Australian Curriculum English - Language: Foundation - Ages 5-6

RIC-6357 1159/3.6

Australian Curriculum English – Language: Text structure and organisation (Foundation) ®

Published by R.I.C. Publications 2012 Copyright© R.I.C. Publications® 2012 ISBN 978-1-921750-83-0 RIC– 6357

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.

This information is provided to clarify the limits of this licence and its interaction with the Copyright Act. For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase.

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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, 2002 6th edn.

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.

View all pages online PO Box 332 Greenwood Western Australia 6924

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Australian Curriculum English – Language:

Text structure and organisation (Foundation) Foreword Australian Curriculum English – Language: Text structure and organisation (Foundation) 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.

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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)

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• • • • • • •

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C.Publ i cat i ons Format of this book ............................................. iv – v Understand that punctuation is a feature of written text different from letters; recognises how capital letters are Language: Text structure and organisation ..........p 2–67 • f or r evi ew ur posesonl y• used for names, and that capital letters and full stops signal Contents

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430)

the beginning and end of sentences (ACELA1432) © Australian Curriculum: Assessment and Reporting Authority 2012

© Australian Curriculum: Assessment and Reporting Authority 2012

– – – – – –

Teacher information ........................................................... 2 Activities to develop the content description ..................... 3 Resource sheets ........................................................... 4–21 Assessment checklist ....................................................... 22 Interrelated English links .................................................. 33 Modes, capabilities and priorities covered by the activities in this content description .......................... 33

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Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

Understand that some language in written texts is unlike everyday language (ACELA1431)

© Australian Curriculum: Assessment and Reporting Authority 2012

– – – – – –

© Australian Curriculum: Assessment and Reporting Authority 2012

– – – – – –

Teacher information ......................................................... 24 Activities to develop the content description ................... 25 Resource sheets ......................................................... 26–35 Assessment checklist ....................................................... 36 Interrelated English links .................................................. 37 Modes, capabilities and priorities covered by the activities in this content description .......................... 38

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Teacher information ......................................................... 38 Activities to develop the content description ................... 39 Resource sheets ......................................................... 40–47 Assessment checklist ....................................................... 48 Interrelated English links .................................................. 49 Modes, capabilities and priorities covered by the activities in this content description .......................... 49

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Teacher information ......................................................... 50 Activities to develop the content description ................... 51 Resource sheets ......................................................... 52–65 Assessment checklist ....................................................... 66 Interrelated English links .................................................. 67 Modes, capabilities and priorities covered by the activities in this content description .......................... 67

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

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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 • resource sheets • interrelated English links • assessment checklist • a table showing the modes, capabilities and priorities covered by the activities

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The length of each content description section varies.

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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.

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

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Teaching points provides a list of the main teaching points relating to the content description.

Student vocabulary includes words which the teacher would use—and expect the students to learn, understand and use— during English lessons.

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

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

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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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Resource sheets are provided to support teaching and learning activities for each content description. These include sheets for individual use, games, charts and other materials which the teacher might find useful to use or display in the classroom.

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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 substrand, the links show the integration across the three strands.

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

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Text and structu orga r nisa e tion

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

Related terms

Teacher information

Texts

What this means

Written, spoken or multimodal forms of communications for a range of purposes

• Students will come to realise that there are many different types of texts. These include signs, whole books and films.

Stories

• Students will come to realise that texts vary in length, content and purposes.

A narrative either true or fictitious, in ordinary spoken or written language or verse with the purpose of entertaining, amusing or interesting the reader or listener

• Students will be able to compare texts to identify similarities and differences.

Information book

Informative texts

Texts whose purpose is to provide information.

They may be in the form of a newspaper article, letter, recipe, weather report, website or list of rules, for example.

• Encourage the students to think about and discuss different texts allowing them to feel confident enough to express their opinions whether they are the same as others or not.

• Teachers should model comparing different texts for students before expecting them to do it themselves.

Elaborations

same

E1. Shares with others their experiences of different texts including discussing their differences.

E2. Identifies and discusses whether a text tells a story or gives information.

E3. Repeats repetitive verses, rhymes or phrases as they occur in texts, and predicts cumulative story lines.

story

Further resources

film

• Elf emergent reading program R.I.C. Publications

Student vocabulary

different

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form

short long information

used

book

for

• Action rhymes – I can dance the barramundi by Lorelei Liddelow R.I.C. Publications • Nursery rhymes Early themes by Amelia Ruscoe R.I.C. Publications

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• Preschool songs and fingerplays by Kim Cernek R.I.C. Publications

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text

• The students should be exposed to a wide variety of texts including short texts of just a few words, whole books and appropriate films. Books and short texts should include those in digital format as well as print media.

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A long informative text

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Text and structu orga r nisa e tion

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

E1. Shares with others their experiences of different texts including discussing their differences.

• As a class, ‘read’ and discuss different text forms including those with visual content, those with few or many words, and simple digital texts such as email. Some examples are provided on pages 4 to 14.

• As a news or show and tell activity, encourage the students to bring in and talk about a favourite book from home. Encourage them to tell what it was about and why they enjoyed ‘reading’ it.

• Immerse the students in print by labelling various objects inside or outside the classroom with a word,

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symbol or simple text. For example ‘door’, ‘This is our home corner’,

• Provide a variety of both story and information books for use during free time in the classroom.

• Read and discuss more than one story book on a similar subject; for example, The town mouse and the country mouse, The lion and the mouse, Seven blind mice by Ed Young. Include a digital book or film version.

• As a class, select a long book of interest, and read a few pages each day until, over time, the whole book is read.

Interrelated English links: See page 23

E2. Identifies and discusses whether a text tells a story or gives information.

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• Display, read and discuss different versions of the same fairy tale or nursery rhyme including an eBook or DVD format. Compare the text and illustrations for similarities and differences.

• As a class, write a simple report to give information about daily weather. Include images with the written text, which may be as simple as ‘Today is Friday. It is a cold and windy day’. Words may be written on cardboard and placed on a magnetic board, a whiteboard in plastic sleeves or a stand. Refer to the resource sheet on page 12 for an example.

• Place a newspaper in the home corner for the students to ‘read’ information about current events.

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• Use symbols and pictures to record a few class rules. Display and ‘read’ often.

• Provide a simple post box, paper and implements so the students can write informative letters to a friend in another class. Attach an example to the box for students to follow.

• Read two books on the same topic – one in story format and the other as an information text. Decide which tells a story to entertain and which gives information. Then sort book cover pictures into the two categories by title. Refer to page 15.

Interrelated English links: See page 23

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• As a summative assessment activity, have the students attach a photocopy or a digital photograph of a book cover to a sheet of paper and indicate using a tick or colouring the circle whether it is a book that tells a story or one that gives information. Refer to page 16 for one example.

E3. Repeats repetitive verses, rhymes or phrases as they occur in texts, and predicts cumulative story lines.

• Record and display favourite rhymes or verses on cardboard with illustrations for the students to ‘read’.

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• Encourage students to join in when repetitive phrases and rhyming texts occur in texts. Use rhyming texts that tell a story or give information. The examples on pages 17 to 19 may be used as well.

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• Read together cumulative stories such as This is the house that Jack built by Pam Adams, I know an old woman who swallowed a fly or Drummer Hoff Adapted by Barbara Emberley or the examples on pages 20 to 21.

• Create a cumulative pictorial shopping list orally or with students adding pictures of groceries cut from food catalogues to build up a list. Read after each addition.

Interrelated English links: See page 23

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Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

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Visual texts – Signs and symbols Resource sheet

(short text — none or few words)

Visual texts – Posters – 1

Resource sheet

(short text — none or few words)

Numbers 1 to 10

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1

7

two boats

seven fish

3

8

three dogs

eight apples

4

four flowers

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10

five kites

ten candles

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Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

2

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

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one elephant

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Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

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Visual texts – Posters – 2 Resource sheet

(longer text — many words)

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Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

Visual texts – Labelled diagram

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Resource sheet

(short text with few words)

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

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4. … and Jill came tumbling after.

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

3. Jack fell down and broke his crown …

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. … to fetch a pail of water.

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1. Jack and Jill went up the hill …

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Visual texts – Storyboard Resource sheet

(longer text — many words – story)

Visual texts – Storyboard

Resource sheet

(longer text — many words – information text)

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r o e t s Bo r e p ok Winter,u spring, S and summer

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1. I like winter. It is cold and windy.

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Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

autumn

2. After winter comes spring.

It is warm and flowers grow.

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3. After spring comes summer.

It is hot and sunny.

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4. After summer comes autumn. It is cool. Some leaves fall from trees.

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5. Winter, spring, summer and autumn are the seasons of the year.

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Holiday camp

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Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

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rest rooms

camping

telephone

canoes

first aid

car park

food outlet

information

bicycles

path

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bike hire

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Key

Visual texts – Map Resource sheet

(short text with few words)

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SHOP

trees

bench

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trees

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playground

trees

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trees

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trees

duck pond

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

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Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

Visual texts – Bird’s-eye view Resource sheet

(short text with few words)

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

Visual texts – Weather chart

Resource sheet

(short text with many words)

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✘ Tomorrow is

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r o e t s Bo r e p ok u S ✘ Yesterday was ✘ Today is

.

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✘ It is a

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Thursday Sunday rainy

Tuesday

Wednesday

Friday

Saturday

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Monday

o c . ch sunny cold e r er o t s super windy

cool

warm

hot

frosty

snowy

foggy

cloudy

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Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

Our weather chart

Letter

Resource sheet

Love Declan xxoo

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36 Apple Lane Duncliff 5098 r o e t s Bo r e 12th March 2013 p ok u S Dear Nan On Saturday, we went to the zoo. I saw a zebra and a lion. © R. I .

C.P ubl i c at i on s and The elephants were very big •f orWe r evi e wp ur pos esonl y• smelly. had lunch there.

It was very hot and dusty. We stayed all day. I was very tired when we got home. . te o

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Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

(longer text with many words)

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Email

Resource sheet

(longer text with many words) Inbox (4 messages) Get Mail

New Message

Print

Delete

r o e t s Bo r e pinvitation ok Subject: Birthday u S I

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Font

Size

Dear Ava

©inviting R. I .

C.me Pub i cat i ons on Thank you for tol your birthday Saturday.

Io will be happy come.

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Alyssa

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Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

B

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To: Ava@dmailhouse.com

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Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

Cover sort Resource sheet

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What kind of book is it?

Resource sheet

Photocopy or use a digital photographic print of the book cover.

Glue to the page.

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My book: tells a story. gives information.

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Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

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My book

Repetitive phrases

Resource sheet

Do you think he can see me?

I looked through the window and what did I see?

I saw a large frog eating a fly.

r o e t s Bo r e p ok u Sthe window and what did I see?

I looked through I saw a white duck nibbling on weeds.

© R. I .

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•f orr evi ew pur posesonl y• I looked through the window and what did I see?

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Do you think he can see me?

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Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

Do you think he can see me?

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Do you think he can see me?

I looked through the window and what did I see?

. the can see me? o Do you thinke c . che e r o t r s super I saw a big spider eating a bee.

I looked through the window and what did I see?

I saw Mum waving at me.

She saw me. Hi, Mum!

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Rhyming texts that tell a story

Resource sheet

Pirate Pete Pirate Pete walks the deck His blue scarf tied around his neck.

r o e t s Bo r e p ok As his ship rides the tide. u S To a wonderful treasure hidden near the bay.

The rowboat floats up to the beach

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The treasure is almost within his reach.

Pete trudges with his band of men.

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‘X’ marks the spot. They begin to dig.

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The sun is hot and the sand pile is big.

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Through the jungle past the fox’s den

o c . c e he r ‘Clunk’ goes the shovel on the wooden chest. o t r s super Open it quickly. Wow! This treasure’s the best!

Gold coins, jewels and pearls so white I really like living a pirate’s life!

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Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

The map in his hand shows the way

ew i ev Pr

Teac he r

He carries a sword by his side

Rhyming texts that give information

Resource sheet

How plants grow A tiny seed falls from a tree.

Soil covers it snugly.

Teac he r

Tiny roots grow down from the seed.

© R. I .

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

They anchor the plant and help it feed.

They catch the light as the sun’s rays go by.

. te

m . u

Green shoots push up to the sky.

w ww

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

Sun shines and makes it warmer.

ew i ev Pr

r o e t s Bo r e Rain falls to give p it water. ok u S

o c . che e r o t r s s up er A plant has grown before too long.

The little green shoots grow tall and strong.

The plant grows bigger until Another tree grows on the hill.

R.I.C. Publications®

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

19

Cumulative text – 1

Resource sheet

At the zoo At the zoo, I saw a lion.

w ww

m . u

© R. I .

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

At the zoo, I saw a lion, an elephant, a tiger and a bear.

. te

o c . che e r o t r s super

At the zoo, I saw a lion, an elephant, a tiger, a bear and a penguin.

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

20

www.ricpublications.com.au

R.I.C. Publications®

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

Teac he r

At the zoo, I saw a lion, an elephant and a tiger.

ew i ev Pr

r o e t s Bo r e p ok At the zoo, I saw a lion and an elephant. u S

Cumulative text – 2

Resource sheet

This is the vase that Mum bought This is the vase that Mum bought.

This is the cat that broke the vase that Mum bought.

Teac he r

© R. I .

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

These are the pieces of the vase swept up by the father of the girl who owns the cat that broke the vase that Mum bought.

. te

m . u

This is the dustpan and brush used by the father of the girl who owns the cat that broke the vase that Mum bought.

w ww

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) © Australian Curriculum: Assessment and Reporting Authority 2012

This is the father of the girl who owns the cat that broke the vase that Mum bought.

ew i ev Pr

r o e t s Bo r e p ok u This is the girl S who owns the cat that broke the vase that Mum bought.

o c . c e he This is the rubbish bin that holds the pieces r o r st s upe of the vase swept up by the father ofr the girl who owns the cat that broke the vase that Mum bought.

This is the new vase bought by the girl and her father to replace the vase that the cat broke.

R.I.C. Publications®

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

21

Assessment checklist

Identifies the purpose of a text which gives information

Identifies the purpose of a text which is a story

Identifies a text which is an informative text

Gives an oral report about a favourite text

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

ew i ev Pr

Teac he r

Student name

Identifies a text which is a story

© Australian Curriculum: Assessment and Reporting Authority 2012

Participates in discussions about texts

Text and structu orga r nisa e tion

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430)

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

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

22

www.ricpublications.com.au

R.I.C. Publications®

Text and structu orga r nisa e tion

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430)

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. Shares with others their experiences of different texts including discussing their differences.

• Understand that language can be used to explore ways of expressing needs, likes and dislikes. (ACELA1429) • Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786) • Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)

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

• Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577) • Share feelings and thoughts about the events and characters in texts (ACELT1783) • Identify some familiar texts and the contexts in which they are used (ACELY1645)

E2. Identifies and discusses whether a text tells a story or gives information.

Teac he r

• Identify some features of texts including events and characters and retell events from a text (ACELT1578)

ew i ev Pr

• Recognise some different types of literacy texts and identify some characteristic features of literacy texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACLT1785)

E3. Repeats repetitive verses, rhymes or phrases as they occur in texts, and predicts cumulative story lines.

• Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)

• Replicate the rhyme and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579) • Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

• Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)

© R. I .

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

m . u

w ww

. te

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

✔

Information and 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

R.I.C. Publications®

www.ricpublications.com.au

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

23

Text and structu orga r nisa e tion

Understand that some language in written texts is unlike everyday language (ACELA1431) © Australian Curriculum: Assessment and Reporting Authority 2012

Teacher information

Related terms Texts

What this means

Written, spoken or multimodal forms of communications for a range of purposes

• Students will learn that spoken language is different from written language.

Language Spoken or written forms of human communication which use words in a structured and conventional way Everyday language

Teac he r

texts

write

Teaching points

• Students will learn that spoken language can be written down.

• Students will be exposed to the use of correct sentence structure in many different situations; for example, during shared reading of big books.

ew i ev Pr

Student vocabulary spell

• Students will understand that: ~ words are letters grouped closely together ~ there are spaces between words ~ texts may include both print and illustrations or pictures ~ we all have to spell words the same way so that everyone can understand them.

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

Daily language used with family, friends and colleagues in relaxed situations. Less formal language than written language.

written

• Students will realise that when writing a text, rules must be followed to help others understand it.

• Students will learn that individual sounds (and therefore letters) are used to make up words, and that the sounds/letters are written side to side to make a word.

• Students will become aware of the spaces between words and that spaces indicate the beginnings and endings of words.

spoken

letter

• Students will become aware of the difference between print and illustrations/ pictures and that illustrations/pictures support print.

language

sound

• Students will learn that correct spelling is necessary if others are to understand written text.

sentence

• Students will become aware that written text has meaning which does not change (as oral text may).

word

spaces letters

© R. I .

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

illustration

Elaboration

w ww

. te

Further resources

m . u

E1. A text written in Standard Australian English has conventions including words, spaces between words, page layout and consistent spelling that make it easier for others to understand it when the speaker/writer is not there to explain it.

• Early literacy games – Play to learn

by Christine Gallacher and Margaret Grubb R.I.C. Publications

o c . che e r o t r s super • Essential Phonics – Initial Sounds

by Rosemary Allen R.I.C. Publications

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

24

www.ricpublications.com.au

R.I.C. Publications®

Text and structu orga r nisa e tion

Understand that some language in written texts is unlike everyday language (ACELA1431) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

E1. A text written in Standard Australian English has conventions including words, spaces between words, page layout and consistent spelling that make it easier for others to understand it when the speaker/writer is not there to explain it.

• Reinforce the connection between spoken and written word by recording individual word or sentence answers to questions, daily class activities, oral show and tell or news presentations or similar. In a large big book, on the whiteboard or in digital form, these may be reviewed later by the class, small groups, pairs or individuals as a ‘reading’ activity.

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

• Highlight the difference between the words and the page by recording words or sentences in different colours. Consistently use the correct language while scribing or modelling writing. Include ‘word’, ‘space’, ‘capital letter’, ‘full stop’ and ‘spelling’.

• Use letters on cards, Unifix letter cubes (consonants and vowels only if possible) or Scrabble™ tiles to demonstrate how letters are joined together to make words such as student names. Refer to pages 26 to 29 for an example of some letter cards.

Teac he r

ew i ev Pr

• After modelled writing of a simple text, read it with the students inserting an action such as a clap or breath whenever a space occurs between words. Later, when students begin to learn formal handwriting, they may be asked to put a ‘finger space’ by placing a finger between words. This may be introduced by asking the students to hold up their ‘pointer finger’ when a space is needed rather than using a clap. When creating simple sentences, such as those in a class weather chart, include blank cards to use as spaces to reinforce the concept of spaces being inserted between words (and to show where the beginnings and endings of words occur).

• Write each word of a scribed text on an A4 sheet of paper or cardboard for selected children to hold in front of them while they stand in a straight line as others ‘read’. Ensure they leave a gap between them to represent the spaces between words (or have a blank sheet of cardboard for other children to hold to indicate spaces). Pages 32 and 33 give examples.

• For those students who are ready, have them copy a simple sentence by typing it on a computer. The space bar will need to be used to insert spaces between words. If desired, stick a label to the space bar which says ‘space’ or glue on a strip of coloured paper to assist identification.

• Cut up the words of simple sentences, jumble them and have the students match them to a completed copy of the sentence to show that each word is a separate unit. Ensure they leave spaces between words when rearranging them in correct order. Sentences such as those on pages 30 and 31 may be used.

© R. I .

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

• Discuss, display and compare the fonts/different scripts used by publishers in various story and information books.

• When reading digital or print books, discuss, or draw attention to the size of fonts, positions of illustrations, captions or labels, headings or titles and any borders or boxes around text or illustrations.

• Students will illustrate/draw first before attempting to ‘write’ words as this is easier. Encourage the students to continue illustrating any scribed, copied or ‘attempted writing’ where possible.

m . u

w ww

• Discuss illustrations as well as text before, during and after reading stories to the students. Students may be given the opportunity to listen to a story without looking at the illustrations and then asked to create their own for a specific page or the front cover. They can compare them to the ones done by the illustrator of the book. Conversely, they may also be asked to tell a story before reading simply by looking at the illustrations. Pages 34 and 35 provide illustrations for students to make up their own stories.

• Use an appropriate phonics program or series of phonics activities to introduce students to the individual sounds which make up words. Pages 26 to 29 can also be used.

. te

Interrelated English links: See page 37.

R.I.C. Publications®

o c . che e r o t r s super

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

25

Letter cards – 1

e i u b d

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

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

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

26

www.ricpublications.com.au

R.I.C. Publications®

Understand that some language in written texts is unlike everyday language (ACELA1431) © Australian Curriculum: Assessment and Reporting Authority 2012

Teac he r

a i o b c

ew i ev Pr

a e o u c

Resource sheet

Letter cards – 2

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

ew i ev Pr

Teac he r

d f f g g h h j j k k l l m m . te

R.I.C. Publications®

m . u

© R. I .

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

w ww

Understand that some language in written texts is unlike everyday language (ACELA1431) © Australian Curriculum: Assessment and Reporting Authority 2012

Resource sheet

o c . che e r o t r s super

www.ricpublications.com.au

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

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Letter cards – 3

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

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

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

28

www.ricpublications.com.au

R.I.C. Publications®

Understand that some language in written texts is unlike everyday language (ACELA1431) © Australian Curriculum: Assessment and Reporting Authority 2012

Teac he r

n p q q r s t t v w

ew i ev Pr

n p r s v

Resource sheet

Letter cards – 4

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

ew i ev Pr

Teac he r

x x y y z z s s t t m m p p r . te

R.I.C. Publications®

m . u

© R. I .

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

w ww

Understand that some language in written texts is unlike everyday language (ACELA1431) © Australian Curriculum: Assessment and Reporting Authority 2012

Resource sheet

o c . che e r o t r s super

www.ricpublications.com.au

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

29

Simple sentences – 1

I

Resource sheet

can

r o e t s BoMum. r is e p ok u S

see

Dad.

w ww

You

. te

It We

are

m . u

© R. I .

C.Publ i cat i ons I•forrevi am big. ew pur poseso nl y•

little.

o c . che e r o t r s hot. su isper

are

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

30

tall. www.ricpublications.com.au

R.I.C. Publications®

Understand that some language in written texts is unlike everyday language (ACELA1431) © Australian Curriculum: Assessment and Reporting Authority 2012

I

ew i ev Pr

Teac he r

This

run.

Simple sentences – 2

This

is

dog.

r o e t s B r cat is black. e o p ok u S

The

hat

is

red.

is

There

is

He

. te

my

m . u

© R. I .

C.Publ i cat i ons I forrewent bed.

• vi ew pur poto sesonl y •

w ww

Understand that some language in written texts is unlike everyday language (ACELA1431) © Australian Curriculum: Assessment and Reporting Authority 2012

my

ew i ev Pr

Teac he r

My

Resource sheet

friend.

o c . che e r o t r s super They said be quiet.

R.I.C. Publications®

www.ricpublications.com.au

my

house.

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

31

Sentences with spaces – 1

is

cat.

r o e t s am very Bo r e

p u S

My

tall.

ok

dad

is

ew i ev Pr

Teac he r

I

old.

w ww

We

My

. te

are

at

m . u

© R. I .

C.Publ i cat i ons can see you.

•f orr evi ew pur posesonl y•

I

I

my

school.

o c . che e r o t r s friend s is five. uper have

blue

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

32

eyes. www.ricpublications.com.au

R.I.C. Publications®

Understand that some language in written texts is unlike everyday language (ACELA1431) © Australian Curriculum: Assessment and Reporting Authority 2012

This

Resource sheet

Sentences with spaces – 2

I

have

a

bird.

r o e t s is my B r e o

p u S

The

ok

sun

is

hat

ew i ev Pr

Teac he r

That

hot.

The

. te

They

baby

o c . che e r o t r sat ares uper

I R.I.C. Publications®

is

m . u

© R. I .

C.Publ i cat i ons My sister is three.

•f orr evi ew pur posesonl y•

w ww

Understand that some language in written texts is unlike everyday language (ACELA1431) © Australian Curriculum: Assessment and Reporting Authority 2012

Resource sheet

write www.ricpublications.com.au

my

little.

home.

name.

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

33

Resource sheet

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

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

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

34

www.ricpublications.com.au

R.I.C. Publications®

Understand that some language in written texts is unlike everyday language (ACELA1431) © Australian Curriculum: Assessment and Reporting Authority 2012

ew i ev Pr

Teac he r

Illustrations for story-making – 1

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

. te

R.I.C. Publications®

m . u

© R. I .

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

w ww

Understand that some language in written texts is unlike everyday language (ACELA1431) © Australian Curriculum: Assessment and Reporting Authority 2012

Resource sheet

ew i ev Pr

Teac he r

Illustrations for story-making – 2

o c . che e r o t r s super

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

35

Identifies the connection between the spoken and written word

Aware of the need for correct spelling so others can read writing

Identifies where words begin and end

Identifies spaces between words

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

ew i ev Pr

Teac he r

Student name

Connects illustrations/ pictures to written text

Assessment checklist

© Australian Curriculum: Assessment and Reporting Authority 2012

Aware that individual letters make up words

Text and structu orga r nisa e tion

Understand that some language in written texts is unlike everyday language (ACELA1431)

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

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

36

www.ricpublications.com.au

R.I.C. Publications®

Text and structu orga r nisa e tion

Understand that some language in written texts is unlike everyday language (ACELA1431)

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. A text written in Standard Australian English has conventions including words, spaces between words, page layout and consistent spelling that make it easier for others to understand it when the speaker/writer is not there to explain it.

• Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes. (ACELA1430)

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

• Recognise that sentences are key units for expressing ideas. (ACELA1435)

• Recognise that texts are made up of words and groups of words that make meaning.

(ACELA1434)

Teac he r

• Explore the different contribution of words and images to meaning in stories and informative texts. (ACELA1786)

ew i ev Pr

• Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school. (ACELA1437)

• Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high frequency sight words and known words. (ACELA1758) • Recognise rhymes, syllables and sounds (phenomes) in spoken words. (ACELA1439) • Recognise the letters of the alphabet and know there are lower and upper case letters.

(ACELA1440) • Identify some familiar texts and the contexts in which they are used. (ACELY1645) • Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations. (ACELY1646)

© R. I .

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

w ww

. te

m . u

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

✔

Information and 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

R.I.C. Publications®

www.ricpublications.com.au

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

37

Text and structu orga r nisa e tion

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432) © Australian Curriculum: Assessment and Reporting Authority 2012

Related terms

Teacher information

Texts

What this means

Written, spoken or multimodal forms of communications for a range of purposes

• Students will learn that capital letters are used for the names of special people, places and things.

Punctuation

• Students will be able to identify capital letters as they occur in a sentence.

The set of standard marks used in writing and printing to separate sentences or parts of sentences and clarify meaning

• Students will learn that full stops are used to show the beginning and end of a sentence.

Letter

• Students will be able to discuss common forms of punctuation, including capital letters and full stops, as they occur in texts they encounter on a daily basis.

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

• Students will be able to identify full stops as they occur in a sentence.

Capital letter

Teaching points

• Students will learn that capital letters look different from lower case letters because they are larger.

• Students will be able to identify capital letters in their name and the names of others, and be aware of capital letters as they occur in daily reading such as titles of books, street names, suburbs and places. They may also attempt to use them when writing sentences.

An alphabetical letter written or printed in a larger size corresponding to a smaller (lowercase) letter; uppercase; a form of punctuation used to begin a sentence or proper noun

• Students will become aware of the use of full stops to indicate the end of a sentence. They may also attempt to use them, with letters, in writing.

Full stop

A punctuation mark used to show the end of a sentence (or abbreviation); a period

Student vocabulary

name

w ww

letter

capital letter

full stop beginning

. te

end

sentence

Elaborations

E1. Identifies, by pointing, capital letters and full stops that occur in daily texts.

E2. Discusses punctuation including capital letters and full stops as they occur in daily reading and writing. Relates these to personal experiences of text such as identifying a capital letter which is the same as the one in their name.

Further resources

m . u

A unit of written language consisting of one or more clauses that are grammatically linked; a written sentence begins with a capital letter and ends with a full stop, question mark or exclamation mark

text

• Students will be free to discuss capital letters, full stops and other forms of punctuation they encounter in texts each day. Simple explanations and reasons for having standardised punctuation should be given.

© R. I .

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

Sentence

written

ew i ev Pr

Teac he r

A written or printed symbol used to represent a speech sound; unit that constitutes part of the alphabet

• Primary Grammar and Word Study Book A

by R.I.C. Publications (This is a good reference with simple explanations and suitable for more capable students at Foundation level. Available in both print and digital formats. The resource also contains visual images [icons] of capital letters and full stops which would enhance understanding for visual learners. Refer to page vii in Book A.)

o c . che e r o t r s super

• Visit <http://www.woodlands-junior.kent.sch.uk/interactive/literacy2.htm#caps> to play an interactive capital letters game where students match the upper case and lower case letters.

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

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

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

38

www.ricpublications.com.au

R.I.C. Publications®

Text and structu orga r nisa e tion

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)

Activities to develop the content description

© Australian Curriculum: Assessment and Reporting Authority 2012

E1. Identifies, by pointing, capital letters and full stops that occur in daily texts.

• When modelling writing, use a green marker for the capital (Go!) and a red marker for the full stop (Stop!).

• Visit <http://www.mambooks.com.au/childrens_books.html> to order the story of The little full stop.

• Over a weekly period, write words of interest on strips of cardboard then sort them into two groups—those with capital letters and those without.

• Play games of Concentration and Memory to match capitals (uppercase) to their corresponding lowercase letters. Use the letter cards on pages 40 to 44 and interactive games such as Monkey match and Paw Paw alphabet match at <http://www.readingresource.net/websitesforkids.html>

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

• Have the students copy their names in large letters with paintbrushes and brightly coloured paint. When these are dry, have the students glue collage materials over the top of the capital letter to trace its shape.

g o d

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Teac he r

• With the students, make up a name for capital and full stop characters to aid the students’ memory of their uses (and to make grammar fun!) Draw or make up a caricature for each. Compile a big book of punctuation characters for students to read during free time. Alternatively, use the icons on page vii of Book A Primary word study and grammar, published by R.I.C. Publications. Make up a story for them that explains their use. See an example on pages 45-46.

• Go on a full stop hunt. Provide students with magnifying glasses to ‘hunt’ for full stops at the end of sentences in books they read during free reading times. They could count or tally how many there are on each page of the book. Or have them use a highlighter marker to identify full stops on a magazine or newspaper page.

• Use plastic or magnetic letters, play dough shapes or brushes and containers of water to ‘feel’ the difference between upper case and lower case letters.

• Visit <http://www.roythezebra.com/reading-games-full-stops.html> to play a simple interactive to place a full stop at the end of each sentence.

• Make dolls which represent the capital letter and full stop characters for use in the play corner or to place in position when using large letters and words to make a sentence. Use a clear plastic pocket on the capital letter doll to change the letters, and have a coloured circle on the front of the full stop doll.

For examples see the Captain Capital Letter and Princess Finish Full stop dolls at <http://bubbayaya.wordpress.com/>. A simple doll pattern is provided on page 47.

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• Have the students physically represent capital letters and full stops. Write a simple sentence in large letters and chalk on the footpath. As the students travel over the sections, they stretch up tall for the capital letter and make themselves into a small round ball when they land on the full stop.

• Use the ‘caps lock’ function on a computer to have the students type their names in all capital letters. Repeat with all lower case letters, then correctly with a capital and lower case letters.

Interrelated English links: See page 49.

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E2. Discusses punctuation including capital letters and full stops as they occur in daily reading and writing.

Relates these to personal experiences of text such as identifying a capital letter in a word which is the same as the one in their name.

• Identify students in the class with the same capital letter in their names and discuss this. These names may be displayed in alphabetical order (with those with the same one grouped together) in the room permanently.

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• Identify and discuss capital letters and full stops during shared reading of big books. Cover them with Postits® cut to size for selected students to write the missing elements on the board.

• Compare exclamation and question marks that occur at the end of sentences with full stops.

Interrelated English links: See page 49.

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Upper case and lower case letters – 2

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Resource sheet

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The story of capital letter and full stop – 1

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r o e t s Bo r e p ok u S in Printland, there was a family of very tall Once upon a time

The family of very tall characters did not like being very tall. They did not like standing out. They wanted to be just like everyone else.

They did not think it was very good being different.

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The family of very small round characters did not like being very small and round. They often got stepped on or forgotten. They did not think it was very good being different.

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There were many other characters in Printland. The letters and words squabbled and bickered all the time. They squabbled and bickered over who should go first. They squabbled and bickered over who should be last.

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characters called Capital Letters and a family of very small, round characters called Full stops.

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Printland was not a happy place. The Capital Letter family and the Full stop family just stood by and watched.

needed to learn to get along. He knew Printland should be a fun place.

He saw the Capital Letter family and the Full stop family watching and knew they would be good sentence helpers. He waved his sparkly magic wand over Printland and something magical happened.

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The story of capital letter and full stop – 2

Resource sheet

All the characters stopped squabbling and bickering.

‘We need to fix this’, letter ‘a’ said. ‘We can’t keep squabbling and bickering!

We’re not being useful. We need to work together.’

‘We need something tall and important at the beginning to show where to start’, said letter ‘d’.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• ‘We need something small and important at the end to show where

to finish’, said letter ‘e’.

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The Capital Letter family looked at each other and raised their hands. ‘We can be tall and important at the front to show where to start.’

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The Full stop family looked at each other and raised their hands.

‘We can be small and important at the end to show where to finish.’

Letter family took turns to stand at the beginning to show where to start and the Full stop family took turns to stand at the end to show where to stop.

All the characters in Printland were happy and Printland was a fun place.

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something that is always at the beginning and something that is always at the end. Then we could all do our own jobs!’

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r o e t s B r e oo ‘But how can we fix this?’, said letter ‘b’. p u k S ‘What we need’, said letter ‘c’, ‘is

Capital letter and full stop character doll pattern

Resource sheet

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Use the pattern enlarged for both characters and add features as desired.

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doll base

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doll pocket cut 1.

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Assessment checklist

Identifies the beginning and end of a sentence as shown by a capital letter and a full stop

Recognises that a full stop indicates the end of a sentence

Identifies full stops at the end of a sentence

Recognises capital letters at the beginning of a sentence

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Student name

Identifies capital letters for names other than his/her own

© Australian Curriculum: Assessment and Reporting Authority 2012

Recognises capital letter at beginning of own name

Text and structu orga r nisa e tion

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)

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Text and structu orga r nisa e tion

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)

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, by pointing, capital letters and full stops that occur in daily texts.

• Understand that some language in written texts is unlike everyday language (ACELA1431) • Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

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• Recognise that sentences are key units for expressing ideas (ACELA1435)

• Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)

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• Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)

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• Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high frequency sight and known words (ACELA1758)

E2. Discusses punctuation including capital letters and full stops as they occur in daily reading and writing.

Relates these to personal experiences of text such as identifying a capital letter which is the same as the one in their own name.

• Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)

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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 and 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 books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433) © Australian Curriculum: Assessment and Reporting Authority 2012

Teacher information

Related terms Print

What this means

The text appearing in a book, newspaper, or other printed publications, especially with reference to character, style or size

• Students will learn that print is read and written in a particular direction with a return sweep. There are spaces between words.

Screen

• Students will learn that texts from other cultures, such as traditional Japanese writing (tategaki), unlike Standard English, are read in columns from top to bottom starting from right to left. NOTE: Modern Japanese writing (yokogaki) is now set out horizontally and read from left to right.

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

• Students will learn that books have a front and back cover, title, the name of the author and illustrator, and different layouts (fonts, size of text, arrangement of illustrations and texts, borders etc.). They will learn how to navigate digital and screen texts safely and easily.

Digital text

• Students will learn simple functions including the use of the keyboard and mouse for typing letters, selecting icons and drop-down menus and scrolling up or down.

Text in a form that can be stored on a computer or displayed on a computer screen; e-Text or an electronic version of a written text Directionality

The property of being directional or maintaining a direction; the directionality of written English is from left to right and top to bottom

author

return

illustrator

sweep

layout

left right

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• Allow the students to view examples of traditional Japanese or Chinese writing to show how Standard English is different.

• Develop awareness of book components—front and back cover, title, author and illustrator names and layout so they can identify them independently. Develop awareness of layout and processes for navigating digital and screen texts.

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keyboard type

top

letter

bottom

scroll

direction

icon

front cover

menu

back cover

drop-down

• Teach students to use the keyboard and mouse to type letters, scroll, select icons or drop menus.

• NOTE: Cyber safety should be practised at all times. Refer to pages 64 and 65.

Elaborations

E1. Develops awareness of, and attempts, left to right and top to bottom with return sweep movement when reading and writing. Is aware of spaces between words.

E2. Expose students to the concept that reading and writing in other cultures such as Japanese may be different to Standard English.

E3. Becomes aware of, and identifies, front and back cover, title, author and illustrator names, layout; and layout and means of navigating digital and screen texts.

E4. Identifies and uses keyboard and mouse for typing letters, scrolling, selecting icons and drop-down menus.

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title

screen

space

• Demonstrate reading and writing from left to right and top to bottom with the return sweep. Make students aware of the spaces between words. Provide numerous opportunities for students to practise these. Include stories from other cultures including Asian and Australian and Torres Strait Islander cultures when immersing students in print.

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Student vocabulary print

Teaching points

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A story, event etc. recorded in such a way and shown in a cinema, on television or video etc.

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• Let’s Begin—1 and 2

by R.I.C. Publications • Early years themes Interactives

by R.I.C. Publications • The website <http://askatechteacher.wordpress.com/great-websites-for-kids/> lists numerous sites suitable for young children.

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Text and structu orga r nisa e tion

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

Activities to develop the content description

© Australian Curriculum: Assessment and Reporting Authority 2012

E1. Develops awareness of, and attempts, left to right and top to bottom with return sweep movement when reading and writing. Is aware of spaces between words.

• Demonstrate correct directionality by tracking words using a pointer or finger as books are read. Encourage students to use their finger or a craft stick when reading or writing. If desired, use a star or similar to show where writing starts when modelling.

• To develop correct visual tracking skills provide opportunities for students to complete tracing, maze and dot-to-dot activities; roll or throw balls or beanbags from one person to another; provide the beginnings of patterns made with coloured pattern blocks for students to continue; play hopscotch; or track birds or aeroplanes as they move across the sky. Refer to page 52 for a tracing and tracking activity. Write target letters or numbers on the blank maze so the students follow the correct directionality as well as learn letters or numbers. (Or reproduce with black paint on an old sheet or paint drop cloth for the students to ‘walk’ along.) A perceptual motor program may also be useful for building up tracking skills.

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• Ask students to place ‘pointer’ fingers on each side of words to frame them, or trace the shape of words with crayons or markers. Page 25 (ACELA1431) also has activities relating to spaces between words.

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• Practise identifying left- and right-hand side body parts using singing games such as ‘Hokey pokey’.

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Interrelated English links: See page 67.

E2. Expose students to the concept that reading and writing in other cultures such as Japanese may be different to Standard English.

• Read some simple traditional folktales from Japan. Then view and compare traditional Japanese or Chinese writing to Standard English writing. An example may be found on page 53.

Interrelated English links: See page 67.

E3. Becomes aware of, and identifies, front and back cover, title, author and illustrator names, layout; and layout and means of navigating digital and screen texts.

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• Discuss books before reading. Include the illustrations, title, and the author and illustrator’s names on the front cover. Predict what the book may be about by the cover. Compare the back cover to the front cover. During reading, discuss each page layout including illustrations and text.

• Match front and back covers of books. The cards on pages 54 and 55 may be useful. Read the ‘blurbs’ together.

• When introducing a new computer game to the students, take a screen shot of the home page, enlarge and label with the names of the icons and components to help the students learn to navigate the site. An example of a website is provided on page 56 and one of a child-friendly email server on page 57.

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• Compare an e-Book and a print version of the same fairytale. Discuss layouts, illustrations and texts. State preferences.

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Interrelated English links: See page 67.

E4. Identifies and uses keyboard and mouse for typing letters, scrolling, selecting icons and drop-down menus.

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• Read the story Arthur’s Computer Disaster by Marc Brown.

• Place an old keyboard and mouse in the home corner for students to use. Cardboard copies like those on page 58 may also be used.

• Have the students practise typing and printing their names on a computer. When capable, ask them to select different fonts each time. Lessons such as those at <http://www.teachingkidscomputers.com/homrrowkeys.html> and <http://www.bbc.co.uk/schools/typing/> may be useful. The former site also includes reference to games to learn how to use a mouse.

• Match labels to pictures of computer components. Refer to pages 60 and 61.

• Display a variety of familiar computer icons on a poster in the room for viewing, discussion and reference. Refer to page 59.

• Connect writing and technology. Construct writing drop-down menus.

When students are attempting writing, provide A3 sheets of paper folded in half in the landscape position and flattened out again. Fold (or divide by drawing) the top half into four sections or boxes. Ask the students to record one important event for writing by drawing in lead pencil in each of the four boxes. They then select one or two of the events, and in the bottom half draw two or three more boxes for each event chosen. In each ‘drop-down’ box, they draw more details about each of the two main events.

• Compile a book of favourite websites and computer games to share using pages 62 and an adaptation of page 63 which is a possible portfolio sample.

Interrelated English links: See page 67.

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Tracking maze

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Start

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Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433) © Australian Curriculum: Assessment and Reporting Authority 2012

Resource sheet

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Traditional Japanese writing

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The missing key

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Resource sheet

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Front and back covers – 1

Resource sheet

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r o e t s Bo r e p ok u S The magic rainbow

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Front and back covers – 2

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Sample kids website

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search

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Sample kids email server

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Computer icon images

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Music

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mouse

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drive

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Computer labels and pictures – 1

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Computer labels and pictures – 2

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My favourite computer game

Resource sheet

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

ew i ev Pr

Teac he r

My favourite computer game is …

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© R. I .

C.Publ i cat i ons I like it• because …v f orr e i ew pur posesonl y•

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Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433) © Australian Curriculum: Assessment and Reporting Authority 2012

Draw or write:

My favourite website

Resource sheet

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

ew i ev Pr

Teac he r

My favourite website is …

© R. I .

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

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When I go on it, I can:

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Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433) © Australian Curriculum: Assessment and Reporting Authority 2012

Draw or write:

scroll up and down. ............................................

. te what the icons mean. ..................... understand o c . che e r o click on the icons.r ................................................ t s super use the drop-down menus. ................................ find the information I need. .............................. log off correctly. ..................................................

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Resource sheet

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

ew i ev Pr

Teac he r

Name:

When online, I will …

• make up a clever password and keep it secret. ...........

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C.Publ i cat i ons never give out my name, address, phone number, •f orr e i ew pur posesonl y• birthday, school orv club names. ....................................

• always log out of shared computers. ...........................

•

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• talk nicely to others. ......................................................

. te o c download only from safe websites. .............................. . che e r o t r s su tell a trusted adult if I see something that per

• never agree to meet a stranger. ...................................

• •

makes me feel bad. ........................................................

• never open emails from strangers. ...............................

• ask before sharing pictures of information about others. ............................................

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R.I.C. Publications®

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433) © Australian Curriculum: Assessment and Reporting Authority 2012

Internet safety checklist – child

Resource sheet

Name:

r o e t s Bo r e p ok u S educate myself about the dangers

•

ew i ev Pr

Teac he r

To ensure the child is protected online, I will …

he/she may encounter, including online predators and cyberbullying. ............................

• talk to the child about things on the web that make him/her uncomfortable. ..............................

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

• monitor his/her internet use by sharing an email account, checking browser history, keeping the computer in a shared situation, and maintaining access to the child’s account. ...................

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• research and recommend appropriate child-safe sites. ...............................................................

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Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433) © Australian Curriculum: Assessment and Reporting Authority 2012

Internet safety checklist – teacher/parent

• maintain an appropriate amount of parental control of software through user time limits, and control access to sites,games, chat and file sharing. ...........................

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•

o c . che e r o t r sup install defensive software such ass anti-virus, r e anti-spyware, spam blocker and personal

firewall, and update these regularly. ...........................

• select child-safe mobile devices, including those which do not include a camera or web access, and phones with a limit to the number of calls that can be made. ........................

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Demonstrates movement from left to right and return sweep when reading or writing

Student name

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

66

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Aware of mouse for selecting icons, scrolling up and down movement, and selecting dropdown menus

Aware of basic functions of keyboard such as for typing

© Australian Curriculum: Assessment and Reporting Authority 2012

Aware of ways to navigate digital and screen texts

Comments on different book layouts

Identifies book title, author name and illustrator’s name

Identifies front and back covers of books

Aware of format of texts from other cultures such as Japan

Identifies spaces between words

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

w ww

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o c . che e r o t r s super

m . u

Teac he r

Text and structu orga r nisa e tion

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

Assessment checklist

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Text and structu orga r nisa e tion

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

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. Develops awareness of, and attempts, left to right and top to bottom with return sweep movement when reading and writing.

Is aware of spaces between words.

• Understands that some language in written texts is unlike everyday spoken language (ACELA1431)

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

• Recognises that texts are made up of words and groups of words that make meaning (ACELA1434)

E2. Expose students to the concept that reading and writing in other cultures such as Japanese may be different to Standard English.

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• Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

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E3. Becomes aware of, and identifies, front and back cover, title, author and illustrator names, layout; and layout and means of navigating digital and screen texts.

• Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or film) and that stories and informative texts have different purposes (ACELA1430) • Understand that some language in written texts is unlike everyday spoken language (ACELA1431)

• Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)

• Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575) • Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)

© R. I .

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

E4. Identifies and uses keyboard and mouse for typing letters, scrolling, selecting icons and drop-down menus.

• Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)

• Understand that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words (ACELA1758)

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

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• Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)

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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 and 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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