Australian Curriculum English - Language: Year 3 - Ages 8-9 by Teacher Superstore

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

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)

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

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

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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.

View all pages online PO Box 332 Greenwood Western Australia 6924

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

Foreword Australian Curriculum English – Language: Text structure and organisation (Year 3) 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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• • • • • • •

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

Language: Text structure and organisation ...............................................2–79

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

– – – – – –

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

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– – – – – –

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Identify the features of online texts that enhance navigation (ACELA1790)

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– – – – – –

Understand that paragraphs are a key organisational feature of written texts (ACELA1479) © Australian Curriculum: Assessment and Reporting Authority 2012

– – – – – –

Teacher information ................................................ 28 Activities to develop the content description .......... 29 Blackline masters .............................................. 30–39 Assessment checklist .............................................. 40 Interrelated English links ......................................... 41 Modes, capabilities and priorities covered by the activities in this content description ........................ 41

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Teacher information ................................................ 42 Activities to develop the content description .......... 43 Blackline masters and resource sheets .............. 44–56 Assessment checklist .............................................. 57 Interrelated English links ......................................... 58 Modes, capabilities and priorities covered by the activities in this content description ........................ 58 – Teachers notes ........................................................ 59

Teacher information ................................................ 60 Activities to develop the content description .......... 61 Blackline masters and resource sheets .............. 62–77 Assessment checklist .............................................. 78 Interrelated English links ......................................... 79 Modes, capabilities and priorities covered by the activities in this content description ........................ 79

Answers .................................................... 80–84

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

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Format of the book This teacher resource book includes supporting materials for teaching and learning in the sub-strand of Text structure and organisation within the strand of Language in Australian Curriculum English. All content descriptions in the substrand have been included, as well as teaching points based on the Curriculumâ&#x20AC;&#x2122;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: â&#x20AC;˘ activities to develop the content descriptions â&#x20AC;˘ interrelated English links

â&#x20AC;˘ student blackline masters â&#x20AC;˘ assessment checklist

â&#x20AC;˘ 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.

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) ÂŠ Australian Curriculum: Assessment and Reporting Authority 2012

Related terms

Teacher information

Texts

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TIF NBOOFS JO XIJDI JOGPSNBUJPO JT PSHBOJTFE JODMVEJOH XJUIJO EJGGFSFOU UFYU UZQFT F.g. UJUMFs, IFBEJOHs, UPQJD TFOUFODFs, TFRVFODJOH JOUSPEVDUPSZ BOE DPODMVEJOH QBSBHSBQIT.

t 4UVEFOUT TIPVME JEFOUJGZ UIF UFYU TUSVDUVSFT BOE MBOHVBHF GFBUVSFT PG EJGGFSFOU JNBHJOBUJWe, JOGPSNBUJWF BOE QFSTVBTJWF UFYU UZQFT JODMVEJOH OBSSBUJWFs, SFDPVOUT SFQPSUT, SFWJFXs, QSPDFEVSFs, FYQMBOBUJPOT BOE FYQPTJUJPOT.

Language features FFBUVSFT TVDI BT HSBNNBS, QVODUVBUJPO TFOUFODF TUSVDUVSe, UZQF PG WPDBCVMBSZ JMMVTUSBUJPOT BOE EJBHSBNT 1BSUJDVMBS MBOHVBHF GFBUVSFT BSF VTFE XJUIJO EJGGFSFOU UFYU UZQFT.

What this means t 4UVEFOUT TIPVME VOEFSTUBOE UIBU B UFYU UZQF JT TUSVDUVSFE JO B TQFDJĂĽ D XBZ UP IFMQ TFSWF JUT QVSQPTF F.g. B QSPDFEVSF JT XSJUUFO JO UIF QSFTFOU UFOTF JO TIPSU TUFQT XJUI DPNNBOE WFSCT TP JU DBO CF GPMMPXFE FBTJMZ SBUIFS UIBO JO POF QBSBHSBQI XJUI MPOH TFOUFODFT B SFDPVOU JT XSJUUFO JO UIF QBTU UFOTF XJUI FWFOUT JO DISPOPMPHJDBM PSEFS TP UIF SFBEFS JT DMFBSMZ JOGPSNFE PG XIBU IBQQFOFE

Text structure

Teaching points

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

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

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Teaching points Ts ÂŠ R. I . C.Publ i cat i on provides a list of the main teaching points relating toy the â&#x20AC;˘ content â&#x20AC;˘ f o r r e v i e w p u r p o s e s o nl Student vocabulary includes words description. t $PNQBSJOH UIF TJNJMBSJUJFT BOE EJGGFSFODFT BNPOH UIF TUSVDUVSFT BOE GFBUVSFT PG EJGGFSFOU UFYU UZQFT XJMM BTTJTU TUVEFOUT JO EFDJEJOH PO UIF DPSSFDU UFYU UZQF UP VTF BDDPSEJOH UP UIF UFYUâ&#x20AC;&#x2122;s QVSQPTF.

Imaginative texts

TFYUT XIPTF NBJO QVSQPTF JT UP FOUFSUBJO TIFZ NBZ CF JO UIF GPSN PG USBEJUJPOBM TUPSJFT QPFUSZ, QMBZs, OPWFMs, QJDUVSF CPPLT PS ĂĽ MNT GPS FYBNQMe.

t 0QQPSUVOJUJFT UP SFBE EJTDVTT BOE BOBMZTF B OVNCFS PG EJGGFSFOU FYBNQMFT PG B QBSUJDVMBS UFYU UZQF JT B QSFSFRVJTJUF GPS TVDDFTT JO XSJUJOH UIFN

Informative texts

TFYUT XIPTF NBJO QVSQPTF JT UP QSPWJEF JOGPSNBUJPO 5IFZ NBZ CF JO UIF GPSN PG B QSPDFEVSe, SFQPSU PS FYQMBOBUJPO GPS FYBNQMF

Elaboration

E1. *EFOUJĂĽ FT BOE BOBMZTFT UIF UFYU TUSVDUVSFT BOE MBOHVBHF GFBUVSFT PG EJGGFSFOU UFYU UZQFT.

Persuasive texts

TFYUT XIPTF NBJO QVSQPTF JT UP QSFTFOU B QPJOU PG WJFX BOE QFSTVBEF B SFBEFS MJTUFOFS WJFXFS TIFZ NBZ CF JO UIF GPSN PG B EFCBUF BEWFSUJTFNFOU PS BSHVNFOU GPS FYBNQMe.

Further resources

t PrimarZ XSJUJOH #PPLT "o( 3 * $. 1VCMJDBUJPOT

t 1PTUFST *OUSPEVDJOH UFYU UZQFT 6OEFSTUBOEJOH UFYU UZQFT 3 * $. 1VCMJDBUJPOT

t *OUFSBDUJWF TPGUXBSF *OUSPEVDJOH UFYU UZQFT 6OEFSTUBOEJOH UFYU UZQFT

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which the teacher would useâ&#x20AC;&#x201D; and expect the students to learn, understand and useâ&#x20AC;&#x201D;during English lessons.

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SFDPVOU

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

Australian Curriculum English

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

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Student vocabulary

Understand how different types of texts vary in use of language choices, depending on their purpose and context (fro example, tense and types of sentences) (ACELA1478) ÂŠ Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

E1 Identifies and analyses the text structures and language features of different text types t Analysing text structures and language features of various text types (pages 12 to 25)

Pages 4 to 10 provide teacher information, student activities and examples of seven imaginative, informative and persuasive text types written in the forms of a narrative, a recount, a procedure, a report, a review, an explanation and an exposition. These pages support the blackline masters provided on pages 12 to 25. Each text type in pages 4 to 10 includes:

â&#x20AC;&#x201C; information for the teacher about the various language and structural features, and the purpose of the specific text type

â&#x20AC;&#x201C; a detailed analysis of the structural and language features of the text presented in the sample texts provided on pages 12 to 25

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.

â&#x20AC;&#x201C; suggested activities for helping students analyse structural and language features, and the purpose of the specific text type â&#x20AC;&#x201C; answers for the student analysis worksheets are provided at the back of the book.

t Looking at texts (page 11)

t Language and text structure revision/introduction activities

As students need to identify language features such as verb tense, use of adverbs and adjectives to enhance and /or clarify meaning, paragraphing and use of text connectives such as conjunctions, they will need revision/teaching to become familiar with these. The Primary grammar and word study series by R.I.C. Publications provides background information for the teacher, teaching suggestions and teacher student worksheets on these aspects. The content description on pages 28 to 41 of this book also treats paragraphing in detail.

t Text type â&#x20AC;&#x2DC;jigsawsâ&#x20AC;&#x2122; To help students identify the structure of different text types, enlarge the sample texts on pages 12, 14, 16, 18, 20, 22 and 24. Cut them into sections; e.g. cut the narrative on page 12, â&#x20AC;&#x2DC;How the moon got into the skyâ&#x20AC;&#x2122;, by title, orientation, complication, events, resolution and ending. Write these headings on separate strips of card. Place the â&#x20AC;&#x2DC;jigsawâ&#x20AC;&#x2122; pieces of the narrative in a plastic sleeve labelled â&#x20AC;&#x2DC;Narrativeâ&#x20AC;&#x2122;, along with the heading cards. Students can take out the pieces, lay the story in order and place each heading card next to the correct part of the narrative. t Identifying language features in text types To help students identify the language features of text types, enlarge the sample texts on pages 12, 14, 16, 18, 20, 22, and 24. As a class or in small groups, assist students to identify verbs, adverbs, adjectives, paragraphs, text connectives and so on by colour coding the language features. The text can also be scanned, or copied and pasted into an interactive whiteboard program. t Venn diagram Construct a Venn diagram comparing the structure and language features of two text types such as a narrative and a recount. Interrelated English links: See page 27.

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Australian Curriculum English

Australian Curriculum English â&#x20AC;&#x201C; Language: Text structure and organisation (Year 3)

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Format of the book. Paragraph search Choose a page of a storybook or a library book organised in paragraphs to complete this page. 1. What is the title of the book?

2. Is it real or imaginative text?

3. What is the number of the page are you looking at? 4. Are there any subheadings on the page?

Yes

5. Is there an illustration on the page?

Yes

7. Does each paragraph start with a capital letter?

Yes

8. Is there a space between each paragraph?

Yes

6. How many paragraphs are on the page?

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Australian Curriculum English

Text and structur orga nisa e tion

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.

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) © Australian Curriculum: Assessment and Reporting Authority 2012

Student Name

Assessment checklist

Identifies the language and structural features of an exposition

Yes

Identifies the language and structural features of an explanation

15. Do all the paragraphs end with a full stop?

Identifies the language and structural features of a review

Identifies the language and structural features of a report

Yes

14. Does the last paragraph finish on this page or the next page?

Identifies the language and structural features of a procedure

13. Is there any speech in speech marks on the page?

Identifies the language and structural features of a recount

12. Which paragraph is the shortest? Paragraph

Understands that texts differ according to purpose and context Identifies the language and structural features of a narrative

11. How many sentences are in the second paragraph?

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10. Is the second paragraph shorter or longer than the first one?

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Understand that paragraphs are a key organisational feature of written texts (ACELA1479) © Australian Curriculum: Assessment and Reporting Authority 2012

9. How many sentences are in the first paragraph?

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 the content description to which it relates is given.

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. Identifies and analyses the text structures and language features of different text types. t Examine how evaluative language can be varied to be more or less forceful (ACELA1477) t Understand that paragraphs are a key organisational feature of written texts (ACELA1479) t Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482) t Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1485)

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t Recognise high frequency sight words (ACELA1486)

t Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the author’s reasons (ACELT1594) t Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599) t Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) t Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) t Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) t Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose

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t Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) t Write using joined letters that are clearly formed and consistent in size (ACELY1684)

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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Australian Curriculum English

A table showing the Language modes, General capabilities and Cross-curriculum priorities covered by the activities in each content description is provided.

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

Language modes

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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Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Text and structur orga nisa e tion

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Answers

How the moon got into the sky ............. pages 12–13

Remote control......................................... pages 20–21

1. How the moon got into the sky 2. Who? Aboriginal people of Cape York When? long ago Where? northern Queensland, Australia 3. (a) There was light during the day but totally dark at night. (b) 1. Some people suggested building a campfire to make light. 2. One person suggested making a boomerang that would shine. 3. The tribe made an enormous shining boomerang. 4. Although many people tried, no-one could throw the boomerang high enough into the sky. 5. An old man asked if he could try to throw the boomerang. 4. The old man was able to throw the boomerang high enough into the sky to make it stay there and shine down. 5. moon, look, night, boomerang

1. Remote control 2. (a) (i) award-winning director (ii) popular child actor 3. (a) three (b) Paragraph 3 (c) (i) the adventure ends (ii) a new adventure begins (iv) the adventure goes back to where it ended (d) Answers may include: receives, watches, realises, is, looks, sounds, has 4. (a) certainly, thrill, action-packed (b) Because he gave it four stars out of five.

How do thermometers work?................. pages 22–23 1. How do thermometers work? 2. temperature, heat, thermometers 3. (a) 4 (b) (i) mercury (ii) rises, lowers/falls (iii) degrees (iv) thermistor (v) inks (c) Teacher check 4. Possible answers: taking a person’s temperature to see if it is above normal,measuring the temperature of the weather, checking an oven’s temperature.

Flight to Fiji............................................... pages 14–15 1. Flight to Fiji 2. Who? Mum, Dad, I (writer), (writer’s) sister When? during the school holidays Where? flying in a jet plane to Fiji Why? for a week’s holiday 3. (a) took a taxi ride to airport/Dad commented about the time the ride took (b) checked in baggage/boarded the plane (c) Teacher check 4. The writer was glad it was time to land because they could soon collect their luggage and begin their holiday.

Musical rainstick....................................... pages 16–17 1. Musical rainsticks 2. It is about following instructions to make a musical instrument that has a rain-like sound. 3. (a) paintbrush (b) scissors (c) 2 paper towel tubes (d) 2 elastic bands 4. (a) 8 (b) Students should have four of the following words: Decorate, Tape, Use, Push, Put, Place, Repeat, Tip (c) (command) verbs (d) (i) 6 (ii) 4 (e) (i) the, the (ii) the, some, them 5. The answer should indicate that the instructions were followed so the rainstick sounded like rain when shaken.

The Earth’s slowest mammal .................. pages 18–19

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

1. The Earth’s slowest mammal 2. The sloth, from the old English word meaning ‘slow’. 3. (a) 5 (b) (i) tropical, America (ii) upside down (iii) herbivores (iv) fur, colour, algae (c) helps, blend, hide 4. (a) It won’t travel very far. (b) A snail and a sloth.

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

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.

• 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 the present tense in short steps with command verbs so it can be followed easily, rather than in one paragraph with long sentences; a recount is written in the past tense with events in chronological order so the reader is clearly informed of what happened.

Text structure

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The manner in which information is organised, including within different text types; e.g. titles, headings, topic sentences, sequencing, introductory and concluding paragraphs. Language features

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

Teaching points

• Sentence structure and tense varies according to the text type. • Understanding the structure and features of a particular text type will improve a student’s comprehension of the text.

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Features such as grammar, punctuation, sentence structure, type of vocabulary, illustrations and diagrams. Particular language features are used within different text types.

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What this means

• Comparing the similarities and differences among the structures and features of different text types will assist students in deciding on the correct text type to use according to the text’s purpose.

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.

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

Informative texts

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

Elaboration

E1. Identifies and analyses the text structures and language features of different text types.

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

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text

events

• 60 Writing topics: Exploring text types. Ages 5–7 Maureen Hyland, R.I.C. Publications

complication

• Another 60 writing topics: Exploring text types. Ages 5–7 Maureen Hyland, R.I.C. Publications

report

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review

conclusion

procedure

ending

explanation

classification

exposition

description

argument

definition

persuade

noun

paragraph

verb

vocabulary

adjective

title

adverb

orientation

tense

narrative recount

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

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Student vocabulary

problem

resolution

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

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R.I.C. Publications®

Text and structu orga r nisa e tion

Understand how different types of texts vary in use of language choices, depending on their purpose and context (fro example, tense and types of sentences) (ACELA1478)

Activities to develop the content description

E1. Identifies and analyses the text structures and language features of different text types. • Analysing text structures and language features of various text types (pages 12 to 25) Pages 4 to 10 provide teacher information, student activities and examples of seven imaginative, informative and persuasive text types written in the forms of a narrative, a recount, a procedure, a report, a review, an explanation and an exposition. These pages support the blackline masters provided on pages 12 to 25. Each text type in pages 4 to 10 includes:

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– information for the teacher about the various language and structural features, and the purpose of the specific text type – a detailed analysis of the structural and language features of the text presented in the sample texts provided on pages 12 to 25 – suggested activities for helping students analyse structural and language features, and the purpose of the specific text type – answers for the student analysis worksheets are provided at the back of the book.

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• Looking at texts (page 11)

• Language and text structure revision/introduction activities

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Provide students with a range of texts from short stories and novels, appropriate articles or reports from magazines and newspapers, recipes, experiments, nonfiction material, unseen texts written by other students or the teacher and online texts. Ensure there is a range of different text types. Students answer the questions on the blackline on page 11 about their chosen text. This activity will help them to identify structures and language features in different texts and compare the similarities and differences as they scan the text to answer the questions. It will also help them to identify the purpose for which a text was written and consider the text type they choose to write according to its purpose. Note: This activity is best completed after practice in analysing a range of text types such as those on pages 12 to 25. As students need to identify language features such as verb tense, use of adverbs and adjectives to enhance and/or clarify meaning, paragraphing and use of text connectives such as conjunctions, they will need revision/teaching to become familiar with these. The Primary grammar and word study series by R.I.C. Publications provides background information for the teacher, teaching suggestions and teacher student worksheets on these aspects. The content description on pages 28 to 41 of this book also treats paragraphing in detail.

• Text type ‘jigsaws’

To help students identify the structure of different text types, enlarge the sample texts on pages 12, 14, 16, 18, 20, 22 and 24. Cut them into sections; e.g. cut the narrative on page 12, ‘How the moon got into the sky’, by title, orientation, complication, events, resolution and ending. Write these headings on separate strips of card. Place the ‘jigsaw’ pieces of the narrative in a plastic sleeve labelled ‘Narrative’, along with the heading cards. Students can take out the pieces, lay the story in order and place each heading card next to the correct part of the narrative. • Identifying language features in text types

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To help students identify the language features of text types, enlarge the sample texts on pages 12, 14, 16, 18, 20, 22, and 24. As a class or in small groups, assist students to identify verbs, adverbs, adjectives, paragraphs, text connectives and so on by colour coding the language features. The text can also be scanned, or copied and pasted into an interactive whiteboard program. • Venn diagram

Construct a Venn diagram comparing the structure and language features of two text types such as a narrative and a recount.

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Interrelated English links: See page 27.

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

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 on pages 12 and 13

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Title

Orientation

Who, when and where Complication

The problem confronting the Aboriginal people Events

In chronological order

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Read and discuss the narrative on page 12 with the students. Help them identify its purpose, and the structural and language features; e.g. the orientation, complication, use of past tense, paragraphs, descriptive language used, text connectives. (Refer to the copy of the student text below.) Discussion may be needed to explain that adjectives are words that describe nouns and pronouns and adverbs can describe verbs. Assist students to analyse the narrative using the questions on page 13. How the moon got into the sky

This is a retell of a Dreaming story from long ago by the Aboriginal people of Cape York, in northern Queensland, Australia.

Long ago, there was no moon in the sky. The sun gave light during the day but at night it was totally dark. The people found it difficult to move around or hunt without light.

• verbs in past tense; e.g. suggested, thought

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Aboriginal people got together and suggested ways to make it light at night. Some people thought about collecting branches to build an enormous campfire each night. Others said it would be too much work to build each night.

• text connectives to link stages of time; e.g. After a while, However, Then one member of the Aboriginal people suggested making a boomerang that would shine. until

If it was thrown high into the sky it would give enough light to see at night.

How the problem was solved Ending Showing what has changed

• Writing a narrative

The frail old man took the shining boomerang and threw it high into the sky. It spun higher and higher until it finally stopped and stayed there, shining down on the Aboriginal people.

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• descriptive language; adjectives (e.g. enormous, frail), adverbs (e.g. hard, finally)

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Resolution

So the Aboriginal people made an enormous shining boomerang. But no matter how hard anyone tried, no-one was able to throw it high enough into the sky. After a while, an old man came forward and asked if he could try. Many people were surprised that someone who seemed so weak could even hold it. However, one of the elders said he should be given his turn.

• appropriate paragraphs

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The boomerang had become the moon! If you look into the night sky, the moon can be seen in the shape of a boomerang every month.

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 an online story. Afterwards, they can identify the structural features; i.e. orientation, complication, events, resolution and ending. Use page 13 as a guide. • Narrative comparison Students read a different version of ‘How the moon got into the sky’ such as the one on the following website: <http://library.thinkquest.org/C0115620/ beliefsstorymoon1.html> They can see what is similar and different among the structural and language features.

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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:

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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, particularly adverbs to add more detail to verbs used to describe events

• 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 with the students and discuss it with them. Help them identify its purpose, and the structural and language features; e.g. the orientation, order of events, descriptive language, verb tense, paragraphs, descriptive words. (Refer to the copy of the student text below.) Discussion may be needed to revise verbs, nouns and adverbs. Work through the analysis on page 15 with the students. Title

Orientation

Who, when, where and why

Flight to Fiji

During the school holidays, Mum, Dad, my sister and I spent a week in Fiji. To travel there, we took a three-hour jet flight. • text connectives to

Events Significant events in detail

show sequence of time; e.g. Finally, Shortly after, Next

The taxi ride to the airport took 20 minutes, which seemed ages. Dad said that was short compared with the time the flight would take. Finally, we reached the airport and checked in our luggage. Shortly after, it was time to board the plane.

When all the passengers were seated, the flight attendant explained what to do in an • verbs in the past tense; e.g. emergency. Then it was time to take off. My sister and I grinned excitedly at each other. We watched the ground get further and further away as we soared higher and higher into the sky. explained, had given

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Conclusion Often with an evaluative comment

• paragraphs to show different sections

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Next we opened up the activity pack that the flight attendant had given to all the kids on the plane. It had fun things to do in it like puzzles, colouring in pages and comics.

After a while, we were brought meals we ate from trays we pulled down from the seats in front of us. It was great fun—like having a picnic! The only bad thing was that I wanted to • use of I, we, go to the toilet, but my sister hadn’t finished her meal yet and I had to climb under her to get us (written in past. first person as a

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personal recount)

A bit later, the flight attendant kindly showed us how to work the control panel for the • descriptive words; movie screen. It came out from the armrest. The movie suitable for us two girls was ‘The excitedly, kindly Lorax’. We’d seen it before and had enjoyed it. It took an hour and a half to watch so it made (adverbs) more time pass. I was glad when the announcement came that it was time to land. Soon we would be collecting our luggage and our holiday in Fiji would really begin!

• 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 an online story. Afterwards, they can identify the structural features; i.e. orientation, events in chronological order and conclusion. Use page 15 as a guide. R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

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)

• • • • •

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It includes:

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

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• Detailed analysis of sample procedure on pages 16 and 17

Read and discuss the procedure on page 16 with the students, using the illustrations to help them understand the instructions in the steps. Help them identify its purpose, and the structural and language features; e.g. the goal/purpose, materials, steps, test, subject-specific vocabulary, imperative (command) verbs. (Refer to the copy of the student text below.) Work through the analysis on page 17 with the students. In the ‘Steps’ section, point out that not all procedures have eight steps, some have more and others fewer. Discussion may be needed to revise verbs/command verbs. Ensure students can identify the unnecessary words that are omitted from a procedure to make it concise. Note: The rainstick could actually be made as a whole-class activity with selected students doing different steps, or as a group activity. The ‘Test’ could then be answered properly.

Goal

• written in simple present tense; e.g. make, allow

Musical rainstick

The purpose of the procedure

Follow the instructions to make a musical instrument that makes a rain-like sound.

Materials

You will need:

Steps

• 2 paper towel tubes

• paint

• paintbrush

• 1/2 cup dried beans

• masking tape

• plastic wrap

• thick display pin

• scissors

• 2 elastic bands

• lots of toothpicks with one blunt end

Steps:

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

1. Decorate tubes with paint and allow to dry.

2. Tape tubes together with masking tape to make one long tube.

3. Use pin to make lots of holes all around tube, about 2.5 cm apart in a spiral pattern.

4. Push sharp end of each toothpick into holes as far as each will go.

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Test The success of this procedure could be evaluated by checking instructions were followed and the rainstick sounded like rain when shaken.

• instructions begin with command verbs; e.g. Push, Repeat

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A list of materials needed under an appropriate heading

• uses subjectspecific vocabulary e.g. masking tape, thick display pin

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5. Put plastic wrap firmly over one end and hold in place with one elastic band.

6. Place beans in tube.

7. Repeat Step 5 with open end of tube.

8. Tip rainstick up and down to listen to ‘rain’

Test: Check if the instructions were followed to make a rainstick that makes a rain-like

sound when you shake it.

• a capital letter is needed at the beginning of each instruction and a full stop at the end • detailed information e.g. how (Put plastic wrap firmly … ), where ( … over one end … ), amount (2.5 cm apart) • diagrams to illustrate some 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. • Sorting procedures Provide students with different forms of procedures from sources such as books and downloads from the internet. Include recipes, experiments, instructions for making something that has steps and so on. Students sort the procedures and identify that, while they are in different forms, they have the same structural and language features. Australian Curriculum English – Language: Text structure and organisation (Year 3)

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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 non-living 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 uses the following language features:

It includes:

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• 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)

Read and discuss the report on page 18 with the students, using the illustration to assist understanding. Help them identify its purpose, and the structural and language features; e.g. classification, description, factual and technical language, present tense, paragraphs. (Refer to the copy of the student text below.) Work through the analysis on page 19 with the students.

Title States the subject of the report

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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The sloth is the slowest mammal on Earth. It gets its name from an old English word meaning ‘slow’. Sloths live in tropical rainforests in South America. Some have three toes and others have two toes. The three-toed sloths move even slower than those with two toes.

Sloths spend most of their time hanging upside down from tree branches. They use their strong claws to grip onto the branches. Sloths eat, sleep and have babies upside down. They can sleep between 15 and 20 hours a day. Even if they are awake, sloths hardly move. They eat mostly at night. Sloths are herbivores (plant eaters) and enjoy leaves, juicy young shoots and fruit. Sloths are about the size of a large cat. They have thick, brown fur with a greenish covering over it. This is a plant called ‘algae’ and is useful to sloths. Sloths lick the algae off their fur for food. Its greenish colour also helps them blend in among the leaves and hide from their enemies—mainly jaguars, eagles and large snakes.

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Sloths seldom come to the ground. When they do, their long claws make it hard to walk. Their weak back legs mean they can’t stand up straight. They drag themselves along the ground using their strong front legs and claws.

Conclusion A comment about the sloth

• written in timeless present tense, in the third person; It gets its name • uses factual language rather than imaginative; e.g. threetoed sloths, herbivore (plant eaters), algae

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

The Earth’s slowest mammal

• information is organised into paragraphs • linking verbs; e.g. are, have, make • action verbs; e.g. grip, lick, drag

These animals can live for up to 30 years. In all that time they won’t travel very far. Even slow-moving creatures like a snail or a tortoise move more than a sloth!

• 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 3)

Text and structu orga r nisa e tion

Activities to develop the content description

Informative text: Report Language and structural features of report (review) A review is a specific type of report. A report is a text that consists of an organised factual account about a specific subject. Its purpose is to inform the reader. Besides a movie review, a report may take the form of a detailed description of facts about a living or non-living thing, a formal scientific report, book review, newspaper or television article, eyewitness account or a progress report. It uses the following language features:

• 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. scream, presses • information organised into paragraphs, with topic sentences to organise different sets of information

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• Detailed analysis of sample review on pages 20 and 21

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It includes:

Read and discuss the review on page 20 with the students. Help them identify its purpose, and the structural and language features; e.g. classification, description, factual and technical language, present tense, paragraphs. (Refer to the copy of the student text below.) Work through the analysis on page 21 with the students.

Title States the name of the movie.

Remote control

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

Remote control is a new movie by award-winning director, Barry Black. It stars popular child actor, Ethan Jones.

Description This review gives an accurate summarised account of the movie.

Ethan plays the part of 10-year-old Harry Windsor, who receives a DVD as one of his birthday presents. As Harry begins to watch the movie, he realises to his surprise that the main character in the movie is actually Harry himself! He looks the same, sounds the same and has the same name!

• written in timeless present tense, in the third person; As Harry begins to watch the movie, to his surprise ...

The movie continues with Harry discovering he can press the ‘Stop’ button to end the adventure and the ‘Play’ button to start a new one. However, this changes when he presses ‘Rewind’. Instead of the adventure changing, it goes back to where it ended. Harry also discovers that after pressing ‘Rewind’, the ‘Stop’ button will not work and he is forced to watch, no matter how scared he becomes.

• information is organised into paragraphs

Remote control is being released in time for the school holidays. It will certainly have the theatres packed as children get a thrill from watching Harry’s action-packed experiences. The movie is rated G. I give it four stars out of five.

• action verbs; e.g. chased, clamp, presses

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Conclusion A personal comment has been made about the movie.

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Harry finds that he is watching himself becoming involved in a series of adventures. In one scene, he is being chased along a creek bed by an enormous crocodile. As the crocodile’s jaws are about to clamp on Harry’s leg, both ‘Harrys’ scream in fright. The Harry on the couch presses ‘Stop’ on the remote control. When he has the courage to press ‘Play’ he finds a different adventure has started.

• uses technical language related to the subject; e.g. remote control, movie, scene, character, action-packed

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• linking verbs; e.g. is, goes

• Writing a review After students are familiar with the language and structural features of a review 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 review about a movie, DVD or TV show they have seen.

Australian Curriculum English – Language: Text structure and organisation (Year 3)

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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

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• Detailed analysis of sample explanation on pages 22 and 23

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It includes:

Read and discuss the explanation on page 22 with the students, using the illustrations and diagrams to help them understand the text. Assist them to identify its purpose, and the structural and language features; e.g. the statement,description, subject-specific vocabulary, linking words that show cause and effect. (Refer to the copy of the student text below.) Help students to analyse the explanation using the questions on page 23.

Title

How do thermometers work?

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

Thermometers are instruments used to measure temperature. Temperature is how hot or cold something is—or the amount of heat it has. Different types of thermometers are used to measure the temperature of different things.

Explanation Information presented in logical order.

One type of thermometer is a glass tube thermometer. It contains a thin glass tube of coloured liquid. The liquid used is usually a special metal called mercury, which has a silver colour.

• action verbs in simple present tense; e.g. measure, contains, rises, contracts

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• The liquid in the thermometer expands (gets larger) and rises up the tube as the temperature rises, and contracts (shrinks) and lowers as the temperature falls.

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The tube containing the liquid is marked in degrees so the temperature can be read. The thermometer in the illustration is marked in degrees using a scale called ‘Celsius’. The temperature is 28 ºC.

• subject-specific vocabulary; e.g. thermometers, instruments, digital

Some thermometers are digital. They contain a tiny device called a ‘thermistor’. This measures the temperature which is then displayed on a screen. Another type of thermometer is shaped like a strip of card. It has different inks on it which change colour according to the temperature.

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• linking words to show cause and effect; e.g. as, so, according to • information is organised into paragraphs

Thermometers are used for many purposes. These include taking a person’s temperature to see if it is above normal (about 37 ºC), measuring the temperature of the weather and checking the temperature of an oven when cooking. Thermometers are very useful instruments.

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

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

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

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• Detailed analysis of sample exposition on pages 24 and 25

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It includes:

Read the exposition on page 24 with 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), conclusion, topic-related vocabulary, controlling and emotive words. (Refer to the copy of the student text below.) Assist students to analyse the exposition using the questions on page 25.

Title

Save our water!

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

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

Water is an essential part of our daily lives. We use it to drink, cook, bathe, wash things like our clothes and dishes, water our plants and lawn, and grow crops. We also use it for leisure activities like swimming, boating, water skiing and fishing. We simply cannot do without it.

• topic-related vocabulary; e.g. resource, preserved, water shortages

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We can help conserve the water we use in our daily lives. Take short showers or shallow baths. Don’t use the dishwasher or washing machine without a full load. Don’t leave taps running when cleaning teeth. Fit timers to taps and sprinklers in the garden. All these things help to save water.

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Without water, life on our planet could not exist. Every living thing needs water and every living thing is made in part from water. Non-living things such as cars, computers and paper also use water in the manufacturing process.

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If harmful substances enter water supplies, people, plants and animals cannot use the water without the danger of becoming sick or even dying. We must make sure that the quality of the water available for use is protected. Pollution must be stopped.

Conclusion A restating of the writer’s opinion.

• present tense; e.g. is, drink, needs

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Only a small amount of all the water on Earth is usable fresh water. Most of the water available is salty or undrinkable. We have to make sure that the amount of water we can use is used wisely and not wasted.

• controlling and emotive words; e.g. we have to make sure, we must deal with it now!

Water is our most precious resource. Water conservation is our problem and we must deal with it now!

• verbs to show action; e.g. cannot use, Don’t leave • text connectives; Without, If, Only • paragraphs to state and elaborate each point

• Writing an exposition 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. • Viewing expositions online Bring up a web page with side advertising or pop-ups. Discuss how these are a form of persuasive text like an exposition and are designed to try to get people to buy a particular product. Look at the language and structural features and compare them with the exposition above.

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Looking at texts Answer the questions about the text you have read. 1. What is the title? 2. Does your text have: (a) illustrations?

(b) diagrams?

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3. If your text has illustrations or diagrams, do they help you to understand what your text is about? Yes No

4. Does your text have:

instructions? © R. I . C.Publ i c(b) at i ons (c) lots off events? (d) as listo ofn steps? • orr evi ew pur po se l y• (a) characters?

(f) paragraphs?

(g) a list of equipment or materials needed?

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5. Why do you think this text was written?

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(e) facts that are explained?

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

Narrative

How the moon got into the sky

Long ago, there was no moon in the sky. The sun gave light during the day but at night it was totally dark. The people found it difficult to move around or hunt without light.

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Teac he r

r o e t s Bo r e p Aboriginal people got together and suggested wayso to make it u k light at night. Some people thought about collecting branches to S build an enormous campfire each night. Others said it would be too much work to build each night.

Then one member of the Aboriginal people suggested making a boomerang that would shine. If it was thrown high into the sky it would give enough light to see at night.

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The frail old man took the shining boomerang and threw it high into the sky. It spun higher and higher until it finally stopped and stayed there, shining down on the Aboriginal people.

. te o c The boomerang had become . c e the moon! If you lookh into the r e o t r s super night sky, the moon can be seen in the shape of a boomerang every month.

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This is a retell of a Dreaming story from long ago by the Aboriginal people of Cape York, in northern Queensland, Australia.

Looking at a narrative

Narrative

Use the narrative on page 12 to complete the page. 1. Title

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

3. Complication and events

(a) What was the problem?

(b) Order the events below from 1 to 5. •

Where?

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Teac he r

Who?

• Some people suggested building a campfire to make light.

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• The Aboriginal people made an enormous shining boomerang.

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2. Orientation

• Although many people tried, no-one could throw the boomerang high enough into the sky.

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o c . che e 4. Resolution 5. Ending r o t rupe s r How was the problem solved?s Fill in the missing words.

• One person suggested making a boomerang that would shine.

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

Recount

Flight to Fiji

Teac he r

away as we soared higher and higher into the sky.

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r o e t s Bo explained what r e When all the passengers were seated, the fl ight attendant p o u kand I grinned to do in an emergency. Then it was time to take off. My sister S excitedly at each other. We watched the ground get further and further Next we opened up the activity pack that the flight attendant had given to all the kids on the plane. It had fun things to do in it like puzzles, colouring in pages and comics.

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. te o After a while, we were brought meals we ate from trays we c pulled down . cus. ea picnic! The from the seats in front of It was great fun—like having h r e o r only bad thing was that I wanted to u gop to e ther toilet, stbut my sister hadn’t s finished her meal yet and I had to climb under her to get past.

A bit later, the flight attendant kindly showed us how to work the control panel for the movie screen. It came out from the armrest. The movie suitable for us two girls was ‘The Lorax’. We’d seen it before and had enjoyed it. It took an hour and a half to watch so it made more time pass. I was glad when the announcement came that it was time to land. Soon we would be collecting our luggage and our holiday in Fiji would really begin! Australian Curriculum English – Language: Text structure and organisation (Year 3)

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During the school holidays, Mum, Dad, my sister and I spent a week in Fiji. To travel there, we took a three-hour jet flight.

Looking at a recount

Recount

Use the recount on page 14 to complete the page. 1. Title

r o e t s Bo r e p ok u S Why? When?

Where?

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Teac he r

Who?

3. Events

(a) Describe one event that happened before they reached the airport.

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2. Orientation

• • •

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• •

o c . che e r o t r s super

4. Conclusion

Explain the writer’s thoughts in the last paragraph.

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1. 2. 3.

Procedure

Web Finder browser www.craftforkidz.com Best Websites

Kids Fun

www.craftforkidz.com

Playtime

Wombat games

Fun

+ Search Musical rainstick

r o e t s Bo r Musical rainstick e Teac he r

You will need:

t QBQFS UPXFM UVCFT

t QBJOU

t QBJOUCSVTI

t 1/ DVQ ESJFE CFBOT

t NBTLJOH UBQF t QMBTUJD XSBQ

t UIJDL EJTQMBZ QJO

t TDJTTPST

t MPUT PG UPPUIQJDLT XJUI POF CMVOU FOE

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p u S

Follow the instructions to make a musical instrument that makes a rain-like sound.

t FMBTUJD CBOET

ÂŠ R. I . C.Publ i cat i ons 1. %FDPSBUF UVCFT XJUI QBJOU BOE BMMPX UP ESZ â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

Steps:

2. 5BQF UVCFT UPHFUIFS XJUI NBTLJOH UBQF UP NBLF POF MPOH UVCF

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3. 6TF QJO UP NBLF MPUT PG IPMFT BMM BSPVOE UVCF BCPVU DN BQBSU JO B TQJSBM QBUUFSO 4. 1VTI TIBSQ FOE PG FBDI UPPUIQJDL JOUP IPMFT BT GBS BT FBDI XJMM HP

. te o 6. 1MBDF CFBOT JO UVCF c . che e 7. 3FQFBU 4UFQ UP DPWFS PQFO FOE PG UVCF r o t r s super 8. 5JQ SBJOTUJDL VQ BOE EPXO UP MJTUFO UP ASBJO

5. 1VU QMBTUJD XSBQ mSNMZ PWFS POF FOE BOE IPME JO QMBDF XJUI POF FMBTUJD CBOE

Test: $IFDL JG UIF JOTUSVDUJPOT XFSF GPMMPXFE to make a rainstick that makes a SBJO MJLF TPVOE XIFO ZPV TIBLF JU

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Understand how different types of texts vary in language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) ÂŠ Australian Curriculum: Assessment and Reporting Authority 2012

Looking at a procedure

1. 2. 3.

Procedure

1. 2. 3.

1. Title

1. 2. 3.

2. Goal Goal 2.

1. 2. 3.

r o e t s Bo r e p ok (b) ssssicro (a) rpbusianth u S (c) 2 repap letow butes 3. Needs

(d) 2 stileca nabsd

1. 2. 3.

4. Steps

(a) How many steps are there?

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Teac he r

Unjumble the words to show four things needed to make the rainstick.

(b) List four different words used to begin each step.

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(d) Write the number of each step.

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Use the procedure on page 16 to complete the page.

(i)

Place beans in tube.

(ii)

Push sharp end of toothpick into holes as far as each will go.

. te o c (i) Repeat Step 5 to cover the open end of the tube.. che e r o (ii) Decorate the tubes with some paint and allow them to dry. r st s uper

(e) Cross out the words that have been added to each step.

The words you have crossed out are not needed in this procedure. 1. 2. 3.

5. Test

How would you know if this procedure worked?

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

o c . che e r o t r s super

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. te m . u

Teac he r

Report

Looking at a report

Report

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

r o e t s Bo r e p make up the description?ok (a) How many paragraphs u S (b) Use factual language from the text to complete the information. (i)

Sloths live in

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Teac he r

3. Description

rainforests in South

(ii) Sloths sleep between 15 and 20 hours a day while hanging from tree branches.

(plant eaters). © R. I . C.Pu bl i cat i ons Sloths have thick, brown with a greenish •f orr evi ew pur poses onl y•

(iii) Sloths are

(iv)

over it. This is a plant called

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What is it and how did it get its name?

The greenish colour on their fur helps them blend in among the leaves and hide from their enemies.

. te 4. Conclusion

o c . c e r Answer the questionsh about the conclusion. t er o s super (a) How far will a sloth travel in its lifetime of about 30 years?

(b) Which other slow-moving creatures does the writer think move more than a sloth?

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o c . che e r o t r s super

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ew i ev Pr

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. te m . u

Teac he r

Report

Looking at a report

Report

Use the report (review) on page 20 to complete the page. 1. Title

2. Classification

r o e t s Bo r e (i) Barry Black p ok u (ii) Ethan Jones S

3. Description

(a) How many paragraphs make up the description?

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Teac he r

(a) Use words from the first paragraph to describe each person.

(b) Which number paragraph describes an actual adventure?

(i) Rewind:

(d) List three more verbs written in the present tense in the second paragraph.

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(i) Play:

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The title of the movie being reviewed is:

o c . c e her 4. Conclusion r o t s super (a) Fill in the missing words from the conclusion. plays

Remote control will a

MIN

have the theatres packed as children get

from watching Harry’s

experiences.

(b) How do you know the writer thinks highly of this movie?

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

o c . che e r o t r s super

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. te m . u

Teac he r

Explanation

Looking at an explanation

Explanation

Use the explanation on page 22 to complete the page. 1. Title

2. Statement

r o e t something has. types of s BDifferent r e o p the temperature of different ok measure things. u S

Thermometers are instruments used to measure

3. Description

(a) How many paragraphs make up the description?

(b) Fill in the missing words.

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Teac he r

the amount of

(i) What liquid is usually put in the thermometer’s tube?

up the tube as the © R. I . C.Publ i cat i ons temperature rises and contracts and as the • f o r r e v i e w p u r p o s e s o n l y • temperature falls.

(ii) The liquid expands and

(iii) The tube is marked in temperature can be read. (iv) A thermometer.

so the

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Complete the sentence.

measures the temperature in a digital

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change colour o c . che e r o (c) Did you find the diagrams helpful? Yes No r st super (v) On a strip thermometer, different according to the temperature.

Why?

4. Conclusion

The writer states that thermometers are very useful. Give one reason why the writer thinks this.

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Exposition

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

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Teac he r

Water is the most valuable resource on Earth and it must be preserved. Worldwide water shortages will be a serious problem in the future unless we do something to reduce the amount of water we use now. Water is an essential part of our daily lives. We use it to drink, cook, bathe, wash things like our clothes and dishes, water our plants and lawn, and grow crops. We also use it for leisure activities like swimming, boating, water skiing and fishing. We simply cannot do without it. Only a small amount of all the water on Earth is usable fresh water. Most of the water available is salty or undrinkable. We have to make sure that the amount of water we can use is used wisely and not wasted. every living thing is made in part We can help conserve the water from water. Non-living things such we use in our daily lives. Take short as cars, computers and paper also showers or shallow baths. Don’t use water in the manufacturing use the dishwasher or washing process. machine without a full load. If harmful substances enter water Don’t leave taps supplies, people, plants and running when cleaning animals cannot use the water teeth. Fit timers to taps without the danger of becoming and sprinklers in the sick or even dying. We must make garden. All these sure that the quality of the water things help to save available for use is protected. water. Pollution must be stopped. Without water, life Water is our most precious on our planet resource. Water conservation is our could not exist. problem and we must deal with it Every living thing now! needs water and

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o c . che e r o t r s super

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Save our water!

Looking at an exposition

Exposition

Use the exposition on page 24 to complete the page. 1. Title

(a) What does the writer want people to do?

Teac he r

3. Arguments

(a) How many arguments are there? (b) Which one do you think is the best?

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r o e t s Bo r e (b) Why does the writer want this? p ok u S

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(d) Why does the writer think the amount of water we can use must be used wisely and not wasted?

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2. Overview

. t e o (e) List one way the writer thinks we can save water. c . che e r o t r s super 4. Conclusion

(a) The writer thinks water is our most

resource.

(b) What strong words does the writer finish the conclusion with?

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

ew i ev Pr

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

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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 (review)

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

Understands that texts differ according to purpose and context Identifies the language and structural features of a narrative

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 how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Assessment checklist

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Text and structu orga r nisa e tion

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

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. Identifies and analyses the text structures and language features of different text types. • Examine how evaluative language can be varied to be more or less forceful (ACELA1477) • Understand that paragraphs are a key organisational feature of written texts (ACELA1479) • Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482)

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

• Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1485) • Recognise high frequency sight words (ACELA1486)

• Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the author’s reasons (ACELT1594) • Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)

Teac he r

• Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

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• Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose • Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) • Write using joined letters that are clearly formed and consistent in size (ACELY1684)

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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 Language modes

General capabilities

o c . che e r o t r s super

✔

Literacy

Speaking

✔

Numeracy

Reading

✔

Information and communication ✔ technology (ICT) capability

Listening

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

Understand that paragraphs are a key organisational feature of written texts (ACELA1479) © 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, organisation and conventions have been developed to enhance effective communication. Paragraph

What this means • Students need to understand that paragraphing is an important organisational feature of written text. • Students need to know why paragraphs are used in written text and how they are structured.

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

A group of related sentences that develop a central idea. A paragraph is indicated by a new line, a line space and may be indented or numbered.

Teaching points

• Paragraphs in written text help the reader to understand it. • If text is organised into paragraphs, it helps the reader to see how the parts of the text are linked. • The sentences in a paragraph are about one thing; the main idea. • When writers organise text into paragraphs, they can start with one idea and elaborate on it.

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

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Sentence

• The beginning of a paragraph should let readers know what it contains and allow them to make predictions about it.

Topic sentence

Usually the first sentence in a paragraph, identifying the main idea that links the sentences in that paragraph.

Elaborations

E1. Identifying paragraphs in longer text and demonstrating understanding of paragraph features such as the spacing required between paragraphs; including direct speech.

Organisational features of text

E2. Identifying how the information selected and organised into a paragraph is linked,

How text is organised in particular ways for particular purposes. Examples include: punctuation, the use of pronouns to avoid repetition, genre conventions such as subheadings and tables in reports and conventions in letter writing, and the linking and sequencing of information using paragraphs.

sequenced and introduced by a topic sentence. Demonstrating understanding of paragraph structure when planning and writing text.

Further resources

• Sentences to paragraphs Book 4, George Davidson, Learners Publishing

The central theme which links information.

• http://www.ehow.com/info_8146770_activities-teach-paragraph-writing.html

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Student vocabulary

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• http://www.bbc.co.uk/schools/ks2bitesize/english/spelling_grammar/paragraphs/ play.shtml

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Main idea

o c . che e r o t r s super

paragraph

paragraph opener

main idea

predict

topic sentence

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Understand that paragraphs are a key organisational feature of written texts (ACELA1479) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

E1. Identifying paragraphs in longer text and demonstrating understanding of paragraph features such as the spacing required between paragraphs; including direct speech. • Paragraphs (page 30) This resource page explaining the features of paragraphs can be enlarged and displayed for students or used as teaching notes. • Paragraph search (page 33) Working with a partner, count the number of paragraphs there are on one page of a selected reading or library book. Discuss how you know they’re paragraphs. Are there any you’re not sure about? Discuss them. Look at three or four more pages and count those paragraphs too. Choose one page to read with your partner, taking turns to read a paragraph each. Use one of the pages to complete the activities on page 33. • It’s not fair (page 34)

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Teac he r

The short text on page 34 is a dialogue between a mother and daughter. Students need to read it, then rewrite it in paragraphs. A blank line should be left between each new speaker’s words, which are written on a new line. Students should consider and discuss why the dialogue is easier to understand when it’s written in paragraphs. • Separating paragraphs (page 35)

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The four paragraphs in each text on this page have not been separated. Students can work with a partner or in a small group to discuss and decide where a new paragraph in a text should start. Each identified paragraph is then highlighted in a different colour. (This challenging activity is intended to generate some debate. Students should be encouraged to support the choices they make by presenting some persuasive arguments.) A class discussion to look at students’ choices should help them to further develop their understanding of paragraphing.

Interrelated English links: See page 41

This resource page explaining how information is organised into paragraphs can be enlarged and displayed for students or used as teaching notes.

• Concept map (page 31)

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Graphic organisers, like concept maps, can be used to demonstrate how and why text should be organised into paragraphs. Information on a particular topic can be brainstormed with the class. For example, specific features, such as habitat, appearance, food, young and personal feelings and opinions about an animal can be organised and recorded on a graphic organiser. Small groups can be given the task of using this information to write a paragraph about a particular feature of the animal. They should be encouraged to think carefully about their first sentence and to try to ensure it is in fact a topic sentence. They will need to attend to the way in which they link their information and order their sentences within their paragraph. These paragraphs can be shared with the class, sequenced appropriately and made into a class text. Illustration, photos and/or diagrams can be added. A concept map resource sheet is on page 31.

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• Planning a paragraph (page 32)

This resource page sets out steps to follow when writing a paragraph. It can be enlarged and displayed for student reference. • What doesn’t belong? (page 36)

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Each of the short texts contains one sentence that is not linked to the others and doesn’t relate to the main idea of the paragraph. Students start by working with a partner and reading the text. They determine the main idea of each paragraph and write it in the space provided. This should help them to identify the odd sentence and to circle it. They are then required to explain why the sentence doesn’t belong. • Seahorses (pages 37 to 38)

o c . che e r o t r s super

The text, ‘Seahorses’, can be used with the corresponding activity page to provide practice in identifying the main ideas and topic sentences in paragraphs. • Topic sentences

Display a number of sentences that could be used to introduce a paragraph. Work with the class to choose one to read and discuss. Encourage students to make predictions about what they think would be in a paragraph starting with this sentence. Record their ideas. Work with them to decide if any of these are irrelevant and need to be deleted or if two or more of them could be combined. The remaining ideas can then be numbered in an appropriate order. Model writing the paragraph, starting with the topic sentence and adding the numbered ideas. Students can then choose another one of the sentences to use as a topic sentence. They can work with a partner or individually to write a paragraph following the modelled procedure. Provide opportunities for them to share their paragraphs in a small group and with the class. • Paragraph pictures (page 39) Students tell a story by writing a paragraph to match each picture. Each paragraph should start with a topic sentence telling what the main idea of that paragraph is. Interrelated English links: See page 41

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Resource sheet

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Understand that paragraphs are a key organisational feature of written texts (ACELA1479) © Australian Curriculum: Assessment and Reporting Authority 2012

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Resource sheet

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Teac he r

Concept map

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Understand that paragraphs are a key organisational feature of written texts (ACELA1479) © Australian Curriculum: Assessment and Reporting Authority 2012

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Resource sheet

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

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Understand that paragraphs are a key organisational feature of written texts (ACELA1479) © Australian Curriculum: Assessment and Reporting Authority 2012

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Paragraph search Choose a page of a storybook or a library book organised in paragraphs to complete this page. 1. What is the title of the book?

2. Is it real or imaginative text?

Yes

5. Is there an illustration on the page?

Yes

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Teac he r

r o e t s B r e oat? 3. What is the number of the page are you looking o p u k 4. Are there anyS subheadings on the page? 6. How many paragraphs are on the page? 7. Does each paragraph start with a capital letter? 8. Is there a space between each paragraph?

12. Which paragraph is the shortest?

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11. How many sentences are in the second paragraph?

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Understand that paragraphs are a key organisational feature of written texts (ACELA1479) © Australian Curriculum: Assessment and Reporting Authority 2012

9. How many sentences are in the first paragraph?

Paragraph

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Yes o c . 14. Does the last paragraph next page? chefinish on this page or ther e o r st super 13. Is there any speech in speech marks on the page?

15. Do all the paragraphs end with a full stop?

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

It’s not fair Write the story ‘It’s not fair!’ in paragraphs. Miss a line and start a new paragraph when a new person speaks.

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Teac he r

‘But why can’t we have take-away tonight?’ Kim complained. ‘Because it’s not a healthy choice’, her mother answered. ‘Well everyone else gets to have it. It’s not fair’, grumbled Kim. ‘You had some on Friday. Once a week is more than enough’, her mother replied. ‘Well other kids get it more.’ ‘I don’t care, it’s not good for you and it costs too much.’ ‘You’re really mean!’ said Kim, stomping away.

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Understand that paragraphs are a key organisational feature of written texts (ACELA1479) © Australian Curriculum: Assessment and Reporting Authority 2012

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Separating paragraphs There are four paragraphs in the first story and five in the second one. Highlight each paragraph in a different colour. What can we do?

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We looked outside and saw that it was still pouring with rain. There was no way we could go to the beach. We had to do something, so Brad suggested making up a play. Asha got some pads and pens and we started to write our play. We worked out the characters and what they would wear. Planning, writing and practising our play took all morning. At lunchtime we went into the kitchen and found the lunch Mum had made for us. We were starving and we really enjoyed it. She asked us what we were doing, but we said she’d have to wait until four o’clock. All afternoon we kept working on our play. We practised our lines, found some props and tried on our costumes. We put on our make up, but it looked so funny, everyone laughed. At last we were ready and we called Mum in to watch our wonderful play.

What’s this?

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Joshua and his brother Kai were at the park playing football. Kai kicked the ball really hard and it landed in some bushes. Grumbling away to himself, his brother went to look for it. Suddenly, Joshua came rushing out from the bushes. Kai could see he was holding something in his hands. Joshua stopped and he stood very still, just stared at his hands. He had a really puzzled look on his face. Kai was curious, so he walked over to have a look and he couldn’t believe his eyes. He stared at it in amazement too. What was this thing Joshua had found? Strange noises seemed to be coming from it and some tiny flashes of light too. It was about the size of a football. It looked as if it was made out of some kind of weird metal. The metal was very shiny and it felt warm to touch. It wasn’t like anything they’d seen or heard about. What should they do with it? Without saying a word, the two boys turned around and walked back to the bushes. Joshua found the flat patch of grass again and he gently put it down. They took their football and walked slowly home.

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Understand that paragraphs are a key organisational feature of written texts (ACELA1479) © Australian Curriculum: Assessment and Reporting Authority 2012

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What doesn’t belong? 1. (a) Read the paragraph. I love horses. They are such big, strong animals. Their eyes are beautiful. Horses eat hay. I enjoy riding horses because they can run fast. When I ride a horse I feel that I’m fast and strong, too. I like feeding them because their mouths are so soft. Horses are my favourite animals.

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(b) What is the paragraph mainly about?

(d) This sentence doesn’t belong in the paragraph because:

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I had a birthday party on Saturday. Lots of my friends came and bought me some great presents. We played games outside because it was sunny. I don’t like wet, cold days. The food at my party was really good. I had an ice-cream birthday cake with eight candles on it. It was the best party ever.

o c . che e r o t r s super

(b) What is the paragraph mainly about?

(d) This sentence doesn’t belong in the paragraph because:

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2. (a)

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Understand that paragraphs are a key organisational feature of written texts (ACELA1479) © Australian Curriculum: Assessment and Reporting Authority 2012

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

Seahorses Read the text on page 37 and answer the questions about the main ideas of the paragraphs and their topic sentences. 1. (a) What is Paragraph 2 mainly about?

r o e t s B r e oo Is the topic sentence the first sentence p u k in the paragraph? S

(b) Underline the topic sentence.

Yes

2. The main idea of Paragraph 3 is: (a) Seahorses can change colour. (b) Seahorses can blend in with their surroundings.

(i) seahorse eggs

(ii) how long seahorses live

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(b) Write the topic sentence.

(iii) seahorse pouches

4. (a) Paragraph 6 is mainly about:

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(b) Write the topic sentence.

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Teac he r

(c)

Paragraph pictures 1. Write a paragraph about each picture to finish telling the story. Start each of your paragraphs with a topic sentence. No shopping please!

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Teac he r

After school I went to the shops with Mum. It was a really hot day and I really wanted to get home and have a swim. But Mum said it wouldn’t take very long and I had to go, too.

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Understand that paragraphs are a key organisational feature of written texts (ACELA1479) © Australian Curriculum: Assessment and Reporting Authority 2012

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

Writes paragraphs with a topic sentence

Identifies a sentence not linked to information in other sentences in a paragraph

Writes text with direct speech in paragraphs

Separates longer written texts into paragraphs

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Teac he r

Student Name

Identifies the main idea and topic sentence in a paragraph

Assessment checklist

Identifies paragraphs in longer written texts

Text and structu orga r nisa e tion

Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

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o c . che e r o t r s super

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Text and structu orga r nisa e tion

Interrelated English links

Understand that paragraphs are a key organisational feature of written texts (ACELA1479) © Australian Curriculum: Assessment and Reporting Authority 2012

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

E1. Identifying paragraphs in longer text and demonstrating understanding of paragraph features such as the spacing required between paragraphs; including direct speech. • Understand how to use sound-letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485) • Recognise high frequency sight words (ACELA1486)

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E2. Identifying how the information selected and organised into a paragraph is linked, sequenced and introduced by a topic sentence. Demonstrating understanding of paragraph structure when planning and writing text. • Understand how to use sound-letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485) • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to audience and purpose (ACELY1682) • Reread and edit text for meaning, appropriate structures, grammatical choices and punctuation (ACELY1683) • Write using joined letters that are clearly formed and consistent in size (ACELY1684)

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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 Language modes

General capabilities

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

Literacy

Speaking Reading

Numeracy

✔

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

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Text and structu orga r nisa e tion

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480) © Australian Curriculum: Assessment and Reporting Authority 2012

Related terms

Teacher information

Punctuation/Punctuation marks The system of inserting marks in text to clarify meaning. Punctuation marks include the apostrophe, full stop, comma, colon, semicolon and quotation marks. Apostrophe

• Word contractions are used predominantly in informal speech and writing where there is mutual familiarity. They are common in direct speech between characters in narratives but not so in other genres. Reports, explanations, descriptions, procedures and persuasive texts are genres of formal writing where the use of word contractions is discouraged. This gives the writing a more professional, scientific appeal which is more appropriate to the genre than colloquial writing.

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A punctuation mark used in place of the missing letter(s) in a word contraction. Word contraction

• Apostrophes of contraction are punctuation marks that are used to mark the location of omitted letters in word contractions.

• Punctuation is an important part of language, making a difference to how a sentence is read or spoken, and understood. It gives structure and organisation to writing so the reader better understands the message being conveyed.

Word expansion

• Some word contractions are irregular. The apostrophe is still marked in place of the missing letter(s) but the spelling of the word contraction does not match its composite words; e.g. will not becomes won’t, shall not becomes shan’t. Students may recognise that shall not might also become sha’n’t, which it used to be. Shall and shall not are generally used only with the pronouns I and we.

The composite words that are used to form a word contraction. Composite words

Those that form the word contraction

• Apostrophes of contraction are most widely used in speech and in narrative writing. Many word contractions that are easily used in speech are awkward to use in writing and should be avoided; for example, ‘I wouldn’t’ve made ... ‘ for ‘I would not have made ... ‘and ‘Where’re we going?’ for ‘Where are we going?’

Verb tense

Relating to actions performed in the past, present and future.

• The three word contractions, would’ve, could’ve and should’ve are more often than not incorrectly spoken and written. In informal speech, they are often spoken as ‘would of’, ‘could of’ and ‘should of’, which is incorrect and meaningless. As this is what is generally heard, it is what is written without consideration of its lack of sense. By analysing how word contractions are made, students will understand how to say and write these three words correctly.

A higher standard of grammatically correct impersonal writing in which casual expressions and figures of speech are not used. Informal writing

• A number of old-fashioned word contractions are still in use today; for example, o’clock – of the clock, cat-o’-nine-tails – cat-of-nine-tails, ne’er-do-well – never-dowell.

Relaxed, more personal writing in which a degree of casual language and expressions, appropriate for the audience, are acceptable.

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• Apostrophes are often seen incorrectly placed on business and vehicle signs, the most common mistake being the unnecessary addition of an apostrophe to a word ending in the letter ‘s’; for example, ‘video’s’, ‘potato’s’.

Awkward contractions

Contractions which are frequently used in speech but rarely in writing because of their awkward, if correct, appearance.

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Ambiguous contractions

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verb punctuation

punctuation marks apostrophe contraction

E1. Understands how word contractions are made.

Those whose composite words are not certain without reference to the sentence in which they belong.

Student vocabulary

Elaborations

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Formal writing

noun

Teaching points

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The word that is formed when two words are joined together and an apostrophe is used in place of any letter(s) that are omitted.

pronoun

What this means

E2. Recognises that some word contractions can be ambiguous or awkward. E3. Recognises that word contractions are a feature of informal rather than formal text. E4. Recognises when apostrophes of contraction are placed correctly and incorrectly.

informal genre

Further resources

awkward

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

ambiguous

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

formal 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.

• Interactive software: Introducing punctuation R.I.C. Publications • http://www.vocabulary.co.il/contractions/intermediate/3rd-5th-contraction-memorymatch/ • http://www.spellingcity.com/contractions.html • http://www.superteacherworksheets.com/contractions.html

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Text and structu orga r nisa e tion

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

Activities to develop the content description

E1. Understands how word contractions are made. • Apostrophes resource sheets (pages 44–45) Explain what word contractions are, and in the right-hand column of resource sheet page 45, record some examples that the students suggest. Use the resource sheet on page 44 to explain the steps for making word contractions and the reverse steps (word expansion) to find the composite words. Follow these steps to record on page 45, the composite words for the word contraction examples suggested by the students. • Missing letters Work through the worksheets on pages 46–47 for students to consolidate their understanding of the use of the apostrophe in place of missing letters in word contractions.

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• Pasta commas A good way to practise placing apostrophes in the correct place is to use elbow pasta to represent the apostrophes. On long strips of paper, write sentences with a number of word contractions. Students place the pasta where the apostrophes should go. Students can check each other’s sentences and replace any incorrectly placed pasta.

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• Contraction Snap! Copy, laminate and cut a number of sets of Contraction Snap! cards (pages 48–49). Use them to play Snap, matching a word contraction with its two composite words.

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• Contraction Concentration Use the Contraction Snap! cards to play Concentration. All cards are placed face down. Players pick up two cards at a time, trying to find a matching pair. • Contraction Rummy Copy, laminate and cut a number of sets of Apostrophe game cards (pages 50–52). The object of the game, following the rules of traditional Rummy, is to make sets of contracted words and their matching composite words; for example, the set for doesn’t would be the six cards: does, not, does, n, ‘, t. • Contraction champion Using the appropriate Apostrophe game cards (pages 50–52) to make specific contracted words, students time each other to find who is the fastest to make the contracted words. Interrelated English links: See page 58

E2. Recognises that some word contractions can be ambiguous or awkward.

• ‘d and ‘s Brainstorm with students to write two lists of word contractions, one with ‘d, the other with ‘s. Suggest a sentence for each word contraction. Explain that the contraction ‘d is used for had and would and the contraction ‘s, for has and is. Complete the worksheet on page 53 for students to consolidate their understanding of this.

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• Would’ve, could’ve, should’ve Focusing on these word contractions, play Contraction Snap!, Concentration, Rummy and champion. Make up sentences using these word contractions. Students say the sentences, deliberately emphasising the correct sound of the ‘ve, then repeat the sentence with the composite words instead of the contraction.

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Interrelated English links: See page 58

E3. Recognises that word contractions are a feature of informal rather than formal text.

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• Word contraction search (in a range of writing genres) Discuss two different writing genres to determine if they are formal, informal or a mixture of both. Examine different examples of both genres to see how common word contractions are in each. Are the results as expected? List the word contractions found for use in other activities.

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• Formal vs informal Record students’ discussions while they are taking part in a practical activity. Make a transcript of the recording. Highlight all the word contractions. Rewrite the transcript without the word contractions. Discuss how this alters the formality of the text. Interrelated English links: See page 58

E4. Recognises when apostrophes of contraction are placed correctly and incorrectly. • Where do the apostrophes go? Work through the worksheets on pages 54–56 for students to consolidate their understanding of the correct positioning of the apostrophe in word contractions. • Deliberate mistakes Use the Apostrophe game cards (pages 50–52) to make word contractions, some with deliberate errors. Spot the deliberate mistakes and explain why they are incorrect. • Community apostrophe challenge Look in the community for signs with apostrophes and, if possible, record them. Collect advertising brochures that are likely to contain word contractions in their slogans. Discuss the meaning of each sign or slogan, focusing on apostrophes of contraction, and their correct/incorrect usage. Apostrophes of contraction are most likely to be found in advertising brochures rather than permanent signs which are considered formal. Incorrect use of the apostrophe occurs most often with plural words ending in ‘s’ being given an apostrophe of possession. Interrelated English links: See page 58 R.I.C. Publications®

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Teac he r

Resource sheet

Australian Curriculum English – Language: Text structure and organisation (Year 3)

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m whereis . u doesnot

theyare

shehas

youwill

doesnot

whereis

theyare

shehas

youwill

Highlight the letter(s)

Step 2

Step 3

doesnt

wheres

theyre

shes

youll

Take out the letter(s)

not

where

does

are

has

she

they

will

you

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Word 2

Step 1 Join the words

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Word 1

Follow the steps …

doesn’t

where’s

they’re

she’s

you’ll

Add the apostrophe

Step 4

An apostrophe (‘) is used in place of a missing letter or letters when two words are joined together to make a word contraction.

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Apostrophes

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Resource sheet

m . u

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Teac he r

+ = + = +erst or eB= oo p u S+ = k + = + = © R. I . C.Publ i cat i ons +view purpose =sonly• •f orr e + = + = . te o c = . c+ e her r o t s super + = + = + =

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Making word contractions

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Missing letters When speaking with friends and family, we often join two words to give a word contraction. An apostrophe (‘) is put in place of any missing letters. 1. Draw a circle around the word contractions. ‘Who’s going to help me bake a cake for tea?’ asked Dad.

r o e t s Bo r e p o u ‘Dad’ll manage quite well on his own’, interrupted Mum.k ‘I thought you’d S like to help him. After all, it’s your favourite cake he’s baking!’ ‘Sorry, we can’t just now. We’re far too busy’, replied one of the twins.

(a) each word contraction (b) the two words that have been joined together

2. 3. 4. 5. 6.

Who’s

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Missing letter(s)

Two words Who is

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Word contraction

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7. 8. 9. 10. Australian Curriculum English – Language: Text structure and organisation (Year 3)

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2. To complete the table, write

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‘You’ll have to ask Mum. I’m sure she’d love to.’

The missing letter ‘o’ The word ‘not’ can be joined to part of a verb to make the verb negative. The apostrophe takes the place of the letter ‘o’. ‘You should eat raw vegetables but you shouldn’t eat sugary things’, advised the dentist. mustn’t

don’t

weren’t

didn’t

isn’t

r o e t s Bo r e p fair!’ cried Jason. ok u S you brought your jacket home?’ sighed Mum.

haven’t

hasn’t

aren’t

wasn’t

(b) ‘

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(a) ‘It

come home last night’, sobbed Alex.

(d) ‘It

rained for months’, complained the farmer.

(e) ‘Our dog ran off when we

(g)

looking’, laughed Jenna.

the ready © R. I . C. Pcakes ubl i cayet?’ t i omoaned ns Sasha. step the cracks!’ warned Grandma. ‘ •f orr evi ewonp u r pos eso nl y•

‘Why

(h) ‘Yesterday’s football match Dad. (i)

‘You

2. (a)

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very good’, grumbled

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(f)

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1. Choose the correct ‘not’ word contraction to write in each sentence.

waste water’, insisted the council worker.

does’nt

wa’snt

didn’t

has’nt

wer’ent

couldn’t

ca’nt

woul’dnt

o c . Draw a circlec around the ‘not’ word e he r contractions that have the apostrophe t o r s super in the wrong place.

isn’t

(b) Write the words correctly. The first one has been done for you. •

doesn’t

•

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Contraction Snap! – 1

Resource sheet

does not

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Teac he r

r o e t s Bo r e p o u k can’t can not S

won’t

will not

haven’t

have not

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m . u

. te o c weren’t were not . che e r o t r s super

couldn’t

could not

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doesn’t

Contraction Snap! – 2

Resource sheet

we are

ew i ev Pr

Teac he r

r o e t s Bo r e p o u she’ll shekwill S

who’s

who is

they’ve

they have m . u

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we’re

. te o c you’re they are . che e r o t r s super

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would have

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Apostrophe game cards – 1

you

ew i ev Pr

Teac he r

r o e t s Bo r e p o u k heS she

they

that

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m . u

. te o c whoch when . e r er o t s super

what

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Resource sheet

Apostrophe game cards – 2

ew i ev Pr

Teac he r

r o e t s Bo r e p o u k can will S

shall

had

have

has

m . u

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are

Resource sheet

. te o c could would . che e r o t r s super

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sha

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

Apostrophe game cards – 3

not

Teac he r

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r o e t s Bo r e p ok u ha ʼS

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

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won

Resource sheet

Had or would? Is or has? Word contractions using had and would all use ‘d, and those using is and has all use ‘s. Which word has been used in the contraction? Rewrite each sentence, replacing the word contraction with the two separate words. 1. Choose

had

or would

r o e t s Bo r e p o u k ‘Jayal is so brave! She’d try anything.’ S

(d) It’d been a while since the kitten had eaten.

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Teac he r

(b)

has

(a) ‘The dog’s eaten my homework, Sir.’

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(b) ‘The cat’s stuck on the roof again, Mum!’

(c)

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2. Choose

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(a) ‘I’d never seen such an exciting show!’

o c . c e he r ‘Look at Dad! He’s dancing in the rain!’ o t r s super

(d) ‘Who’s been rollerblading™ this term?’

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

Formal and informal speech When speaking informally with friends and family, we often blend two words into one and put an apostrophe (‘) in place of any missing letters. This new word is called a word contraction. But sometimes, we need to speak formally; for example, when addressing a large group of people or an important person.

r o e t s Bo r e p o u k don’t have I’m going to ask you to help the millions of people who S safe drinking water. It’s not right that they should suffer like this.

At such times, we do not blend words.

It doesn’t matter who’s to blame. What’s important is that we help them so they’ll be able to help themselves.

(b) Remove the apostrophes, replace the missing letters and separate the joined words to write the text in the formal way.

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m . u

o c . che e r o t r s super

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ew i ev Pr

Teac he r

1. (a) Read the text and circle the word contractions.

Where do the apostrophes go? An apostrophe is used in place of a missing letter or letters. 1. Put an apostrophe in each sentence. (a) ‘Why hasn t the lawn been cut?’ Dad demanded. (b) ‘Where s my train?’ wailed the small boy.

r o e t s Bo r e p ok ‘He s always late for school’, the teacher remarked. u S ‘What s your name?’ I asked the new student.

(f)

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Teac he r

(e)

2. Join each pair of words to make a blended word. Don’t forget the apostrophe! (a) we, are

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(d) they, will

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(d) ‘Oh no, we ve missed the bus!’ Jazila shouted.

3. Put the blended words from Question 2 into sentences. (a)

(b)

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(c)

(d)

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The correct contraction 1. Shade the correct answer for each sentence. working outside, this morning!’

you’re

your’e

yo’ure

(b) ‘The other team are good but win!’

Teac he r

they’d

been milked this morning.’

hav’ent

havent

(e) ‘Where are the twins?

have’nt

th’eyd

arent

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(d) ‘The cows

haven’t

left their bags in the yard.’

(g) ‘Well done!

The’yve

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Theyv’e

worked very hard this term.’

You’ve

Youve

(h) My teachers are great. Theyre

They’ve

Yo’uve

m . u

(f)

better watch out. We aim to

theyd r o e t s Bo r e ‘Mum and Dad p going to the school meeting.’ ok u are’nt S ar’ent aren’t the’yd

(c)

your

Youv’e

always happy to help me.

They’re o c . che e r o r st super The’yre

Australian Curriculum English – Language: Text structure and organisation (Year 3)

Theyr’e

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(a) ‘Red group,

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o c . che e r o t r s super

m . u

Teac he r

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Selects the correct placement option for the apostrophe of contraction

Text and structu orga r nisa e tion

Recognises the incorrect placement of the apostrophe of contraction

Understands that word contractions are used more commonly in informal speech

Understands that ‘s is the contraction for has and is

Understands that ‘d is the contraction for had and would

Follows the reverse steps to find composite words from word contractions

Follows the steps to make word contractions

Recognises that the apostrophe takes the place of a missing letter or letters

Student Name

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

ew i ev Pr

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R.I.C. Publications®

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

Assessment checklist

Australian Curriculum English – Language: Text structure and organisation (Year 3)

Text and structu orga r nisa e tion

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

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. Understands how word contractions are made. • Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

E2. Recognises that some word contractions can be ambiguous or awkward. • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)

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E3. Recognises that word contractions are a feature of informal rather than formal text. • Examine how evaluative language can be varied to be more or less forceful (ACELA1477)

• Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

E4. Recognises when apostrophes of contraction are placed correctly and incorrectly. • Recognise high frequency sight words (ACELA1486)

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• Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)

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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 Language modes

General capabilities

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

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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

Australian Curriculum English – Language: Text structure and organisation (Year 3)

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Text and structu orga r nisa e tion

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

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 3)

Text and structu orga r nisa e tion

Identify the features of online texts that enhance navigation (ACELA1790) © Australian Curriculum: Assessment and Reporting Authority 2012

Related terms

Teacher information

Online text Written, spoken or multimodal forms of communication that are viewed from the internet or an intranet (internal or private computer network) using a computer or handheld electronic device. They can be interactive (respond to/can be modified by the user) and multimodal (with a combination of two or more communication modes such as print, image and spoken text). They may contain video footage, audio recordings, animations and hyperlinks.

What this means • The navigation features are those the website uses to help users know what site they are on, tell the users where they are in the site, and where they can go next. • Students need to understand how online texts are organised and can be navigated in order to construct meaning (comprehension) when reading, and to be able to find the information they seek without getting lost. Students learn to recognise and use the features of online texts, including elements such as navigation bars and buttons, hyperlinks and sitemaps.

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• Students should understand that online text navigation is structured in specific ways to serve a purpose; to help the reader use and understand the information being presented, and to find his/her way through the pages of a website. Online texts include search engines, blogs, wikis, forums, social networks, RSS feeds, traditional web pages, journal articles, books, periodicals and other informational websites that can be watched, read or listened to online.

A vast computer network created by linking smaller computer networks worldwide

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Internet

• Students learn the features of online texts, and how those characteristics or features work to facilitate both moving around the text without getting lost, and finding information.

Navigate (internet)

To find one’s way around (a website). Navigation bar

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

Teaching points

• Provide opportunities for students to view different kinds of websites with different navigation features.

• Discuss why different online texts are organised in specific ways, and how to navigate around different online texts. For example, the navigation used for a blog tends to be different from the navigation used by an e-commerce website.

A list of pages of a website accessible to users (also called a sitemap). Hyperlink

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

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

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bars and buttons, hyperlinks and sitemaps.

The marking device that shows you where you are in a window, menu, or dialogue box. It can be an arrow or a hand.

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A computer program for accessing sites or information on a network (such as the World Wide Web). URL

Student vocabulary

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Uniform Resource Locator, which is the address of a website or file on the Internet. Search engine

Elaboration

E1. Becoming familiar with the typical features of online texts, for example navigation

Mouse pointer

Web browser

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Site map

A computer program that searches documents, especially on the World Wide Web, for a word or words and gives a list of places they can be found.

content

navigation bar

navigation

scroll

web browser

download

header

page jump

breadcrumb

footer

tab navigation

URL

text

arrow

hyperlink

web page

cursor

drop-down menu

search box/bar

icon

fly-out menu

back button

address bar

hyperlink

primary navigation

site map

secondary navigation

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search engine

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Text and structu orga r nisa e tion

Identify the features of online texts that enhance navigation (ACELA1790) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

E1. Becoming familiar with the typical features of online texts, for example navigation bars and buttons, hyperlinks and sitemaps. Pages 62–77 provide a resource sheet and a related student blackline. 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 pages are intended to be completed in order, as terminology used in later pages is introduced in earlier ones. The following activities can be used to help develop the aspects of the description. Where possible, any websites listed are age-appropriate and do not contain ads.

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• Online texts (pages 62–63)

Use school computers, interactive whiteboards or electronic tablets to show the students some different kinds of texts they can view online. Discuss the basic features of the onlines texts viewed. If possible, set up a website of your own. Teachers wishing to learn more about creating websites can view tutorials for free at W3Schools <http://www.w3schools.com/>, or try <http://www.simplesite.com/>

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Students can make a list of their own favourite online texts or websites. Teachers can use these lists to get an idea of which online text types the students are viewing.

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• Hyperlinks (pages 64–65)

Students will need access to the internet for the activity. Ask the students to write an email and include at least one link, perhaps an email address or the school website address. Discuss what happens when a link is typed (it often turns a different colour, or becomes underlined when the mouse pointer is held over it). If they write an email using pencil and paper, they underline any links they write with a blue pencil, or write them in blue pencil.

• Navigation (pages 66–67)

After completing these pages, view a variety of websites with different kinds of navigation bars—those with icons, with tabs, and those with drop-down or pop-up menus. <http://learnenglishkids.britishcouncil.org/en/short-stories> has icons in tabs. < http://www.twinkl.co.uk/resources> has a drop-down menu from a top tab navigation bar. <http://www.kidssewingcompany.com/> has a rollover button navigation.

• Types of navigation bars (pages 68–69)

After completing the pages, look together at some sites you often use in the classroom. Ask the students to find and then describe the navigation bars using the terminology from page 68. Discuss the differences in the links that are placed in the different navigation bars. For example, why is the ‘contact us’ link on one website in the header (<http://www.ricgroup.com.au/>) and on another in the footer (as in <http://kids.nationalgeographic.com/kids/>)?

• Site map (pages 70–72)

Students will need access to the internet for the activity. After completing the pages, give students a book with an index. Discuss how the site map is similar to or different from the index. Which do the students think is easier to use? Why? Find websites with site maps and look at different ways they organise the information. • Using the URL to navigate (page 72)

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Students will need access to the internet for the activity. After the activity, discuss the importance of typing URLs exactly as you see them (with all the /s, <s and _s in place). Ask students to read the URLs of some of the sites you visit in class and perhaps compare them to see which is the longest (and the shortest). • More ways to navigate (pages 74–75)

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Students will need access to the internet for the activity on page 75.

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• Navigating different websites (pages 76–77)

– After completing these pages, visit examples of different websites together and find which navigation features they have. <http://www.timeforkids. com/> is a news website suitable for children. – Create a class blog with your students. There are various websites offering free blogs. Try websites such as wordpress or edublogs (there are stepby-step tutorials at <http://www.2createawebsite.com/traffic/create-free-blog.html> and <http://websitesetupguide.com/basic/blog-wordpress. htm?gclid=CM-xv8CXibACFU1spAod-WJ-Lg>). Collaborate with the students about what kind of navigation features would best suit the blog you are creating, and where these navigation features should be placed on the page. • Our school website Once students know and understand the various features of online text navigation, allow them to evaluate website navigation on specific sites. Students can look at their own school website and complete an evaluation of the site’s navigation features. They can suggest ways to help visitors to the site navigate better between the pages. Interrelated English links: See page 79

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

Resource sheet

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Online texts

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

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Identify the features of online texts that enhance navigation (ACELA1790) © Australian Curriculum: Assessment and Reporting Authority 2012

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Online texts

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1. What is an online text?

2. Find and colour the following features in the online text above.

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Identify the features of online texts that enhance navigation (ACELA1790) © Australian Curriculum: Assessment and Reporting Authority 2012

(a) Colour the navigation bars yellow (e) Colour the scroll bar light blue (b) Colour the (hyper)link purple.

(f) Colour the home button grey

(g) Colour the live connections red . teback button black. o (d) Colour the c . c e he r 3. How is the back button different from the home button? o t r s super (c) Colour the search bar green.

4. What sort of page do you think you would go to if you clicked on the link?

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Hyperlinks

Resource sheet

When you read an online text, you can only see one part (page) of the text at a time. The other parts of the text are connected to that page through hyperlinks. A hyperlink is a word, phrase, or image in an online text that you can click on to go to a new web page, document, or a new part of the page you are on. Hyperlinks, called links for short, are found in nearly all web pages, allowing users to move between different pages very quickly. another website another page in the same website a page or image in another website a file on a connected computer an email address.

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A hyperlink can be shown on the screen as a word, an address, a picture/diagram, button or an icon.

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Hyperlinks can take the user to:

When you move the arrow or cursor over a hyperlink, the arrow should change to a small hand (also called a mouse pointer), pointing at the link.

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If a link takes you outside the website you are on, a new browser window might open up. Often the user is informed with the words ‘This link opens a new browser window’, or ‘This link will take you out of this website’.

When you hold the mouse pointer over something that is a link, the address of the link will appear on the bottom left hand corner of the screen page. This lets you know where you will go if you click on the link.

Text hyperlinks are usually a different colour, font or style from the rest of the text on the page. They are often blue and underlined. Sometimes when a text hyperlink is clicked it changes colour. For example, links to sites that have already been visited are purple. This lets readers know where they are and which pages or websites they have already visited. Users know if they have been to a page already and didn’t find what they were looking for to try a different page instead. This is very helpful if there are many links listed together. Australian Curriculum English – Language: Text structure and organisation (Year 3)

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Hyperlinks 1. What is a hyperlink?

2. Why do online texts have hyperlinks?

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r o e t s Bo r e p ok 3. Go to <http://juststories.atspace.com/> on a computer. u S (a) Describe the links shown on the page.

(b) Hold your mouse over one of the links. Write two things that happen on the screen.

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(c) Click on one of the links, go to the page, then click on the browser’s back button to return to the first page. Describe how the link you clicked on has changed.

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Identify the features of online texts that enhance navigation (ACELA1790) © Australian Curriculum: Assessment and Reporting Authority 2012

. tethis change help the user? (d) How does o c . che e r o t r s super 4. Underline the best ending to complete the sentence: The hyperlinks listed on this website take the user to: (a) a file on a computer connected to the internet. (b) a page or image in another website. (c) another page in the same website. (d) an email address. R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

Navigation

Resource sheet

It’s easy to find your way around a book or magazine. You can hold it in your hands and flick forward and backwards through the pages, and look at the contents, page numbers, chapters or index to help find the information you want. But you can’t do this with a website. It either has no page numbers or chapters, or has many pages but only shows one page on the screen at a time. Users need to be able to navigate (find their way around) the pages of a website without getting lost.

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This is done by using its navigation features. These are the parts of the web page that take you to other pages on a site. The navigation features help users to know what site they are on, where they are on the site and where they can go next. Website creators provide tools to allow users different ways to navigate around the site. There are many different navigation tools and websites use some or all of them.

One of the main navigation tools is the navigation bar. This is a group or list of hyperlinks to different pages on the current website, other websites or documents. The navigation bar groups the website content into a small number of sections. Each section is shown by an option in the navigation bar. Options can be shown as icons, tabs or words in a ‘button’. When you move the arrow or cursor over an option, the arrow should change to a small hand . Clicking on one item in the navigation bar will take the user to a specific page or document. The navigation bar is usually along the top or bottom of the page, or down the left-hand side. Often there is more than one navigation bar on a web page.

. te o Sometimes, when the mouse pointer (hand c . che e or arrow) is held over a button or icon in r o t r s the navigation bar, other options come suout per of the button or icon. This menu can drop down from the navigation bar (called a dropdown menu), or fly-out (come up or across, depending on where the navigation bar is on the web page). Drop-down menus store large numbers of links in a small space, help users to find the information they need and makes certain pages on the website easier to find.

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Identify the features of online texts that enhance navigation (ACELA1790) © Australian Curriculum: Assessment and Reporting Authority 2012

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Navigation 1. Colour or highlight the navigation bar or bars in each web page screenshot

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r o e t s Bo r e p ok u 2. Write the three Sways the navigation features of online texts help users. (a)

(b) (c)

3. Label the navigation tools on the screen using the words in the box below.

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Identify the features of online texts that enhance navigation (ACELA1790) © Australian Curriculum: Assessment and Reporting Authority 2012

navigation bar

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o c . che e r o t r s on a web page? 4. Where can a navigation bars usually be r found upe 5. How do drop-down and fly-out menus help users?

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Types of navigation bars

Resource sheet

Different websites set out their navigation bars (list of links to different pages on the website, or to other websites or documents) in different ways. Most websites have more than one navigation bar.

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Sometimes a website will have the same navigation bar in the same place on every page; usually across the top and/or bottom of every page. It contains links to the most important parts of that website. This is called a primary or global navigation bar. Primary navigation lets users go to the main sections quickly and easily from any page. The most important topics are usually put in the navigation bar at the top of the page (called the header) so users can see them without scrolling down. Primary header navigation can have a ‘home’ button, an ‘about us’ (information) button, ‘contact us’ (contact details such as email, telephone, address etc.) and a search bar. A primary navigation bar near the bottom of the page (called a footer) often has links to less important information. You might see a subscribe button, forms to print, legal terms of use or website feedback links.

. t eshow options only for o Some navigation bars c . the part of the site that c users are on. These e her r o t are called local or secondary navigation s s r u e p bars. As the mouse pointer is moved across

the local navigation bar, the items often change colour or size, or pop out. The page users are on is sometimes highlighted in this bar to help them to know where they are. Most larger websites have at least one primary and one secondary navigation bar on all pages. What you see in the navigation bars, and where you see them, depends on the website and page you are on. Navigation bars help the reader to find information and know where they are and where they can go next. Australian Curriculum English – Language: Text structure and organisation (Year 3)

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Identify the features of online texts that enhance navigation (ACELA1790) © Australian Curriculum: Assessment and Reporting Authority 2012

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Types of navigation bars 1. Complete the paragraph below using the words in the box. secondary

pages

sections

navigation

primary .

Most web pages have primary and secondary The

navigation bar is often found on the top of

r o e t s Bothe side of the page r navigation bar is often down e p ok u with links to S in that section of the site.

each page with links to the main

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of the website. The

2. Why is the most important information put in the global navigation?

3. Cut the navigation items from the bottom of the page. Glue them where you think they should go on the web page. Explain why you put them there.

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Identify the features of online texts that enhance navigation (ACELA1790) © Australian Curriculum: Assessment and Reporting Authority 2012

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

Site map

Resource sheet

What is a site map? A site map is a web page that shows all of the other pages on a website, usually in a list. It gives the user an idea of what is in the website, a bit like the contents or index pages of a book. Site maps of smaller sites can include every page of the website, while site maps of larger sites often list only the main sections of the website. Many websites list the pages or sections arranged by topic. This clearly sets out all the resources on the website and allows users to see how the site is organised.

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r o e t s Bo r e p specific, and cannot findoitkin the If users are looking for something u navigation or search S bar, they can go to the site map from the home page (or from a link in a primary navigation bar) to find direct links to the topics they are looking for.

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Often navigation bars and drop-down menus don’t show all the information that is on the website. Or sometimes the links to reach a page are more than a few pages down from the home page. A site map usually lists each page or main section with a direct link to that page, so users can go straight to any section of a website listed in the site map. By doing this, a site map gives users another way to find the pages or information they are looking for easily and quickly. A site map shows a user all the pages or sections on one web page, shows them where they can go, and helps them to move around the website more efficiently. Australian Curriculum English – Language: Text structure and organisation (Year 3)

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Site map 1. How can a site map help the user to navigate a website?

r o e t s Bo r e p okcomplete the chart. 3. Use the internetu to view the two websites below and S http://kids. nationalgeographic.com/ kids/

Where is the site map link on the home page?

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2. How can a user usually get to a website’s site map?

http://switchzoo.com/

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Go to the site map. How are the links to the information organised?

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Identify the features of online texts that enhance navigation (ACELA1790) © Australian Curriculum: Assessment and Reporting Authority 2012

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Does this site map make it easy to find information?

4. Decide which website’s site map is the easier to use, and also makes it easier to find information. Write why you chose this website.

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

Using the URL to navigate

Resource sheet

When you want to use the internet, you open up a web browser. This is a computer program that lets people access the content of websites or information on a network (such as the World Wide Web). Examples of web browsers are Internet Explorer™, Safari™, Firefox™ or Netscape™. When you want to search for something and don't know which web page to go to, you use a search engine. A search engine is a computer program that searches documents, especially on the World Wide Web, for a word or words, then gives a list of links to places they are found. Search engines find websites with the information users are looking for. Google™, Bing™, Yahoo search™ and Ask™ are examples of search engines.

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r o e t s Bo r e p ok u At the top of the browser is the address bar, which shows the address of the S current page. The address of a website or file on the Internet is called the URL (which stands for Uniform Resource Locator). When you type a URL in a browser, it will go to the exact location of that web page.

The web page looks good and there might be other good ideas on the website. Looking at the URL, you will see it has different parts. By deleting parts of the URL you can navigate to the main page (http://kidsartists.blogspot.com. au/). There you can find the main navigation bars and hopefully what you are looking for. Usually you can delete parts of the URL after the .com/, .com.au/ (commercial), .org/ (charity), .gov.au/ (government) or .edu.au/ (educational).

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o c . che e r o t r s super The URL can also often be seen at the bottom left-hand side of the browser

window when you move the mouse pointer slowly across links on the page. This will show you where you will go if you click on the link. This helps you to know whether you will go to another page on the same website, or a page on a different website.

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You can use different parts of the URL to find other pages on the current website. For example, you are looking for an art and craft activity. You type ‘art and craft activity’ in your search engine and click on a link to this page:

Using the URL to navigate 1. What is a URL?

2. Go to the internet on a computer. (a) Which web browser does the computer use?

r o e t s Bo r e p ok u S Where is the address bar?

(c)

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(b) Which search engine do you usually use?

3. (a) Using a web browser, type the following URL into the address bar: http://juststories.atspace.com/stories/horse.htm

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Identify the features of online texts that enhance navigation (ACELA1790) © Australian Curriculum: Assessment and Reporting Authority 2012

(b) Delete parts of the URL to find the home page. Write the home page URL.

4. (a) Hold your mouse pointer over one of the links in the home page. Write the URL that appears on the bottom left-hand corner of the browser.

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o c . che e r o t r sin the same website or a page su Will the link take you to another page r e p in another website?

5. How can the URL help you to navigate?

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More ways to navigate

Resource sheet

Search bar (or box) The search bar helps users to find a specific word or term they are looking for on a website. It stops users having to click through pages to find what they are looking for.

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A breadcrumb trail (also called a paper trail)

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This is a row of links that shows the user where they are on the site and how they got there. It allows visitors to go back one or more stages by clicking on any link shown on the breadcrumb trail. Links the user has followed are shown on the breadcrumb trail, with the page the user is currently on at the end of the breadcrumb trail.

Step navigation

A page jump is a link to another part of the same page you are on. Some web pages are very long, so a page jump lets a user jump to information further up or down the page without having to scroll down a long way. There might be a group of page jumps at the top of a web page, allowing users to quickly and easily get to the sections they are looking for.

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Tags navigation At the bottom of the page on some blogs and news sites there might be a group of words called tags. Clicking on one of these keywords will take the user to a list of all the articles on the website on that topic.

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Page jump

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This shows the steps a person has taken or needs to take. It often has a text label and an arrow, and a link to move backwards or forwards (a left-pointing arrow to go to the previous page, and a right-pointing arrow to go to the next page). This allows people to move through pages while knowing where they are in the process.

More ways to navigate 1. Four navigation features from page 74 are shown in the picture of a web page below. (a) Circle the four navigation features.

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(b) At the bottom of the page write each feature and how it helps a user to navigate (e.g. by showing them where they are in the site, helping them move though levels in the website, showing where they have already been, or where they can go next).

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Navigating different websites

Resource sheet

Game websites often have a simple global navigation along the top of the page; the main content is hyperlinked images of the games on the website. Usually the best way to navigate back to the home page is the back button (the leftpointing arrow).

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Informational or reference websites are usually navigated using the search bar and text hyperlinks on the content. These hyperlinks are part of the text, but are a different colour or underlined. There is sometimes a list of links on the topic under a 'see also' heading. Navigate using the search bar and the links on the content.

News websites usually show the most recent information on the main pages. Other information is generally put into categories like politics, sports and entertainment. As there can be many pages on the site, drop-down and fly-out menus are often used. Sometimes links to other articles on the same topic are put in the text as text hyperlinks. Users can find information and move around the website using the search bar and many global and local navigation features.

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Social networking websites usually have member profile pages. They have a primary navigation bar with links in the same place across every page. For example, on every page, side navigation might have links to things like photos, updates and information, while notifications, messages, account information and friend requests are linked at the top. Scrolling, search bars, and text or image links can be used to navigate these sites.

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A blog (a website created by a person to record their thoughts or interests) usually shows the content from the most recent to the least recent. Pages are often grouped on navigation bars by topic, or by date. Blogs often have links to other websites, so users need to use the back button to get back to the original blog. Users can look for topics on navigation bars or by clicking on image or text links. Australian Curriculum English – Language: Text structure and organisation (Year 3)

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Identify the features of online texts that enhance navigation (ACELA1790) © Australian Curriculum: Assessment and Reporting Authority 2012

Navigating different websites 1. Look at the websites below. (a) In the space at the bottom of each picture, write what kind of website it is.

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(b) Shade or highlight the features you could use to navigate each website.

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Identify the features of online texts that enhance navigation (ACELA1790) © Australian Curriculum: Assessment and Reporting Authority 2012

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

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Explores the use of tabs navigation and page jumps to navigate online texts

Identifies navigation styles often used by different types of websites

Identifies and understands use of step navigation to navigate online texts

Identifies and understands use of a breadcrumb trail to navigate online texts

Identifies and understands use of a search bar to navigate online texts

Identifies and understands use of a URL to navigate online texts

Identifies and explores the use of navigation bars in online texts

Understands the purpose of navigation in online texts

Student Name

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Text and structu orga r nisa e tion

Identify the features of online texts that enhance navigation (ACELA1790)

Assessment checklist

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Text and structu orga r nisa e tion

Interrelated English links

Identify the features of online texts that enhance navigation (ACELA1790) © Australian Curriculum: Assessment and Reporting Authority 2012

Below is a list of interrelated links within the Language strand, Literature strand and Literacy strand of English connected with the activities for:

E1. Becoming familiar with the typical features of online texts, for example navigation bars and buttons, hyperlinks and sitemaps • Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) • Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1485) • Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

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• Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

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• Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)

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

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Literacy

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Numeracy

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Reading

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Information and communication ✔ technology (ICT) capability

Viewing

✔

Critical and creative thinking

Writing

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Personal and social capability

Listening

Speaking

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 3)

Text and structu orga r nisa e tion

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Answers

Remote control......................................... pages 20–21

1. How the moon got into the sky 2. Who? Aboriginal people of Cape York When? long ago Where? northern Queensland, Australia 3. (a) There was light during the day but totally dark at night. (b) 1. Some people suggested building a campfire to make light. 2. One person suggested making a boomerang that would shine. 3. The Aboriginal people made an enormous shining boomerang. 4. Although many people tried, no-one could throw the boomerang high enough into the sky. 5. An old man asked if he could try to throw the boomerang. 4. The old man was able to throw the boomerang high enough into the sky to make it stay there and shine down. 5. moon, look, night, boomerang

1. Remote control 2. (a) (i) award-winning director (ii) popular child actor 3. (a) 3 (b) Paragraph 3 (c) (i) the adventure ends (ii) a new adventure begins (iv) the adventure goes back to where it ended (d) Answers may include: receives, watches, realises, is, looks, sounds, has 4. (a) certainly, thrill, action-packed (b) Because he gave it four stars out of five.

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How the moon got into the sky ............. pages 12–13

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How do thermometers work?................. pages 22–23 1. How do thermometers work? 2. temperature, heat, thermometers 3. (a) 4 (b) (i) mercury (ii) rises, lowers (iii) degrees (iv) thermistor (v) inks (c) Teacher check 4. Answers may include: taking a person’s temperature to see if it is above normal, measuring the temperature of the weather, checking an oven’s temperature.

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Flight to Fiji............................................... pages 14–15

1. Flight to Fiji 2. Who? Mum, Dad, I (writer), (writer’s) sister When? during the school holidays Where? flying in a jet plane to Fiji Why? for a week’s holiday 3. (a) took a taxi ride to airport/Dad commented about the time the ride took (b) checked in luggage/boarded the plane (c) Teacher check 4. The writer was glad it was time to land because they could soon collect their luggage and begin their holiday.

Save our water! ....................................... pages 24–25 1. Save our water! 2. (a) The writer wants people to save/preserve water by reducing the amount we use. (b) Worldwide water shortages will be a serious problem in the future. 3. (a) 5 (b) Teacher check (c) Teacher check (d) Only a small amount of our water is usable as most is salty or undrinkable. (e) Answers may include: take short showers or shallow baths, don’t use the dishwasher or washing machine without a full load, don’t leave taps running when cleaning teeth, fit timers to taps and sprinklers in the garden. 4. (a) precious (b) ... we must deal with it now!

Musical rainstick....................................... pages 16–17

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1. Musical rainsticks 2. It is about following instructions to make a musical instrument that makes a rain-like sound. 3. (a) paintbrush (b) scissors (c) 2 paper towel tubes (d) 2 elastic bands 4. (a) 8 (b) Students should have four of the following words: Decorate, Tape, Use, Push, Put, Place, Repeat, Tip (c) (command) verbs (d) (i) 6 (ii) 4 (e) (i) the, the (ii) the, some, them 5. Teacher check: The answer should indicate that the instructions were followed so the rainstick sounded like rain when shaken.

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The Earth’s slowest mammal .................. pages 18–19 1. The Earth’s slowest mammal 2. The sloth, from the old English word meaning ‘slow’. 3. (a) 5 (b) (i) tropical, America (ii) upside down (iii) herbivores (iv) fur, covering, algae (c) helps, blend, hide 4. (a) It won’t travel very far. (b) A snail and a tortoise.

Australian Curriculum English – Language: Text structure and organisation (Year 3)

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Text and structu orga r nisa e tion

Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Answers

Paragraph search .............................................page 33

What doesn’t belong? .....................................page 36

1.–15. Teacher check

1. (b) (c) (d) 2. (b) (c) (d)

It’s not fair ........................................................page 34 The paragraphs should be set out as follows with a line space between each paragraph: ‘But why can’t we have take-away tonight?’ Kim complained. ‘Because it’s not a healthy choice’, her mother answered.

Seahorses.................................................. pages 37–38

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‘Well everyone else gets to have it. It’s not fair’, grumbled Kim.

‘Well other kids get it more.’

‘I don’t care, it’s not good for you and it costs too much.’ ‘You’re really mean!’ said Kim, stomping away.

Separating paragraphs ....................................page 35 What can we do?

The four paragraphs start as follows:

What seahorses look like ‘Seahorses look strange.’ should be underlined. Yes The way seahorses protect themselves. (i) seahorse eggs Female seahorses produce eggs. Why seahorses are endangered Seahorses are mainly endangered by water pollution. Yes

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1. (a) (b) (c) 2. (c) 3. (a) (b) 4. (a) (b) (c)

‘You had some last Friday and once a week is more than enough’, her mother replied.

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loving horses Horses eat hay. It’s about horses but not about loving them. a birthday party I don’t like cold, wet days. It has nothing to do with the birthday party.

Paragraph pictures ...........................................page 38

We looked outside ... , Asha got some pads ... , At lunchtime ... , At last ...

1. Teacher check

What’s this?

The five paragraphs start as follows: Joshua and his ... , Suddenly, Joshua ... , Kai was curious ... , Strange noises ... , Without saying ...

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

Text and structu orga r nisa e tion

Formal and informal speech............................page 54

Missing letters ..................................................page 46

1. (a) I’m, don’t, It’s, doesn’t, who’s, What’s, they’ll (b) I am, do not, It is, does not, who is, What is, they will

1. Teacher check 2. Table completion: 1. Who’s, Who is, i 2. can’t, can not, no 3. we’re, we are, a 4. You’ll, You will, wi 5. I’m, I am, a 6. she’d, she would, woul 7. Dad’ll, Dad will, wi 8. you’d, you would, woul 9. it’s, it is, i 10. he’s, he is, i

Where do the apostrophes go? ......................page 55 1. (a) ‘Why hasn’t the lawn been cut?’ Dad demanded. (b) ‘Where’s my train?’ wailed the small boy. (c) ‘You’ve done it again!’ chuckled Grandad. (d) ‘Oh no, we’ve missed the bus!’ Jazila shouted. (e) ‘He’s always late for school’, the teacher remarked. (f) ‘What’s your name?’ I asked the new student. 2. (a) we’re (b) mustn’t (c) who’ll (d) they’ll 3. Teacher check

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The correct contraction....................................page 56 1. (a) you’re (d) haven’t (g) You’ve

1. (a) isn’t (b) Haven’t (c) didn’t (d) hasn’t (e) weren’t (f) aren’t (g) Don’t (h) wasn’t (i) mustn’t 2. doesn’t, wasn’t, hasn’t, weren’t, can’t, wouldn’t

Had or would? Is or has? .................................page 53 (b) She would (b) cat is

(d) It had (d) Who has

(b) they’d (e) They’ve (h) They’re

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The missing letter ‘o’ .......................................page 47

1. (a) I had 2. (a) dog has

Answers

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

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Text and structu orga r nisa e tion

Identify the features of online texts that enhance navigation (ACELA1790)

Answers

Online texts .............................................. pages 62–63

2. The most important information is put in the global navigation so users can see it without having to scroll down. 3. Answers will vary – teacher check.

1. An online text is something we read, watch, look at or listen to on a computer or other device that is connected to other computers or the internet. 2. Teacher check. The two navigation bars are along the top and down the side of the page. 3. The back button takes users back to the web page they just came from, while the home button takes them to the home page of the website they are on. 4. Teacher check

Site map .................................................... pages 70–71 1. A site map shows users all the pages or sections on one web page, shows them where they can go, and helps them to find information and move around the website more efficiently. 2. Users can go to the site map from the home page or from a link in a primary navigation bar. 3.

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http://kids. nationalgeographic. com/kids/

Hyperlinks................................................. pages 64–65

At the very end of the Where is the site map page on the right-hand link on the home page? side

http://switchzoo.com/ At the end of the first row of the footer primary navigation, or in the top right corner

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1. A hyperlink is a word, phrase or image in an online text that you can click on to go to a new web page, document, or a new part of the page you are on. 2. Online texts have hyperlinks to allow people to move quickly between pages. 3. (a) The links are listed in two columns. Each link is a text link, is blue and underlined. (b) (i) The mouse pointer turns from an arrow to a hand. (ii) The address of the link appears in the bottom left-hand corner of the page. (c) The link to the page that was just visited is now purple. (d) This change helps users because it shows them the pages they have already visited. 4. (c) another page in the same website.

Go to the site map. The links are in an How are the links to the alphabetical list. information organised?

The links to pages are organised under headings such as ‘Watch and Listen’ and ‘Make and Play’.

Does this site map make it easy to find information?

Teacher check

Navigation ................................................ pages 66–67 1.

Using the URL to navigate ...................... pages 72–73 A URL is the address of a website or file on the internet. (a) to (c) Teacher check (b) http://juststories.atspace.com/ (a) Teacher check (b) another page in the same website 5. Looking at the parts of the URL can help you find your way around a website. The URL at the bottom left-hand side of the browser window helps you know where you will go if you click on the link.

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1. 2. 3. 4.

More ways to navigate ........................... pages 74–75 1. (a) Teacher check (b) 1. Breadcrumb trail: lets users know where they are in a website and how they got there. 2. Search bar: makes it easy for users to find what they are looking for without having to click through many different pages. 3. Step navigation: allows users to move through pages while knowing where they are in the process. 4. Page jump: allows users to quickly move straight to the information they need up or down a long page.

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2. Navigation features help users to know: (a) what site they are on (b) where they are in the site (c) where they can go next. 3. Teacher check 4. A navigation bar can usually be found along the top or bottom of the page, or down the left-hand side. 5. Drop-down and fly-out menus help the user to find the information they need and make pages deeper in the website easier to find.

Types of navigation bars ......................... pages 68–69 1. Most web pages have primary and secondary navigation. The primary navigation bar is often found on the top of each page with links to the main sections of the website. The secondary navigation bar is often down the side of the page with links to pages in that section of the site.

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

Text and structu orga r nisa e tion

Identify the features of online texts that enhance navigation (ACELA1790)

Answers

Navigating different websites ................ pages 76–77

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1. (a) First site is an informational site. The picture next to it is of a blog. The bottom left picture is of a game website. The bottom right picture is of a news website. (b)

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Australian Curriculum English – Language: Text structure and organisation (Year 3)

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