Australian Curriculum English - Language: Year 2 - Ages 7-8 by Teacher Superstore

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

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.

Titles in this series: 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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© 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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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 2)

Foreword Australian Curriculum English – Language: Text structure and organisation (Year 2) 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

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• • • • • • •

Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)

Language: Text structure and organisation .............................................. 2–77

– Teacher information ............................................... 40 – Activities to develop the content description .......... 41 – Blackline masters and resource sheets ......................................... 42–48 – Assessment checklist ............................................. 49 – Interrelated English links ......................................... 50 – Modes, capabilities and priorities covered by the activities in this content description ........................ 50 – Teachers notes ........................................................ 51

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) © Australian Curriculum: Assessment and Reporting Authority 2012

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Teacher information ................................................. 2 Activities to develop the content description ........ 3–9 Blackline masters ............................................. 10–23 Assessment checklist ............................................. 24 Interrelated English links ........................................ 25 Modes, capabilities and priorities covered by the activities in this content description ........................25

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– – – – – –

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example, timelines (ACELA1466)

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Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)

– Teacher information ................................................ 52 – Activities to develop the content description ......... 53 – Blackline masters and resource sheets ......................................... 54–75 – Assessment checklist .............................................. 76 – Modes, capabilities and priorities covered by the activities in this content description ........................ 77 – Interrelated English links ......................................... 77

– Teacher information ............................................... 26 – Activities to develop the content description ......... 27 – Blackline masters and resource sheets ................................................ 28–36 – Assessment checklist ............................................. 37 – Interrelated English links ........................................ 38 – Modes, capabilities and priorities covered by the activities in this content description ....................... 38 – Teachers notes ....................................................... 39

R.I.C. Publications®

Answers ..................................................... 78–82

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

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 substrand 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.

Text and structur orga nisa e tion

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.

Related terms

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

What this means • Students should identify the text structures and language features of different imaginative, informative and persuasive text types including narratives, recounts, reports, procedures, explanations and expositions.

Text structure

• Students should understand that a text type is structured in a specific way to help serve its purpose; e.g. a procedure is written in short steps with command verbs so it can be followed easily, rather than in one paragraph with long sentences.

The manner in which information is organised within different text types; e.g. table of contents, headings, topic sentences, sequencing.

Language features

Teaching points • Students need to use the visual presentation of a text to identify the topic and text type; i.e. view elements such as the cover design, packaging, title, author, subtitle and illustrator (if either are included) and images displayed. Texts should not only be in the form of books, but be multimodal, such as a DVD.

Features such as grammar, punctuation, sentence structure, type of vocabulary used, illustrations and diagrams that define a text type.

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

Teacher information

Texts

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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.

• Understanding the structure and features of a particular text type will improve a student’s comprehension of a text of this type.

Teaching points Ts © R. I . C.Publ i cat i on provides a list of the main teaching points relating toy the • content • f o r r e v i e w p u r p o s e s o nl Student vocabulary includes words description. Imaginative texts

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

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.

Informative texts

Elaborations

E1. Uses the visual presentation and cover design of a text to identify the topic and text

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

type

E2. Identifies the text structures and language features of different text types.

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 a debate, advertisement or argument for example.

Further resources

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

• Posters: Introducing text types/Understanding text types R.I.C. Publications • Interactive software: Introducing text types (Understanding text types) R.I.C. Publications • 60 Writing topics: Exploring text types. Ages 5–7 Maureen Hyland

Student vocabulary

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narrative

problem

recount

resolution

report

conclusion

procedure

ending

explanation

classification

exposition

description

argument

definition

paragraph

noun

vocabulary

verb

title

adjective

orientation

joining word

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

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

events Australian Curriculum English

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o c . che e r o t r s super Text and structur orga nisa e tion

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

complication

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

text

Activities to develop the content description

E1. Uses the visual presentation and cover design of a text to identify the topic and text type. • Examining book covers

Provide a variety of different books, fiction and nonfiction, for students to examine the covers and predict the content of each book. Include picture books and short novels with illustrations; traditional tales from around the world, especially from Aboriginal and Torres Strait Islander cultures and those originating in Asia; myths and fables; comics; recipe books; and reference books on topics students are learning about. Revise/Discuss the features on the covers such as title, subtitle, author, illustrator and graphics/illustrations/images. Compare books. (Some will not have a subtitle or not list an illustrator.) Students predict what each book might be about. The list below are some suggested titles of books from Aboriginal and Asian cultures, and books written by Australian authors:

Big rain coming K Germain and B Bancroft Tucker’s mob C A and J Mattingley Sisi and the cassowary A Meeks Sunday Chutney Aaron Blabey Sudsy Mom’s washing spree Waikiko Sato Anna the goanna Jill Mc Dougall

Growing up in Uluru S Breeden Echidna and the shade tree Pamela Lofts Possum Magic Mem Fox There’s a hippopotamus on our roof eating cake Hazel Edwards The restaurant of many orders Kenji Miyazawa The ainu and the fox Shigeru Kayano

Evaluating book covers (page 10)

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.

The blackline master can be used for students to work individually or in pairs to record their thoughts about what they think the cover of a chosen book means to them. Discuss the results of their evaluation using the bookworms at the bottom of the page. If their guesses were not very good, students may come to the conclusion that the cover design did not help them predict the content of the book.

• Improving a cover design

Students design a new, improved cover for their chosen book in the activity above, that they consider better reveals the content.

• Design a DVD/book cover jacket (page 11)

Students design a new DVD or book jacket for a favourite film or book. This can be enlarged to A3. • Internet page Look at a webpage such as an informative text; (e.g. information on cheetahs at <http://kids.nationalgeographic.com/kids/animals/ creaturefeature/cheetah/>) Discuss how the visual presentation, including title and images, helps the reader to identify what the page is about and what sort of information will be included in the rest of the text. • Venn diagram Make a Venn diagram comparing the cover of a selected book with the first page of a digital text on a similar topic. • What’s it about? Give students a range of unfamiliar (i.e. not current popular children’s films) DVD covers. Ask them to predict what the text is about and what type of text it is based on the title, images or packaging. Ask students to sort the DVDs according to their text type or topic. • Pop-ups Bring up a webpage with side advertising or pop-ups. Discuss how these are essentially the cover of an advertisement. What do they think will be in the text if they click on (open) the link? Discuss how these are often persuasive texts that are trying to get people to buy certain products. Interrelated English links: See page 25

E2. Identifies the text structures and language features of different text types. • Analysing text structures and language features of various text types Pages 4 to 9 provide teacher information, student activities and examples of six imaginative, informative and persuasive text types written in the forms of a narrative, a recount, a procedure, a report, an explanation and an exposition. Each text type includes: – Information for the teacher about the various language and structural features of the specific text type. – A detailed analysis of the structural and language features of the text presented in the sample text provided on pages 12 to 23. – Suggested activities for helping students analyse structural and language features of the specific text type. – Answers for the student analysis worksheet (provided at the back of the book). Interrelated English links: See page 25

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Australian Curriculum English

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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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.

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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Format of the bookum.

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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. R.I.C. Publications®

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Australian Curriculum English h – Language: Text structure and d organisation i i (Year 2)

Text and structu orga r nisa e tion

Related terms

Teacher information

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

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Imaginative texts

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. Informative texts

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

Teaching points

• Students need to use the visual presentation of a text to identify the topic and text type; i.e. view elements such as the cover design, packaging, title, author, subtitle and illustrator (if either are included) and images displayed. Texts should not only be in the form of books, but be multimodal, such as a DVD.

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Features such as grammar, punctuation, sentence structure, type of vocabulary used, illustrations and diagrams that define a text type.

Persuasive texts

• Students should identify the text structures and language features of different imaginative, informative and persuasive text types including narratives, recounts, reports, procedures, explanations and expositions.

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The manner in which information is organised within different text types; e.g. table of contents, headings, topic sentences, sequencing. Language features

What this means

• Understanding the structure and features of a particular text type will improve a student’s comprehension of a text of this type. • Opportunities to read, discuss and analyse a number of different examples of a particular text type are a prerequisite for success in writing them.

Elaborations

E1. Uses the visual presentation and cover design of a text to identify the topic and text type.

Texts whose main purpose is to present a point of view and persuade a reader/listener/ viewer. They may be in the form of a debate, advertisement or argument for example.

E2. Identifies the text structures and language features of different text types.

Further resources

• Primary writing (Books A–G) R.I.C. Publications®

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Student vocabulary text narrative recount

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complication problem

resolution

report

conclusion

procedure

ending

explanation

classification

exposition

description

argument

definition

paragraph

noun

vocabulary

verb

title

adjective

orientation

joining word

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• Posters: Introducing text types/Understanding text types R.I.C. Publications® • Interactive software: Introducing text types (Understanding text types) R.I.C. Publications® • 60 Writing topics: Exploring text types. (Ages 5–7) Maureen Hyland • Another 60 writing topics: Exploring text types. (Ages 5–7) Maureen Hyland

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events Australian Curriculum English – Language: Text structure and organisation (Year 2)

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Text and structu orga r nisa e tion

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

Activities to develop the content description

E1. Uses the visual presentation and cover design of a text to identify the topic and text type. • Examining book covers Provide a variety of different books, fiction and nonfiction, for students to examine the covers and predict the content of each book. Include picture books and short novels with illustrations; traditional tales from around the world, especially from Aboriginal and Torres Strait Islander cultures and those originating in Asia; myths and fables; comics; recipe books; and reference books on topics students are learning about. Revise/Discuss the features on the covers such as title, subtitle, author, illustrator and graphics/illustrations/images. Compare books. (Some will not have a subtitle or not list an illustrator.) Students predict what each book might be about.

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The list below are some suggested titles of books from Aboriginal and Asian cultures, and books written by Australian authors: Growing up in Uluru S Breeden Echidna and the shade tree Pamela Lofts Possum Magic Mem Fox There’s a hippopotamus on our roof eating cake Hazel Edwards The restaurant of many orders Kenji Miyazawa The ainu and the fox Shigeru Kayano

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• Improving a cover design

Students design a new, improved cover for their chosen book in the activity above, that they consider better reveals the content.

• Design a DVD/book cover jacket (page 11) Students design a new DVD or book jacket for a favourite film or book. This can be enlarged to A3.

• Internet page

Look at a webpage such as an informative text; (e.g. information on cheetahs at <http://kids.nationalgeographic.com/kids/animals/ creaturefeature/cheetah/>) Discuss how the visual presentation, including title and images, helps the reader to identify what the page is about and what sort of information will be included in the rest of the text. • Venn diagram

Make a Venn diagram comparing the cover of a selected book with the first page of a digital text on a similar topic. • What’s it about?

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Give students a range of unfamiliar (i.e. not current popular children’s films) DVD covers. Ask them to predict what the text is about and what type of text it is based on the title, images or packaging. Ask students to sort the DVDs according to their text type or topic. • Pop-ups

Bring up a webpage with side advertising or pop-ups. Discuss how these are essentially the cover of an advertisement. What do they think will be in the text if they click on (open) the link? Discuss how these are often persuasive texts that are trying to get people to buy certain products.

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Interrelated English links: See page 25

E2. Identifies the text structures and language features of different text types. • Analysing text structures and language features of various text types

Pages 4 to 9 provide teacher information, student activities and examples of six imaginative, informative and persuasive text types written in the forms of a narrative, a recount, a procedure, a report, an explanation and an exposition. Each text type includes:

– Information for the teacher about the various language and structural features of the specific text type. – A detailed analysis of the structural and language features of the text presented in the sample text provided on pages 12 to 23. – Suggested activities for helping students analyse structural and language features of the specific text type. – Answers for the student analysis worksheet (provided at the back of the book). Interrelated English links: See page 25

R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Text and structu orga r nisa e tion

Activities to develop the content description

Imaginative text: Narrative Language and 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:

It uses the following language features:

• • • • •

• • • •

Title Orientation: the setting, time and characters Complication/Events: 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

text connectives to link stages of time appropriate paragraphing descriptive language (adjectives and adverbs) usually written in past tense, in first or third person

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• Detailed analysis of sample narrative (pages 12 and 13)

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Title

Issun-Boshi, the tiny boy

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Read the narrative on page 12 to the students and discuss the story with them. Help them identify the structural and language features; e.g. the orientation, complication, use of past tense, paragraphs, descriptive words. (Refer to the copy of the student text below.) Assist students to analyse the narrative using the questions on page 13.

Orientation

Long ago in Japan, there lived a man and his wife. They wished they had a child of their own.

Who, when and where

They wanted a child so much that they didn’t even mind if the child was tiny.

Complication

One day their wish was granted. They were given a tiny boy who was only three centimetres tall. They named him Issun-Boshi, which meant ‘tiny boy’.

The problem confronting Issun-Boshi Events

In chronological order

• verbs in past tense; e.g. wished, was granted

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Issun-Boshi lived a happy life with his parents. However, as he grew older, he stayed the same size. Even though he was so small, he decided to see the world. His parents gave him some things to help him. His mother gave him a soup bowl he could use as a boat and some chopsticks for oars. His father gave him a sewing needle he could use as a sword to protect himself.

• text connectives to link stages of time; e.g. Long ago, When, One day

When he reached the city he looked for a job. A nobleman thought he would make a good servant for his daughter. She was an attractive princess. Issun-Boshi and the princess became • appropriate paragraphs good friends.

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Resolution

How the problem was solved

jumped out at them. The ogre wanted to kidnap the princess. But Issun-Boshi quickly climbed up to the ogre’s mouth and stabbed him in the tongue with his needle. The ogre ran away, screaming in pain.

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The princess was saved! She shut her eyes tight and made a wish.

• descriptive words, e.g. adjectives to describe nouns (attractive, large, green)

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One day, they were walking back from visiting a temple. Suddenly, a large green ogre

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‘I wish for my brave friend Issun-Boshi to grow tall.’

She opened her eyes and looked at her friend. Slowly, Issun-Boshi grew as tall as a man.

Ending Showing what has changed

• Writing a narrative

Issun-Boshi and the princess were married and lived happily together for the rest of their lives.

After students are familiar with the language and 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‘), ‘Resolution‘ and ‘Ending‘. Then students can create their own narratives. Suggested or set topics are helpful to students. • Film analysis Students view a 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.

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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Text and structu orga r nisa e tion

Activities to develop the content description

Imaginative text: Personal recount Language and structural features of recounts A recount is a text which retells events as they happened in time order. It can 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 to either inform or entertain the audience (or both). It uses the following language features:

It includes:

r o e t s Bo r e p ok u S • • • •

frequent use of a range of text connectives to show the sequence of time appropriate paragraphing written in past tense written in first or third person; e.g Mum, Dad, my sister and I (first person for a personal recount) • descriptive language

• Detailed analysis of sample recount on pages 14 and 15

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• Title (usually summarises the text) • Orientation: all relevant background (who, when, where, why) • Events: significant events in detail, in chronological order • Ending: closing statement, often with an evaluative comment

Read the recount on page 14 to the students and discuss the story with them. Help them identify the structural and language features; e.g. the orientation, order of events, vocabulary, verb tense, paragraphs. (Refer to the copy of the student text below.) Assist students to analyse the recount using the questions on page 15.

Dad, the lawnmower and Tucker

Title

Orientation

Last Saturday morning, Dad finally got around to mowing the back lawn. It had grown so

Who, when, where and why

long and thick. My brother, Bailey, and I watched him through the window as we were eating our breakfast.

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First of all, Dad got the lawnmower out of the shed and wheeled it out onto the edge of the

lawn. He looked up and down over the lawn and shook and scratched his head. We guessed he was thinking it would be hard work. Then he shrugged his shoulders, started up the lawnmower and began to mow.

• text connectives to show sequence of time; e.g. Last Saturday morning, First of all

Suddenly, we heard a whining, growling noise at the back door. It was Tucker, our cocker spaniel, wanting to go outside. One of his favourite things is to bark and chase the lawnmower. But Dad gets cross as Tucker gets in the way.

• verbs in the past tense; e.g. wheeled, heard

We got up from the table to check the back door was shut properly—but we were too late. Tucker had jumped up against the flyscreen door and managed to push it open. He raced across the yard to where Dad was mowing.

• paragraphs to show different sections

Dad did not see him until he noticed a fluffy brown furry thing rush by and stop in front of the lawnmower. Tucker barked and tried to pounce on the lawnmower. Dad turned it off and started to yell at him!

• descriptive language; e.g. adjectives to describe nouns (fluffy, brown, furry)

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Events Significant events in detail

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Dad moved toward Tucker and tried to grab him by the collar. But Tucker was too quick and darted away. Dad lost his balance and fell on the lawn. It was so funny to watch and we began to laugh. Dad was not laughing though. He was angry. Tucker must have known he’d made Dad cross. He looked at Dad, slowly came towards him and began to lick his face as if saying sorry. Dad’s expression changed to a smile. He patted Tucker’s head. Then he asked us to put Tucker’s lead on him so Tucker could watch and bark but not get in the way. We thought it was a great idea—though Tucker didn’t!

Conclusion Often with an evaluative comment

• Writing a recount After students are familiar with the language and 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. • Film analysis Students view a 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.

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Text and structu orga r nisa e tion

Activities to develop the content description

Informative text: Procedure Language and 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 uses the following language features:

• Title • Goal: the purpose of the procedure shown clearly and precisely • Materials: a list of materials or requirements under appropriate headings or layout • Steps: the method in a detailed, logical sequence (Diagrams are often used to illustrate the steps.) • Test: an evaluation (if appropriate)

• • • • •

instructions, often with an imperative (command) verb subject-specific vocabulary simple present tense concise language detailed information

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It includes:

• Detailed analysis of sample procedure on pages 16 and 17

Read the procedure on page 16, using the illustrations to help them understand the instructions in the steps. Assist them to identify the structural and language features; e.g. the goal/purpose, materials, steps, test, subject-specific vocabulary. (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 the mini pizzas in class and taste them. In the ‘Steps’ section, point out that not all procedures have six steps, some have more and others less.

The purpose of this procedure is to make mini pizzas for a snack.

Make mini pizzas for a delicious snack!

Materials

What you need:

• written in simple present tense

A list of materials needed under an appropriate heading

Steps

• uses subjectspecific vocabulary e.g. sliced, grated cheese

• pizza or tomato sauce

• sliced tomato and capsicum

• English muffin split into two

• sliced ham

• knife

• grated cheese

• pineapple pieces

• plate

• instructions begin with command verbs; e.g. Sprinkle, Bake

Steps:

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

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Test

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

Test:

• 1. Collect all the ingredients.

• 2. Spread sauce over the muffin halves.

• 3. Top with the ham, tomato, capsicum and pineapple.

• 4. Sprinkle with cheese.

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Goal

Mini pizzas

o c . che e r o t r s super • 5. Bake in a hot oven until • 6. Put on a plate and eat! cheese is melted and browned.

Did the procedure work?

Did the pizza taste good?

• a capital letter is needed at the beginning of each instruction at a full stop at the end • detailed information e.g. Bake in a hot oven • diagrams to illustrate the steps

• Writing a procedure After students are familiar with the language and 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’. Then students can create their own procedures. Suggested or set topics are helpful to students.

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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Text and structu orga r nisa e tion

Activities to develop the content description

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

It uses the following language features:

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

• descriptive language that is factual rather than imaginative, usually with technical or scientific terms • the third person • the timeless present tense • linking verbs to give coherence; e.g. is, are, have, belong to • some action verbs; e.g. swim, climb • information organised into paragraphs, with topic sentences to organise different sets of information; e.g. appearance, behaviour, habitat and breeding of an animal

• Detailed analysis of sample report on pages 18 and 19

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• Title • Classification: a general or classifying statement • Description: description of features relevant to the subject, accurate and detailed, often with illustrations/diagrams • Conclusion: summarising statement or comment about the content of the report (optional)

Discuss the illustration on page 18 and ask students what they know about tarantulas. Read through the report with the students, discussing unknown words and facts. Help them identify the structural and language features; e.g. the classification, description, factual language. Refer to the copy of the student text below. Assist students to analyse the report using the questions on page 19.

Title States the subject of the report

Tarantulas

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

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Conclusion A comment giving the writer’s opinion about the subject of the report.

Tarantulas are members of the spider family.

Most tarantulas are black or brown in colour. Some tarantulas have been known to live for up to 30 years in the wild. They have large, hairy bodies and legs. The largest tarantulas can be about as long as

a ruler. Most kinds of tarantulas live in burrows under the ground. Others live on the ground under rocks, bark or logs. Some even live in trees. Tarantulas have tiny claws on the end of each of their eight legs. These help them to climb.

• written in timeless present tense, in the third person. • uses factual language rather than imaginative; e.g. They have large, hairy bodies and legs.

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

Tarantulas are meat eaters. They mostly catch insects, other spiders and small lizards. Larger tarantulas also eat frogs, snakes, mice and small birds. After a large meal, a tarantula may not eat for three or four weeks.

Tarantulas do not spin webs to catch their prey. They pounce on their prey and kill them with a poisonous bite. Special juices dissolve their prey’s bodies. Tarantulas then suck up the juices through their mouth, which is shaped like a straw.

o c . che e r o t r s super

• information is organised into paragraphs

I think tarantulas are interesting creatures to learn about. However, they are scary to look at and I hope I do not meet one when I am playing outside!

• Writing a report After students are familiar with the language and 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. • PowerPoint™ report Assist students to present a report using PowerPoint™. Ensure they follow the typical stages of the text type by following the analysis above.

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Text and structu orga r nisa e tion

Activities to develop the content description

Informative text: Explanation Language and 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. Its purpose is to inform the reader. It uses the following language features:

• Title • Statement: precisely what is to be explained • Description: a clear account in logical sequence of how and why the phenomenon occurs, a description of its parts or components, its operation or application (diagrams and illustrations are usually included) • Conclusion: an evaluation and comment about what has been explained

• subject-specific terms and technical vocabulary where appropriate • present tense and action verbs; e.g. repeats, cools, becomes • linking words to show cause and effect; e.g. therefore, because of, due to • information is organised into paragraphs

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

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Teac he r

It includes:

• Detailed analysis of sample explanation on pages 20 and 21

Discuss the illustrations on page 20 and ask students to describe what they know about caterpillars and butterflies. Read through the explanation with the students and discuss it with them. Help them identify the structural and language features; e.g. the statement, explanation, subject-specific vocabulary. (Refer to the copy of the student text below.) Assist students to analyse the explanation using the questions on page 21. Title

Caterpillar to a butterfly

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

A caterpillar looks very different from a butterfly. So how can a caterpillar turn into a butterfly?

Description Information presented in logical order.

each egg, a larva begins to grow.

• verbs in simple present tense; e.g. lays, hatches An adult female butterfly lays lots of eggs. This is usually on the underside of a leaf. Inside

After about 10 days, the larva hatches. It is a tiny caterpillar. The caterpillar feeds on the

plant and grows. It grows so much that its skin becomes too small and the caterpillar has to moult (its skin splits off). The caterpillar has to moult several times.

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Conclusion

After about two weeks, a butterfly comes out of the chrysalis. Its wings are wet and crumpled so it cannot fly. After they dry and harden the butterfly can fly away.

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• Writing an explanation

Aren’t caterpillars and butterflies clever to able to change like this?

• linking words to show cause and effect; e.g. After • information is organised into paragraphs

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When it is fully grown, the caterpillar attaches itself to a leaf or twig and becomes a chrysalis. The chrysalis does not move, eat or drink. Inside the chrysalis, a butterfly is slowly forming.

• subject-specific vocabulary; e.g. moult, chrysalis

o c . che e r o t r s super

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.

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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Text and structu orga r nisa e tion

Activities to develop the content description

Persuasive text: Exposition Language and structural features of expositions An exposition is a persuasive text which argues for a particular position with the purpose of persuading the audience to share this view. An exposition may be written in the form of an essay, an email, a letter, policy statement, a critical review, an advertisement, an editorial or a speech. It uses the following language features:

• 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 and a summary of the arguments presented

• • • • • •

topic-related vocabulary present tense a variety of controlling and emotive words verbs to show action text connectives paragraphs to state and elaborate on each point

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

• Detailed analysis of sample exposition on pages 22 and 23

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It includes:

Read the exposition on page 22 to the students. Discuss who they think wrote it, what the writer thinks and why he or she wrote this exposition. Help them identify the structural and language features; e.g. the overview, arguments (with first argument the strongest), controlling and emotive words. (Refer to the copy of the student text below.) Assist students to analyse the exposition using the questions on page 23.

Title

The country is the winner!

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

Living in the country is better than living in the city. Our family lived in the city for a year. I’m glad we moved back to the country.

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

The best thing about living in the country is the clean, fresh air. In the city, the worst thing is the smell of petrol fumes from car and truck exhausts; it‘s really awful. It is also very bad for your health. Fresh air is good for you.

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• The city is such a crowded place. You bump into people when you are trying to walk along the footpath. It’s the same in the shopping centres. In the country there is heaps of space. Even when you go into the town centre, the streets are not crowded and full of people, cars and trucks.

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Conclusion A restating of the writer‘s opinion.

• Writing an exposition

• controlling and emotive words; e.g. better, best, worst, should, really awful • topic-related vocabulary; e.g. country, city, town centre and present tense; e.g. is, walk, go

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Everyone in the city is always busy and in a hurry. Hardly anyone ever says ‘Good morning’ or ‘Good afternoon’ or gives you a smile. In the country, people always say ‘Hello’ and take time to have a chat.

• paragraphs to state and elaborate each point

The city is a noisy place. There are horns blaring, sirens sounding, brakes squealing and noisy car engines. You can hardly hear yourself speak. It is much quieter in the country … and you can hear birds singing.

o c . che e r o t r s super

There are more shops in the city where you can waste your pocket money on things you don’t need. You save more pocket money by living in the country. Living in the country is much better than living in the city. If you live in the city, I think you should move to the country. The country is the winner for me!

After students are familiar with the language and 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.

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

A cover story 1. Choose a book from the collection your teacher has given you. Look only at the cover to complete the activities. Title: Subtitle:

r o e t s Bo r e Illustrator: p ok u Describe the coverS of the book.

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What do you think this book will be about?

What type of book do you think this is? Tick one or more boxes. fiction funny

. tenonfiction an adventure scary o c . c e h r about people about animals lots of words er o t s super

interesting

boring

I’ll learn things

lots of pictures

2. Now look through and read some of the book you chose. Colour the bookworms to show how good you were with your guesses.

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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ew i ev Pr

Teac he r

Author:

Jacket design

By:

Front cover

Teac he r

Back cover

o c . che e r o t r s super

It is about:

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Title:

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

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Title:

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1. Make a new jacket for your favourite book or DVD. When you have finished, cut it out and fold it on the dotted lines.

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Issun-Boshi, the tiny boy

Narrative

Storyworld Storyworld.com.au

Welcome to STORYWORLD online!

Folktale from Japan

Issun-Boshi, the tiny boy

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

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Teac he r

One day their wish was granted. They were given a tiny boy who was only three centimetres tall. They named him Issun-Boshi, which meant ‘tiny boy’. Issun-Boshi lived a happy life with his parents. However, as he grew older he stayed the same size. Even though he was so small, he decided to see the world. His parents gave him some things to help him. His mother gave him a soup bowl he could use as a boat and some chopsticks for oars. His father gave him a sewing needle he could use as a sword to protect himself.

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When he reached the city he looked for a job. A nobleman thought he would make a good servant for his daughter. She was an attractive princess. IssunBoshi and the princess became good friends.

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o c . che e r o t r s super The princess was saved! She shut her eyes tight and made a wish.

One day, they were walking back from visiting a temple. Suddenly a large green ogre jumped out at them. The ogre wanted to kidnap the princess. But Issun-Boshi quickly climbed up to the ogre’s mouth and stabbed him in the tongue with his needle. The ogre ran away, screaming in pain. ‘I wish for my brave friend Issun-Boshi to grow tall.’ She opened her eyes and looked at her friend. Slowly, Issun-Boshi grew as tall as a man. Issun-Boshi and the princess were married and lived happily together for the rest of their lives.

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Long ago in Japan, there lived a man and his wife. They wished they had a child of their own. They wanted a child so much that they didn’t even mind if the child was tiny.

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?

centimetres tall.

4. Events

(First)

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Where?

r o e t s Bo was a r Issun-Boshi e p ok u boy who was only S (Second)

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(Third)

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When?

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o c . che e r o t r How was Issun-Boshi’s problem s super solved? 5. Resolution

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6. Ending

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Dad, the lawnmower and Tucker

Recount

Last Saturday morning, Dad finally got around to mowing the back lawn. It had grown so long and thick. My brother, Bailey, and I watched him through the window as we were eating our breakfast.

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Teac he r

r o e t s Bo r e p growling noise at theo Suddenly, we heard a whining, back door. It was u khis favourite Tucker, our cocker spaniel, wanting to go outside. One of S things is to bark and chase the lawnmower. But Dad gets cross as Tucker gets in the way.

We got up from the table to check the back door was shut properly— but we were too late. Tucker had jumped up against the flyscreen door and managed to push it open. He raced across the yard to where Dad was mowing.

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m . u

w ww

o c . che e r o t r s super

Tucker must have known he’d made Dad cross. He looked at Dad, slowly came towards him and began to lick his face as if saying sorry. Dad’s expression changed to a smile. He patted Tucker’s head. Then he asked us to put Tucker’s lead on him so Tucker could watch and bark but not get in the way. We thought it was a great idea—but Tucker didn’t!

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First of all, Dad got the lawnmower out of the shed and wheeled it out onto the edge of the lawn. He looked up and down over the lawn and shook and scratched his head. We guessed he was thinking it would be hard work. Then he shrugged his shoulders, started up the lawnmower and began to mow.

Recount

Looking at a recount Use the recount on page 14 to complete the page. 1. Title 2. Orientation

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

3. Events

Where?

Why?

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Teac he r

When?

Choose four events and describe them in the correct order.

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Who?

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o c . 4. Conclusion c e her r o t s super What happened at the end?

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Mini pizzas

1. 2. 3.

Procedure Procedure

Kiddy cooking kiddycooking.com.au

Mini pizzas

mini pizzas

t TMJDFE IBN r o e t s Bo r t HSBUFE DIFFTF e p t LOJGF ok u t QMBUF S

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Teac he r

What you will need: t QJ[[B PS UPNBUP TBVDF t &OHMJTI NVóO TQMJU JOUP UXP t QJOFBQQMF QJFDFT t TMJDFE UPNBUP BOE DBQTJDVN

2. Spread the sauce over the muffin halves.

1. Collect all the ingredients.

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5. Bake in a hot oven until cheese is melted and brown.

Test:

6. Put on a plate and eat!

m . u

o c . che e r o t r s super

Did the procedure work? Did the pizza taste good?

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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Make mini pizzas for a delicious snack!

1. 2. 3.

Looking at a procedure

Procedure Procedure

Use the procedure on page 16 to complete the page. 1. 2. 3.

1. 2. 3.

1. Title 2. Goal

What is the procedure about?

Teac he r

ew i ev Pr

1. 2. 3.

r o e t s Bo r e List the things you need. p ok u S 3. You will need

4. Steps

(a) How many steps are there?

(b) Write the six words written at the beginning of each step.

(d) Write three more of these types of words.

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(e) Write the number and step this picture shows.

1. 2. 3.

5. Test

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1. 2. 3.

o c . che e r o t r s super

How would you know if this procedure worked?

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Tarantulas

Report

Animalworld Animalworld.com.au

Animal world

Tarantulas

r o e t s Bo r e p Most tarantulas are black or brown in colour. Someo tarantulas u have been known Sto live for up to 30 years in the wild.k

They have large, hairy bodies and legs. The largest tarantulas can be about as long as a ruler. Most kinds of tarantulas live in burrows under the ground. Others live on the ground under rocks, bark or logs. Some even live in trees. Tarantulas have tiny claws on the end of each of their eight legs. These help them to climb.

m . u

snakes, mice and small birds. After a large meal, a tarantula may not eat for three or four weeks.

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o c . I think tarantulas are interesting c e her r creatures to learn about. o t s s per However, they are scary to looku at and I hope I do not meet one when I am playing outside!

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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ew i ev Pr

Teac he r

Tarantulas are members of the spider family.

Looking at a report

Report

Use the report on page 18 to complete the page. 1. Title 2. Classification

What are they?

r o e t s Bo r e p ok What do they look like? u S

Teac he r

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Where can you find them?

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4. Conclusion

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3. Description

o c . che e r o t r s super

Finish the sentences about the ending. The writer thinks that: (a) tarantulas are (b) they are

creatures to learn about. to look at.

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Caterpillar to a butterfly

Explanation

A caterpillar looks very different from a butterfly. So how can a caterpillar turn into a butterfly?

caterpillar feeds on the plant and grows. It grows so much that its skin becomes too small and the caterpillar has to moult (its skin splits off). The caterpillar has to moult several times.

w ww

itself to a leaf or twig and becomes a chrysalis. The chrysalis does not move, eat or drink. Inside the chrysalis, a butterfly is slowly forming.

. te

m . u

o c . che e r o t r stwo weeks, a butterfly su r pe After about

comes out of the chrysalis. Its wings are wet and crumpled so it cannot fly. After they dry and harden the butterfly can fly away. Isn’t a caterpillar clever to able to change into a butterfly?

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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r o e t s Bo r e p ok u After about 10 days, the larva S hatches. It is a tiny caterpillar. The

ew i ev Pr

Teac he r

An adult female butterfly lays lots of eggs. This is usually on the underside of a leaf. Inside each egg, a larva begins to grow.

Looking at an explanation

Explanation

Use the explanation on page 20 to complete the page. 1. Title 2. Statement

Complete the sentence.

Teac he r

Fill in the missing words. (a) A butterfly lays lots of

on a

(b) After about 10 days, a tiny

ew i ev Pr

r o e t s Bo r e p ok u S 3. Description

hatches from each egg.

several

(d) When fully grown, the caterpillar attaches itself to a leaf or

m . u

and becomes a

w ww

This explanation explains how

(e) Inside the chrysalis a

is slowly forming.

. te its chrysalis. When are dry, it flies away. o c . che e r o 4. Conclusion t r s super Explain why a caterpillar is clever to be able to turn into a butterfly. (f) After about

weeks, a butterfly comes out of the

4. Conclusion

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

The country is the winner!

Exposition

Living in the country is better than living in the city. Our family lived in the city for a year. I’m glad we moved back to the country.

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

ew i ev Pr

Teac he r

The city is such a crowded place. You bump into people when you are trying to walk along the footpath. It’s the same in the shopping centres. In the country there is heaps of space. Even when you go into the town centre, the streets are not crowded and full of people, cars and trucks. Everyone in the city is always busy and in a hurry. Hardly anyone ever says ‘Good morning’ or ‘Good afternoon’ or gives you a smile. In the country, people always say ‘Hello’ and take time to have a chat.

© R. I . C.Publ i cat i ons There are more shops ine the city where you can waste your pocket • f o r r v i e w p u r p o s e s o n l y• money on things you don’t need. You save more pocket money by living in the country.

. te

m . u

w ww

Living in the country is much better than living in the city. If you live in the city, I think you should move to the country. The country is the winner for me!

o c . che e r o t r s super

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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The best thing about living in the country is the clean, fresh air. In the city, the worst thing is the smell of petrol fumes from car and truck exhausts; it’s really awful. It is also very bad for your health. Fresh air is good for you.

Looking at an exposition

Exposition

Use the exposition on page 22 to complete the page. 1. Title 2. Overview

Teac he r

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r o e t s Bo r e p ok u S 3. Arguments

Complete the sentences to read about each of the writer’s arguments. and fresh. The air in the city

(a) The air in the country is is really awful and bad for your

country, people take time to say ‘Hello’ and stop to (d) The city is a (e) You

place. It is much quieter in the country.

m . u

w ww

What does the writer want?

more pocket money in the country because

. t e you think is the strongest. co Circle the argument . che e r 4. Conclusion o t r s super there aren’t as many shops to spend your money on.

(a) Living in the country is much

than living in the city.

(b) I think you should move to the

if you live in the city.

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for me!

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

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

ew i ev Pr

w ww

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

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Identifies the language and structural features of an exposition

Identifies the language and structural features of an explanation

Identifies the language and structural features of a report

Identifies the language and structural features of a procedure

Identifies the language and structural features of a recount

Identifies the language and structural features of a narrative

Predicts the text type of a book by viewing its cover

Identifies the title, subtitle, author and illustrator of a book

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 different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

Assessment checklist

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Text and structu orga r nisa e tion

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

Interrelated English links

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. Uses the visual presentation and cover design of a text to identify the topic and text type. • Understand that spoken, visual and written forms of language are different modes of communication and their use varies according to the audience, purpose, context and cultural background (ACELA1461) • Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666) • Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

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

• Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)

E2. Identifies the text structures and language features of different text types.

• Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)

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• Understand that simple connections can be made between ideas using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467) • Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470) • Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591) • Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666) • Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

• Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and mulitmodal elements appropriate to the audience and purpose (ACELY1671) • Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)

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

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

Listening

✔

General capabilities

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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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Text and structu orga r nisa e tion

Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464) © Australian Curriculum: Assessment and Reporting Authority 2012

Related terms

Teacher information

Texts Written, spoken or multimodal forms of communication for a range of purposes. Text forms and conventions have been developed to enhance effective communication. Cohesion

• In order for text to make sense, the ideas and words used in it are linked in different ways. Readers need to recognise some of these links and to know how to use them to understand the text. • Students should understand that there are many devices used to link or connect ideas and words in a text and that word association is one of them. Word associations can be made, for example, by using synonyms and antonyms.

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Grammatical or lexical relationships that make links between different parts of a text and hold it together. Cohesion is achieved through devices such as paragraphs, connectives, ellipses and word associations.

• Pronouns used as a synonym are a useful way of referring back to something previously mentioned. Highlighted pronouns in this passage are synonyms of ‘plans‘. If my plans don’t work out as I expect, they are discarded and I don’t try them again. Those that are successful are the ones I repeat. Teaching points

Word associations (lexical cohesion) The semantic relationships between words which form links within texts.

• Many words found a in text are about the same thing and make links for the reader. • Because it would be boring and monotonous to keep repeating the same words, writers talk about the same thing in different ways.

Synonyms

Words with the same or similar meaning Synonyms provide some variety in word choices, allowing the reader to focus on the ideas being presented. Antonyms

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What this means

• A writer needs a good vocabulary to say the same thing differently.

• Some words may have the same or a similar meaning, but words with the opposite meaning can be used to say the same thing too; e.g. small/not big.

Elaborations

Words with the opposite meaning Theme

The main idea or message of a text

E1. Maps word associations referring to particular characters in texts.

E2.Connects similar and contrasts dissimilar information in text and identifies how words are used to develop ideas and themes.

Further resources

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Student vocabulary antonym synonym pronouns words similar opposite

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• Primary comprehension (Books B, C ) R.I.C. Publications® • The comprehension box 1 R.I.C. Publications®

• http://kids.nationalgeographic.com/kids/animals/creaturefeature/ galapagos-tortoise/ • http://kids.nationalgeographic.com/kids/animals/creaturefeature/ leatherback-sea-turtle/

o c . che e r o t r s super • Country Mouse and City Mouse

http://www.youtube.com/watch?v=rAy1KljtAYQ

text theme vocabulary

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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Text and structu orga r nisa e tion

Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

E1. Maps word associations referring to particular characters in texts. • Finding names (pages 28 and 29) (Related words are used in text to contribute to continuity of meaning, to avoid boring repetition and to maintain the reader’s interest. One way of doing this is by using different words, including pronouns, and phrases to refer to a particular character or characters.) Read the text ‘City Mouse and Country Mouse‘ on page 28 with the students. Work with the class to identify words used to refer to the characters City Mouse, Country Mouse or both of them. Work through the text highlighting words and phrases such as, ‘a little mouse‘, ‘he‘, ‘the visitor‘ that have been used to refer to City Mouse in one colour and words referring to County Mouse such as, ‘his’ friend and ‘him‘ in another colour. Words such as ‘the two mice‘; ‘they‘ referring to both mice can be highlighted in a third colour.

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Students can work through the text again with a partner and identify and write the words and phrases referring to the characters in the table on page 29. They can then try to think of other appropriate words or phrases (synonyms) which could have been used to refer to the characters and write them in the table at he bottom of the page.

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• Finding words about a characteristic

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Work with the class on a piece of narrative text highlighting words and phrases used to tell about a particular characteristic of a character in a similar way to ‘Finding words‘. Categories could include: the character’s appearance, personality, behaviour, home and friends. Explain that all these words are related or linked to the one idea about the character and that they help the reader to understand more about the character.

• Y charts of likes and dislikes (pages 30 and 31)

(Y charts are three-part graphic organisers usually used to brainstorm ideas about a topic. Information is often organised into the three categories of what you can ‘see‘, ‘hear‘ and ‘feel‘. These two Y charts have been modified to map information referring to particular characters.) Students map word associations relating to the characters’ likes and dislikes on the two Y charts provided. They need to find words relating to each mouse’s likes or dislikes and common ones too. Students may benefit from completing these activities with a partner. This will provide opportunities for them to discuss and compare words chosen from the text.

• Character profile (page 32)

Students read the text ‘City Mouse and Country Mouse‘ on page 28 and look at the illustrations. They complete a profile of one character by drawing a picture and finding words in the text that are associated with that character. These words are written on the page in one of these categories: ‘appearance‘, ‘home‘ or ‘food‘.

The table at the bottom of the page provides opportunities for students to write the words they used in their character profile in the first column. They search the text to find, then record antonyms of the words they used. Synonyms of some of these words are then written in the third column. Some synonyms can be found in the text and others the students will need to work out for themselves.

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Interrelated English links: See page 38

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E2. Connects similar, and contrasts dissimilar information in text and identifies how words are used to develop ideas and themes. • All about us

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Discusss the concepts of same and different. Students work with a partner to make a list of five things that are the same about the two of them and five things that are different. They can share and compare their two lists with another pair. They then work with that pair to record five things that are the same with all four of them and one thing that is unique to each student. • Finding information (pages 33 and 34)

Read and discuss the text, ‘Turtles and tortoises‘ on page 33 with the students. Explain that like the students in their class, these two animals have special things about them. Words are used in the text to tell more about things to do with each animal. Work with them to identify words in the text relating to the ideas of what each animal looks like, where it lives and what its babies do. Students can work with a partner or individually to complete the worksheet; ‘Finding information‘ on page 34. • Same and different (page 35) Students use the information they wrote on page 34 to find similarities and differences between turtles and tortoises. • Reptiles (page 36) A text such as the one on page 33 uses words which relate to a theme. The worksheet on page 36 requires students to think about the theme, ‘Reptiles‘ and to find any words linked to this theme in the text. They then extend their thinking to other words they know linked to this theme and search for and join any with the opposite meaning. Words expressing feelings about reptiles are also listed and synonyms circled. Students write one or two paragraphs on a separate page using many of the words on the page, linked to the theme. Interrelated English links: See page 38

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

City Mouse and Country Mouse A little mouse had lived in a busy city all his life. When his friend asked him to stay with him in the country, he was very excited. City Mouse

Country Mouse

As soon as the visitor arrived, the two mice rushed out to play hide and seek. They had great fun running around in the sweet smelling corn. The sun was shining and it was very warm. They could hear birds singing, insects humming and leaves rustling. The tired mice felt warm and safe. Soon they both fell asleep.

‘Great,‘ said Country Mouse, ‘I’ve never been to the city‘.

The next day they climbed on a train. When they arrived, cars and people were rushing around making lots of noise. The friends went into the beautiful big house where City Mouse lived.

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The two of them played games and had a great time. Then the hungry pair found bags of sugar in the pantry. They were having a feast when they heard a meow. ‘The cat! Run, run, run!‘, yelled City Mouse.

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o c . che e r o t r s super After the cat left, they crept out and saw lots of By the time the scared mice got down into a safe hole, poor Country Mouse was shaking with fear.

party food on a table. They started nibbling at very tasty cherry pie. Then a woman came into the room. ‘Run, run, run!‘, yelled City Mouse. They ran as fast as they could. ‘This is not the life for me‘, said the frightened visitor. ‘I’m going home. The food is great, but I don’t like the danger. It is too noisy and it’s much too busy for me.‘ Australian Curriculum English – Language: Text structure and organisation (Year 2)

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‘I’ve always wanted to live in a warm, quiet and safe place,‘ said City Mouse, ‘but I miss the noise and rush of the city. Come home with me. You won’t believe all the sweet, tasty foods we have‘.

Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464)

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r o e t s Bo r e pup, they went into an oldoshed When the two friendsu woke to eat corn k S and grain.

Finding names 1. Write words and groups of words used to talk about the characters in the story, City Mouse and Country Mouse. Both mice

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Country Mouse

City Mouse

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2. Make up some other words and groups of words you could use to talk about the same characters.

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Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464)

City Mouse

Both mice

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

What the mice like Read the story City Mouse and Country Mouse carefully to find words that tell you what each mouse likes and what both the mice like. Write these words on the Y chart. Both mice

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mice like

o c . che e r o t r s super

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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R.I.C. Publications®

Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464)

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

Country Mouse

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City Mouse

What the mice don’t like Read the story City Mouse and Country Mouse carefully to find words that tell you what each mouse doesn’t like and what both the mice don’t like. Write these words on the Y chart. Both mice

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Country Mouse

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don’t like

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Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464)

City Mouse

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Character profile 1. Read the story City Mouse and Country Mouse and look at the pictures. Find words and information about one of the mice to draw the mouse and write in this character profile. Name:

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Food words:

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2. (a) In the My words column below, make a list of the words you used in Question 1 to tell about your character.

o c . (b) Write words from text with the opposite meaning in the next cthe e h r er o column. st super (c) Think of words with the same meaning to write in the last column. My words

Words with the opposite meaning

Australian Curriculum English – Language: Text structure and organisation (Year 2)

Words with the same meaning

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Appearance words:

Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464)

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Mouse

Turtles and tortoises

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Both of these reptiles have four legs, but they are very different. Turtles’ legs are more like flippers with webbed feet. Tortoises have bent legs and short feet with claws they can use for digging.

Tortoises live on land and only go into water to drink or to have a wash. These land creatures are poor swimmers and they could drown if they fell into a river and were swept away. Turtles mainly live in water and they can swim very well. Turtles can swim to far-off places, but tortoises walk very slowly and usually stay close to where they were born.

© R. I . C.Publ i cat i ons Most tortoises only plants fruits vegetables, but• some turtles •f oeat rr ev i ewlike pu r pand os esonl y Tortoises and turtles lay their eggs in a nest in the ground. Baby tortoises move from their nests soon after they hatch and they go to the burrow. Turtle eggs are in the nest for two to four months. Then the hatchlings have to make their way down to the water. It is a long, dangerous journey for these tiny turtles to make. As they try to get across the sand to the water, they are usually attacked and eaten by large numbers of birds. Even when they reach the water the hungry birds still get some of them.

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eat insects and fish as well as plants.

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Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464)

Turtles and tortoises are reptiles. They have scales and hard shells which they carry on their backs. They can’t ever leave their shells. As the animals gets older their shells keep growing and growing. Some of the older animals have really enormous shells. Tortoises have quite a high, domed shell, but turtles’ shells are lighter and flatter. When tortoises or turtles are in danger most of them hide in their shells.

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Turtles can live from 20 to 40 years, but tortoises can live for 80 to 150 years. Scientists know about one tortoise that lived for 188 years. They think this is a record. R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Finding information Read the text on page 33 to find and write words that tell what the two animals look like, where they live and what happens to their babies. Tortoises Where they live

Their babies

Turtles

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Their babies

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What they look like and do

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

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R.I.C. Publications®

Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464) © Australian Curriculum: Assessment and Reporting Authority 2012

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What they look like and do

Same and different Read the words you wrote on page 34 and work out what’s the same and what’s different about tortoises and turtles. Appearance

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Different

Habitat

Same

Different

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Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464) © Australian Curriculum: Assessment and Reporting Authority 2012

Same

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Eggs and hatchlings

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Reptiles 1. Read the text on page 33 to find and write words that tell something about reptiles.

a different type of reptile. Think about what this reptile looks like and what it does.

(b) Draw a line to join any two of your words that have the opposite meaning.

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3. (a) Write words you would use to tell how you feel about reptiles.

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(b) Draw circles around any of your words that have a similar meaning.

4. Write one or two paragraphs about reptiles on a separate page. Use lots of the words you’ve written in the boxes. Australian Curriculum English – Language: Text structure and organisation (Year 2)

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Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464) © Australian Curriculum: Assessment and Reporting Authority 2012

2. (a)

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r o e t s Bo r e p ok u S Write some other words you could use if you were talking about

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

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Identifies and links dissimilar information in text

Identifies links in text which provide similar information

Identifies words and phrases used to develop a particular theme or idea, including synonyms and antonyms

Associates words and phrases used in written text with particular characters

Identifies pronouns used as synonyms for characters in written text

Identifies words and phrases used in written text to name a character/s in different ways (synonyms)

Student Name

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Text and structu orga r nisa e tion

Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464)

Assessment checklist

Australian Curriculum English – Language: Text structure and organisation (Year 2)

Text and structu orga r nisa e tion

Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464)

Interrelated English links

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. Maps word associations referring to particular characters in texts. • Identify language that can be used for appreciating texts and qualities of people and things (ACELA1462) • Discuss the characters and settings of different texts and discuss how language is used to present these features in different ways (ACELT1591) • Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)

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• Recognise common prefixes and suffixes and how they change a word's meaning (ACELA1472)

• Write legibly with growing fluency using unjoined upper case and lower case letters (ACELY1673)

E2. Connects similar, and contrasts dissimilar information in text and identifies how words are used to develop ideas and themes.

• Identify language that can be used for appreciating texts and qualities of people and things (ACELA1462) • Reread and edit text for spelling, sentence-boundary, punctuation and text structure (ACELY1672) • Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)

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

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• Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

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

General capabilities

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

Literacy

Speaking

Numeracy

Reading

✔

Viewing Writing

✔

Information and communication technology (ICT) capability Critical and creative thinking

✔

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

Australian Curriculum English – Language: Text structure and organisation (Year 2)

www.ricpublications.com.au

R.I.C. Publications®

Text and structu orga r nisa e tion

Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464)

Teachers notes

Comments

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Date

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Further resources

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www.ricpublications.com.au

Australian Curriculum English – Language: Text structure and organisation (Year 2)

Text and structu orga r nisa e tion

Recognise that capital letters signal proper nouns and commas are used to separate items in a list (ACELA1465) © Australian Curriculum: Assessment and Reporting Authority 2012

Related terms

Teacher information

Nouns Words used to name people, places, things, feelings and ideas.

• Capital letters are used not only to indicate the beginning of a sentence but also for proper nouns—nouns used to name a specific person, place or thing. Proper nouns may start a sentence but are often in the body or at the end of a sentence.

Common nouns

Teaching points

• 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) better understands the message conveyed by the writer.

Nouns used to name specific people, places and things; e.g. Mrs Wood, James, Sydney, Wednesday. Punctuation/Punctuation marks

The system of inserting marks in text to clarify meaning. Punctuation marks include full stops, commas, colons, semicolons and quotation marks. Commas

Punctuation marks used to separate words or phrases in a list to clarify meaning. Comma rules for words in a list:

• Students should identify that punctuation marks are a guide to using the correct intonation and pauses when reading or talking; e.g. pause at a full stop or comma, lower voice at end of a sentence with a full stop, raise voice when a question is asked, sound animated with an exclamation mark. Students should practise using punctuation in reading and speaking to make meaning clear.

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• Commas are punctuation marks that are used to separate words or phrases in a list. They inform a reader when to pause and help to make meaning clearer.

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Common nouns name general rather than specific people, places and things; e.g. lady, fish, strawberry, building. Proper nouns

What this means

• If students understand that proper nouns begin with a capital letter and can identify the difference between capital letters at the start of a sentence and those used for proper nouns, this will help them to use the correct intonation and pauses when reading text.

– Put a comma after every word in the list except the last two. – Put an ’and’ or ’or’ between the last two words.

E1. Recognises that words with a capital letter can be proper nouns. E2. Understands how commas are used to separate words in a list.

– – –

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Commas can be used for: a series of nouns We bought oranges, mandarins, pears, watermelon and grapes. a series of verbs Zac paddled, swam and dived in the lake. a series of adjectives The fish felt wet, slimy and scaly. a series of phrases Mia is scared of large spiders, crawling cockroaches and wriggling worms.

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Student vocabulary noun

capital letter

common noun

exclamation mark

proper noun punctuation

question mark

punctuation marks

comma

Further resources • Primary grammar and word study (Books A–G) R.I.C. Publications®

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Note: The conjunction ’and’ or ’or’ separates the last two items so a comma is not usually necessary, unless omitting it might cause confusion about the meaning of the sentence.

• Posters: Introducing punctuation R.I.C. Publications®

• Interactive software: Introducing punctuation R.I.C. Publications® • A mink, a fink, a skating rink by Brian Cleary

• Grammar tales: When comma came to town by Samantha Berger

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full stop Australian Curriculum English – Language: Text structure and organisation (Year 2)

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Text and structu orga r nisa e tion

Recognise that capital letters signal proper nouns and commas are used to separate items in a list (ACELA1465) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

E1. Recognises that words with a capital letter can be proper nouns. • Nouns in the classroom Revise nouns by asking students to name objects in the classroom. Explain that nouns are naming words and name a person, place or thing. On card, write the names of the nouns students identify. Direct them to name themselves as boy/girl/child/student and the teacher as lady/man/adult/teacher. Then direct them to use their and the teacher’s given name. Write each on a label or the board. Ask them why they have a capital letter and the other nouns do not. Discuss the difference between common nouns and proper nouns. Ask them for other examples of proper nouns; e.g. surname, principal’s name, other teachers’ names, buildings in the school, their address, days of the week, months of the year. • What’s your address?

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Compile a class address list in some type of file, exercise book or on the computer. Set up the device used with an alphabetical order structure so students can write or type their surname, given name and address in the correct place. They should use capital letters for their names, street, suburb/ town/city. • All about me (page 42)

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• Capital letter sort (page 43)

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Students read the text about the boy, Noah Wilson, on the blackline. They re-read the text, circling the words with capital letters for proper nouns in red. Students then answer the questions about themselves, using capital letters for their answers, which will be proper nouns.

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Students read the text on the blackline. They reread the text, circling the words with capital letters for the beginning of a sentence in red and circling the proper nouns in blue. Students then sort the words by listing them in the correct place in the table.

• Identifying capital letters in texts

Identifying punctuation such as capital letters in texts enables students to use the correct intonation and pauses when reading text aloud. Capital letters at the beginning of sentences signal the reader to raise the voice. Full stops at the end signal to lower the voice, question marks signal to raise at the end of a sentence and so on. If students automatically recognise proper nouns in the middle or end of a sentence, they will know it does not signal the start of a sentence and naturally use the correct intonation. This helps to clarify meaning. Model reading text to the students while they follow from a book, chart or digital display. Discuss the punctuation signals used to let them know how to use their voice correctly.

Interrelated English links: See page 50

E2. Understands commas are used to separate words in a list. • Identifying commas in text (Resource chart page 44)

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Model reading sentences/text while students follow from a book, shared book, chart or digital display. Students repeat, with the commas signalling them to pause between items in the list. • Pasta commas

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A fun way for students to practise placing commas in the correct place is to use elbow or spiral pasta to represent the commas. On a long strip of paper, write a sentence with a list of words without any commas. Students place pasta where the commas go. The pasta can be easily replaced in the correct place if wrong.

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Revise/Introduce commas by using class readers or a shared big book that has commas in a list. Ask students if they know what that punctuation mark is called and what it is used for. Discuss how a comma is placed after every item in the list except for the last two. (The conjunction ’and’ or ’or’ separates the last two items so a comma is not usually necessary, unless omitting it might cause confusion about the meaning of the sentence.) Display the chart provided on page 44 for students to refer to. It can be coloured, enlarged and laminated for durability.

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brussels sprouts

cabbage and beans.

• Where do the commas go? (pages 45 and 46)

Write sentence starters on the board that students can complete by suggesting lists of single items or lists of phrases; e.g. ’In the classroom we can see … (boys, girls, the teacher, desks, books)’ or ’I help at home by … (doing the dishes, cleaning my room, feeding the dog)’. Complete the sentence with students’ suggestions, leaving out the commas. Select a student to fill in the commas. The rest of the class can check if the student is correct. Students can individually or in pairs complete the activities involving commas in lists of single items or in phrases on the blacklines on pages 45 and 46. • Comma game (Game cards, pages 47 and 48) The cards on pages 47 and 48 are provided for games. Page 47 provides sentence starters that would be answered mostly by a list of single words, while answers on page 48 generally require lists of phrases or groups of words. The two sets of cards can be used separately or combined. Unless indicated on the card, students should list at least three items to be included in the list. Students can play in pairs. They place the cards in a pile or face down on a flat surface. In turn, they pick one up and read it. They write the sentence starter on a pad or sheet of paper and list items or phrases to complete the sentence, placing commas in the correct position. Sentences can be checked by the teacher. • Creating sentences that need commas Students bring an interesting object or picture of something to class. Create sentences by including adjectives to describe the object. Students decide where to place the commas. Afterwards, students practise reading the sentences with the correct intonation and pauses. Interrelated English links: See page 50 R.I.C. Publications®

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All about me Some nouns are the special name for a person, place or thing. They are called proper nouns. A proper noun begins with a capital letter. 1. Draw a red circle around the proper nouns. My name is Noah Wilson. I live at 23 Cliff Street in Beachlands.

r o e t s Bo r e My birthday is 14 April.p ok u I have a pet rabbitS called Whiskers.

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I go to North Beach Primary School.

(a) What is your name?

(b) Where do you live?

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(d) When is your birthday?

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(e)

o c . cofhany e Write the names pets you have. r er o t s super

(f) Write the names of two of your friends.

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Recognise that capital letters signal proper nouns and commas are used to separate items in a list (ACELA1465) © Australian Curriculum: Assessment and Reporting Authority 2012

2. Answer the questions. Your answers will be proper nouns.

Capital letter sort 1. Read the story.

The lost dog

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On Wednesday 8 March, my sister Meg found a lost dog in our street. She brought her home. We read the tag on her collar and saw her name was Honey. She lived at 14 Beach Road in Ringwood. My sister called the phone number on the tag. She told Honey’s owners she had found their dog and that our address was 12 High Street in Ascot. They were very happy to hear she had been found. Their children, Amy and Harry, had been looking for Honey everywhere!

(b) Draw a blue circle around the words with a capital letter for a proper noun. (c)

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Proper nouns

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Beginning of a sentence

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Recognise that capital letters signal proper nouns and commas are used to separate items in a list (ACELA1465) © Australian Curriculum: Assessment and Reporting Authority 2012

2. (a) Draw a red circle around the words with a capital letter at the beginning of each sentence.

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Commas

Resource sheet

A comma is used between items in a list. For example:

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o c . che e r Rules for r commas in a o t s list: super

– Put a comma after every item in the list except for the last two. – Write 'and' between the last two items. Australian Curriculum English – Language: Text structure and organisation (Year 2)

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

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Kelly has a sandwich, a drink, an apple, a muffin and yoghurt in her lunch box.

Where do the commas go? – 1 Commas are used to separate words in lists. 1. Put commas in these sentences. (a) We saw giraffes lions tigers and elephants at the zoo. (b) It was a cold wet and stormy day.

r o e t s Boand mayonnaise roll. r e (d) He ate a ham cheese tomato lettuce p ok u 2. Finish these S sentences. Don’t forget the commas! (a) Three of my friends are

3. Put these groups of words into sentences. (a) milk

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(b) Saturday

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juice

water

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(c)

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Recognise that capital letters signal proper nouns and commas are used to separate items in a list (ACELA1465) © Australian Curriculum: Assessment and Reporting Authority 2012

(b) Four green fruits or vegetables are

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o c . che e r o t r s Friday supThursday er Sunday

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Where do the commas go? – 2 Commas are used to separate groups of words in a sentence. 1. (a) Read the text and circle the commas. I have to do jobs to get my pocket money. I make my bed, feed the cat, set the table and stack the dishwasher.

r o e t s Bo r e p ok u S Then put commas in where they are needed. 2. Read the sentences.

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(b) In the second sentence, underline each of the four groups of words in a different colour.

(a) At the beach we built a sandcastle went for a swim and surfed the waves.

(d) At children and four adults.

ten

Before I get into bed I have a warm

comes kisses me

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3. Fill in the missing words in the sentences. Add commas where they are needed. clean my

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and put on my pyjamas. Then Mum or Dad reads me a

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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and

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(b) I ate roast beef baked potatoes and boiled peas for dinner.

Comma game cards – 1

Resource sheet

My four favourite pizza toppings are ...

Out of the window I can see ...

Teac he r

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In my bedroom you will Three scary animals are ... see ...

Four of my friends are ...

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Five cute animals are ...

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Recognise that capital letters signal proper nouns and commas are used to separate items in a list (ACELA1465) © Australian Curriculum: Assessment and Reporting Authority 2012

r o e t s Bo r e pmight My four o At the beachu you favourite colours k S find ... are ...

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o c . e Three drinks Ic like are ... Five foods I like are ... her r o st super In the playground you might see ... R.I.C. Publications®

Three teachers at my school are ...

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Comma game cards – 2

Resource sheet

Four things you can do at the beach are ...

Three things a bird can do are ...

Four things happening in the classroom right now are ...

Three things a baby can’t do are ...

Three places a birthday party could be held are ...

Four places you might find a rabbit are ...

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. te o Four things I like to do Three jobs I help with at c . c e he r on the weekend are ...r home are ... o st super Three things a doctor can do are ...

Three TV shows I like are ...

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Teac he r

r o e t s B r e oo Three things I didp before Four things you can do u kare ... school today were to make a cake S ...

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Teac he r

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Uses correct intonation and pauses when reading text with commas

Text and structu orga r nisa e tion

Understands where to place commas in both types of lists

Understands that commas are used to separate lists of words or phrases in text

Understands that commas are used to separate lists of single words in text

Uses correct intonation when reading text with capital letters

Identifies the difference between both types in text

Recognises capital letters can signal proper nouns

Recognises capital letters can signal words at the beg. of a sentence

Student Name

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

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Recognise that capital letters signal proper nouns and commas are used to separate items in a list (ACELA1465)

Assessment checklist

Australian Curriculum English – Language: Text structure and organisation (Year 2)

Text and structu orga r nisa e tion

Recognise that capital letters signal proper nouns and commas are used to separate items in a list (ACELA1465)

Interrelated English links

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. Recognises that words with a capital letter can be proper nouns. • Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/ phrases can be expanded using articles and adjectives (ACELA1468) • Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666) • Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example, monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

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

• Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)

• Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)

E2. Understands how commas are used to separate words in a list.

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Teac he r

• Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/ phrases can be expanded using articles and adjectives (ACELA1468) • Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666)

• Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example, monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672) • Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)

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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 Writing

Critical and creative thinking

✔

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 capital letters signal proper nouns and commas are used to separate items in a list (ACELA1465)

Teachers notes

Comments

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Date

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Further resources

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Text and structu orga r nisa e tion

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466) © Australian Curriculum: Assessment and Reporting Authority 2012

Related terms

Teacher information

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

Text structure

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

• For each feature of text organisation, provide at least one visual example for the students to clearly see the feature (the resource sheets provide examples).

diagram

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heading

chart

alphabetical order

graph

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Student vocabulary map

glossary hyperlink

contents

navigation bar

author

scroll

time line

header

subheading

diagram

table

audio

captions

video

Elaborations

E1. Recognise features of text organisation (such as chapters, table of contents, alphabetical order of index, page layout, diagrams and glossary) and identify how they guide access to information.

E2.Identify features of screen texts (such as navigation bar, menu buttons, drop-down menus, links, headers and live connections).

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The way print and graphics are set out on a page or screen. This includes size of font, positioning of illustrations, inclusion of captions, tables, labels, headings, subheadings and text boxes.

map

• Discuss why different texts are organised in specific ways.

Texts which are viewed on a screen. Screen texts are often multimodal, with print text, visual images and sound.

title

• Readers recognise and use these features to help them understand what they are reading and find the information they are looking for.

• Provide opportunities for students to view different imaginative and information texts that have a clear structure.

Digital texts

Layout

• Students learn the characteristics or features of texts, and how those characteristics or features are arranged.

Teaching points

A representation of events arranged in chronological order.

Screen texts

• Students should understand that different texts are structured in specific ways to help serve their purpose. Text books, magazine articles, storybooks, newspapers, reports, web pages and other screen texts are organised in different ways to help the reader use and understand the information being presented.

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A system used to arrange items so they can be easily located. Initially, the words are ordered by the first letter, then the second etc.

Time line

• Students need to understand how texts are organised in order to construct meaning (comprehension) when reading, and to be able to find information easily. Students learn to view the organisation of a text, including elements such as the chapters, table of contents, index, glossary, headings and type of images displayed to identify the topic of the text and the text type.

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The manner in which information is organised within different text types; e.g. table of contents, headings, topic sentences, sequencing.

Alphabetical order

What this means

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

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Text and structu orga r nisa e tion

Activities to develop the content description

E1. Recognise features of text organisation (such as chapters, table of contents, alphabetical order of index, page layout, diagrams and glossary) and identify how they guide access to information. • Pages 54-69 provide resource sheet and related student blacklines. Teachers can scan the resource sheet and put it on an interactive whiteboard, or give copies of the page to the students to read together. The blackline is designed for the students to complete alone once they have read the information on the resource sheet. The following activities can be used to further develop aspects of the content description. – Table of contents Create a class book about a certain topic, such as a factual text on an animal. Pairs of students can make a page or pages on one fact or part of the book. Together decide in which order the pages should go. Students then record the order as a table of contents.

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– Titles Show pairs or small groups of students just the table of contents of an informative text. Ask students if they can guess what the subject of the text is, based on the titles in the table of contents.

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– All kinds of illustrations Provide students with newspapers and/or magazines. In pairs or individually, they find and cut out a certain number of illustrations. They classify or sort them into drawings, paintings or photographs.

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– Family tree Students draw a basic family tree (as an example of a chart). They could choose one person from that tree and make a time line of six events in that person’s life. – Captions Cut out a number of interesting pictures from newspapers or magazines. Ask students to write an interesting (or humorous) caption for the picture. Students could also take digital pictures of themselves and add captions using programs such as ’Comic Life’ (download from the internet). – Alphabetical order Students play an alphabetical ordering game at <http://www.roythezebra.com/reading-games/alphabetical-order-1.html> or <http:// www.bbc.co.uk/bitesize/ks1/literacy/alphabetical_order/play/> – Index Give small groups of students a term from an informational text they all have a copy of. The students use the index to try to find where that word is in the book. The first student to find the word on a page is the winner.

– Magazine features Give students some magazines or other informative texts. Ask them to find as many of the text features they have learned about as they can, or assign specific text features to different students to find. They can cut them out of magazines, or write the page number the feature is found on in books. • Sorting texts

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Students bring in a text from their home that has some of the text organisational features they have learned about. They can show their book to the class and point out the features they found.

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• Look in a book (page 70)

Give students informative texts. Allow them to look for the different features of text organisation in the books and record them in the table. • Organise this! (page 71)

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Give the students a copy of the blackline and a separate blank sheet of paper. They cut and glue the different parts onto the separate sheet of paper to make sense. They can present their work to the other class members, describing the different features of the text and explaining why they have organised them the way they did.

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Interrelated English links: See page 77

E2. Identify features of screen texts (such as navigation bar, menu buttons, drop-down menus, links, headers and live connections). • Electronic books

Allow students to read an electronic book. Ask them to compare how reading the text, finding information and understanding words is easier or harder using the electronic book, compared to a paper book. Encourage them to consider the advantages and disadvantages of electronic books over paper books (including sustainability) and hold a debate about paper books versus electronic books—which is better? • Examining websites Once students know and understand the various features of web page texts, allow them to evaluate web pages. Use the elements outlined on page 74. Students can look at their own school website and complete an evaluation of the site (how the information is presented, the font and type, the navigation etc.). They can suggest ways to make the text easier to understand or to find information. • Students can research then present the features of other commonly used screen text forms, such as PowerPoint™ texts. Interrelated English links: See page 77

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Table of contents

Resource sheet

What is a table of contents? • The table of contents (sometimes just called the ’contents’) is a list of the names of the chapters of a book or parts of a magazine and the page number they are on.

The popular sports book

Chapter

r o e t s Bo r • The chapters or main parts of e p ok the text are listed in the order u S they appear in the text. Teac he r

• The table of contents is at the start of the text. Why do texts have a table of contents?

Introduction Sport Clothing Fitting in Equipment Looking after it Playing the game Rules Umpires

1 5 34 45 80 100 117 129 135

Index

142

Nonfiction books, some newspapers and magazines have a table of contents to help the reader find information easily.

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1. 2. 3. 4. 5. 6. 7. 8.

Page

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Features

6 Internet images

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The table of contents can be used by readers to get an idea of what kind of information is in the text and if it has the information they are looking for. Each chapter of an informative book has a name and, usually, a chapter number. It also shows them which page each chapter begins on.

Contents Find great images for your school projects.

by Lyn King

10 Research

o c 12. Help with bullies che e r o t r s s uper Regulars

Sometimes, fiction books with chapters that have names have the chapter names listed in the contents.

Find facts easily on the internet.

by Tom Ling

10 Steps to sort out that bully!

by Jordan Smith

4 This month 8 What’s cooking Make the best strawberry cake! by Jan Bekker

18 Game of the month You will love this new adventure game. by Rik Tennant

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Contents

Table of contents 1. What is the table of contents?

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3. How does a table of contents help a reader?

FREE STUFF

10. Cool music 11. Cool kid radio 14. Break the boredom

24. Animals 30. Insects 55. Fish

34. Prizes 62. Goodies: DVDs and toys

25. Fantastic instruments 38. Liftout feature: Cool fruits & veg

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COMICS & BOOKS

57. Coolest books 61. Extracts 75. Best horror comics

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ROCK ON

AMAZING STUFF

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2. Where is a table of contents usually found?

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4. What sort of text does the table of contents above come from?

5. On which page would you find information about free DVDs?

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Titles, headings and subheadings

Resource sheet

What is a title?

Get Outside! by Teresa Green

The title is the name of the book, page, film or story. The title tells the reader the topic or main idea of the text. Titles can help the reader to predict what the text will be about.

Life’s great in the great outdoors! You might enjoy sitting around playing games on a screen—but does your body? Studies show that kids aren’t getting the exercise and experience their growing bodies and minds need.

r o e t s Bo r Why go outside? e p ok A heading tells the reader what u S a section is about. The headings What is there to do?

Build a cubby, be a pirate, make a potion, discover insects ... the choice is limited only by your imagination. Things to make: Make a cubby from branches or blankets, a fairy’s playground, a huge chalk drawing, your own bubble mix recipe, a mud pie, a mobile from things in your garden, a gigantic sandcastle, a paper aeroplane and see how far it flies!

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tell the main idea of each section of text. Subheadings are printed in bold, large or coloured type to make them stand out.

Things to plant: Plant some seeds or seedlings of your favourite vegetables, trees or flowers.

. te o c A title helps the reader by presenting . Things to find: c e her r an idea of what the text is about. oFind shapes in the clouds, t s s r u e p insects, interestingly-shaped Headings and subheadings can help Why do texts have headings, titles and subtitles?

the reader to find information in the page by telling him/her where to look for that information. Subheadings also give the reader an idea of how deeply a topic is covered.

leaves, a way to climb that tree, new ideas!

What are you waiting for? Going outside is not only fun—it’s great for your flexibility, strength, problem-solving abilities and health.

Try it today!

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guide the reader through the text by showing the main idea of the sections being read. The headings are often large and are usually in bold or in a different colour.

Outside is where you can climb, find, create and exercise in your own way. Being outside helps you discover on your own, grow healthy and become confident in your own abilities.

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What is a heading?

Titles, headings and subheadings 1. Find the title, headings and subheadings in this magazine page. Write them below. Page title

Headings

How to train your puppy!

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Subheadings

Use lots of encouragement, praise and rewards.

2. Sessions Keep your training sessions short and fun for your puppy.

3. Skills

Teach your puppy things it needs to know to be safe. Sitting, walking on a lead and house training are good skills to teach.

Send us a photo of your special pet to put on Pets page.

This is a picture of our dog Honey. She is six years old and likes to sit in the sunshine.

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1. Rewards

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Follow these steps to teach your puppy.

Jenna and Finn

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Training your puppy can be very rewarding.

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o c . che e r o t r s uper 4. Write your ideas for whats 3. Write your idea for a Title: good title for a text about a sport of your choice. Headings: three of the headings might be in that text.

5. Choose one heading and circle it. Write two subheadings there might be for this heading. R.I.C. Publications®

Subheadings:

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Illustrations and photographs

Resource sheet

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

Why do texts have photographs and illustrations? Illustrations and photos give extra information to a text by providing a visual image of something in the text.

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Teac he r

Fact or fiction? An illustration is a drawing, Tigers are good swimmers painting or photograph in Many people know cats don’t like water. But what a text. It is there to clarify about big cats? Do they dislike water as much as their meaning or decorate a small city cousins? text. The drawing below from China shows a tiger swimming What is a photograph? in a river. But can tigers really swim? A photograph is a picture Example of an illustration made with a camera which shows how things look in real life.

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Tigers are excellent swimmers! They have strong bodies and webbed paws, which help them to swim well. They like water because they have such thick fur and when it gets hot they need to cool off. Some tigers dislike getting water in their eyes, so they only go in up to their necks.

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Photographs and illustrations can make texts easier to understand. They can also make a text more interesting and information easier to find.

’Tiger Tiger’ by unknown artist

o c . che In children’s picture books, e r o t illustrations help tell the r s super story. They help the reader

Example of a photograph

understand the text and add interest. How do the photo and drawing help the reader understand and engage in the text?

Photo: Wout J Reinders, stock.xchang®

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What is an illustration?

Illustrations and photographs

Teac he r

Having a fur coat is great in winter, but it must make dogs hot in summer. So how do dogs keep cool? A dog gets rid of heat through its mouth. It opens its mouth wide, hangs out its tongue and breathes quickly. When it breathes, air is forced over its tongue and mouth and the water from the dog’s mouth evaporates (the water in the sweat turns into a gas). When water evaporates, it takes heat away. This type of breathing is called panting.

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3. Circle the photo that would best go with the text.

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2. Write how the illustration helps the reader to understand the text.

4. Write why you chose that photo.

Photo: Sanja Gjenero

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Photo: Marissa Borras

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1. Look at the text below.

. te o c 5. Draw an illustration in the box provided to go with the text below . c e h r (to help the reader understand). er o st super Fish have eyes like people—but they are on the side of their heads. They can see in colour and see best when things are close. They have two nostrils, on the top of their head. Ears inside their body feel movements in the water and help keep their balance. Their tastebuds can be in the mouth, along the head or even on the fish’s belly!

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Diagrams Diagrams are drawings or plans that explain something, show the parts of something, or show how it works. Diagrams can be pictures with explanations, charts, time lines and graphs. The reader understands the diagram by reading the labels and captions.

A time line shows events in the order that they happened. The events of a typical day in chronological order might be: wake up, have breakfast, go to school, come home, have dinner, and go to bed. Time lines can be shown in different ways. They can be a list of events and the date they occurred, or a list on a line going up and down or across the page.

r o e t s Bo r e p ok u S 1783

parachute valve

Hot air balloon time line The 1st hydrogen balloon flight (unmanned), made by Professor Jacques Charles, completes its first flight in Paris.

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What is a time line?

1785

Frenchman Jean-Pierre Blanchard and American John Jefferies cross the English Channel in a gas balloon.

1793

The first manned balloon flight in the US occurs as Jean Pierre Blanchard flies for 46 minutes in the US.

1882

Park Van Tassel from Albuquerque launches a gas balloon named ’The city of Albuquerque.’

1971

Aviator Sid Cutter revives ballooning in Albuquerque, to commemorate his mother’s birthday. He later invites balloonists from around the world to an international balloon festival.

© R. I . C.Pub l i cat i ons The French defeat an Austrian army at the Battle of Fleurus using a hot air balloon to observe the •f orr evi ew1794 pur po sartillery onfil y• battlefi eld s ande direct re.

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burners

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envelope

What are diagrams?

. tediagrams o Why do texts have c . che and time lines? e r o t r s uper Diagrams help the reader to understand s basket

gas cylinders

how something works, is made or happened. Time lines organise the events in a text. They show clearly when things happened in relation to each other (in sequence, or in order based on time).

1972

British man Donald Cameron makes the 1st hot air balloon flight over the Alps.

1978

The Double Eagle II (helium-filled) balloon crosses the Atlantic in 6 days carrying Americans Maxie Anderson, Ben Abruzzo and Larry Newman.

1980

Maxie Anderson balloons across America.

1981

The Double Eagle V flies from Japan to California (the first balloon to cross the Pacific Ocean).

1987

British millionaire Richard Branson and Swedishborn Per Lindstrand become the first hot-air balloon travellers to cross the Atlantic.

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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Resource sheet

Diagrams 1. Make a time line of your typical school day. Write the time and event.

2. Fill in the labels using the words below to complete the diagram.

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water

sunlight air

explains or describes.

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leaves

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The needs of plants

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stem

core

seeds skin

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Charts, tables, graphs and maps

Resource sheet

What are charts, tables and graphs?

Pie chart

Charts, graphs and tables organise and show information.

camp fire

In graphs and charts, the information is shown using symbols, such as bars in a bar chart, lines in a line chart, or slices in a pie chart. Charts often show 100% of something, split up.

canoeing

horseback riding

Charts and graphs are often used to make large amounts of information easier to understand and show the relationships between the parts of something. They show how two or more things are related.

r o e t s Bo r e p o u k Tables are used to organise large amounts S of information into a small space. Numbers

Line graph

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140 120

Rainfall (mm)

Why do texts have charts, tables and graphs?

80 60 40 20 0

When a reader looks at a table, chart or graph, he/she can easily compare things or information that has been collected. It can be easy to see the biggest, most or heaviest thing in collected information. Tables, charts and graphs also organise and present information in a way that can make it easier to find, read and understand.

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100

and amounts are often shown in tables. A calendar is an example of a table.

Month

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Table

Class Year 1 Year 1 Year 2

First Name James Billy Sophie

Last Name Amber Barret Barret

Age 6 7 8

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What is a map?

A map is a drawing that shows the basic shape of land and the location of things and places. Maps can show mountains, rivers, buildings, roads and other features.

o c . che Why do textsr e have maps? o t r s suMaps r pe help the reader to understand where BRAZIL

ARGENTINA

an event happens, what a place looks like, or how to find places. Maps can also help the reader to understand how far away an event happened or a place is.

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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crafts

Charts, tables, graphs and maps 1. Look at the bar graph.

Pets of Year 2 children

7 6

(a) What information does it show?

5 4 3 2

r o e t s Bo r e p ok u S 2. Look at the map. Thunder Crescent

Dogs

Fish

Other

Main Street

Lightning Street

(a) What information does it show?

Cats

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(b) What does the bar graph make it easy for the reader to do?

Doctor

Jones Avenue

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(b) How could this map help a reader?

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3. Look at the table. (a)

(b) How could this table help a reader?

Name of food Rolls Pies Hot Dogs Chips Ice-creams Sandwiches Jelly

How many were ordered 15 9 12 6 1 6 2

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Captions and text boxes

Resource sheet

What is a caption?

EVENTING

In dressage, the rider directs the horse to do moves using quiet commands. The horses need to do these moves in a certain order, except in the final round when the rider can choose what to do.

r o e t s Bo r e p ok u S Cross-country

What is a text box?

Cross-country is like an obstacle course for horses. The riders must guide their horses cleanly over jumps and through water.

Photo: Julia Borysewicz

Cross-country jumps can include Show jumping © R. I . C. Publ i cat i o nsand steep drops. water ditches The horse and rider must clear 12–20 fences set up •f orr ev e w The pu r po eso nl y • ini a ring. fences ares usually brightly coloured

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and can be knocked down. However, points are lost if an obstacle is knocked down.

Aim of eventing Each of the events, held over three or four days has its own rules. The riders take their horses through the events and try to score points. The rider with the most points at the end is the winner

For each event, the rider must wear a different outfit. Riders must wear a special hat in dressage and cross-country events to protect their heads. Falls can be dangerous and dozens of people have died in eventing.

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A text box is a box, usually a rectangle, on the page with words in it. The words can describe an illustration but usually give more information about the topic than is in the text. A text box often includes interesting facts or important information that the author wants the reader to know.

o c . che captions and text boxes? e r o t r s super A text box can help emphasise important information. It helps the reader to understand or know more about a topic by making the reader notice extra or important information. Captions also help the reader to understand a text by adding extra information.

ou y d Di w? kno

Australian Curriculum English – Language: Text structure and organisation (Year 2)

In dressage, the rider must wear a black or navy blue coat, shirt, tie and pin.

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Riders must take their horses through dressage, cross-country and show jumping. Dressage

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A caption is a few words or sentences found above, underneath, or beside a picture, diagram or other illustration. The caption gives information about the image in one or two sentences. A caption can be a title, short explanation, or description of the image. Captions often connect the image to the text, or make the reader notice something in the image that is not obvious. Sometimes people add captions to photos to make others laugh.

Captions and text boxes 1. Colour or highlight the text boxes yellow and the caption light blue. SKIN

The thickest skin is found on the soles of the feet, while the eyelids have the thinnest skin. Skin has three layers. The outside layer, called the epidermis, is the bit we can see.

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SKIN FACT!

This close-up of skin shows the different layers.

The second layer of skin, called the dermis, can’t be seen. It gives us our sense of touch. The third layer is called ‘subcutaneous fat’. This layer of fatty tissue cushions us from any knocks or bumps and helps to keep us warm.

2. Write a caption for each photo.

Photo: Gary Tamin

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If we were to lay out the skin of an adult, it would cover a two-metre by two-metre blanket!

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3. Imagine someone is writing information about you. Draw yourself in the box provided. Then write a caption to go with the picture. Finally, in the text box, write an interesting fact or important information that you want the readers to know.

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Photo: Luca Zaninoni

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Skin is the largest organ of the body. It covers our whole body and protects us from germs, water and sunshine.

? for ’s it it do? t t a Wh does nd ou fi at Wh on to out b d a Rea more skin! r u yo

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Index

Resource sheet

What is an index?

acid rain

paper

9, 19, 22

cardboard

9, 19, 22

paper mill

19, 22

compost

pollution

4, 14

drought

pulp mill

9, 24

energy

7, 14, 21

recycled paper

9, 24

forest

14, 15

recycling

1, 2, 3, 5, 7

fuels

green

6, 15

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

greenhouse effect 14

waste

landfill

wood

laws (recycling)

wood pulp

metals

9, 12, 14, 23, 24 9, 24, 25

8, 14, 16 9, 24, 25

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Alphabetical order

When words are put into alphabetical order they are arranged in the same order as the letters of the alphabet: a, b, c, d, e, f, g and so on. When putting words in alphabetical order, look at the words first for any words starting with the letter ’a’, the first letter of the alphabet. These words come first on your alphabetically ordered list of words. Next, look for words that start with the letter ’b’. Continue this process through the entire alphabet in order. If more than one word starts with the same letter, look at the second letter of each word. If there is a letter ’a’ as the second letter in either of the words, that word would come first in your list. If both words have the same letter as their second letter, look at their third letter, and so on.

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Why do texts have an index? The index of a text is very valuable to readers. It can be one of the quickest ways to find the information they are looking for. For example, if a reader of a recipe book is looking for a recipe using pumpkin, turning to the back of the book and finding which pages the word pumpkin is used on will help the reader find possible recipes more quickly. Australian Curriculum English – Language: Text structure and organisation (Year 2)

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INDEX

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The index is often the very last thing found in an informative text. The index lists the topics and the page number where they can be found. It sometimes also lists other topics in the text, such as names of people or any other important information. It is different from the table of contents because the subjects are listed in alphabetical order. If a reader knows exactly what information he/she is looking for, the index is a good place to find out exactly where that information will be. Newspapers sometimes have the index near the front page.

Index (a)

(b)

(c)

(d)

(e)

(f)

(g)

r o e t s Bo r e p ok u S (h)

3. Where is an index usually found?

ladybug grasshopper cricket ant butterfly moth termite wasp

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2. What is an index?

Index

4. How does an index help a reader?

Apple cake 56 crumble 31

Bread loaf rolls

30 19

Apricots

Broccoli

Artichoke © R. I . C.Publ i cat i ons14 Cheese Asparagus 16 cake •f orr evi ew pur pose sonl y•sauce Avocado dressing 37 soup Banana

6. Why is apple cake written before apple crumble?

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cake

fritters Beef

pie

soup

listed in the index. (a)

(b)

(c)

(d)

(e)

(f)

(g)

(h)

R.I.C. Publications®

53 7 18

roast

soup

Chocolate biscuits 52

o c . che e r o t r 7. Write these topics in the s order they would s be up er football pie

Chicken

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5. What sort of book is this index from?

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1. Put these insect words in alphabetical order.

17 42

cake

Coconut

58 23

tennis swimming polo dance horse riding hockey tap dancing

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Glossary

Resource sheet

What is a glossary? chat room

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

messages sent from one person to another (or to groups of people) via computers

hack

to gain unauthorised access to computer systems in order to steal, change or destroy information

handheld game console

a lightweight, portable electronic device with a screen, controls and speakers, such as a Nintendo DSi™ or a Sony PSP™ handle

a nickname or made-up name an internet user uses when online

©R . I . Cmessaging .Publ i cat i ons instant real-time text conversations between two or • f o r r e v i ew pur po se s onl y • more computer users over the internet; users are Sometimes the words

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in a text might be new or difficult. The glossary can help the reader to understand the text reading and makes it easier to learn and study the information. A glossary with page numbers written next to each word can help the reader to find the information they are being looked for.

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often only able to chat with one person at a time

internet a vast network of computers connected internationally through other, high-speed computers, allowing electronic communication among millions of computers internet acronyms

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Why do texts have glossaries?

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acronyms used on the internet or mobile phones as a method of communication, usually used to save time in preparing messages, such as LOL (laughing out loud) or ROFL (rolling on floor laughing)

server

a computer and/or program that holds large amounts of information for one or more websites and streams it to users when requested via a network wiki a website that allows users to add and edit content collaboratively

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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a site on the internet that allows people in different locations to communicate with each other through typed messages, usually in real time

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A glossary is like a small dictionary that lists special (new or difficult) words from the text, and explains what they mean. The words are usually listed in alphabetical order. The glossary tells what the words mean and sometimes how to pronounce (say) each word. The glossary sometimes lists the page number on which the word occurs. It is usually found at the end of a book.

Glossary

Glossary Tarantulas are large, hairy spiders. The largest tarantulas are longer than a ruler. Most are black or brown. They have a tiny claw on the end of each of their eight hairy legs. These help them to climb. Some live in burrows under the ground. Others live under rocks, bark or logs. Some even live in trees. Tarantulas are meat-eaters. They like to eat insects, other spiders and small lizards. Larger tarantulas also eat frogs, snakes and small birds.

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r o e t s Bo r e p ok u 2. Read the text Sbelow. Blue whales are the biggest animals on Earth—even bigger than any dinosaur that lived. They can grow to over 30 metres long.

The blue whale’s heart is as big as a small car. It’s tongue is as heavy as an elephant. The sounds it makes underwater are louder than a jet plane taking off. But this huge animal eats one of the smallest – tiny sea animals called krill. Glossary

3. Write the words in bold from the text.

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4. Write these words in alphabetical order in the glossary then write your own definition. R.I.C. Publications®

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Words in bold

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1. Circle six words from this text you think should be in a glossary.

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

A look in a book Feature

Is this feature in the book?

Resource sheet Where is it?

Describe this feature as it is in this book

Diagram

Table of contents

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Time line

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Index

Glossary

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Caption

Text box

Photograph

Illustration

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Graph or chart

Map

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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Title

Organise this!

Resource sheet

Cut out the sections of the text and art. Glue them onto another sheet of paper so the information makes sense.

r o e t s Bo r e p okin the ground From bones found u S (fossils), we know that T. rex was What was T. rex like?

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For a long time, T. rex was the biggest meateating dinosaur that had been discovered. Then bones of the slightly taller Giganotosaurus were found. Bigger again was Spinosaurus. It may be the largest carnivore to have roamed the Earth. Although it was bigger, Spinosaurus was lighter than both T. rex and Giganotosaurus. Its teeth and jaws were big, but not as strong, and it might have eaten mostly fish. T. rex wasn’t the largest carnivore, but with its strong teeth, jaws and legs it was a fierce predator. Many people think it deserves its name.

about 12 metres long and about 4.6 to 6 metres tall. It walked on two large, strong, back legs. It had a huge head, strong jaws and teeth that could bite through bone. Its mouth was big enough to fit a whole person! Tyrannosaurus’s arms were small but powerful. With its strong legs and long, powerful tail, it could move quickly.

What was Tyrannosaurus rex?

The largest T. rex tooth found so far is thought to have been 30 centimetres long (including the root) when the dinosaur was alive. This is the largest tooth of any carnivorous dinosaur found to date.

Giganotosaurus

Tyra

nno

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Did you know?

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Tyrannosaurus rex

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rus

Tyra n two nosau ru larg e, s s rex w tron g, b alked o ack n legs .

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rex

Tyrannosaurus rex was one of the largest meateating dinosaurs (carnivores) that ever lived. Its name means ‘tyrant lizard king’. T. rex is seen by many as the king of the dinosaurs.

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Was T. rex really the ’king’?

Spinosaurus

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Screen texts

Resource sheet

Screen texts are forms of communication that appear on the screen of a television, computer, mobile phone, electronic game or other portable communication device. Screen texts can be written, spoken (audio), visual or multimodal (language with print text, visual images, soundtrack or spoken word [such as films or computer presentations]). Screen texts are often digital/online. Digital screen texts can have animations and/or hyperlinks, and be interactive. DVDs, films, websites and e-books are screen texts.

Dinosaurs.com.ch

Brachiosaurus

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Dinosaurs

r o e t s Bo r e p ok 1 u S Brachiosaurus Brachiosaurus was a very big dinosaur. It was taller than a four-storey building g and weighed about the same as 800 people. Brachiosaurus was longer than five cars. Even though it was big, it didn’t have sharp teeth. It ate large amounts of leaves from the treetops.

Storey: a floor on a level of a building

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Digital screen texts often have many of the following features:

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Choose font size

o c . che e r o Previous page button: returns the reader to the previous page in the text on screen. t r s s r u e p Back button: takes the reader back as many pages as they want in the website.

1 A navigation bar: helps the reader find things and move around the text. 2 Next page button: takes the reader to the next page in the section of the text. 3 4

5 Scroll bar: move this up and down to move the text up and down. 6 Dictionary: some texts (such as e-readers) have dictionaries. By clicking on some words,

the reader can get a definition of those words. 7 Font size: the reader can make the letters smaller or larger. 8 Content: this is the information in the text (words, photographs, text boxes, diagrams etc.). These features help the reader to view the information clearly, move among the pages of the screen text, and understand the text. Australian Curriculum English – Language: Text structure and organisation (Year 2)

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What is a screen text?

Website

Resource sheet

A website is a bit like a book. It has a title, author and pages. Some websites also have a glossary and other features of information texts. Each site is owned and managed by an individual, company or organisation.

Basic website layout Home page (index Page) Main sections (site index)

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name of a company, a game site or a school. This title is called a header.

Header Navigation links

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r o e t s Bo r e p ok u S The title of the text is on the home page. The title might be the

content

The content is the information that the author wants to share. It is organised using photographs, illustrations, text boxes, captions, diagrams, headings and subheadings like resources paper-based texts. Websites can also have home tutorials Ani Animals imal mals ls Back to school videos, moving images, connections to live Bears Christmas chat or videos, and sound. Colour

submit

contact

Different cultures rees

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Festivals & cultures tur ure ress The home page usually has a navigation Food bar or menu. It can be along the top or bottom or down the side. The navigation bar has menu buttons or images in a row. Clicking on the menu buttons will take you to another page in the website. Some menu buttons have drop-down menus. Each single button displays (drops down) a list of other topics when the cursor is held over it. Why are websites organised this way?

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Subsections

The first page is called the home page. It’s the (content) first page you see when you enter the website. The home page usually tells the reader what that site is about and what kind of information can be found there. It is a bit like the contents page of a book.

o c . che e r o t r s super

Websites are organised this way to make it easy for the user (reader) to find and read information. The title tells the reader the topic or main idea of the website. The drop-down menu is like an index that takes the reader to the pages that might have the information they are looking for. The images help the reader understand the text. R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Web page texts

Resource sheet

Images These can be static (still) or animated (moving). Images should help the reader to understand the text.

Audio files A file that plays voice, songs or sounds. Audio files can help the reader to learn more about a topic.

r o e t s r about us B submit e oo contact p u k S

tutorials

resources

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home

Live connections These are services that allow users to do something live (in real time). Users can chat, type to other people or watch live streaming of an event. Live streaming allows the reader to interact with other people or events, become involved and learn more about a topic.

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images audio . te o video c . che e r o t r live s super

www.gotothisplace.com go oto toth

Navigation/menu Buttons or icons that take a reader to another page in the website. The navigation bar and menu help the reader to find information.

Hyperlink A hyperlink, or link for short, is a word, group of words, or image that you can click on to go to a new page or section in the website, in another website, to an email address or to a file. When you move the cursor over a link in a web page, the arrow will turn into a hand shape. Hyperlinks can help a reader to learn more about a topic or find better information.

Australian Curriculum English – Language: Text structure and organisation (Year 2)

Video files A computer file with digitised video. Video files can help the reader to learn more about, and better understand, a topic.

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R.I.C. Publications®

Draw a line from each web page text feature to its description.

Design a home page

Resource sheet

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Design a home page of your own – of a blog about you, a website about your favourite sport or a game site. Ensure you include a header, links, navigation bar, and main content set out with text and images. How will you make sure readers can understand the text and find information?

o c . che e r o t r s super

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

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

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

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Identifies live connections and audio and visual files on screen texts

Identifies navigation bar, drop down menu, links and content of a screen text

Understands and uses alphabetical order

Identifies and understands the purpose of an index and glossary

Identifies and understands the purpose of captions and text boxes

Identifies illustrations, photographs and different kinds of diagrams

Identifies titles, headings and subheadings in texts

Identifies and understands use of table of contents

Student Name

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Text and structu orga r nisa e tion

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

Assessment checklist

R.I.C. Publications®

Text and structu orga r nisa e tion

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

Interrelated English links

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 text organisation (such as chapters, table of contents, alphabetical order of index, page layout, diagrams and glossary) and identify how they guide access to information. • Understand that spoken, visual and written forms of language are different modes of communication and their use varies according to the audience, purpose, context and cultural background (ACELA1461) • Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666)

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

• Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)

E2. Identify features of screen texts (such as navigation bar, menu buttons, drop-down menus, links, headers and live connections).

• Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)

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• Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

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• Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666) • Rehearse and deliver short presentations on familiar and new topics (ACELY1667)

• Read less predictable tests with phrasing and fluency by combing contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) • Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) • Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and mulitmodal elements appropriate to the audience and purpose (ACELY1671) • Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)

• Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

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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

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

General capabilities

Listening

✔

Literacy

✔

Speaking

✔

Numeracy

✔

Information and communication ✔ technology (ICT) capability

Reading Viewing Writing

Critical and creative thinking

✔

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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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Text and structu orga r nisa e tion

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

Answers

A cover story ............................................... page 10 Teacher check

Jacket design ............................................... page 11 Teacher check

Issun-Boshi, the tiny boy .............. pages 12 and 13

1. The country is the winner! 2. The writer wants us to agree that it is better living in the country than the city. 3. (a) clean, health (b) space (c) chat (d) noisy (e) save The first argument should be circled. 4. (a) better (b) country (c) winner

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Dad, the lawnmower and Tucker ..................................... pages 14 and 15 1. Dad, the lawnmower and Tucker 2. Who? Dad, I(me), Bailey, Tucker

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1. Issun-Boshi, the tiny boy 2. Who? Issun-Boshi, his parents, a nobleman, the princess, an ogre When? Long ago Where? Japan (parents’ home, city) 3. Issun-Boshi was a tiny boy who was only three centimetres tall. 4. Answers could include: First: Man and wife wished for a child and were given a tiny boy who didn’t grow Second: Issun-Boshi left to see the world Third: Worked for a nobleman Fourth: Saved the princess from an ogre 5. The princess made a wish for him to grow tall. 6. Issun-Boshi and the princess married and lived happily ever after.

The country is the winner! ........... pages 22 and 23

When? Last Saturday morning Where? the back lawn

Why? the grass had grown long and thick 3. Teacher check

4. Tucker was put on the lead. The children thought it was a good idea, but Tucker didn’t.

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1. Mini pizzas 2. It is about making mini pizzas for a delicious snack. 3. Students should have listed the eight items in the ’You will need’ section. 4. (a) six (b) Collect, Spread, Top, Sprinkle, Bake, Put (c) verbs (d) Teacher check (e) Step 4. Sprinkle with cheese. 5. The answer should indicate that: (a) the procedure could be followed, and (b) the mini pizza tasted good (or students suggest what they might add or not use next time).

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Mini pizzas ..................................... pages 16 and 17

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Looking at a report ....................... pages 18 and 19 1. 2. 3. 4.

Tarantulas Tarantulas are members of the spider family. Teacher check (a) interesting (b) scary (c) not want to meet one

Caterpillar to a butterfly .............. pages 20 and 21 1. Caterpillar to a butterfly 2. This explanation explains how a caterpillar turns into a butterfly. 3. (a) eggs, leaf (b) caterpillar/larva (c) moult (d) twig, chrysalis (e) butterfly (f) two, wings 4. Answers will vary but should indicate that a caterpillar is clever because while it doesn’t look anything like a butterfly, it turns into one.

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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Text and structu orga r nisa e tion

Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464)

Answers

Finding names ............................................. page 29

Different: go to burrows/ go to water, cross sand/don’t cross sand, attacked/not attacked and eaten by birds, live 80 to 150 years/ live 20 to 40 years

1. Answers may include: City Mouse: a little mouse, he, him, the visitor, I, me Country Mouse: his friend, him, you, I, me, the frightened visitor

Reptiles ........................................................ page 36

Both mice: the two mice, they, the tired mice, the two friends, the friends, the two of them, the hungry pair, the scared mice

1. Answers may include: have scales, lay eggs, hatch 2.-4. Teacher check

2. Teacher check

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What mice like ............................................. page 30 Answers may include:

City Mouse: playing hide and seek, running in corn, feeling warm and safe, noise and rush, sweet, tasty food, playing games, sugar, feasts, party food, cherry pie,

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Country Mouse: playing hide and seek, running in corn, birds singing, insects humming, leaves rustling, quiet, corn and grain, feeling warm and safe, playing games, sugar, feasts, party food, cherry pie

Both mice: playing hide and seek, running in corn, feeling warm and safe, sweet, tasty food, playing games, sugar, feasts, party food, cherry pie

What mice don’t like ................................... page 31 Answers may include: City Mouse: quiet places, corn and grain, cats, the woman Country Mouse: cats, the woman, danger, noise, busy places Both mice: cats, the woman

Character profile ......................................... page 32

1.-2. Teacher check

Finding information .................................... page 34

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Answers may include: Tortoises: What they look like and do: have scales, hard shells on their backs, high domed shell, hide in shells, four legs, bent legs, short feet, claws, drink water, wash, walk very slowly, stay close, eat plants, lay eggs, hatch, go to burrows, live 80 to 150 years Where they live: on land What the babies do: hatch, move from their nests, go to burrows, live 80 to 150 years Turtles: What they look like and do: have scales, hard shells on their backs, light flat shells, hide in shells, four flipper legs, webbed feet, live mainly in water, swim well, swim to far-off places, eat plants, insects and fish, lay eggs, hatch, make their way to water, are attacked and eaten, live 20 to 40 years Where they live: mainly in water, in nests What the babies do: hatch, move from their nests, go to water, cross sand, attacked and eaten by birds, live 20 to 40 years

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Same and different ..................................... page 35 Answers may include:

Appearance: Same: have scales, hard shells on their backs, four legs Different: high domed shells/light flat shells, bent legs and short feet/ flipper legs Habitat: Same: in nests in ground Different: on land/mainly in water Eggs and hatchings: Same: hatch, move from their nest

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Text and structu orga r nisa e tion

Recognise that capital letters signal proper nouns and commas are used to separate items in a list (ACELA1465) © Australian Curriculum: Assessment and Reporting Authority 2012

Answers

All about me ................................................ page 42 1. Teacher check that the following proper nouns are circled. Noah Wilson, Cliff Street, Beachlands, North Beach Primary School, April, Whiskers 2. Teacher check

Capital letter sort ........................................ page 43

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1.-2. Capital letter at the beginning of a sentence: On, She, We, She, My, She, They, Their Capital letter for proper noun: Wednesday, March, Meg, Honey, Beach Road, Ringwood, Honey’s, High Street, Ascot, Amy, Harry, Honey

Where do the commas go? – 1 ................... page 45

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Where do the commas go? – 2 ................... page 46 1. (a) Teacher check (b) make my bed, feed the cat, set the table, stack the dishwasher 2. (a) At the beach we built a sandcastle, went for a swim and surfed the waves. (b) I ate roast beef, baked potatoes and boiled peas for dinner. (c) At the aquarium we saw colourful fish, tiny crabs, small starfish and long eels. (d) At the park I counted six trees, three dogs, two benches, ten children and four adults. 3. Answers should be similar to the following: Before I get into bed I have a warm shower/bath, clean my teeth and put on my pyjamas. Then Mum or Dad comes in, reads me a story/ book and kisses me goodnight.

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1. (a) We saw giraffes, lions, tigers and elephants at the zoo. (b) It was a cold, wet and stormy day. (c) My favourite colours are green, red and black. (d) He ate a ham, cheese, tomato, lettuce and mayonnaise roll. 2. Teacher check 3. Answers should be worded similarly to the following sentences with commas in the places as shown. (a) I like to drink milk, juice and water. (b) Saturday, Sunday, Thursday and Friday are days of the week.

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

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Text and structu orga r nisa e tion

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

Answers

Captions and text boxes ...................... pages 64–65

Table of contents .................................. pages 54–55 1. The table of contents is a list of the names of the chapters or main parts of a text with the page number they are on. 2. The table of contents is found at the start of the text. 3. The table of contents helps the reader to know what kind of information is in the book and where to find it. 4. The table of contents comes from a children’s magazine. 5. Page 62.

This is the caption and should be highlighted blue.

This close-up of skin shows the different layers.

or? ? it f o at’s es it d out h W do find kin! t s a o Wh on t your d out a e R b re a mo

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Titles, headings and subheadings ...... pages 56–57 1. Page title: Pets page. Headings: How to train your puppy. Pet of the month. Send us your photo. Subheadings: Rewards, Sessions, Skills. 2. Students’ answers will vary; they should mention the print for the headings and title is bigger and more bold. 3-5. Answers will vary – teacher check

These are the text boxes and should be highlighted yellow.

SKIN FACT!

If we were to lay out the skin of an adult, it would cover a two-metre by two-metre blanket!

2. The illustration shows a dog panting, which would help the reader understand what panting is and what a dog looks like when it is panting. 3. The second photo would best go with the text as it shows a dog panting. 4. Teacher check 5. Students should draw a fish as described in the text.

2. Teacher check 3. Teacher check

Index ..................................................... pages 66–67 1. (a) ant, (b) butterfly, (c) cricket, (d) grasshopper, (e) ladybug, (f) moth, (g) termite, (h) wasp. 2. An index is a list at the end of a text of the topics and the page number where they can be found. 3. The index is usually found at the end of the text. 4. The index helps the reader to find the information he/she is looking for quickly. 5. The index on the page is from a recipe book. 6. Apple cake is written before apple crumble because the second letter in cake is an ’a’, which comes before the second letter of the word crumble (r) in the alphabet. 7. (a) dance, (b) football, (c) hockey, (d) horse riding, (e) polo, (f) swimming, (g) tap dancing, (h) tennis

Diagrams ............................................... pages 60–61 1. Teacher check 2. The needs

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Illustrations and photographs ............ pages 58–59

sunlight

water

Glossary ................................................ pages 68–69

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3. The diagram shows the different parts of an apple.

Charts, tables, graphs and maps ......... pages 62–63

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1. (a) The information in the chart shows the numbers of different pets the Year 2 class members have. (b) The bar graph makes it easy to see which pet the largest number of children in the class have. 2. (a) The map shows locations and streets in a town and how to get from the house to the park. (b) The map could help the reader to know the path a person took, understand where an event happened or how far the house is from the park. 3. (a) The table shows the amounts of different foods ordered. (b) The information could help the reader to easily find out how much of each food was ordered, and compare the different amounts to each other. (c) The information could also have been presented in a chart or graph.

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1. Teacher check 3. Words in bold: whales, Earth, dinosaur, heart, tongue, krill 4. dinosaur: large reptile that lived on Earth a long time ago Earth: the planet we live on, the third planet from the sun in the solar system heart: a large organ in the chest that pushes blood around the body krill: tiny sea animals eaten by blue whales tongue: part of the body in the mouth that helps us to talk and eat whales: larger cetacean mammals having a streamlined body and breathing through a blowhole on the head

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Australian Curriculum English – Language: Text structure and organisation (Year 2)

Text and structu orga r nisa e tion

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

Answers

Organise this! .............................................. page 71

Design a home page .......................................... page 75

Teacher check. Possible solution:

Teacher check

Tyrannosaurus rex What was Tyrannosaurus rex?

Tyrannosaurus rex was one of the largest meateating dinosaurs (carnivores) that ever lived. Its name means ‘tyrant lizard king’. T. rex is seen by many as the king of the dinosaurs.

What was T. rex like?

From bones found in the ground (fossils), we know that T. rex was about 12 metres long and about 4.6 to 6 metres tall. It walked on two large, strong, back legs. It had a huge head, strong jaws and teeth that could bite through bone. Its mouth

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Tyrannosaurus’s arms were small but powerful. With its strong legs and long, powerful tail, it could move quickly.

Did you know?

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Tyrannosaurus rex walked on two large, strong, back legs.

Tyrannosaurus rex

Was T. rex really the ’king’?

T. rex wasn’t the largest carnivore, but with its Many people think it deserves its name.

Spinosaurus

Web page texts ........................................... page 74

tutorials

resources

about us

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images audio video live Navigation/menu Buttons or icons, that take a reader to another page in the website. The navigation bar and menu help the reader to find information.

Audio files A file that plays voice, songs or sounds. Audio files can help the reader to learn more about a topic.

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Images These can be static (still) or animated (moving). Images should help the reader to understand the text.

Contact

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Vi Video files A computer file with digitalised video. Video files can help the reader to learn more about, and better understand, a topic.

Australian Curriculum English – Language: Text structure and organisation (Year 2)

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