords rr evi ew pur posesonpoints l yrelating • to the Student vocabulary includes content description. which the teacher would use— and expect the students to learn, understand and use—during English lessons.

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Elaborations are a list of elaborations bbased on those in the content description.

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Further resources by R.I.C. Publications or other publishers or authors are included where appropriate.

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Activities to develop the content description includes descriptions or instructions for activities or games relating to the content descriptions or elaborations. Some activities are supported by blackline masters or resource sheets. Where applicable, these will be stated for easy reference.

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Format of the book

r o e t s Bo r e p ok u S Each section has a checklist which teachers may find useful as a place to keep a record of their observations of the activities to develop the content descriptions.

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Blackline masters and resource sheets are provided to support teaching and learning activities for each content description.

These include worksheets for class use, games, charts or other materials which the teacher might find useful to use or display in the classroom. For each blackline master or resource sheet, the content description to which it relates is given.

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Interrelated English links lists other links covered within the Language strand, Literature strand and Literacy strand of English that are incorporated in the activities provided with the content description. While the book’s approach focuses on the Text structure and organisation sub-strand, the links show the integration across the three strands.

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o c . che e r o t r s super A table showing the Language modes, General capabilities and Cross-curriculum priorities covered by the activities in each content description is provided.

Answers for student worksheets are provided at the back of the book.

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Text and structu orga r nisa e tion

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1477) © Australian Curriculum: Assessment and Reporting Authority 2012

Related terms

Teacher information

Texts

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Written, spoken or multimodal forms of communication for a range of purposes.

Text structure

What this means •

Students should understand that a text is written for a specific purpose; e.g. to give information, to entertain, to give instructions.

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Students should understand that a text type is structured in a specific way to help serve the purpose for which it is written. For example, a recount tells about something that happened. It has an introduction to set the scene, followed by a description of the events that occurred in chronological order. A procedure such as a recipe has a list of ingredients, followed by a series of numbered steps that explain how to make the recipe.

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The manner in which information is organised within different text types; e.g. title, introductory paragraph, sequencing of events or steps, concluding paragraph.

Imaginative texts

Teaching points

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Informative texts

Texts whose main purpose is to provide information. They may be in the form of a procedure, report or explanation, for example.

Persuasive texts

Texts whose main purpose is to present a point of view and persuade a reader/listener/viewer.

They may be in the form of an advertisement, argument or debate, for example.

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Students should become familiar with the text structures of different imaginative, informative and persuasive text types including narratives, recounts, reports, procedures, explanations and expositions.

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Give students the opportunity to discuss and compare different types of familiar texts and identify the purpose of each text. Students need to consider why a text was written. What is its purpose? How do the reader and writer benefit/learn from the text?

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Understanding the structure of a particular text type will improve a student’s comprehension of a text of that type.

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Opportunities to read, discuss and analyse a number of examples of a particular text type is a prerequisite for success in writing them.

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Texts whose main purpose is to entertain.

They may be in the form of traditional stories, poetry, plays, novels, picture books or films, for example.

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E1. Compares and discusses the purposes for which a variety of familiar texts were written.

E2. Identifies and discusses the text structures of different text types.

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Student vocabulary text narrative

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events

complication

recount

problem

report

resolution

procedure

conclusion

explanation

ending

exposition

classification

argument

description

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Further resources •

Primary writing (Books A–B) R.I.C. Publications

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Posters: Introducing text types/Understanding text types R.I.C. Publications

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Interactive software: Introducing text types (Understanding text types) R.I.C. Publications

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60 Writing topics: Exploring text types. (Ages 5–7) Maureen Hyland

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Another 60 writing topics: Exploring text types. (Ages 5–7) Maureen Hyland

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paragraph vocabulary title orientation

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Text and structu orga r nisa e tion

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1477) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

E1. Compares and discusses the purposes for which a variety of different texts were written.

• Why did the author write this book? (page 11) Provide a variety of different books, fiction and nonfiction, for students to look at, read and/or have read to them. Include picture books, class readers or short novels with illustrations, traditional tales from around the world, myths and fables, comics, recipe books and reference books on topics students are learning about. Identify the author of a selected book, discuss what type of book it is and why the author wrote this book; i.e. its purpose. For example, a recipe book was written to teach/inform us how to cook something, a narrative such as There’s a hippopotamus on our roof eating cake by Hazel Edwards is an story written for children to enjoy the imaginative tale. The blackline on page 11 is provided for students to record their thoughts about a selected book.

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• Why was this text written?

Involve the students in activities within the classroom, school, home and local community similar to the one above using multimodal texts and familiar texts that are not in book form. Students identify why the text was written; i.e. its purpose. Texts to use could include those:

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written to inform, explain or teach something: signs or labels on doors and rooms around the school and community, texts on the board, wall charts in the classroom, posters around the school notifying students of an event, school newsletter (either email or pamphlet), brochures in doctor’s surgeries, instructions on games used in class, blurbs on book or DVD covers, party invitations, entrance sign information to a building such as a library or a zoo, webpages that relate to topics being covered in class

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written to persuade: webpages with side advertising or pop-ups; TV advertisements (these are usually accompanied with sound, but identify what they see in the ad); large advertising posters (that are quite often digital) located on roadsides, at sporting events or on shop fronts

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written to entertain or for enjoyment: imaginative texts students have written that are on display; myths, fables and other narratives found online.

Interrelated English links: See page 27

E2. Identifies and discusses the text structures of different text types.

• Analysing text structures of various text types

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Pages 4 to 10 provide teacher information, student activities and examples of seven imaginative, informative and persuasive text types written in the forms of a narrative, a personal recount, two procedures (a recipe and instructions for making a craft work), a report, an explanation and an exposition.

These pages support the blackline masters provided on pages 12 to 25.

Each text type on pages 4 to 10 includes:

information for the teacher about the various structural features of the specific text type, and the purpose of the specific text type

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a detailed analysis of the structural features of the text presented in the sample texts provided on pages 12 to 25

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suggested activities for helping students analyse the structural features of the specific text type

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answers for the student analysis worksheet are provided at the back of the book.

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• Making jigsaws of the text types

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To help students identify the structure of different text types, enlarge the sample texts on pages 12, 14, 16, 18, 20, 22 and 24. Cut them into sections; e.g. cut the procedure on page 16, ‘Fruity milkshake’, by title, goal, materials (What you need), steps and test. Write these headings on separate strips of card. Place the ‘jigsaw’ pieces of the procedure into a plastic sleeve or resealable bag labelled ‘Procedure’, along with the heading cards. Students can take out the pieces, lay the text in order and place each heading card next to the correct part of the procedure.

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• Looking at books

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Use the books collected for the activity in the first bullet point at the top of the page. Talk about the structure of various texts and ask students to identify and describe these structures. For example, they will see numbered steps or bullet points in procedures such as those in a recipe book and separate paragraphs about different parts of a narrative with some illustrations in a storybook.

Interrelated English links: See page 27

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Australian Curriculum English – Language: Text structure and organisation (Year 1)

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Text and structu orga r nisa e tion

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1477) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

Imaginative text: Narrative Structural features of narratives A narrative is a text which tells a story—generally imaginative but can be based on facts. It may be written in the form of a myth, legend, short story, poem, folktale or playscript. Its purpose is to entertain and engage the reader in an imaginative experience.

It includes: • Title • Orientation: the setting, time and characters • Complication: involving the main character(s) and a sequence of events

• Resolution: to the complication • Ending: often showing what has changed and what the characters have learnt

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• Detailed analysis of sample narrative on pages 12 and 13

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Title

Orientation

How the echidna got its spines

Long ago in the Australian bush, echidnas did not have spines. They just had fur.

Who, when and where Complication

The problem confronting echidnas Events In chronological order

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Read the narrative on page 12 to the students and discuss the story with them. Give students the opportunity to identify words using contextual information or phonic analysis. Explain this story is based on an Australian Aboriginal Dreaming story. Help them identify the purpose of the text and the structural features that make it a narrative; i.e. the orientation, problem or complication, events in chronological order, the resolution or how the problem was solved and the ending. (Refer to the copy of the student text below.) Assist students to analyse the narrative using the questions on page 13.

Some echidnas liked to hide from their enemies among rocks. Others liked to hide in hollow logs. But their enemies could still catch them and eat them.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• One day, an echidna wanted some ants to eat. It crept out of its hiding place in some rocks. It looked under some logs. No ants were there. It looked under the bark of trees. No ants were there. Where could they be hiding?

At last it found some hiding under a grass tree. It crawled under the tree to reach them. As it did so, some spines from the grass tree fell on its back. No matter how hard it shook, the spines would not come out.

Resolution How the problem was solved

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Ending Showing what has changed

• Film analysis

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After the echidna ate lots of ants, it began to go back to its home. A dingo saw it and ran towards it. The echidna got a fright and curled up into a ball. When the dingo reached the echidna, it could not eat it. The spines pricked the dingo’s mouth.

Now all echidnas have spines. Whenever they get a fright, they curl up into a ball so only their spines can be seen.

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Students view an age-level appropriate multimodal imaginative text (in the form of a narrative) on a DVD or online story. Afterwards, they can identify the structural features; i.e. orientation, complication, events, resolution and ending. Use page 13 as a guide.

• Comparing a narrative and a report

This narrative is based on a Dreaming story about how an echidna got its spines. The report on page 20 is about echidnas. Some facts about echidnas are included in both texts; e.g. what an echidna uses its spines for, illustrations of echidnas. Students can identify these aspects and read how they are presented in a different manner/structure in a narrative as compared to a report.

• Comparing different narratives Look at a variety of different types of narratives: traditional tales, poetry, humorous stories, mystery stories and discuss how they all have a setting, plot, events and a problem that was solved; i.e. a similar structure. In simple terms, compare the different settings, characters and plots and what makes the texts different, even though they are all narratives (stories).

• Writing a narrative After students are familiar with the structural features of a narrative, the next step is to guide them to plan their own text, write a draft, edit their work and publish a final copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process. Model plans with the headings ‘Title’, ‘Orientation’, ‘Events’ (these will include a ‘complication’ or ‘problem’), ‘Resolution’ and ‘Ending’. Then students can create their own narratives. Suggested or set topics are helpful to students.

Australian Curriculum English – Language: Text structure and organisation (Year 1)

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Text and structu orga r nisa e tion

Activities to develop the content description

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1477) © Australian Curriculum: Assessment and Reporting Authority 2012

Imaginative text: Personal recount Structural features of recounts A recount is a text which retells events as they happened in time order. It may be factual, personal or imaginative. A recount may be written in the form of a diary, letter, journal, conversation, interview, biography, autobiography, history, newspaper report or eyewitness account. Its purpose is either to inform or entertain the audience (or both).

It includes: • Title • Orientation: all relevant background (who, when, where, why)

• Events: significant events in detail • Ending: often with an evaluative comment

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• Detailed analysis of sample recount on pages 14 and 15

Title

Orientation

Bella’s trip to the vet

On Saturday, Dad and I took our cat, Bella, to visit the vet. She had a sore ear.

Who, when, where and why Events Significant events in detail

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Read the recount on page 14 with the students and discuss the story with them. Give students the opportunity to identify words using contextual information or phonic analysis. Help them identify the purpose of the text and the structural features that make it a recount; e.g. the orientation, order of events and the conclusion. (Refer to the copy of the student text below.) Assist students to analyse the recount using the questions on page 15.

First I put a blanket on the bottom of Bella’s cat box. Then we put her in the box. Some cats don’t like being in a cat box, but Bella loves it.

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When we got to the vet, Dad got Bella out of the car and carried her inside in her box. We sat on the seats to wait our turn.

Next to us was a girl and her mum with a puppy on a lead. The puppy put its nose up close to Bella’s box. Bella made a loud ‘Miaow!’. The puppy jumped in fright and crept up close to the girl.

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Conclusion Often with an evaluative comment

• Film analysis

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About ten minutes later it was our turn. We told the vet that Bella had been rubbing her right ear and that it was red on the outside. The vet looked deep inside Bella’s ear. Bella wriggled a little bit. The vet told us she had an ear infection. Then the vet got some drops that would fix Bella’s ear.

As we were leaving, the vet said Bella was one of her favourite cats. Bella looked at the vet from her box and purred loudly.

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Students view an age-level appropriate multimodal imaginative text (in the form of a recount) on a DVD or online story. Afterwards, they can identify the structural features; i.e. orientation, events in chronological order and conclusion. Use page 15 as a guide.

• Writing a recount

After students are familiar with the structural features of a recount, the next step is to guide them to plan their own text, write a draft, edit their work and publish a final copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process. Model plans with the headings ‘Title’, ‘Orientation’, ‘Events’ (these will be in chronological order) and ‘Conclusion’. Then students can create their own recounts. Suggested or set topics are helpful to students.

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Text and structu orga r nisa e tion

Activities to develop the content description

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1477) © Australian Curriculum: Assessment and Reporting Authority 2012

Informative text: Procedure Structural features of procedures A procedure is a text which outlines how something is made or done. Its purpose is to inform the reader. A procedure may be written in the form of a recipe, instructions for making something, an experiment, an instruction manual, a maths procedure, how to play a game, how to operate an appliance, how to use an atlas or how to deal with a problem.

It includes:

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• Steps: the method in a detailed, logical sequence • Test: an evaluation (if appropriate)

• Title • Goal: the purpose of the procedure shown clearly and precisely • Materials: a list of materials or requirements under appropriate headings or layout

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• Detailed analysis of sample procedure on pages 16 and 17

Goal

Fruity milkshake

The purpose of this procedure is to make a fruity milkshake for a yummy drink.

Make a fruity milkshake for a yummy drink!

Materials

You will need:

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A list of materials needed under an appropriate heading

• 4 strawberries

• 1 banana

• 1 cup of milk

• 2 scoops of vanilla ice-cream

• 1 teaspoon

• 2 glasses

Steps:

Steps

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The steps are written clearly and concisely in a logical sequence. They are usually numbered.

Test

The success of this procedure could be evaluated by tasting it.

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Test:

• blender

• 2 straws

1. Wash the strawberries and pull out the green tops.

2. Peel the banana.

3. Put everything into the blender.

4. Blend until smooth and frothy.

5. Pour the milkshake into the two glasses.

6. Share them with a friend.

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Title

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Read and discuss the procedure on page 16 with the students, using the illustrations to help them understand the instructions in the steps. Assist them to identify the purpose of the text and the structural features that make it a procedure in the form of a recipe; e.g. the goal/purpose, materials (in this case, equipment and ingredients), steps and test. (Refer to the copy of the student text below.) Assist students to analyse the procedure using the questions on page 17. Note: To answer the ‘Test’ properly, students could make milkshakes in class and taste them. In the ‘Steps’ section, point out that not all procedures have six steps; some have more and others fewer.

o c . che e r o t r s super Did the procedure work?

Did the milkshake taste good?

• Recipe search Provide recipe books written for children that are easier to read than adult cookbooks. Also assist students to find simple recipes online. Talk about the structural features that make them identify the text is a procedure in the form of a recipe. Students could follow a recipe procedure and make some of the recipes in class.

• Writing a procedure After students are familiar with the structural features of a procedure, the next step is to guide them to plan their own text, write a draft, edit their work and publish a final copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process. Model plans with the headings ‘Title’, ‘Goal’, ‘Needs’ (or ‘Materials’), ‘Steps’ and ‘Test’ (if appropriate). Then students can create their own procedures. Suggested or set topics are helpful to students.

Australian Curriculum English – Language: Text structure and organisation (Year 1)

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Text and structu orga r nisa e tion

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1477) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

Informative text: Procedure Structural features of procedures A procedure is a text which outlines how something is made or done. Its purpose is to inform the reader. A procedure may be written in the form of a recipe, instructions for making something, an experiment, an instruction manual, a maths procedure, how to play a game, how to operate an appliance, how to use an atlas or how to deal with a problem.

It includes:

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• Steps: the method in a detailed, logical sequence • Test: an evaluation (if appropriate)

• Title • Goal: the purpose of the procedure shown clearly and precisely • Materials: a list of materials or requirements under appropriate headings or layout

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• Detailed analysis of sample procedure on pages 18 and 19

Title

Rainbow pull kite

Goal

The purpose of this procedure is to make a colourful kite to pull along.

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A list of materials needed under an appropriate heading

You will need:

• red, orange, yellow, green, blue and purple crepe paper • scissors

• stapler

• thick paper plate

• string

Steps:

Steps

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The steps are written clearly and concisely in a logical sequence. They are usually numbered.

Test

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The success of this procedure could be evaluated by checking that all instructions had been followed correctly and the kite flew along as the person ran.

• paper hole punch

1. Cut the crepe paper into streamers about 60 to 80 cm long.

2. Cut out the middle of the paper plate.

3. Staple one of each colour streamer to one side of the paper plate rim.

4. Punch two holes on the other side of the paper plate rim.

5. Tie 60 to 80 cm of string through the holes to make a handle.

6. Run in a safe area, pulling the kite behind you.

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Materials

Make a colourful kite you can pull along behind you.

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Read and discuss the procedure on page 18 with the students, using the illustrations to help them understand the instructions in the steps. Assist them to identify the purpose of the text and the structural features that make it a procedure in the form of instructions to make something; e.g. the goal/ purpose, materials (in this case, equipment), steps and test. (Refer to the copy of the student text below.) Assist students to analyse the procedure using the questions on page 19. Note: To answer the ‘Test’ properly, students could make rainbow pull kites in class and try them out. In the ‘Steps’ section, point out that not all procedures have six steps; some have more and others fewer.

o c . che e r o t r s super Test:

Did you follow the instructions and make a good kite?

• Procedure search Provide texts that involve instructions in a similar form to the procedure above. Examples could include the rules printed on the box or on the lid or on a sheet inside a board game, how to build a LegoTM construction or instructions for following a simple science experiment in class. Talk about the structural features that make them identify the text as a procedure.

• Writing a procedure After students are familiar with the structural features of a procedure, the next step is to guide them to plan their own text, write a draft, edit their work and publish a final copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process. Model plans with the headings ‘Title’, ‘Goal’, ‘Needs’ (or ‘Materials’), ‘Steps’ and ‘Test’ (if appropriate). Then students can create their own procedures. Suggested or set topics are helpful to students.

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Australian Curriculum English – Language: Text structure and organisation (Year 1)

7

Text and structu orga r nisa e tion

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1477) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

Informative text: Report Structural features of reports A report is a text that consists of a factual organised account about a specific subject. Its purpose is to inform the reader. A report may be written in the form of a detailed description of facts about a living or nonliving thing, a book or movie review, a newspaper or television article, an eyewitness account or a progress report. It may relate to the present day or be based in the past.

It includes: • Title • Classification: a general or classifying statement • Description: accurate and detailed description of features relevant to the subject, often with illustrations/diagrams

r o e t s Bo r e p ok u S

Detailed analysis of sample report on pages 20 and 21

Teac he r

•

• Conclusion: a final comment about the content of the report (may include a personal comment)

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Discuss the illustration on page 20 and ask students what they know about echidnas. Read through the report with the students, discussing unknown words and facts. Give students the opportunity to identify words using contextual clues or phonic analysis. Help them identify its purpose and the structural features that make it a report; e.g. the classification and detailed, accurate description. Refer to the copy of the student text below. Assist students to analyse the report using the questions on page 21.

Echidnas

Title States the subject of the report

Classification A general or classifying statement about what is being reported.

Echidnas are a kind of mammal that lays eggs.

Description This report gives a detailed and accurate account of where the echidna can be found, what the animal looks like and what it can do.

They live among rocks, in hollow logs and under bushes.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Echidnas are brown in colour. They grow to about 40 centimetres. That’s a bit longer than a ruler.

They have pointy spines on their back, sides and tail. The spines are coloured pale yellow with black tips. If they get a fright, they curl up into a ball of spines.

Sometimes they dig into the ground so only their spines can be seen.

m . u

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Conclusion This report concludes with a personal comment by the writer.

Echidnas have sharp claws on their feet. They use these to dig up ant and termite nests. Echidnas have a snout and a long sticky tongue. They use this to lick up the ants and termites they dig up.

Did you know that a baby echidna is called a ‘puggle’? I think that is a really cute name. Do you?

. te

o c . che e r o t r s super

• Comparing a narrative and a report

The narrative on page 12 is based on a Dreaming story about how an echidna got its spines. This report is about echidnas. Some facts about echidnas are included in both texts; e.g. what an echidna uses its spines for, illustrations of echidnas. Students can identify these and read how they are presented in a different manner/structure in a narrative and a report.

• Writing a report

After students are familiar with the structural features of a report the next step is to guide them to plan their own text, write a draft, edit their work and publish a final copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process. Model plans with the headings ‘Title’, ‘Classification’, ‘Description’, and ‘Conclusion’. Then students can create their own report. Suggested or set topics are helpful to students.

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R.I.C. Publications®

Text and structu orga r nisa e tion

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1477) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

Informative text: Explanation Structural features of explanations An explanation is a text written in the form of a detailed description which outlines how something occurs, works or is made concerning a natural, social or technological phenomenon. Its purpose is to inform the reader.

It includes: • Title • Statement: precisely what is to be explained • Explanation: may include a clear account in logical sequence of how and why the phenomenon occurs, a description of its parts or components, its operation or application • Conclusion: an evaluation and comment about what has been explained

r o e t s Bo r e p ok u S

Teac he r

• Detailed analysis of sample explanation on pages 22 and 23

Title

How do sunflowers grow?

Statement A sentence or two which says what the explanation is about.

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Read and discuss the explanation on page 22 with the students, using the illustrations to help them understand the text. Assist them to identify the purpose and the structural features that make it an explanation; e.g. the statement, explanation and conclusion. (Refer to the copy of the student text below.) Assist students to analyse the explanation using the questions on page 23.

Sunflowers are tall plants with very large yellow flowers. Do you know how they grow?

Explanation Information presented in logical order.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• A sunflower grows from a seed in some soil. The seed will start to grow when the weather is warm and the soil is damp.

A tiny root pushes its way out of the seed. It grows down into the soil and holds the new plant in the soil.

A small shoot pops out above the soil. It grows up towards the sun. This is the stem.

w ww

Conclusion The writer has included a personal comment.

. te

m . u

The leaves start to grow. The plant grows taller and taller. Then large yellow flowers begin to grow. The plants are fully grown in about three months. They can grow to about three metres tall.

Sunflowers look like they are smiling at you! They are nice to have in your garden.

o c . che e r o t r s super

• Looking at explanations in science

The learning area of science often provides opportunities for students to read and listen to simple explanations about how or why things occur; e.g. what makes something a living or nonliving thing, how one of our senses works or what happens when different substances are heated. Features of the structure can be pointed out and discussed.

• Oral explanations

Prepare a simple explanation about how to make or do something—e.g. cleaning teeth, crossing a road—and explain it to a small group or the whole class.

• Writing an explanation After students are familiar with the language and structural features of an explanation the next step is to guide them to plan their own text, write a draft, edit their work and publish a final copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process.

Model plans with the headings ‘Title’, ‘Statement, ‘Explanation’, and ‘Conclusion’. Then students can create their own explanation. Suggested or set topics are helpful to students.

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9

Text and structu orga r nisa e tion

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1477) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

Persuasive text: Exposition Structural features of expositions An exposition is a text which argues for a particular position with the purpose of attempting to persuade the audience to share this view. An exposition may be written in the form of an essay, an email, a letter, a policy statement, a critical review, an advertisement, an editorial or a speech.

It includes: • Title • Overview: statement of the problem or issue and the writer’s position • Arguments: presented in a logical manner with supporting detail, usually from the strongest to the weakest

• Conclusion: a restating of the writer’s position, often with a summary of the arguments presented

r o e t s Bo r e p ok u S

Teac he r

• Detailed analysis of sample exposition on pages 24 and 25

Title

Overview States the topic and what the writer thinks should happen.

Arguments These should support the writer’s point of view. (The strongest argument is stated first.)

Make your own bed!

I make my own bed every day. Other children do not. I think all children should make their own bed every day.

When we were little we couldn’t make our bed. Our parents made it for us. Now we are big enough to make it ourselves. We aren’t babies anymore!

ew i ev Pr

Read the exposition on page 24 to the students. Discuss who they think wrote it, what the writer thinks and why he or she wrote this exposition. Assist them to identify the purpose and the structural features that make it an exposition; e.g. the overview, arguments (with first argument the strongest) and conclusion. (Refer to the copy of the student text below.) Assist students to analyse the exposition using the questions on page 25.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Our parents do lots of things for us like washing our clothes and cooking food.

Making a bed is easy to do. Our parents should not have to do that too.

Some children leave their bed unmade all day. A bedroom looks awful with a messy, unmade bed.

w ww

Conclusion A restating of the writer’s opinion.

• Writing an exposition

If you already make your own bed, that’s great! If you don’t, I think you should start making your own bed right now!

. te

m . u

It is much better to sleep in a bed that has been made. The sheets and doona are nice and smooth. There are no wrinkles and bumps.

o c . che e r o t r s super

After students are familiar with the structural features of an exposition, the next step is to guide them to plan their own text, write a draft, edit their work and publish a final copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process. Model plans with the headings ‘Title’, ‘Overview’, ‘Arguments’ and ‘Conclusion’. Then students can create their own exposition. Suggested or set topics are helpful to students.

• Viewing expositions online

Bring up a web page with side advertising or pop-ups. In simple terms, discuss how these are an exposition in the form of an advertisement and are designed to get people to buy a specific product.

Australian Curriculum English – Language: Text structure and organisation (Year 1)

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R.I.C. Publications®

L

k at a book

1. What is the title of your book?

r o e t s Bo r e p ok u S

3. What type of book is it?

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) © Australian Curriculum: Assessment and Reporting Authority 2012

4. Why do you think the author wrote this book?

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Teac he r

2. Who is the author?

5. Draw a picture to show something about the book.

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R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 1)

11

Narrative

r o e t s Bo r e p ok u S

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

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12

R.I.C. Publications®

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) © Australian Curriculum: Assessment and Reporting Authority 2012

ew i ev Pr

Teac he r

How the echidna got its spines

Looking at a narrative

Narrative

Use the narrative on page 12 to complete the page.

1. Title

Write the name of the story.

3. Problem

2. Orientation

Who?

Where?

ew i ev Pr

Teac he r

When?

Although echidnas tried r o e t s Bo r e p ok from their to u enemies, they could still be S and eaten.

4. Events

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) © Australian Curriculum: Assessment and Reporting Authority 2012

Draw or write about four events in the story.

o c . che e r o t r s super

5. Resolution

How was the problem fixed?

6. Ending

Now all echidnas have . They curl up into a fright.

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when they get a

Australian Curriculum English – Language: Text structure and organisation (Year 1)

13

Bella’s trip to the vet

Recount

On Saturday, Dad and I took our cat, Bella, to visit the vet.

She had a sore ear.

r o e t s Bo r e p ok u S

ew i ev Pr

When we got to the vet, Dad got Bella out of the car and carried her inside in her box.

We sat on the seats to wait our turn.

© R. I .

C.Publ i cat i ons Next to uss was girl •f orr evi ew pur po se oan l yand •

w ww

m . u

her mum with a puppy on a lead. The puppy put its nose up close to Bella’s box. Bella made a loud ‘Miaow!’. The puppy jumped in fright and crept up close to the girl.

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o c .

About ten minutes later it was our turn. We told the vet that Bella ch e r eear o had been rubbing her right and that r its was red on the outside. t r s u e p The vet looked deep inside Bella’s ear. Bella wriggled a little bit. The vet told us Bella had an ear infection. Then the vet got some drops that would fix Bella’s ear.

As we were leaving, the vet said Bella was one of her favourite cats.

Bella looked at the vet from her box and purred loudly.

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Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) © Australian Curriculum: Assessment and Reporting Authority 2012

Teac he r

First I put a blanket in the bottom of Bella’s cat box.

Then we put her in the box.

Some cats don’t like being in a cat box, but Bella loves it.

Looking at a recount

Recount

Use the recount on page 14 to complete the page.

1. Title

The title is: 2. Orientation

Copy the words in the correct places in the sentence.

Bella

r o e t s B r e ootook our cat, , p u k S , to visit the because she had a

Dad and I

sore

.

3. Events

Order these events in the recount from 1 to 5.

vet

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

(a) The vet looked in Bella’s ear.

(c) Dad carried Bella inside.

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(b) I put a blanket in Bella’s cat box.

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Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) © Australian Curriculum: Assessment and Reporting Authority 2012

ear

ew i ev Pr

Teac he r

On

Saturday

o c . c e he (e) Bella said ‘Miaow’ to a puppy who came r up to her box. o t r s super 4. Conclusion (d) The vet gave us some drops for Bella.

(a) What did the vet think about Bella?

(b) What did Bella do to the vet?

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Australian Curriculum English – Language: Text structure and organisation (Year 1)

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1.

2.

3.

Procedure Procedure

r o e t s Bo r e p ok u S

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1.

2.

3.

Test

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Did the procedure work?

Yes

No

Did the milkshake taste good?

Yes

No

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R.I.C. Publications®

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) © Australian Curriculum: Assessment and Reporting Authority 2012

ew i ev Pr

Teac he r

Fruity milkshake

Looking at a procedure

1.

2.

3.

Procedure Procedure

Use the procedure on page 16 to complete the page.

1.

2.

3.

1. Title

The title is: 1.

2.

3.

2. Goal

What is the procedure about?

© R. I .

C.Publ i cat i ons (a) How many steps are there?

•f orr evi ew pur posesonl y• 4. Steps

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(c) What is the number and step of this picture?

1.

2.

3.

5. Test

m . u

(b) Write the first word of each step.

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Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) © Australian Curriculum: Assessment and Reporting Authority 2012

ew i ev Pr

1.

2.

3.

r o e t s Bo r e p ok Draw the thingsu that go in the blender.

S 3. You will need

Teac he r

1.

2.

3.

o c . che e r o t r s super

How would you know if the procedure worked?

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Australian Curriculum English – Language: Text structure and organisation (Year 1)

17

Rainbow pull kite

1.

2.

3.

Procedure Procedure

Make a colourful kite you can pull along behind you.

1.

2.

3.

You will need

• red, orange, yellow, green, blue and purple crepe paper

1.

2.

3.

• scissors

• stapler

• thick paper plate

• string

Steps

• paper hole punch

r o e t s Bthe r 2.

Cut out middle of the e o p paper plate.o u k S

4. Punch two holes on the © R. I .

C.Pu b l i cat i ons other side of the paper plate rim.

•f orr evi ew pur posesonl y•

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m . u

3. Staple one of each colour streamer to one side of the paper plate rim.

o c . che e r o t r s super

5. Tie 60 to 80 cm of string through the holes to make a handle.

1.

2.

3.

6. Run in a safe area, pulling the kite behind you.

Test

Did you follow the instructions and make a good kite?

Yes

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No R.I.C. Publications®

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) © Australian Curriculum: Assessment and Reporting Authority 2012

ew i ev Pr

Teac he r

1. Cut the crepe paper into streamers about 60 to 80 cm long.

Looking at a procedure

1.

2.

3.

Procedure Procedure

Use the procedure on page 18 to complete the page.

1.

2.

3.

1. Title

The title is: 1.

2.

3.

2. Goal

What is the procedure about?

r o e t s Bo r e p ok u (a) You need S different colours of crepe paper.

3. You will need

ew i ev Pr

Teac he r

1.

2.

3.

(b) Draw the other things needed.

© R. I .

C.Publ i cat i ons (a) How many steps are there?

•f orr evi ew pur posesonl y• 4. Steps

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(c) What is the number and step of this picture?

1.

2.

3.

5. Test

m . u

(b) Write the first word of each step.

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Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) © Australian Curriculum: Assessment and Reporting Authority 2012

1.

2.

3.

o c . che e r o t r s super

How would you know if the procedure worked?

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Australian Curriculum English – Language: Text structure and organisation (Year 1)

19

Echidnas

r o e t s Bo r e p ok u S

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m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

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20

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Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) © Australian Curriculum: Assessment and Reporting Authority 2012

ew i ev Pr

Teac he r

Report

Looking at a report

Report

Use the report on page 20 to complete the page.

1. Title

The title is: 2. Classification

What are they?

r o e t s Bo r e p ok u (a) Write one S place where echidnas live.

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Teac he r

3. Description

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) © Australian Curriculum: Assessment and Reporting Authority 2012

(b) Colour the echidna. Write each body part on the lines.

o c . che e r o t r s super

(c) What is one thing an echidna can do?

4. Conclusion

Finish the sentences about the ending. (a) A baby echidna is called a

.

(b) The writer thinks a baby echidna’s name is R.I.C. Publications®

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.

Australian Curriculum English – Language: Text structure and organisation (Year 1)

21

How do sunflowers grow?

Explanation

Sunflowers are tall plants with very large yellow flowers. Do you know how they grow?

A sunflower grows from a seed in some soil. The seed will start to grow when the weather is warm and the soil is damp.

r o e t s Bo r e p ok u S

Teac he r

A tiny root pushes its way out of the seed. It grows down into the soil and holds the new plant in the soil.

w ww

. te

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

The leaves start to grow. The plant grows taller and taller. Then large yellow flowers begin to grow. The plants are fully grown in about three months. They can grow to about three metres tall.

Sunflowers look like they are smiling at you! They are nice to have in your garden.

Australian Curriculum English – Language: Text structure and organisation (Year 1)

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22

R.I.C. Publications®

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) © Australian Curriculum: Assessment and Reporting Authority 2012

ew i ev Pr

A small shoot pops out above the soil. It grows up towards the sun.

This is the stem.

Looking at an explanation

Explanation

Use the explanation on page 22 to complete the page.

1. Title

The title is: 2. Statement

This explanation tells how

Teac he r

• A small shoot pops out above the soil.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

• The sunflower is fully grown.

m . u

• A tiny root pushes out of the seed.

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Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) © Australian Curriculum: Assessment and Reporting Authority 2012

.

ew i ev Pr

r o e t s B r e oo 3. Description p u k S (a) Draw a line from each sentence to the correct picture.

. te

• The leaves start to grow.

o c . c e (b) How long does h a sunfl ower take to grow? r er o t s super

(c) How tall can a sunflower grow?

4.4.

Conclusion Conclusion

Write the missing words in the right place.

Sunflowers look like they are

smiling

at you. They are

nice to have in your R.I.C. Publications®

garden

.

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Australian Curriculum English – Language: Text structure and organisation (Year 1)

23

Make your own bed!

Exposition

I make my own bed every day. Other children do not. I think all children should make their own bed every day.

r o e t s Bo r e p ok u S

w ww

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Our parents do lots of things for us like washing our clothes and cooking food. Making a bed is easy to do. Our parents should not have to do that too.

. te

o c . looks che e Some children leave their bed unmade all day. A r bedroom o st super awful with a messy, unmade r bed.

It is much better to sleep in a bed that has been made. The sheets and doona are nice and smooth. There are no wrinkles and bumps.

If you already make your own bed, that’s great! If you don’t, I think you should start making your own bed right now!

Australian Curriculum English – Language: Text structure and organisation (Year 1)

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24

R.I.C. Publications®

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) © Australian Curriculum: Assessment and Reporting Authority 2012

ew i ev Pr

Teac he r

When we were little we couldn’t make our bed.

Our parents made it for us.

Now we are big enough to make it ourselves. We aren’t babies anymore!

Looking at an exposition

Exposition

Use the exposition on page 24 to complete the page.

1. Title

The title is: 2. Overview

r o e t s Bo r e p ok u S

3. Arguments

ew i ev Pr

Teac he r

The writer wants all children to:

Fill in the missing words about each of the writer’s arguments. awful

bumps

babies

anymore and are © R. I .

C.Pub l i cat i on sbig enough to •f orr evi ew pur posesonl y•

(a) We aren’t make our own bed.

our bed too. (c) A bedroom looks bed.

m . u

(b) Our parents do lots of things for us and shouldn’t have to

w ww

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) © Australian Curriculum: Assessment and Reporting Authority 2012

make

with a messy unmade

. tare made have no wrinkles or o (d) Beds thate c . c e her r 4. Conclusion o t s super Find words in the text about the ending. (a) The writer thinks it’s your own bed.

.

if you already make

(b) The writer thinks if you don’t make your own bed, you’d better start making it right R.I.C. Publications®

!

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Australian Curriculum English – Language: Text structure and organisation (Year 1)

25

r o e t s Bo r e p ok u S

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

ew i ev Pr

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Australian Curriculum English – Language: Text structure and organisation (Year 1)

26

www.ricpublications.com.au

Compares structural features of a variety of text types

Identifies the structural features of an exposition

© Australian Curriculum: Assessment and Reporting Authority 2012

Identifies the structural features of an explanation

Identifies the structural features of a report

Identifies the structural features of a procedure

Identifies the structural features of a recount

Identifies the structural features of a narrative

Identifies the purposes a variety of texts were written for

Student Name

o c . che e r o t r s super

m . u

Teac he r

Text and structu orga r nisa e tion

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1477)

Assessment checklist

R.I.C. Publications®

Text and structu orga r nisa e tion

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1477)

Interrelated English links

© Australian Curriculum: Assessment and Reporting Authority 2012

Below is a list of links within the Language strand, Literature strand and Literacy strand of English that are covered within the activities provided with the content description above:

E1. Compares and discusses the purposes for which a variety of texts were written.

•

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)

•

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

•

Describe some differences between imaginative, informative and persuasive texts (ACELY1658)

•

Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)

•

Write using unjoined lower case and upper case letters (ACELY1663)

r o e t s Bo r e p ok u S

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E2. Identifies and discusses the text structures of different text types.

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)

•

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

•

Make short presentations, using some introduced text structures and language, for example opening statements (ACELY1657)

•

Describe some differences between imaginative, informative and persuasive texts (ACELY1658)

•

Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)

•

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)

•

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

•

Write using unjoined lower case and upper case letters (ACELY1663)

•

Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• The above links are reproduced with permission from ACARA. © Australian Curriculum: Assessment and Reporting Authority 2012

o c . che e r o t r s super

Modes, capabilities and priorities covered by the activities in this content description

Language modes

General capabilities ✔

Listening

✔

Literacy

Speaking

✔

Numeracy

Reading

✔

Personal and social capability

Viewing

✔

Ethical behaviour

Writing

✔

Information and communication ✔ technology (ICT) capability

✔

Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures

✔

Asia and Australia’s engagement in Asia Sustainability

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Text and structu orga r nisa e tion

Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

Related terms

Teacher information

Repetition The act of repeating; repeated action; repeated utterance; reiteration

?

Class/Subclass

What this means •

When reading texts, students will begin to recognise patterns in vocabulary use which will help them decipher current and future texts.

•

Vocabulary patterns may include repetition of words and phrases, links between groups of words, using words to compare and contrast topics, using words associated with a (whole) topic to describe different parts, and using words which indicate cause and effect.

r o e t s Bo r e p ok u S •

There are different types of texts including recounts and procedures and these have language features which distinguish them from other text types.

Part/whole

•

Stories and poetry have specific features of language including repetition.

•

Patterns give cohesiveness to texts which help students link ideas.

•

Discussion about texts develops understanding of literary concepts, communication and cooperative skills.

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Words or vocabulary to describe parts of a whole topic. Parts may be, for example, single words such as nose, eyes, ears, paws, tail to describe parts of a whole topic, in this case a dog.

Compare/contrast

T

Teaching points •

Students should be made aware of repeated patterns of words and phases in texts including stories and poetry.

•

Students develop a wider vocabulary base as they read new texts.

•

Students can see connections between words in a current or previously-read text.

•

Students can see differences and similarities between texts and words in texts.

•

Students will discuss the language features of texts including patterns and repetition.

Similarities and differences in texts Cause/effect

A link in a text which shows an action (cause) and the effect it creates. Often associated with the conjunctions ‘as’, ‘because’ and ‘since’.

Word association

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Classifications of words into larger (class) and smaller (subclass) groups. For example, class– animals, subclasses–farm animals and domestic animals.

© R. I .

C.Publ i cat i ons Ee •f orr evi w pur posesonl y•

Words linked in some way Word collocation

Elaborations

A group of related words, or words that typically occur together. For example, Once upon a time ..., ... lived happily ever after; collar, bone, bowl, walk, dog tag, basket.

E1. Identifying patterns of words including smaller groups relating to larger groups, words which relate to topics as a whole, words which compare or contrast topics in a text, words which show cause and effect, words or phrases which are connected by repetition throughout a text, or words which usually occur together.

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Student vocabulary rhyme same

word/words different group repeat

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Further resources

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E2. Discussing different text types including stories and poetry and identifying their features including language patterns and repetition.

•

Primary comprehension Book A published by R.I.C. Publications

•

Teaching comprehension strategies Book A published by R.I.C. Publications

•

Early literacy games published by R.I.C. Publications

•

ELF emergent reading program published by R.I.C. Publications

•

Early years themes—Fairytales published by R.I.C. Publications

o c . che e r o t r s super

repetition pattern text

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Text and structu orga r nisa e tion

Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

E1. Identifying patterns of words including smaller groups relating to larger groups, words which relate to topics as a whole, words which compare or contrast topics in a text, words which show cause and effect, words or phrases which are connected by repetition throughout a text, or words which usually occur together.

• Repetition in texts (pages 30 to 36) During shared, home or free reading, expose the students to a variety of texts which include repetition used in various ways. These could include repeated use of the name of a character in a story (Harris the helicopter—page 30), repeated sentence structure (Eating, working, playing and sleeping—page 31), repeated use of sounds as alliteration (Ten tiny tigers—page 32), repeated rhymes in a poem (The four dragons—page 33), repeated use of verbs to begin steps in a procedure (Magic trick—page 34), repeated chorus after a verse in a song (I’m a nut—page 35), or repeated call and response (The littlest worm—page 36). Repetition helps students link ideas in a text.

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• Contrast in texts (pages 37 to 45)

– Why the whale spouts and the starfish looks ragged (page 37)

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– At the pet shop/On the farm (page 38) Ask the students to identify, by circling or underlining words in a simple text relating to a topic, to show connections between words. Use separately or together.

– Word card sorts (pages 39 and 40)

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Read texts such as the one provided with the students and ask them (in simple terms) to identify words which connect ideas in a text which show cause and effect. Examples include words such as ‘because’,’so’, ‘since’, ‘consequently’, ‘due to’, ‘owing to’, ‘because of this’ etc. These ‘text connective’ words give cohesion to stories and poems and may include grammar such as conjunctions.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Play games which ask the students to sort word cards into smaller groups relating to a topic or theme. Page 39 includes land, sea and air transport; page 40 includes names of sports/games, equipment and people involved in sports.

Read and ask the students to identify words which are parts of a topic. Later, as students write longer texts, these words may form the basis for information in a paragraph. In the text provided on page 41, the students will identify words relating to homes—walls, floor, roof, door, window, garden, neighbourhood etc.

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– Animals move/The opposites story (pages 42 and 43)

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– Whose home am I? (page 41)

Expose students to the use of literary devices such as synonyms (similar meaning words) and antonyms (opposites) and discuss how they relate to other words in the text.

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– Hey little fly!/How the first butterflies were born (pages 44 and 45)

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Read texts which show connections between opposing viewpoints (page 44) such as in persuasive texts, or different imagery in poetry (page 45). The poem on page 44 is loosely based on the story Hey, little ant by Phillip Hoose.

Interrelated English links: See page 53

E2. Discussing different text types including stories and poetry and identifying their features including language patterns and repetition.

• Loawnu the wise woman/A monster of a machine/Make a healthy snack (pages 46 to 51)

Encourage students to look closely at texts for particular language features to help them better understand concepts about texts. Constant exposure also provides devices which students could employ in their own writing. Simple text examples have been provided including a narrative (Loawnu the wise woman), poem (A monster of a machine) and a procedure (Make a healthy snack) with corresponding language features checklists. Language features can include sentence structure, vocabulary, punctuation and figurative language as well as illustrations, diagrams and graphics. (ACARA glossary page 75) NOTE: This section does not include text structure which is covered in ACELA1447.

Interrelated English links: See page 53

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Australian Curriculum English – Language: Text structure and organisation (Year 1)

29

Harris the helicopter

Resource sheet

(repeated character in a text)

Harris the helicopter smiled.

Harris started his engine.

Br-r-r-r!

r o e t s Bo r e p ok Whir-r-r-r! u S Harris lifted into the air.

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Teac he r

Harris spun his blades.

The wind brushed his body and pushed against his blades.

Harris glided over the city and towards the hills.

Harris swooped down towards the lake.

© R. I .

C.Publ i cat i ons He scooped up his load of water.

•f orr evi ew pur posesonl y•

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He carried it over the burning bush.

Harris dropped his load of water onto the fire.

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o c . e It smoked and died. c her r o t s super Tiny people waved at Harris from the ground.

Load after load, Harris drowned the fire.

Harris dipped his blades and headed for his hangar.

With a smile, Harris closed his eyes.

Another job well done!

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Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

Harris lifted his load into the air.

Eating, working, playing and sleeping (repeated sentence structure)

Resource sheet

I had toast for breakfast.

Dad had eggs.

My big brother had a banana and a glass of milk.

r o e t s Bo r e But my goldfish have pfish flakes for breakfast.ok u S I worked at school today.

Dad worked at the office.

My big brother worked at high school.

Mum worked at the hospital.

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Teac he r

Mum had cereal.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

But my goldfish didn’t work at all.

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Dad plays with his laptop.

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Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

I play with my computer.

My big brother plays with his iPad™.

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o c But my goldfish play with each other. . ch e r er o t s super

Mum plays with her iPhone™.

I go to bed at 8 o’clock.

Dad goes to bed at 11 o’clock.

My big brother goes to bed at half past nine.

Mum goes to bed at 10 o’clock.

But I don’t think my goldfish go to sleep at all!

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(repeated sounds at the beginning of words in a sentence)

Ten tiny tigers

Resource sheet

Ten tiny tigers lurking in a line.

One wandered away and then there were nine.

Nine tiny tigers going through the gate.

r o e t s r eto listen. Boo Eight tiny tigers trying p hard u k S One heard a scary sound and then there were seven.

Seven tiny tigers scratching at some sticks.

One found a new game and then there were six.

Six tiny tigers found a buzzing beehive.

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Teac he r

One bumped into it and then there were eight.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Five tiny tigers heard the seashore.

One swatted it with his paw and then there were five.

. te o Three tiny tigers in a cage in the zoo. c . che e r o One stopped to watch the people and then there t r s were two. super One fell fast asleep and then there were three.

Two tiny tigers searching for their mum.

One meowed sadly and then there was one.

One big tigress looking for tiny tiger cubs.

One loud growl and ... here they come!

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Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

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Four tiny tigers tired as tired can be.

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One spied a seashell and then there were four.

(repeated sounds in rhyming words in a poem based on an Asian folktale)

The four dragons

Resource sheet

r o e t s Bo r e p who were wild and free. ok Lived four large dragons u S The Long Dragon, Yellow Dragon, Black Dragon and Pearl

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Teac he r

Once upon a time in an Asian sea

Played among the clouds with a swoop and a whirl.

One day they heard crying from below.

© R. I .

C.Publ i cat i ons The dragons begged the Jade Emperor to help •f orr evi ew pur posesonl y• People were praying for rain to make crops grow.

To help the people and save the land.

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So the dragons thought of a clever plan

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Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

But he could not be bothered—he only cared about himself.

o c . c e r Drenching the earthh and breaking the drought. er o t s super They flew to the sea scooping water in their mouths

When the Emperor found out what the dragons had done He buried each beneath a mountain and thought he had won.

But the dragons changed to rivers flowing from the mountains to the sea Watering the land and making the people as happy as could be.

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33

Magic trick—floating paperclip

Resource sheet

(repeated use of verbs to begin steps in a procedure) Make a paperclip float.

1.

2.

3.

You will need

• two metal paperclips 1.

2.

3.

• bowl

• water

Steps

r o e t s Bo r e p ok u 2. Open out one S paperclip to

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Teac he r

1. Fill the bowl about halfway with water.

make an ‘L’ shape.

3. Hold the opened-out paperclip by the top.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

4. Place the other paperclip carefully onto the first one.

6. Lower the opened out paperclip into the water.

. te away from o 7. Move it carefully c . che the other paperclip. e r o t r s super 8. Watch the other paperclip float on the water surface.

1.

2.

3.

Test

Is your paperclip floating on top of the water?

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5. Lower them slowly onto the surface of the water.

I’m a nut (traditional)

Resource sheet

(repeated chorus after a verse in a song) I’m an acorn, small and round Lying on the cold, cold ground.

Everyone walks over me.

r o e t s Bo r e p ok u I’m aS nut!

(Two tongue clicks or finger snaps)

That is why I’m cracked you see.

I’m a nut!

(Two tongue clicks or finger snaps)

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Teac he r

I’m a nut!

(Two tongue clicks or finger snaps)

Called myself on the telephone Just to hear my golden tone.

© R. I .

C.Publ i cat i ons Picked me up half past eight.

•f oabout rr ev i e wp ur posesonl y• (Two tongue clicks or finger snaps)

I’m a nut!

(Two tongue clicks or finger snaps)

I’m a nut!

(Two tongue clicks or finger snaps)

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I’m a nut!

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Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

Asked me out for a little date.

o c .

Stayed too late and said, ‘Let’s go!’ ch e r e o t r s uper Took my hand and led me s out.

Took myself to the movie show.

Drove me home and gave a shout!

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I’m a nut!

(Two tongue clicks or finger snaps)

I’m a nut!

(Two tongue clicks or finger snaps)

I’m a nut!

(Two tongue clicks or finger snaps)

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35

The littlest worm (traditional)

Resource sheet

(repeated call and response in a song)

The littlest worm (repeat as an echo) I ever saw (repeat as an echo) Was stuck inside my drinking straw. (repeat as an echo)

r o e t s Bo r e ok I took a sip (repeat asu anp echo) S And he went down (repeat as an echo) Right through my pipes. (repeat as an echo) He’ll surely drown. (repeat as an echo) I took a sip and he went down, right through my pipes. He’ll surely drown. (all together)

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Teac he r

The littlest worm I ever saw was stuck inside my drinking straw. (all together)

© R. I .

C.Publ i cat i ons I burped him (repeat as an •upf o rr e vi eecho) w pur posesonl y•

In a flowerbed. (repeat as an echo)

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o c . che e r o t r He was my pal. (repeat as an echo) s super

I burped him up and he was dead. I buried him in a flowerbed. (all together)

He was my friend (repeat as an echo) And now he’s gone (repeat as an echo) And now he’s dead. (repeat as an echo) He was my pal. He was my friend and now he’s gone and now he’s dead. (all together) Australian Curriculum English – Language: Text structure and organisation (Year 1)

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I buried him (repeat as an echo)

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And he was dead. (repeat as an echo)

Why the whale spouts and the starfish looks ragged

Resource sheet

(cause and effect with words like ‘because’, ‘since’, ‘so’) Once, long ago, when the world was new, all the Australian animals were men.

The men lived in a land a long way from Australia. They decided to travel there because the hunting was good and the weather was sunny. It would be a hard journey so they needed a good canoe.

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Starfish crept close to Whale and said, ‘You have lots of insects in your hair.

Let me get them out for you’.

Whale was very pleased, so he moored his canoe in deep water and sat on a rock. Starfish told funny stories and scratched hard on Whale’s head so he could not hear the others as they stole the canoe and rowed away. Soon Whale had a large wound on his head.

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r o e t s Bo r e okThe other men Whale, the biggestp man, had a big, strong canoe. u planned to steal Sthe canoe because Whale would not share.

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Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Whale grew bored with stories and looked for his canoe. When he saw it far away, he knew Starfish had tricked him. He was very angry, so he threw Starfish against the rocks until he was covered with jagged cuts. Starfish rolled away and hid in the sand.

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o c . c e her r Whale chased his canoe.

As he swam through the water, large o t s s r pefrom the wound on his head. waves crashed over him and u squirted The men reached Australia with Whale not far behind. Whale was very angry because his canoe was wrecked on the shore. He spouted water high into the air through the hole in his head.

To this day, all starfish look like they have ragged cuts on their bodies and whales spout water through their heads.

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37

At the pet shop/On the farm At the pet shop

Draw a line under all the pet animal words in the text.

Today, Mum took me to the pet shop. I wanted a pet.

The rabbits were cute and soft.

r o e t s Bo r e p ok The kittens were cute and soft. u S The puppies were cute and soft.

The guinea pigs were cute and soft.

The hermit crabs were different.

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Teac he r

The white mice were cute and soft.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• On the farm We bought a crab and took it home.

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The rooster crowed at the hen. The hen cackled at the chickens.

The bull bellowed at the cow. The cow mooed at the calves.

. te at the mare. The mare whinnied o The stallion neighed at the foal. c . c e he r The boar grunted at the sow. The sow squealed o t r s at the piglets. super The ram bleated at the ewe. The ewe bleated at the lambs.

Farmer Smith yelled at them all to be quiet!

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Circle all the farm animal words in the text.

Word card sort – 1

yacht

speedboat

r o e t s Bo r e p ok u S

helicopter

motorcycle

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Teac he r

car

Resource sheet

aeroplane

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• truck

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hot air balloon

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Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

jetski™

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o c . che e r o t r s submarine jet bicycle sup er

van R.I.C. Publications®

canoe

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glider

Australian Curriculum English – Language: Text structure and organisation (Year 1)

39

Word card sort – 2

cap

player

coach

cricket

r o e t s Bo r e p ok u S

shoes

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Teac he r

soccer

Resource sheet

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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ball

referee

o c . che e r o t r tennis batter s s uper

bowler

bat

Australian Curriculum English – Language: Text structure and organisation (Year 1)

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Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

basketball

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glove

Whose home am I?

Resource sheet

(words and phrases as parts of a whole topic of a text) My home is shaped like a sphere. The walls of my home are rounded. I made them myself.

My home is up high. There are many homes like mine in the neighbourhood.

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Teac he r

r o e t s Bo r e p ok u The roof of myS home is green and brown.

There is no door on my home so I can come and go quickly during the night.

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The floor of my home is covered with grass and shredded bark. It is very cosy.

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I have no windows but I can easily see everything around me.

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Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

There is only one room in my home but it is big enough for two adults and many children.

In my garden, there are many leaves, fruits and flowers which I love to eat. My favourite are fresh, new leaves.

My home is called a drey. But who lives here?

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41

Animals move

(contrast in texts using synonyms) Cut out and glue the words in the correct sentences.

1. Worms

.

3. Fish

r o e .t s Bo r e p ok u S .

4. Monkeys

.

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Teac he r

2. Birds

. l © R. I .

C.Pub i cat i ons •f orr evi ew pur posesonl y•

5. Caterpillars

6. Snails

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8. Ducks

9. Jerboas

.

o c . che e r o t r s super .

.

swim

fly

wriggle

waddle

crawl

slide

hop

climb

jump

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Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

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7. Frogs

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.

The opposites story

Resource sheet

r o e t s Bo r e p ok u S

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Teac he r

(contrast in texts using antonyms)

Mouse is little but elephant is big. Elephant is old but mouse is young. Mouse is light but elephant is heavy. Elephant loves the rain but mouse hates the rain.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

First, the rain is light, then it becomes heavy. Mouse is sad but elephant is happy. Mouse’s umbrella is over him but elephant is under his umbrella.

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The rivers in the jungle are nearly empty but they are soon full of water. Mouse starts to run quickly but elephant can only run slowly.

The hill seems very far away but it is soon close enough to climb.

o c . che e r o t r s super ‘We’re safe!’ squeaks mouse.

‘Yes’, trumpets elephant. ‘Time for a long, hot shower!’

‘Or a short bath!’ replies mouse.

And they both grin.

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43

Hey little fly!

Resource sheet

(opposing viewpoints)

Please, oh please! Do not eat me!

I have many children and they all need me!

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(Fly)

Teac he r

(Spider)

r o e t s Bo r e p in my trap! ok Hey little fly caught u S You’re my dinner! What do you think of that!

(Spider) What a lie! Everyone knows that flies don’t care.

© R. I .

C.Publ i cat i ons They’re annoying pests that get in your hair.

•f orr evi ew pur posesonl y• I’m way too small to be tasty!

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(Spider) You may be small while I am bigger.

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o c . ch e I may be pesky but I have my uses. r er o t s super I clean up everyone’s garbage But flies are an important part of my dinner!

(Fly)

and messes.

We’ll leave the story there before it ends.

Should the spider eat the fly?

Who will you defend?

Australian Curriculum English – Language: Text structure and organisation (Year 1)

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Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

Please, oh please! Do not eat me!

m . u

(Fly)

How the first butterflies were born

Resource sheet

(contrasting imagery in a poem) Long ago in the Dreamtime, no creature ever died Until one day a young cockatoo fell from a branch so high.

His neck was broken. The animals cried

r o e t s Bo r e p ok u S How the spirits changed the animals who But the spirits carried him up into the sky.

died on the earth below.

They asked for volunteers but no-one came forward Except some caterpillars who chomped and wriggled.

ew i ev Pr

Teac he r

Now this was new to the animals, so they really wanted to know

© R. I .

C.Publ i cat i ons The caterpillars would camp the sky •f or r evi ewinp ur posesonl y• for the winter,

m . u

w ww

Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

Find out and return when the weather was warmer.

During the dark winter, a cold blanket covered the land.

. tebrighter. Warm fingers stroked the world. o The days grew c . c e her r At last they saw creatures descending witho wings unfurled. t s super The animals waited and waited for the wriggly band.

The brightly coloured butterflies were the first ever known.

The animals then realised the kindness the spirits had shown.

And from that day, caterpillars sleep through the winter in their cosy cocoons And emerge—changed—when spring returns.

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Loawnu the wise woman

Resource sheet

(An Asian folktale — narrative)

One warm spring day in China, some children went out to the fields to play.

They found some parts of the sky on the ground.

r o e t s Bo r e p ok u S Loawnu smiled sweetly and said, ‘Go back

ew i ev Pr

Teac he r

They ran to Loawnu, the wise woman.

‘The sky is falling!’ they said. ‘What will we do?’ to the field and collect all the pieces of the sky. I will sew them back together for you before the festival’.

The spring festival was a very important celebration for the village. All the young men and women were to gather in the village to find husbands and wives. The village would be very embarrassed if people found out the sky had fallen.

w ww

m . u

The children quickly picked up all the pieces of the sky and took them to Laownu.

‘Some are missing!’ they told Loawnu sadly.

. te

o c . che e r o t The next morning, when they woke up, the children r s looked up super at the sky. It was just as clear and blue as before. They were very ‘Don’t worry,’ she said with a secret smile. But the children still worried.

happy.

But that night, they got a big surprise! Instead of dark night, bright twinkling light filled the spaces where the missing pieces of the sky should have been.

Loawnu the wise woman had cleverly fixed the sky!

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Narrative language features checklist Tick and write: Nouns that name people, places or things

r o e t s Bo r e p ok u S

Adjectives that describe nouns

Write three.

ew i ev Pr

Teac he r

Pronouns that stand in place of nouns

Write three.

Write three.

© R. I .

C. Publ i cat i ons Write three.

•f orr evi ew pur posesonl y•

. te

Interesting words

Punctuation

m . u

Adverbs that describe verbs

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Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

Verbs that show action

Write three.

o c . three. chWrite e r er o t s super Capital letters Full stops Question marks

Illustrations, diagrams or graphics

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RESOURCEsheet SHEET Resource

A monster of a machine (A poem)

Our washing machine must have eaten Dad’s socks.

There’s nothing really strange about that!

He can only find one so it’s not such a shock

r o e t s Bo r e p ok u S They must be as tasty as his pair of work ‘jocks ’ ™

ew i ev Pr

Teac he r

To know the other is making the washing machine fat!

Because they can’t be found even though we have tried.

We’ve looked every where–even in the ironing box.

We know it’s the machine! There’s nowhere else to hide!

© R. I .

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She’s not scared of the monster behind the door

. te

o c . che e r o t r s super We like to help Mum out whenever we can So she keeps feeding it. She’s fearless, I swear!

But the monster in the laundry fills me with dread.

Mum just smiles and says, ‘Don’t worry. It’s all part of my plan.

I’m feeding the monster underneath the bed!’

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w ww

And shoves them inside without a care!

m . u

Mum picks up the clothes we leave on the floor

Poem language features checklist Tick and write: Write four pairs.

Teac he r

Rhyming words

r o e t s Bo r e pWrite one. ok u S

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Interesting word pictures/ imagery

Write three. © R. I .

C.Publ i cat i ons Interesting •f orr evi ew pur posesonl y•

. te

Punctuation

m . u

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Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

words

Capital letters

Full stops

Question marks

Exclamation marks

o c . che e r o t r s supe r Write about them.

Illustrations, diagrams or graphics

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RESOURCEsheet SHEET Resource

Healthy snack (Procedure—Recipe)

r o e t s Bo r e p ok u S

You will need

• 1⁄2 cup microwave popping corn

• spoon

• 1 cup dried apricots

• knife

ew i ev Pr

1.

2.

3.

Teac he r

Make a healthy snack.

© R. I .

C.Publ i cat ons •i large bowl • 1 cup sultanas •e cutting •f orr evi ew pur pos sonboard l y• • 1 cup dried apple

Steps

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1.

2.

3.

• adult to help

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1. Chop dried apple and apricots.

. te corn on HIGH for four minutes o 3. Microwave popping c . (or cook in fryingc pan as directed on popcorn packet). e her r o t s s r u e p 4. Stand popcorn until cool.

2. Place in bowl.

5. Mix dried fruit and popcorn in bowl.

6. Enjoy!

1.

2.

3.

Test

Does your snack look and taste good?

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No R.I.C. Publications®

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• microwave or electric frying pan

Procedure language features checklist Tick and write: Write three.

r o e t s Bo r e p ok u S

Command verbs that give instructions at the beginning of steps

ew i ev Pr

Teac he r

Topic words

Write three.

Capital letters

Full stops

Question marks

Exclamation marks

Punctuation

. te

m . u

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Understand patterns of repetition and contrast in simple texts (ACELA1448) © Australian Curriculum: Assessment and Reporting Authority 2012

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super Write about it/them.

Illustrations, diagrams or graphics

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r o e t s Bo r e p ok u S

© R. I .

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ew i ev Pr

w ww

. te

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Discusses language features of a procedure

Discusses language features of a poem

© Australian Curriculum: Assessment and Reporting Authority 2012

Discusses language features of a narrative

Identifies words that usually occur together

Identifies rhyming words

Identifies words such as ‘because’ that signify cause and effect

Identifies words or phrases in a text that compare or contrast

Identifies words belonging to a given topic

Identifies smaller groups of words belonging to larger groups

Student Name

o c . che e r o t r s super

m . u

Teac he r

Text and structu orga r nisa e tion

Understand patterns of repetition and contrast in simple texts (ACELA1448)

Assessment checklist

R.I.C. Publications®

Text and structu orga r nisa e tion

Understand patterns of repetition and contrast in simple texts (ACELA1448)

Interrelated English links

© Australian Curriculum: Assessment and Reporting Authority 2012

Below is a list of links within the Language strand, Literature strand and Literacy strand of English that are covered within the activities provided with the content description above:

E1. Identifying patterns of words including smaller groups relating to larger groups, words which relate to a topic as whole, words which compare or contrast topics in a text, words which show cause and effect, words or phrases which are connected by repetition throughout a text, or words which usually occur together.

Explore differences in words that represent people, places and things (nouns including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) ACELA1452)

•

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)

•

Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778)

r o e t s Bo r e p ok u S

•

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)

•

Respond to texts drawn from a range of cultures and experiences (ACELY1655)

•

Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction,monitoring meaning and rereading (ACELY1659)

ew i ev Pr

Teac he r

•

E2. Discussing different text types including stories and poetry and identifying their features including language patterns and repetition.

•

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)

•

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

•

Explore differences in words that represent people, places and things (nouns including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) ACELA1452)

•

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)

•

Respond to texts drawn from a range of cultures and experiences (ACELY1655)

•

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

•

Write using unjoined lower case and upper case letters (ACELY1663)

•

Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction,monitoring meaning and rereading (ACELY1659)

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. te

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

The above links are reproduced with permission from ACARA. © Australian Curriculum: Assessment and Reporting Authority 2012

Modes, capabilities and priorities covered by the activities in this content description

Language modes

General capabilities

Listening

✔

Literacy

Speaking

✔

Numeracy

Reading

✔

Information & communication technology (ICT) capability

Viewing

✔

Critical and creative thinking

Writing

✔

Personal and social capability

✔

✔

Ethical behaviour Intercultural understanding

✔

Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures

✔

Asia and Australia’s engagement in Asia

✔

Sustainability

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Text and structu orga r nisa e tion

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) © Australian Curriculum: Assessment and Reporting Authority 2012

Related terms

Teacher information

Punctuation/Punctuation marks The system of inserting marks in text to clarify meaning. Punctuation marks include full stops, question marks and exclamation marks.

Sentence

?

What this means •

Different types of punctuation marks at the end of sentences indicate whether it is a statement (use of full stop), a question (use of a question mark) or an exclamation (use of an exclamation mark).

•

Students need to identify full stops, question marks and exclamation mark in sentences and what each indicates.

r o e t s Bo r e p ok u S

A sentence is a group of words which convey a complete meaning and include a subject and a verb; e.g. Today (subject) is (verb) Wednesday.

T

Teaching points

A written sentence begins with a capital letter and ends with a full stop, question mark or exclamation mark.

Students should identify that a sentence is a group of words which make sense by themselves. A line of writing is not necessarily a sentence. It may be simply be a group of random words, a caption or a heading.

•

Discuss punctuation marks such as full stops, question marks and exclamation marks in sentences students encounter in familiar and unfamiliar texts in class. Talk about the reason we have these standardised marks.

Full stop

•

Punctuation is an important part of written text. Using the correct punctuation makes a difference to how a sentence is read and understood. Punctuation gives writing structure and organisation so a reader (or listener) understands the message conveyed by the writer.

•

Students should identify that punctuation marks are a guide to using the correct intonation and pauses when reading out loud. Frequent modelling by the teacher of reading sentences with different punctuation will assist students to identify and use the punctuation marks correctly. Points to note:

Teac he r

Punctuation mark used to show the end of a sentence (statement); e.g. ‘I need a haircut.’

Question mark

Punctuation mark used to indicate a question; e.g. ‘What’s the time, please?’

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Punctuation mark used at the end of a remark to show strong emotion or feeling; ‘Oh, no!’ or when giving a concise command; e.g. ‘Don’t touch!’

Intonation

The rise or fall of voice in speaking.

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E

Student vocabulary sentence question

exclamation punctuation marks capital letter full stop

. te

–

A full stop indicates the end of an idea or thought in a sentence (statement). It signals a break or pause is needed when reading. The voice goes down or stays the same when finishing a sentence.

–

A question mark indicates an interrogative statement, addressed to someone to find out information. The voice is raised at the end.

–

An exclamation mark indicates strong feeling, such as surprise, excitement or anger or be used after a concise command. The voice is raised during all of the exclamation to show emphasis.

Elaborations

m . u

Exclamation mark

ew i ev Pr

•

A sentence can also be called a statement, as opposed to a question.

E1. Identifies full stops, question marks and exclamation marks in sentences.

E2. Understands that punctuation marks in text are a guide to using the correct

o c . che e r o t r s super

question mark exclamation mark

R.I.C. Publications® follows the guidelines for punctuation and grammar as recommended by the Style manual for authors, editors and printers, 6th edn., 2002.

Note, however, that teachers should use their own guide if there is a conflict.

intonation and pauses when reading.

E3. Uses full stops, question marks and exclamation marks correctly when writing sentences.

Further resources •

Primary grammar and word study (Book A) published by R.I.C. Publications

•

Fergus full stop by Barbara Cooper

•

Quentin question mark by Barbara Cooper

•

Ethel exclamation mark by Barbara Cooper

<http://www.bbc.co.uk/schools/magickey/adventures/hms.shtml> (interactive game about adding full stops) <http://www.bbc.co.uk/schools/magickey/adventures/dragon.shtml> (interactive game identifying sentences, questions and exclamations)

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Text and structu orga r nisa e tion

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

E1. Identifies full stops, question marks and exclamation marks in sentences.

• Introducing/Revising full stops, question marks and exclamation marks Depending on what students have learnt previously, they made need to have each punctuation mark treated separately, rather than introduce/revise all at the same time. Some ideas are provided below.

–

Make cardboard cut outs of each in different coloured card—black for full stops, blue for question marks and red for exclamation marks. Attach Blu-Tack™ to the back. Explain each mark’s job: a full stop is a dot to show where a sentence stops. A question mark and exclamation also have a dot. A question mark has a squiggle above the dot to show it is a question and needs an answer. An exclamation mark has a straight line above the dot to show the sentence has strong feeling. Write sentences on a board or chart for students to attach the correct punctuation mark at the end.

–

Look at sentences in shared reading books and ask students to identify the full stops, question marks and exclamation marks.

–

Use physical activities to practise identifying punctuation marks. The teacher, chosen student or class read a sentence on the board or chart.

Students curl into a ball if it has a full stop at the end, curl over if it has a question mark and stand up tall and straight if it has an exclamation mark.

r o e t s Bo r e p ok u S

Teac he r

• Punctuation mark hunt

Tally the number of full stops, question marks and exclamation marks in a section of a class reader, shared book or other text. Discuss why there are (usually) more full stops than question marks and exclamation marks.

–

Use black, blue and red felt-tipped pens (refer to the activity in first bullet point above) to trace over full stops, question marks and exclamation marks in recycled magazines and newspapers.

• Punctuation marks resource sheets (pages 56 to 58) –

Colour and enlarge the punctuation marks resource sheets and display for students to refer to.

Interrelated English links: See page 71

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–

E2. Understands that punctuation marks in text are a guide to using the correct intonation and pauses when reading.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

• Modelling correct intonation and pauses

Look at sentences in class readers and shared reading books and ask students to identify the full stops, question marks and exclamation marks. Model reading the sentences out loud for students to repeat, using the correct intonation and pauses. Refer to the final bullet point in the ‘Teaching points’ on page 54.

• How do you say it? (Game cards, pages 59 to 61)

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Punctuation cards and matching punctuation marks are provided for use in games. One student in a small group chooses a card from a pile placed facedown, without showing the others in the group. He or she reads the words on the card, using the correct intonation. (Teacher guidance may be needed.)

Student to the left works out if a full stop, question mark or exclamation mark card is the correct one to choose. That student is the next to pick up a card from the pile. The group continues taking turns.

• Playscripts (pages 62 to 63)

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Playscripts are texts that usually contain a mixture of sentences, questions and exclamations. Two have been provided for students to read and perform.

o c . che e r o t r s super

Interrelated English links: See page 71

E3. Uses full stops, question marks and exclamation marks correctly when writing sentences.

• Sentence of the week

Write a sentence on a board or thick strip of card every day. Students have to decide if it needs a full stop, question mark or exclamation mark.

• Stimulus pictures (page 64)

Enlarge, photocopy and cut out copies of the pictures of the characters (alien, clown, witch and dragon) on page 64. Distribute one to each student.

They colour the picture and use it as a stimulus to write sentences, questions and exclamations about it, using the correct punctuation marks. Share and compare.

• Using punctuation marks in sentences (pages 65 to 69) Pages 65 to 69 provide a variety of blackline masters students can use to practise writing their own sentences and identifying which punctuation marks to use in given sentences. Note: Pages 66 and 67 deal with question marks. The words used in the activities are those that indicate a question is being asked. Students should understand that these words signal when to use a question mark.

Interrelated English links: See page 71

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FULL STOPS

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u A full stop S is used at the end of a sentence.

For example:

It was a sunny day.

I played on the monkey bars.

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My sister went down the slide.

. te

m . u

© R. I .

C.Publ i cat i ons We went the park.

•f oto rr evi e w pur posesonl y•

o c .

Dad sat on the chbench. e r er o t s super

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Resource sheet sheet Resource

Resource sheet

Teac he r

question.

For example:

ew i ev Pr

r o e t s Bo r e p ok u S mark is used at the end of a A question

R. I .

C.Publ i cat i ons What is© your name?

•f orr evi ew pur posesonl y•

Where do you live?

t What. is eyour favourite colour?

R.I.C. Publications®

m . u

How old are you?

w ww

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) © Australian Curriculum: Assessment and Reporting Authority 2012

QUESTION MARKS

o c . che e r o t r s super

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Resource sheet

Teac he r

of a exclamation.

For example:

ew i ev Pr

r o e t s Bo r e p ok u S An exclamation mark is used at the end

I .

C.Publ i cat i ons Watch out!© R.

•f orr evi ew pur posesonl y•

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m . u

Ouch!

Don’t do that!

. tego!

Ready, set,

o c . che e r o t r s super I hate eating broccoli!

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Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) © Australian Curriculum: Assessment and Reporting Authority 2012

EXCLAMATION MARKS

R.I.C. Publications®

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o c . che e r o t r s super

m . u

Teac he r

r o e t s Bo r e p ok u S

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

ew i ev Pr

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Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) © Australian Curriculum: Assessment and Reporting Authority 2012

Punctuation game cards – 1

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Resource sheet

Australian Curriculum English – Language: Text structure and organisation (Year 1)

r o e t s Bo r e p ok u S

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o c . che e r o t r s super

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Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) © Australian Curriculum: Assessment and Reporting Authority 2012

ew i ev Pr

w ww

. te m . u

Teac he r

Punctuation game cards – 2 Resource sheet

? ! ! .

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? ? ! .

R.I.C. Publications®

o c . che e r o t r s super

m . u

Teac he r

? ! . .

? ! . . r o e t s Bo r e p ok u S

© R. I .

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ew i ev Pr

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Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) © Australian Curriculum: Assessment and Reporting Authority 2012

Punctuation mark cards Resource sheet

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A drink of water Scene: A family living room at night

Props: chair, box to represent TV, two chairs pushed together for bed, rug, empty glass on floor, screen between ‘rooms’

r o e t s Bo r e p o u k is behind (Dad is sitting in front of the television. Ebony S screen in bed.)

ew i ev Pr

Teac he r

Characters: Dad, Ebony (characters can be changed to Mum or a son, change names to suit)

Ebony: D-a-a-ad, I’m thirsty. Can I have a glass of water, please?

Dad: No! You had a drink of water just five minutes ago, Ebony. Go to sleep! It’s way past your bedtime.

© R. I .

C.Publ i cat i ons (All is quiet for a few seconds.)

•f orr evi ew pur posesonl y•

m . u

Ebony: D-a-a-ad, I’m really thirsty! Could I have some water, please?

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Dad: Ebony, I already said ‘No!’ You don’t need any water.

Go to sleep and don’t call out again!

.

(This tetime it is quiet for a bit longer.) o c .

Ebony: D-a-a-ad … ch e r er o t s supe r Dad: Ebony! Remember what I said.

Ebony: Yes, Dad, I remember.

Dad: Well, what is it then?

Ebony: When you’re coming down to my room to be angry, could you bring me a glass of water, please?

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Resource sheet

Resource sheet

Scene: On a hill in the country Characters: Jack, Jill Props: plastic bucket, mat to roll on, long cushion for the log

r o e t s Bo r e p o u k Jill: Come on, Jack! Hurry up!

S

ew i ev Pr

Teac he r

(Jill is waiting halfway up the ‘hill’ for Jack. Jack is offstage.)

Jack: Ok! I’m on my way. (He catches up to Jill.)

Jill: Let’s fetch water as quickly as we can. Then we can have the rest of the day to play.

Jack: I hate this hill! I’m sick of going up it every day to fetch water from the well.

© R. I .

C.Publ i cat i ons I hate it too! But if we didn’t go, we wouldn’t have •Jill: f or r e vi ew pur posesonl y• any water to drink.

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Jack: I know. (He smiles and holds the bucket on top of his head.) Hey, Jill! Do you like my hat?

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Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) © Australian Curriculum: Assessment and Reporting Authority 2012

Jack and Jill

Jill: Jack, stop wasting time! (She tries to grab the bucket.)

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o c . c e r Jill: Jack,h watch out for that log! er o t s super

Jack: (He bends over and holds the bucket on his back.)

Now I’m a camel!

Jack: (Looking at Jill.) What log? (In slow motion and exaggerated expression and movement, he trips over the cushion.) Help! (He drops the bucket, falls over and rolls down the hill.)

Jill: Jack, are you all right? (She puts her foot on the bucket.)

Oh, no! (In slow motion and exaggerated expression, she falls over and rolls down the hill after him.)

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r o e t s Bo r e p ok u S

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Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) © Australian Curriculum: Assessment and Reporting Authority 2012

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Teac he r

Stimulus pictures Resource sheet

• Look at the picture below.

• Write some sentences about what you can see.

r o e t s Bo r e p ok u S

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Teac he r

• Don’t forget to end each sentence with a full stop.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) © Australian Curriculum: Assessment and Reporting Authority 2012

… Full stops …

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Some words are always at the beginning of a question.

• Write the correct word at the beginning of each question.

4.

How

r o e t What Who s Bo r e

p u Syou have a pet?

do you get to school? do you live?

Can

ok

Why

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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do you go to bed?

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3.

When

Teac he r

2.

Do

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1.

Where

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5.

you help me, please?

6.

is your best friend?

7.

is your name?

8.

were they late for school?

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Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) © Australian Curriculum: Assessment and Reporting Authority 2012

??? Question words ??? – 1

Some words are always at the beginning of a question.

• Finish writing a question for each.

• Remember the question mark.

• The first one has been done for you.

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Teac he r

r o e t s birthday?

Bo When is your r e p ok u Why S Where

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I .

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P u b l i c a t i o n s Who •f orr evi ew pur posesonl y•

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Do

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How

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Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) © Australian Curriculum: Assessment and Reporting Authority 2012

??? Question words ??? – 2

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Can R.I.C. Publications®

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1. Read the exclamations below with your teacher.

2. Say each with strong feeling.

3. Choose the correct exclamation to write what the person in each picture is saying with strong feeling.

I’m freezing!

Aaachoo!

Help! r o e t s B r e oo p (b) u k S

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C.Publ i cat i ons (d) •f orr evi ew p ur posesonl y•

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(e)

That ride was awesome!

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(c)

This is delicious!

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(a)

Happy birthday!

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R.I.C. Publications®

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) © Australian Curriculum: Assessment and Reporting Authority 2012

!!! Exclamation marks !!!

. A full stop is used to end a sentence. ? A question mark is used in sentences that ask about things. ! An exclamation mark is used in sentences to show strong feeling.

1. Add the correct punctuation marks.

r o e t s Bo r e p ok u (b) It’s so hot Stoday (c) Come here now (d) How old are you (e) What is your favourite colour

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(a) I have a new school bag

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(f) My lead pencil is blunt

The surprise visitor Last night our family were watching TV

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2. Write the correct punctuation marks in the story.

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Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) © Australian Curriculum: Assessment and Reporting Authority 2012

Punctuation marks

Suddenly, a mouse

o c .

‘Aaaah ’ screamed che Mum e r o t r s su er ‘How did it get inside ’ Ip asked

ran across the carpet

‘It’s so cute ‘Catch it

’ my little sister exclaimed ’ yelled Dad

But the little mouse was nowhere to be seen R.I.C. Publications®

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Assessment checklist

Understands when to use exclamation marks in writing

Understands when to use question marks in writing

Understands when to use full stops in writing

Uses correct intonation when reading exclamations

Uses correct intonation when reading questions

Uses correct intonation when reading sentences

Identifies exclamation marks in sentence-level text

r o e t s Bo r e p ok u S

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Student Name

Identifies question marks in sentence-level text

© Australian Curriculum: Assessment and Reporting Authority 2012

Identifies full stops in sentence-level text

Text and structu orga r nisa e tion

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

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R.I.C. Publications®

Text and structu orga r nisa e tion

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

Interrelated English links

© Australian Curriculum: Assessment and Reporting Authority 2012

Below is a list of links within the Language strand, Literature strand and Literacy strand of English that are covered within the activities provided with the content description above:

E1. Identifies full stops, question marks and exclamation marks in sentences.

•

Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)

•

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

•

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

r o e t s Bo r e p ok u S

E2. Understands that punctuation marks in text are a guide to using the correct intonation and pauses when reading.

Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)

•

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

•

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

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•

•

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

•

Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example, prediction, monitoring meaning and rereading (ACELY1659)

E3. Uses full stops, question marks and exclamation marks when writing sentences.

•

Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)

•

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

•

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

•

Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example, prediction, monitoring meaning and rereading (ACELY1659)

•

Reread student’s own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)

•

Write using unjoined lower case and upper case letters (ACELY1663)

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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The above links are reproduced with permission from ACARA. © Australian Curriculum: Assessment and Reporting Authority 2012

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Modes, capabilities and priorities covered by the activities in this content description

Language modes

General capabilities

Listening

✔

Literacy

✔

Speaking

✔

Numeracy

Reading

✔

Information & communication technology (ICT) capability

✔

Viewing

✔

Critical and creative thinking

✔

Writing

✔

Personal and social capability

✔

Ethical behaviour Intercultural understanding Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement in Asia Sustainability

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Text and structu orga r nisa e tion

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) © Australian Curriculum: Assessment and Reporting Authority 2012

Related terms

Teacher information

Print

?

Printed lettering, especially with reference to character, style, or size.

Screen

•

Students will understand that texts are organised in a way that allows them to find information easily and helps them understand what they are reading.

•

Students will understand that the organisation of books includes features such as page numbers, table of contents, headings and titles, and images with captions.

r o e t s Bo r e p ok u S

The frame on which a visible image is formed; usually relating to a computer monitor, television or cinema.

•

T

Text

What this means

Written, spoken or multimodal forms of communication for a range of purposes.

Students will understand that the organisation of digital texts includes features such as headings and titles, images with captions, navigation buttons, bars and links.

Teaching points

•

Students should be made familiar with digital texts such as eBooks. They should be made aware of features including headings and titles, images with captions, page navigation buttons or bars. Texts should include both imaginative and factual forms.

Page numbering

•

Students should be shown how to navigate safe, child-friendly websites to access information using navigation buttons or bars and be able to scroll up, down, across and back. They should be aware of links that lead to further information. NOTE: Cyber safety should be practised at all times.

Teac he r

Texts produced through digital or electronic technology such as DVDs, websites and e-literature. They may be interactive and include animations and hyperlinks.

Students should be exposed to books with page numbers, simple table of contents, headings and titles and images with captions, such as information books. They should have explained to them what each is for and what each looks like. These texts should be used during shared reading or when individual students select books to read.

Digital texts

To mark or distinguish pages by numbering.

Table of contents

A list of divisions or chapters in order and the pages on which they start.

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•

E. © R. I C.Publ i cat i ons •f orr evi ew pur posesonl y•

Heading

Elaboration

E1. Recognise features of books and digital texts including page numbers, table of contents, headings and titles, images with captions, navigation buttons, bars and links. Understands that scrolling allows the reader to access digital texts.

A title or caption of a page, chapter, section or topic.

Title

Navigation button/bar

•

Enjoying the library Ages 5–6 published by R.I.C. Publications (select relevant pages only)

•

Early years themes interactives published by R.I.C. Publications

A set of buttons or images in a row or column that link the user to other sections on a web site.

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Link (short for hyperlink)

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Further resources

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A general or descriptive heading or caption of a chapter, section or other part of a book.

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A word, phrase or image in an online text that links to other documents or to another place in the same document.

Student vocabulary print

scroll

screen

heading

text

title

link

user

page numbers

navigation button/bar

navigate table of contents

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R.I.C. Publications®

Text and structu orga r nisa e tion

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

E1. Recognise features of books and digital texts including page numbers, table of contents, headings and titles, images with captions, navigation buttons, bars and links. Understands that scrolling allows the reader to access digital texts.

• Page numbers (page 74) Familiarise the students with the rhyme if it is unknown to them. Enlarge and photocopy page 74 if necessary. The students cut out the pages, place them in the right order, number them from 1 to 8, pile them on top of each other with page number 1 on the top and page number 8 on the bottom, and staple them together to form a little book. The students should be able to follow the correct order of the rhyme using the page numbers. Students should be made aware of page numbering as it occurs during shared reading.

r o e t s Bo r e p ok u S

• Table of contents (page 75)

As students start to read with greater fluency, they will encounter longer texts with many chapters. The books will have a simple table of contents to help them find information easily.

The two tables of contents on page 75 cover both information and storybooks.

During shared reading, students should discuss the title of each book, the author, illustrator and pictures on the front cover. These activities help them predict what each text will be about. The activities on page 76 deal exclusively with the titles of books. Students may copy the title of any book, including favourites or those read during home reading or free time.

• Headings (page 77)

Expose the students to a variety of texts that include headings. These may be information books, posters, websites etc. Identify headings by their size, brightness or colour which make them stand out from the rest of the text.

• Pictures with captions (page 78)

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• Name that book! (page 76)

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Images add meaning to a text. Captions reinforce, or add extra information to, a text. They may also make understanding concepts in texts easier. Images with captions may be found in classroom displays and as digital or print texts. Invite students to write captions for artworks, book displays, the science table, the reading corner, or a play area.

• Finding your way around (page 79)

This page deals with identifying navigation bars and buttons and how they are used to find a way around websites by linking to other sections. Practical experience using the navigation bars and buttons is essential for understanding components of digital texts. Students could draw and write about familiar navigation buttons to compile the pages of a simple technological manual. For example, ‘This is a fast forward button. I use it when …’

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Page 80 identifies a number of different ways students can scroll digital technology to locate information, and explains why it is needed. Each different type may be cut into sections to form four pages of a small book, or the images may be separated from the texts, glued onto cardboard and matched. Pages 81 to 83 provide a simple paper copy of one way to ‘scroll’ to read a digital text. Because of the nature of the craft work, it will be necessary for students to ‘pull’ the text up and down rather than try to ‘scroll’ as on digital technology. Extensive practical experience is needed using the scroll function on digital technologies.

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Interrelated English links: See page 85

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• Scrolling (pages 80 to 83)

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Page numbers tell readers the order of a text.

Number the pages and make a book.

Four little monkeys sitting in a tree, Teasing Mister Alligator. ‘Can’t catch me! Can’t catch me!’

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Along comes Mister Alligator as quietly as can be and ‘Snap!’

Three little monkeys sitting in a tree.

Two little monkeys sitting in a tree, Teasing Mister Alligator. ‘Can’t catch me! Can’t catch me!’

One little monkey sitting in a tree, Teasing Mister Alligator. ‘Can’t catch me! Can’t catch me!’

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Along comes Mister Alligator as quietly as can be and ‘Snap!’

One little monkey sitting in a tree.

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Along comes Mister Alligator as quietly as can be and ‘Snap!’

‘Missed me!’

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o c . che e r o t r s sp er Along comes Mister Alligator as quietlyu Three little monkeys sitting in a tree, as can be and ‘Snap!’

Two little monkeys sitting in a tree.

Teasing Mister Alligator. ‘Can’t catch me! Can’t catch me!’

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R.I.C. Publications®

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) © Australian Curriculum: Assessment and Reporting Authority 2012

Page numbers

A table of contents is a list of the parts of a book in order. It shows the pages on which the parts start.

1. Look at the table of contents.

Contents

r o e t s Bo r e p ok The moon ................................4 u S Earth........................................6

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The sun....................................2

The stars ..................................8 The planets ............................10

2. Circle the one that comes first.

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3. Which page number do they start on?

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Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) © Australian Curriculum: Assessment and Reporting Authority 2012

Table of contents

The stars

The planets

.

Contents te o 5. ‘Zac at the park’ starts on c .

Zac at home ............................2 che e r o t page . r sat school...........................6 super Zac 4. Look at the table of contents.

Zac at the park......................10

6. There are little stories about Zac in this book.

Zac at the zoo .......................14 Zac at farm ...........................18

7. The first story in the book is .

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The title is the name of the book, page, film or story. The title tells the reader about the text.

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1. Look at the titles on the book covers. Write or tell what each is about.

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2. Copy the title of a book from the class library.

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R.I.C. Publications®

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) © Australian Curriculum: Assessment and Reporting Authority 2012

Name that book!

A heading tells the reader what a section of a text is about. Headings are larger, bright or coloured.

Look at the poster.

1. Circle one heading.

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Teac he r

2. Copy two headings in the box.

Look at the website home page.

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Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) © Australian Curriculum: Assessment and Reporting Authority 2012

Headings

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o c . che e r o t r s s r u e p 1. Use a red pencil to circle five headings.

2. Copy three different headings in the box.

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Pictures in texts help tell what the text is about. Some pictures have words or sentences to tell about them. These are called captions.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Write the missing caption.

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2.

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1. Circle the caption on the website image.

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Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) © Australian Curriculum: Assessment and Reporting Authority 2012

Pictures with captions

r o e t s Bo r e p ok u S

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Teac he r

Navigation bars help us find our way around a website. They may be along the side, at the top of a site or both.

A navigation bar may have buttons or images which link to other parts of the website.

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1. Write what each navigation button means.

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Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) © Australian Curriculum: Assessment and Reporting Authority 2012

Finding your way around

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2. Draw two that you know and write what they mean.

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Most computer windows are not big enough to show all the information at once.

Users have to scroll down to see the rest. They have scroll up to go back to see something again. If the window is wide, they have to scroll across to see all of it.

Teac he r

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r o e t s Bo r e p ok u S The scroll bar is at the side or bottom.

Some computer mice have a wheel that lets you scroll by moving the wheel back and forward with your finger.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Laptops have a touch pad or

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From:

Messages

To:

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scroll pad. Using your fingers, you can use the mouse cursor to click on the scroll bar to move it up or down.

o c . che e r o t r sscroll up or down, upe Touchs screens letr you across and back by sliding your finger on the screen.

Colour the parts used for scrolling on all four pictures.

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Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) © Australian Curriculum: Assessment and Reporting Authority 2012

Scrolling

r o e t s Bo r e p ok u S

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Teac he r

Make a computer with a window that scrolls.

Colour and cut out the base (computer screen).

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) © Australian Curriculum: Assessment and Reporting Authority 2012

Make and scroll – 1

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r o e t s Bo r e p ok u S

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Teac he r

Cut out the window contents.

Glue the bottom to the top of the one on the next page.

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Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) © Australian Curriculum: Assessment and Reporting Authority 2012

Make and scroll – 2

r o e t s Bo r e p ok u S

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Teac he r

Cut out the window contents.

Glue the top to the bottom of the one on the last page.

Slide it inside the computer window.

Use your fingers to scroll up and down to read the information.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) © Australian Curriculum: Assessment and Reporting Authority 2012

Make and scroll – 3

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Assessment checklist

Identifies scroll devices and uses to access information in a digital text

Identifies and uses navigation buttons to link to other sections of a digital text

Identifies and uses navigation bar to link to other sections of a digital text

Identifies titles and understands purpose

Identifies headings and understands purpose

r o e t s Bo r e p ok u S

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Teac he r

Student Name

Identifies and understands the purpose of a table of contents

© Australian Curriculum: Assessment and Reporting Authority 2012

Identifies and understands purpose of page numbering

Text and structu orga r nisa e tion

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)

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Text and structu orga r nisa e tion

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)

Interrelated English links

© Australian Curriculum: Assessment and Reporting Authority 2012

Below is a list of links within the Language strand, Literature strand and Literacy strand of English that are covered within the activities provided with the content description above:

E1. Recognise features of books and digital texts including page numbers, table of contents, headings and titles, images with captions, navigation buttons, bars and links. Understands that scrolling allows the reader to access digital texts.

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1452)

•

Engage in conversation and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

•

Describe some differences between imaginative, informative and persuasive texts (ACELY1658)

•

Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning ad rereading (ACELY1659)

•

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)

•

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

•

Write using unjoined lower case and upper case letters (ACELY1663)

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The above links are reproduced with permission from ACARA. © Australian Curriculum: Assessment and Reporting Authority 2012

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Modes, capabilities and priorities covered by the activities in this content description

Language modes

General capabilities

Listening

✔

Literacy

Speaking

✔

Numeracy

Reading

✔

Information & communication technology (ICT) capability

Viewing

✔

Critical and creative thinking

Writing

✔

Personal and social capability

✔

✔

Ethical behaviour Intercultural understanding Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement in Asia Sustainability

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Text and structu orga r nisa e tion

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1477)

Answers

© Australian Curriculum: Assessment and Reporting Authority 2012

Look at a book ............................................. page 11

Echidnas ................................................. pages 20–21

Teacher check

1. Echidnas

How the echidna got its spines ........... pages 12–13

2. A kind of mammal that lays eggs.

3. (a) Choose from: among rocks, hollow logs or under bushes

1. How the echidna got its spines

(b) Teacher check

2. Who? echidnas

(c) Teacher check

4. (a) puggle

When? Long ago

(b) cute

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How do sunflowers grow?................... pages 22–23

Where? Australian bush

3. Although echidnas tried to hide from their enemies, they could still be caught and eaten.

1. How do sunflowers grow?

4. Note: Students need only write and/or draw four events in order.

Answers could include:

3. (a) Teacher check

2. This explanation tells how sunflowers grow.

Make your own bed! ............................ pages 24–25

Second: It found some under a grass tree.

1. Make your own bed!

Third: Spines from the grass tree fell on its back.

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(c) three metres

4. smiling, garden

First: An echidna went to look for ants to eat.

2. The writer wants all children to make their own bed every day.

Fourth: It curled up in a ball when a dingo came near.

3. (a) babies

5. The spines from the grass tree protected the echidna from being eaten.

(c) awful 4. (a) great

6. Now all echidnas have spines. They curl up into a ball when they get a fright.

Bella’s trip to the vet ............................ pages 14–15 1. Bella’s trip to the vet

2. On Saturday, Dad and I took our cat, Bella, to visit the vet because she had a sore ear.

3. (b), (c), (e), (a), (d)

(b) three months

(b) make (d) bumps (b) now

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4. (a) Bella was one of her favourite cats. (b) Bella purred.

Fruity milkshake .................................... pages 16–17 1. Fruity milkshake 2. Making a milkshake for a yummy drink.

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3. Students should draw: 4 strawberries, 1 banana, 1 cup of milk, 2 scoops of ice-cream and 1 teaspoon of honey (b) Wash, Peel, Put, Blend, Pour, Share

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5. The answer should indicate that the milkshake was smooth and frothy and tasted good.

Rainbow pull kite .................................. pages 18–19 1. Rainbow pull kite 2. Making a kite to pull along behind you.

3. (a) 6

(b) Students should draw: scissors, stapler, string, paper plate and a paper hole punch 4. (a) 6 (b) Cut, Cut, Staple, Punch, Tie, Run (c) 2. Cut out the middle of the paper plate.

5. The answer should indicate that the instructions were followed so the kite was colourful and flew along behind as the person ran.

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Text and structu orga r nisa e tion

Understand patterns of repetition and contrast in simple texts (ACELA1448)

Answers

© Australian Curriculum: Assessment and Reporting Authority 2012

Harris the helicopter .................................... page 30

At the pet shop/On the farm....................... page 38

The students are asked to identify Harris’s name in the text, and if possible, the use of the pronoun ‘he’ referring to the main character.

Students may identify by listening or underlining or circling the character’s name as it appears on a hard copy of the text.

At the pet shop—rabbits, white mice, kittens, puppies, guinea pigs, hermit crabs On the farm—rooster, hen, chickens, bull, cow, calves, stallion, mare, foal, boar, sow, piglets, ram, ewe, lambs (Farmer Smith)

Eating, working, playing and sleeping ...... page 31

Word card sort – 1 ........................................ page 39

In the text, the characters—I, Dad, my big brother, Mum—eat breakfast, work, play with some form of technology, and go to bed.

In contrast, the pet goldfish do different things. The same repeated sentence structure is used for the characters in each section.

Land transport—car, motorcycle, truck, bicycle, van

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Sea transport—yacht, jetski™, submarine, canoe, speedboat

Air transport—helicopter, aeroplane, hot air balloon, jet, glider Students may also find other word group categories of their own including how different vehicles are powered or the number of wheels on land vehicles.

Ten tiny tigers .............................................. page 32

Word card sort – 2 ........................................ page 40 Games/Sports—soccer, cricket, basketball, tennis, swimming

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The repeated sounds (alliteration) include: ‘Ten, tiny tigers’, and ‘Two, tiny tigers’, ‘tiny tigers’, ‘scary sound’, ‘scratching at some sticks’, ‘buzzing beehive’, ‘spied a seashell’, ‘fell fast’, and ‘then there’. The text is also an example of repeated sentence structure and repeated sounds (rhyme). The students could identify the sounds by listening or underlining or circling the repeated sounds on a photocopy of the page.

Sporting equipment—cap, shoes, glove, ball, bat

People involved in sport—player, coach, referee, batter, bowler Students may also like to group words by the sport; for example, cricket, cap, glove, batter, bowler, bat.

The four dragons ......................................... page 33 The rhyming words at the ends of the lines include: sea/free, Pearl/ whirl, below/grow, help/self (near rhyme), plan/land, mouths/drought (near rhyme), done/won, sea/be.

Whose home am I? ...................................... page 41

Magic trick—floating paperclip .................. page 34

Words and phrases as parts of a whole topic of a text include: walls, neighbourhood, roof, door, windows, floor, room, garden. Students may also suggest the words ‘adults’ and ‘children’.

The repeated use of command verbs in the procedure include: Make, Fill, Open, Hold, Place, Lower (twice), Move, Watch.

Animals move............................................... page 42

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I’m a nut (traditional) .................................. page 35 The chorus and tongue clicks/finger snaps are repeated. The chorus is: I’m a nut!

I’m a nut!

I’m a nut!

2. fly

3. swim

4. climb

5. crawl

6. slide

7. hop

8. waddle

9. jump

The opposites story ..................................... page 43 The opposites used to show contrast in the text include: little/big, old/young, light/heavy, loves/hates, light/heavy, sad/happy, over/ under, empty/full, quickly/slowly, far/close and long/short.

The littlest worm (traditional) .................... page 36

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The first three lines of the song are repeated as an echo/call and response, and thereafter each of the first four lines of each subsequent verses is repeated as an echo/call and response.

Hey little fly! ................................................ page 44 Fly viewpoint/arguments: needed by many children, too small to be tasty, have uses—cleaning up garbage and messes

Why the whale spouts and the starfish looks ragged................................................. page 37

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Spider viewpoint/arguments: flies don’t have feelings, flies are annoying pests that get in your hair, bigger, flies are an important part of dinner.

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The sentences which include words indicating cause and effect are as follows:

How the first butterflies were born ........... page 45

• They decided to travel there because the hunting was good and the weather was sunny.

Contrasting imagery in a poem—’… dark winter, a cold blanket covered the land/days grew brighter. Warm fingers stroked the world.’

• It would be a hard journey so they needed a good canoe.

• The other men planned to steal the canoe because Whale would not share.

• Whale was very pleased so he moored his canoe in deep water and sat on a rock.

• Starfish told funny stories and scratched hard on Whale’s head so he could not hear the others as they stole the canoe and rowed away.

• He was very angry so he threw Starfish against the rocks until he was covered with jagged cuts.

• Whale was very angry because his canoe was wrecked on the shore.

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Text and structu orga r nisa e tion

Understand patterns of repetition and contrast in simple texts (ACELA1448)

Answers

© Australian Curriculum: Assessment and Reporting Authority 2012

Loawnu the wise woman ..................... pages 46–47

Healthy snack ........................................ pages 50–51

Nouns that name people, places or things—day, China, children, fields, sky, ground, Laownu, woman, field, pieces, festival, celebration, village, men, women, husbands, wives, people, smile, morning, night, surprise, light, spaces

Topic words—cup, spoon, knife, bowl, cutting board, microwave, electric frying pan, popping corn, dried apricots, dried apple, sultanas

Pronouns that stand in place of nouns—They, we, I, you, them, Some, they, she

Punctuation—Capital letters are employed for the command verbs at the beginning of sentences and for ‘You’, ‘Test’ and ‘Does’; There are full stops at the end of all but two sentences; There is one question mark after ‘good’ and one exclamation after ‘Enjoy’.

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Adjectives that describe nouns—One, warm, spring, some, wise, important, young, secret, clear, blue, big, dark, bright, twinkling, missing

Illustrations, diagrams or graphics—This should be ticked. Teacher check student comments about the illustrations.

Verbs that show action—went, found, ran, said, do, smiled, Go, collect, was, picked, took, are, told, worried, woke, looked, were, got, filled (NOTE: For simplicity, only a selection of very obvious verbs have been included.)

Adverbs that describe verbs—sweetly, quickly, sadly, cleverly (NOTE: Only obvious adverbs of manner have been included.)

Interesting words—Teacher check Punctuation and Illustrations, diagrams or graphics—All should be ticked.

A monster of a machine ....................... pages 48–49 Rhyming words—socks/shock, that/fat, jocks/box, tried/hide, floor/ door, care/swear, can/plan, dread/bed Interesting word pictures/Imagery—The washing machine is likened to a monster who eats the washing. Washing is likened to food.

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Command verbs that give instructions at the beginning of steps— Make, Chop, Place, Microwave, Stand, Mix, Enjoy.

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Interesting words—Answers will vary

Punctuation—Punctuation in poetry can be very subjective. However, capital letters at the beginning of each line are included, as well as those for the proper nouns Dad and Mum, and personal pronoun I; There are also a number of exclamation marks. Full stops are placed at the end of each sentence, although these may not be at the end of each line. There are no question marks in the poem.

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Illustrations, diagrams or graphics—This should be ticked. Teacher check student comments about the illustrations.

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Text and structu orga r nisa e tion

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

Answers

© Australian Curriculum: Assessment and Reporting Authority 2012

Full stops....................................................... page 65 Teacher check

Question words – 1 ...................................... page 66 1. Do

2. How

3. Where

4. When

5. Can

6. Who

7. What

8. Why

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Question words – 2 ...................................... page 67 Teacher check

Exclamation marks ....................................... page 68 1.–2. Teacher check 3. (a) Aaachoo!

(b) That ride was awesome!

(e) Happy birthday!

(d) I’m freezing!

(f) Help!

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(c) This is delicious!

Punctuation marks ....................................... page 69 1. (a) I have a new school bag.

(b) It’s so hot today!

(c) Come here now!

(d) How old are you?

(e) What is your favourite colour? (f) My lead pencil is blunt.

2. Last night our family was watching TV. Suddenly, a mouse ran across the carpet.

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‘Aaaah!’ screamed Mum.

‘How did it get inside?’ I asked.

‘It’s so cute!’ my little sister exclaimed.

‘Catch it!’ yelled Dad.

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But the little mouse was nowhere to be seen.

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Text and structu orga r nisa e tion

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)

Answers

© Australian Curriculum: Assessment and Reporting Authority 2012

Page numbers............................................... page 74

Finding your way around ............................ page 79

1. Four little monkeys sitting in a tree, Teasing Mister Alligator. ‘Can’t catch me! Can’t catch me!’

1. Go, Forward; Pause; Home; Email/Mail; Search; Forward; Back; Eject DVD/CD

2. Along comes Mister Alligator as quietly as can be and ‘Snap!’ Three little monkeys sitting in a tree.

2. Teacher check

Scrolling ........................................................ page 80

3. Three little monkeys sitting in a tree, Teasing Mister Alligator. ‘Can’t catch me! Can’t catch me!’

Teacher check

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Make and scroll ..................................... pages 81–83

4. Along comes Mister Alligator as quietly as can be and ‘Snap!’ Two little monkeys sitting in a tree.

Teacher check

5. Two little monkeys sitting in a tree, Teasing Mister Alligator. ‘Can’t catch me! Can’t catch me!’

6. Along comes Mister Alligator as quietly as can be and ‘Snap!’ One little monkey sitting in a tree.

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7. One little monkey sitting in a tree, Teasing Mister Alligator. ‘Can’t catch me! Can’t catch me!’

8. Along comes Mister Alligator as quietly as can be and ‘Snap!’

‘Missed me!’

Table of contents ......................................... page 75 1. Teacher check

2. The sun

3. Earth—6, The stars—8, The planets—10 4. Teacher check

5. 10

6. 5

7. Zac at home

Name that book! .......................................... page 76 Teacher check

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Headings ....................................................... page 77 Teacher check

Pictures with captions ................................. page 78 1. There are many different types of insects.

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2. The tadpoles become frogs.

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