Australian Curriculum English - Language: Year 4 - Ages 9-10 by Teacher Superstore

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Titles in this series:

A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes. Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher.

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© Australian Curriculum, Assessment and Reporting Authority 2012. For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum. Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of the author(s). ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of this material at http://www. australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

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

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School Order# (if applicable):

R.I.C. Publications® follows the guidelines for punctuation and grammar as recommended by the Style manual for authors, editors and printers, 6th edn., 2002. Note, however, that teachers should use their own guide if there is a conflict.

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

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Foreword Australian Curriculum English – Language: Text structure and organisation (Year 4) 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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Contents

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

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• • • • • • •

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

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

– – – – – –

Teacher information ................................................. 2 Activities to develop the content description ....... 3–9 Blackline masters ............................................. 10–27 Assessment checklist ............................................. 28 Interrelated English links ........................................ 29 Modes, capabilities and priorities covered by the activities in this content description ....................... 29

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– – – – – –

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)

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Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

– – – – – –

Teacher information ............................................... 30 Activities to develop the content description ......... 31 Blackline masters and resource sheets.............. 32–41 Assessment checklist ............................................. 42 Interrelated English links ........................................ 43 Modes, capabilities and priorities covered by the activities in this content description ....................... 43

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Teacher information ............................................... 44 Activities to develop the content description ......... 45 Blackline masters and resource sheets ............. 46–53 Assessment checklist ............................................. 54 Interrelated English links ........................................ 55 Modes, capabilities and priorities covered by the activities in this content description ....................... 55

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Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and intended audience (ACELA1490)

Teacher information ............................................... 56 Activities to develop the content description ......... 57 Blackline masters and resource sheets ............. 58–75 Assessment checklist ............................................. 76 Interrelated English links ........................................ 77 Modes, capabilities and priorities covered by the activities in this content description ....................... 77

Answers .................................................... 78–83

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

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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 Curriculum’s elaborations. While the book focuses on the sub-strand of Text structure and organisation, activities and interrelated links to other strands and sub-strands have been incorporated. Each section supports a specific content description and follows a consistent format, containing the following information over several pages: • activities to develop the content descriptions • interrelated English links

• student blackline masters • assessment checklist

• resource sheets

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

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The length of each content description section varies.

Related terms includes vocabulary associated with the content description. Many of these relate to the glossary in the back of the official Australian Curriculum English document; additional related terms may also have been added.

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

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

Teaching points Ts © R. I . C.Publ i cat i on provides a list of the main teaching points relating toy the • content • f o r r e v i e w p u r p o s e s o nl Student vocabulary includes words description. which the teacher would use— and expect the students to learn, understand and use—during English lessons.

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

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

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

Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Format of the book.

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Blackline masters and resource sheets are provided to support teaching and learning activities for each content description. These include worksheets for class use, games, charts or other materials which the teacher might find useful to use or display in the classroom. For each blackline master the content description to which it relates is given.

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.

Each section has a checklist which teachers may find useful as a place to keep a record of their observations of the activities to develop the content descriptions.

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

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Text and structu orga r nisa e tion

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and intended audience (ACELA1490) © Australian Curriculum: Assessment and Reporting Authority 2012

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 narrative is written with descriptive language to create images in the reader’s mind and enhance meaning with the intent of engaging the reader in an imaginative experience; an exposition is written with a variety of controlling and emotive words with paragraphs to state and elaborate on each point with the intent of persuading the reader.

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 understand the type and level of language choices used in a text changes according to who the reader is and why the text is being written. For example, the language and text type of a child writing an email to a friend about an incident at school will be different from a teacher writing a formal report about it.

Imaginative texts

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

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

• 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.

Informative texts

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

Student vocabulary

report

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recount

events

complication

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problem

resolution

review

conclusion

procedure

recommendation

explanation

ending

exposition

classification

argument

description

persuade

definition

intended audience

noun

paragraph

verb

vocabulary

adjective

title

adverb

orientation

tense

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

• Using a range of vocal effects when reading texts to students will enhance their appreciation of the language features of different text types; e.g. voice the arguments forcefully in an exposition, exaggerating the emotive language.

Elaborations

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

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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, discussion, advertisement or argument, for example.

narrative

Teaching points

• Language choices in a text vary according to the purpose and intended audience.

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.

text

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

Persuasive texts

What this means

E2.Identifies how texts vary in complexity, according to the purpose and intended audience.

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

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

introduction Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Text and structu orga r nisa e tion

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 10 to 21) Pages 4 to 9 provide teacher information, student activities and examples of six imaginative, informative and persuasive text types written in the forms of a narrative, a procedure, a report, an explanation, an exposition and a discussion. These pages support the blackline masters provided on pages 10 to 21. Each text type in pages 4 to 9 includes: – information for the teacher about the various language and structural features, and the purpose of the specific text type

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– a detailed analysis of the structural and language features of the text presented in the sample texts provided on pages 10 to 21 – 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. • Explaining first, second and third person

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The following information may assist in teaching students what writing in the first, second or third person (point of view) means and how to identify it.

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– Pronouns are words that can be used instead of nouns. The use of pronouns prevents constant repetition of a noun, making the text more manageable and fluid. The type of pronoun used determines whether the text is written from the first, second or third person’s point of view. – Examples of first person: I, my, we, our

I took the dog for a walk.

– Examples of second person: you, yours

You took the dog for a walk.

– Examples of third person: he, she, it, they, their (names also indicate third person)

He/Declan took the dog for a walk.

The type of text determines if the first, second or third person is used; e.g. a report is written in third person, a narrative in the first or third person.

• Looking at texts (page 27)

In preparation for their own writing, provide students with a variety of different text types across a broad range of topics. The blackline on page 27 will help them to identify the structures and language features of different texts and determine the intended audience. As the structures and language features are identified, they can be presented in charts so that similarities and differences among the different text types can be seen. The more students analyse the different text types written by others, the more able they will be in planning and writing their own.

• 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, identifying pronouns 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 student worksheets on these aspects. The content description on pages 30 to 43 of this book also treats pronoun reference and text connectives in detail.

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Interrelated English links: See page 29

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E2. Identifies how texts vary in complexity, according to the purpose and intended audience. • Looking at texts to compare and contrast (pages 22 to 25)

The two ‘Sheep rescue’ recounts on page 22 and 24—the first, an informal email from a boy (assumed) to his father, the second, a formal letter to the local mayor—are provided to compare and contrast how texts vary in complexity, according to the purpose and intended audience. Work with students to compare and contrast the texts. What identifying features does each have? Discuss the appropriateness for formal and informal texts.

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The blacklines on pages 23 and 25 accompany each text and provide questions to assist students to compare and contrast the features of the text. • Using a Venn diagram to compare and contrast (page 26)

On a whiteboard, draw two overlapping circles. Label one ‘formal’ and the other ‘informal’. In the overlapping section, record all the features that appear in both recounts (i.e. features of the recount genre). In the rest of each circle, write the features that appear only in that type of writing (formal or informal). Refer to the completed Venn diagram on page 26. It may be necessary to revise features of formal and informal texts. • Writing for different audiences

Give the same writing task but give each student or group of students a different audience to write for; e.g. writing a report on a given animal to present to students in a different year level from Year 4 to kindergarten. Compare the language differences etc. • Comparing different versions of texts Find different versions of the same narrative, reports about the same topic and so on, from written texts in books or online versions. Students can compare how they vary in complexity, according to the purpose and intended audience. Interrelated English links: See page 29

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Text and structu orga r nisa e tion

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) © Australian Curriculum: Assessment and Reporting Authority 2012

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, modern fantasy, short story, poem, folktale or playscript. Its purpose is to entertain and engage the reader. 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 to create images in the reader’s mind and enhance meaning • usually written in past tense, in first or third person • dialogue often included so tense may change to present or future

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It includes:

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• Detailed analysis of sample narrative on pages 10 and 11

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Discuss what a narrative is and explain that the fable on page 10 is a form of one. Read and discuss the narrative with the students, identifying 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 are words that describe verbs. Students analyse the narrative using the questions on page 11.

Title

Orientation Who, when, where, why

The bear and the tourists

One afternoon, two tourists travelled along a winding path in a thick forest. It led to a clearing at the top of a hill with a wonderful view of the surrounding countryside.

Complication and events

one of the men slipped and fell over. He shouted out for his friend to help. However, the other man quickly climbed a tree and concealed himself in the foliage.

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The man on the ground decided not to get up and try to run away but to lie there as still as he could. He remembered hearing that bears generally do not bother with anything that is not moving and appears dead. The man tried not to shake in fright as the bear approached him. The huge creature sniffed and pawed him all over and made snuffling and grunting noises. The man held his breath and managed to stay unmoving as the bear nuzzled around his ear.

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After a few minutes, the bear left him, for as it is said, a bear will not touch a dead body. The man on the ground slowly rose to his feet.

Ending Indicating what has changed

• text connectives to link stages of time; e.g. Suddenly, After a few minutes • descriptive language; adjectives (e.g. low, menacing), adverbs (e.g. anxiously, slowly), phrases (e.g. tried not to shake in fright)

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Resolution to the complication

• verbs in past tense; e.g. travelled, heard, stared

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The other tourist slid down from his hiding place, came up to his companion and remarked, ‘I thought you were going to be eaten for sure! Especially when he nuzzled your ear!’

• appropriate paragraphs

The other man replied, ‘He was not about to eat me. He whispered some advice. He told me never to travel with a friend who selfishly deserts you at the first sign of danger’.

• Writing a narrative

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’, ‘Complication and Events’, ‘Resolution’ and ‘Ending’. Then students can create their own narratives. Suggested or set topics are helpful to students. • Film analysis Students view a multimodal imaginative text (in the form of a narrative) on a DVD or online story. Afterwards, they can identify the structural features; i.e. orientation, complication, events, resolution and ending. Use page 11 as a guide. • Narrative comparison Students read a different version of ‘The bear and the tourists’. Go to <http://www.teachervision.fen.com/fables/printable/4902.html> and download the printable on this web page. (The title of this version is different: ‘Two travellers and the bear’.) Students can identify what is similar and different among the structural and language features; in particular, focusing on how the texts vary in complexity and technicality. Australian Curriculum English – Language: Text structure and organisation (Year 4)

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

• • • • •

instructions, usually begin with an imperative (command) verb subject-specific vocabulary simple present tense clear, concise language (unnecessary words omitted) detailed information

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• Detailed analysis of sample procedure on pages 12 and 13

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It includes:

Discuss what a procedure is and explain that the instructions for the trick on page 12 create a form of procedure. Read and discuss it with the students, identifying the structural and language features; e.g. the goal/purpose, materials, method/steps, test, subject-specific vocabulary, imperative (command) verbs. (Refer to the copy of the student text below.) Discussion may be needed to revise verbs/command verbs and the types of words that are omitted in the steps. Students analyse the procedure answering the questions on page 13. Note: The students could follow the instructions and practise the trick at school before performing it at home for a family member. The ‘Test’ could then be evaluated in a practical manner. Title

Goal The purpose of the procedure

Disappearing coin trick

Follow the instructions to perform a magical disappearing coin trick in front of an audience.

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

Materials A list of materials needed under an appropriate heading

Materials:

• clear drinking glass

• pencil

• scissors

• glue • cloth napkin

• coin

• flat table

• uses subject-specific vocabulary; e.g. clear drinking glass, cloth napkin

• 2 brightly coloured sheets of thin card, same colour

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What to do:

• instructions begin with command verbs; e.g. Place, Use

1. Place glass upside down on one sheet of card. 2. Use pencil to trace around top of glass. Cut out circle of card. 3. Glue circle to rim of glass and allow to dry. Make sure of exact fit. Trim excess if necessary. 4. Put other sheet of card on table. 5. Place glass with card glued on upside down on top of sheet of card. 6. Call in audience. Show them the coin.

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7. Place coin on sheet of card next to glass.

8. Cover glass with napkin then move both over top of coin.

9. Say ‘Abracadabra’ and whisk napkin off glass. (Coin will not be seen by audience as under circle of card.) 10. Replace napkin over glass and lift both up to show coin has reappeared.

Test The success of this procedure could be evaluated by checking the instructions were followed and the audience was tricked.

• a capital letter is needed at the beginning of each instruction and a full stop at the end

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Method Steps in the method (or another appropriate heading) are written clearly and concisely in a logical sequence. They are usually numbered.

Test: The trick would be successful if all steps were followed in the instructions and the

audience thought the coin had disappeared. If not successful, check which step or steps was/were not followed correctly.

• clear, concise information— unnecessary words omitted; e.g. Put other sheet of card on table. (definite article ‘the’ is omitted in this sentence) • 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’ (or ‘Aim’), ‘Materials’ (or ‘Equipment’), ‘Method’ (or ‘What to do’/’Steps’) and ‘Test’. (Note: The headings will vary according to the form of procedure.) 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. The degree of complexity and technicality can also be evaluated. R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

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 or movie 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:

• 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 (latter is optional)

• descriptive language that is factual rather than imaginative, with technical or scientific terms relevant to the subject • 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

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• Detailed analysis of sample report on pages 14 and 15

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It includes:

Read and discuss the report on page 14 with the students, identifying its purpose, and the structural and language features; e.g. classification, description, factual and technical language, present tense, written in third person, paragraphs. (Refer to the copy of the student text below.) As students will be answering a question on first and third person, some discussion may be needed. See bullet point 2 on page 3. Students analyse the report by answering the questions on page 15.

Title States the subject of the report

Animal symbol of India

Classification A general or classifying statement about what is being reported

The Indian elephant is one of the animal symbols of India. It is one of four subspecies of Asian elephant, with its scientific name being Elephas maximus indicus.

Description A detailed and accurate description and facts

Also known as ‘pachyderms’ (meaning ‘thick skin’), Indian elephants live in areas of forest, plains and grass. These animals travel over vast areas, usually in single file, to find food. They move in small herds which contain closely-related animals. An elderly female, called a matriarch, leads the way.

Being herbivores (plant eaters), their diet consists of grass, leaves, roots, bark, bananas and sugar cane. They can eat between 130 and 260 kg of food each day.

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Cows usually give birth to a single calf, weighing about 100 kg. Young males stay with the herd until about 14 or 15 years of age. Fully-grown bulls usually live alone.

Indian elephants have been domesticated for use in forestry, as a means of transport and for tourism, ceremonial and religious purposes.

Conclusion A summarising statement to tie in with the title of the report

• written in third person; These animals travel • uses factual language rather than imaginative, with technical terms; e.g. subspecies, pachyderms, matriarch

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Indian elephants have soft, wrinkled, grey-brown skin which is almost hairless. They stand between 2 and 3.5 m tall and weigh between 2.5 and 4.5 tonnes. Elephants have exceptional hearing but poor eyesight. Their large ears also help them lose excess heat. Their trunks, which have two nostrils at the end, have thousands of muscles, making them very dextrous.

• written in timeless present tense; live, move

• information is organised into paragraphs • linking verbs; e.g. have, is

To the people of India, the Indian elephant is a symbol of strength and an everlasting India.

• 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. • Comparing a report and explanation The report on page 14 and the explanation on page 16 both concern elephants. The report gives a variety of facts about the Indian elephant, one of the symbols of India, while the explanation concentrates only on an elephant’s life cycle in general, not solely that of an Indian elephant. Students could compare the structural and language features to find the similarities and differences between the texts. Australian Curriculum English – Language: Text structure and organisation (Year 4)

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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 concerning a natural, social or technological phenomenon. Its purpose is to inform the reader. It includes:

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, interesting comment or concluding paragraph

• 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 16 and 17

Teac he r Title

What is the life cycle of an elephant?

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Discuss what an explanation is and explain that the life cycle text on page 16 is a form of one. Read and discuss it with the students, identifying its purpose, and the structural and language features; e.g. the statement, description, subject-specific and technical vocabulary, linking words that show cause and effect. (Refer to the copy of the student text below.) Students analyse the explanation, answering the questions on page 17.

Statement One or more sentences which state what the explanation is about

An elephant is an example of a mammal—an animal that gives birth to live young, cares for its young and feeds its young milk. There are three main stages in an elephant’s life cycle: baby– adolescent–adult.

Explanation Information presented in logical order

A baby elephant, called a calf, develops inside its mother’s womb for 22 months. The mother, known as a cow, usually gives birth to only one calf at a time. When the calf is born, the cow uses her trunk to help the newborn calf stand upright. The calf must do this right away so it can reach and drink its mother’s milk. In the wild, it also needs to walk almost immediately after birth because the herd does not stay long in the same place.

• action verbs in simple present tense; e.g. cares, develops, drink

A newborn calf weighs between 77 and 113 kg and is about 90 cm in height from the shoulder to the • subject-specific vocabulary; e.g. ground. The calf drinks up to 11 litres of milk each day. After it grows teeth, at about three years of age, adolescent, it starts to eat grass and other vegetation. womb, The calf’s mother and the other adult females in the herd help look after it. The calf learns how to use its trunk for feeding, drinking water and bathing.

Conclusion This explanation has a concluding paragraph

• Writing an explanation

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An elephant is an adolescent when it stops drinking milk entirely and eats only vegetation. This happens between 5 and 10 years of age.

Male elephants are called bulls. They leave the herd at about 13 to 15 years of age to form a smaller herd with other young bulls. These herds are known as ‘bachelor pods’. Female elephants, the cows, stay with the main herd all their lives. The herd is ruled by the oldest female, known as the matriarch.

o c . che e r o t r s super

An elephant is an adult at about 18 years of age. Male and female elephants mate at about 20 years of age. A cow will have six or seven calves during her lifetime and stops producing calves at about 50 years of age.

newborn, matriarch • linking words to show cause and effect; e.g. When, almost immediately • information is organised into paragraphs

An elephant can live until it is about 70. But did you know its life span is largely determined by its teeth? It grows its final set of teeth around 40 years of age. When these wear down and it can no longer chew, it gradually dies of starvation.

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. • Using science to identify the structural and language features Science is a learning area in which students will read a variety of explanations; e.g. an animal or plant’s life cycle, how magnets work, how weathering occurs. Students can use these texts in books and online websites to identify the structural and language features of explanations. • Comparing a report and explanation The report on page 14 and the explanation on page 16 both concern elephants. The report gives a variety of facts about the Indian elephant, one of the symbols of India, while the explanation concentrates only on an elephant’s life cycle in general, not solely that of an Indian elephant. Students could compare the structural and language features to find the similarities and differences between the texts. R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

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 or against a particular position with the purpose of attempting to persuade the audience to share this view. An exposition may be written in the form of an essay, an email, a letter, policy statement, a critical review, an advertisement, an editorial or a speech. It includes:

It uses the following language features:

• Title • Overview: statement of the problem or issue and the writer’s position • Arguments: arguments for the writer’s stance in a logical manner with supporting detail, usually from the strongest to the weakest; a rebuttal of any arguments against the writer’s stance • Conclusion: a restating of the writer’s position and a summary of the arguments presented

• • • • • •

topic-related vocabulary present tense powerful and emotive language rhetorical questions verbs to show action cohesive language – conjunctions and connectives

• paragraphs to state and elaborate on each point • persuasive language • quoted or reported speech

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Teac he r

• Detailed analysis of sample exposition on pages 18 and 19

Title

Overview States the topic and what the writer thinks should happen

A community market garden

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Read the exposition on page 18 with the students. 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 19. Describe the nature of the proposal. Is it selfish? Is it for the benefit of one or many? What sort of person would suggest such a proposal? Is it a realistic and practical proposal? Could it work or is it just a nice dream? If it was agreed to, what problems might be encountered? Expositions are generally written in the present tense but this exposition is a proposal for something that will happen in the future if the proposal is adopted. The conditional ‘if clause’ in the simple present tense is used with the ‘main clause’ in the future tense; e.g. If the proposal is adopted (’if clause’), there will be opportunities for those with plenty of time (main clause). • topic-related vocabulary; e.g. site, community market garden

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

As spokesperson for the pensioners’ club of Hurford, I think the town council should adopt our proposal for using the land at the junction of Wye Road and Dean Way. I believe that the site, located at the junction of two main roads, is perfectly located for a community market garden. At the heart of the suburb, it is the perfect site to establish this project that will involve and benefit all members of the community. Creating a community market garden will promote a feeling of harmony across age groups as everyone shares knowledge, skills and labour. The project will be open to anyone who wants to be involved. There will be opportunities for those with plenty of time or just a little to spare. It will be an excellent opportunity for those who know about gardening to pass on their knowledge and skills to those who do not.

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In addition, we have the support of teachers in the local primary schools. They say that the project will be an fantastic way to show students that what they learn in school is useful in real life. There will be a lot of mathematics and science involved in creating the market garden.

We live in a world of processed convenience foods with hidden fats and too much sugar and the worrying effects of additives and preservatives. A local market garden, providing organic produce, will be a good weapon in the fight towards a healthier lifestyle for us all.

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Also, there will be the physical benefits of spending time outdoors, digging, weeding and planting and a deep sense of satisfaction at having achieved something wholesome. And the reward for this labour will be organic produce at a reasonable price as the garden will be run on a not-for-profit basis.

Many of us have had to give up tending our own gardens as our health and strength have no longer been a match for the task. A joint project will allow us to take part as much as we are physically able, happy in the knowledge that there will always be more able bodies to help out. As pensioners, we believe that being involved in such a project will promote our health and wellbeing, providing us with a reason for activity and commitment and a feeling of value in the community.

Conclusion A restating of the writer’s opinion

• controlling and emotive words; e.g. heart of, perfect site, involve and benefit, promote, harmony, excellent opportunity, worrying effects, good weapon in the fight, deep sense of satisfaction, reward for this labour

And so, I want you to accept our proposal as we believe it is the best way to use the site for the benefit and involvement of the whole community.

• verbs to show action; e.g. pass on, spending time, digging, weeding and planting • text connectives; In addition, Also, And so • paragraphs to state and elaborate each point

• Writing an exposition Read a number of prepared expositions to the students. Focus on the assertive way of reading that commands them to sit up and listen. Discuss the features of the exposition that made the greatest impression on them. Encourage them to use these same features in their own writing. Guide students to plan their own text, write a draft, edit their work and publish a final copy. Model plans with the headings ‘Title’, ‘Overview’, ‘Arguments’ and ‘Conclusion’. Discuss topics that are of interest to the students. Use these as suggested or set topics for them to write their own expositions. • 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 with the exposition above. Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Text and structu orga r nisa e tion

Activities to develop the content description

Persuasive text: Discussion Language and structural features of discussions A discussion is a persuasive text that presents arguments from opposing points of view. Its purpose is to present a balanced argument that will allow the reader/audience to form an opinion on the topic. Discussions can be debates, letters to the editor of a journal, talkback radio or journal articles. It includes:

It uses the following language features:

• Title • Opening statement: naming the subject and the points of view of both parties • Arguments: with supporting evidence for the subject; with supporting evidence against the subject • Conclusion: summary of arguments and recommendation for resolution or further action

• • • • •

topic-related vocabulary present tense rhetorical questions emotive, persuasive language logical connectives – however, therefore, this shows

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• paragraphs to state and elaborate on each point • quoted or reported speech • generic participants – youth, residents • move from general to specific – scientists say, Dr Bergen says

Teac he r

• Detailed analysis of sample discussion on pages 20 and 21

Title

Opening statement States the subject and the point of view of both parties Arguments For the subject

Please can we have an activity park?

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Read the discussion on page 20 with the students. Help them identify the structural and language features; e.g. the overview, arguments for and against (with strongest arguments first), conclusion, topic-related vocabulary, emotive words. (Refer to the copy of the student text below.) Assist students to analyse the discussion using the questions on page 21. Describe the nature of the proposal. Is it selfish? Is it for the benefit of one or many? What sort of person would suggest such a proposal? Is it a realistic and practical proposal? Could it work or is it just a nice dream? If it was agreed to, what problems might be encountered? Discussions are generally written in the present tense but this one is a proposal that if adopted will happen in the future. The conditional ‘if clause’ in the simple present tense is used with the ‘main clause’ in the future tense; e.g. If the proposal is adopted (‘if clause’), there will be opportunities for those with plenty of time (main clause).

• topic-related vocabulary; e.g. developed for community use, activity park, not be good for the neighbourhood

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• The town council has agreed that the land at the corner of Wye Road and Dean Way in Hurford is to be developed for community use. One suggestion is to create an activity park for older primary school children. The local youth group would like an activity park appropriate for children between the ages of eight and 13 who want to increase their activity levels without feeling pressured to join sports clubs. However, local residents believe that such a park would not be good for the neighbourhood.

w ww Against the subject

Following a survey completed by local children and their families, the group has suggested a number of features that could be constructed at the activity park. These include a skate park, a cycle path, a separate walking path with trim trail stations at 200-metre intervals, a pyramid net rope climbing frame, an assault course with flying fox and a maze.

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An equal distance from the suburb’s three primary schools, the site will be a convenient location for all local children. The park will be an excellent after-school venue, allowing children to have fun together in the fresh air, away from the pull of the electronic screen. On the other hand, residents close to the site are against this suggestion. They argue that after younger children have finished using the site by day, it will attract undesirable characters after dark, who they fear will not respect the peace of the neighbourhood. They are concerned that each morning, broken bottles and used syringes will be littered throughout the proposed park. Also, they are concerned that the increased number of cars will create a parking problem in the area. Some even fear a fall in the value of their properties if there are always cars parked outside their homes.

They also claim that the children have enough facilities at school which could be put to better use and it is a waste of council money to provide more. Conclusion Recommendation

• controlling and emotive words; e.g. designed for much younger children, urgent need, engage in activities, promote a healthier lifestyle, excellent after-school venue, away from the pull of the electronic screen, attract undesirable characters, littered throughout the proposed park, fear a fall, waste of council money

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Certainly, the youth group recognises that there are already a number of playgrounds in the area but they are all designed for much younger children. Consequently, there is an urgent need for a place where older primary school children who are not interested in formal sports can meet and engage in activities that will promote a healthier lifestyle.

The council will consider all suggestions for use of the site at a meeting scheduled for 29 June.

• text connectives; Certainly, Also • paragraphs to state and elaborate each point

• Writing a discussion Read a number of prepared discussions to the students. Focus on a balanced way of reading that gives credence to each side of the discussion. Identify individual arguments and evidence. Note counter arguments. Is the discussion fair to both sides? Are views supported with reasons and evidence? Encourage them to use these same features in their own writing. Guide students to plan their own text, write a draft, edit their work and publish a final copy. Model plans with the headings ‘Title’, ‘Opening statement’, ‘Arguments’ and ‘Conclusion’. Discuss topics that are of interest to the students. Use these as suggested or set topics for them to write their own discussions. R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

The bear and the tourists

Narrative

Suddenly, they heard a rustling in the bushes, followed by a low, menacing growl. They turned around and anxiously looked towards the sound. To their horror, an enormous brown bear lumbered onto the path and stared at them. The tourists began to run. Unfortunately, one of the men slipped and fell over. He shouted out for his friend to help. However, the other man quickly climbed a tree and concealed himself in the foliage.

Teac he r

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After a few minutes, the bear left him, for as it is said, a bear will not touch a dead body. The man on the ground slowly rose to his feet.

The other tourist slid down from his hiding place, came up to his companion and remarked, ‘I thought you were going to be eaten for sure! Especially when he nuzzled your ear!’

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o c . che e r o The other man replied, ‘He was notr about t s su er to eat me. He whispered some advice. He p told me never to travel with a friend who selfishly deserts you at the first sign of danger’. (Based on an Aesop’s fable)

Australian Curriculum English – Language: Text structure and organisation (Year 4)

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One afternoon, two tourists travelled along a winding path in a thick forest. It led to a clearing at the top of a hill with a wonderful view of the surrounding countryside.

Examining a narrative

Narrative

Use the narrative on page 10 to complete the page. 1. Title

(a) Does the title give any clues to the content of the narrative? (b) Explain your answer.

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

3. Complication and events

(a) What is the complication in the narrative?

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Teac he r

(a) When and where does the narrative take place?

(b) Who are the characters?

(b) Briefly list three events in the second paragraph.

5. Ending

4. Resolution

How was the problem solved?

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2. Orientation

There is a twist to the ending of this narrative. Briefly explain the twist.

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Descriptive language is widely used in narratives to add interest and meaning. List some words and phrases that describe the bear’s appearance and actions. R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

1. 2. 3.

Procedure

Disappearing coin trick

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Materials:

• scissors

• glue

• coin

• flat table

Teac he r

• pencil

• cloth napkin

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• clear drinking glass

• 2 brightly coloured sheets of thin card, same colour

What to do:

1. Place glass upside down on one sheet of card.

2. Use pencil to trace around top of glass. Cut out circle of card.

3. Glue circle to rim of glass and allow to dry. Make sure of exact fit. Trim excess if necessary.

5. Place glass with card glued on upside down on top of sheet of card.

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6. Call in audience. Show them the coin.

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7. Place coin on sheet of card next to glass.

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4. Put other sheet of card on table.

o c . 9. Say ‘Abracadabra’ and whisk napkin off glass. (Coin will not be c e h r seen by audience as under of card.) ecircle o t r s s r u e p 10. Replace napkin over glass and lift both up to show coin has 8. Cover glass with napkin then move both over top of coin.

reappeared.

Test: The trick would be successful if all steps were followed in the instructions and the audience thought the coin had disappeared. If not successful, check which step or steps was/were not followed correctly. Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Follow the instructions to perform a magical disappearing coin trick in front of an audience.

Examining a procedure

1. 2. 3.

Procedure

Use the procedure on page 12 to complete the page. 1. 2. 3.

1. Title

1. 2. 3.

2. Goal

1. 2. 3.

3. Materials

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4. Method

(a) Another name for the section called ‘What to do’ is the (b) Each step is numbered. Why is the order important?

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1. 2. 3.

Teac he r

(b) Why are the materials listed before the method?

(i)

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(e) Cross out the unnecessary words that have been added to each step. Use a pencil to trace around the top of the glass. Then cut out the circle of card you traced.

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(a) How many items are needed for the trick?

. te o No (f) Do you think the illustrations included are useful? Yes c . c e her r Why/Why not? o st super (ii)

1. 2. 3.

Cover the glass with the napkin and then move both the glass and the napkin over the top of the coin.

5. Test

How would you know if the trick worked?

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Report

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

Teac he r

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The Indian elephant is one of the animal symbols of India. It is one of four subspecies of Asian elephant, with its scientific name being Elephas maximus indicus.

Also known as ‘pachyderms’ (meaning ‘thick skinned’), Indian elephants live in areas of forest, plains and grass. These animals travel over vast areas, usually in single file, to find food. They move in small herds which contain closely-related animals. An elderly female, called a matriarch, leads the way.

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Being herbivores (plant eaters), their diet consists of grass, leaves, roots, bark, bananas and sugar cane. They can eat between 130 and 260 kg of food each day.

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o c . che e r o t r s sup Indian elephants have been domesticated for use in forestry, as a means r e of transport and for tourism, ceremonial and religious purposes. Cows usually give birth to a single calf, weighing about 100 kg. Young males stay with the herd until about 14 or 15 years of age. Fully-grown bulls usually live alone.

To the people of India, the Indian elephant is a symbol of strength and an everlasting India.

Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Animal symbol of India

Examining a report

Report

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

(a) The title of this report is:

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2. Classification

3. Description

(a) What do these scientific or technical terms mean? (i) (ii)

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Teac he r

List two facts from this section of the report.

(iii) dexterous

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(iv) herbivores

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(b) Write another suitable title.

(v)

domesticated

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(b) List four present tense verbs from the second paragraph.

o c . c e (c) This sentence from h the report is written in the firstr person instead of the third e o t r person. Change the words in bold so e it reads sin the third person. s r up Our large ears help us lose excess heat. 4. Conclusion

What did the writer say about what the Indian elephant means to the people of India? R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

What is the life cycle of an elephant?

Explanation

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

ew i ev Pr

Teac he r

w ww

m . u

A newborn calf weighs between 77 and 113 kg and is about 90 cm in height from the shoulder to the ground. The calf drinks up to 11 litres of milk each day. After it grows teeth, at about three years of age, it starts to eat grass and other vegetation.

The calf’s mother and the other adult females in the herd help look after it. The calf learns how to use its trunk for feeding, drinking water and bathing.

. te

o c . c e hTheyr r Male elephants are called bulls. e leave the herd at t about 13 to 15 years of age o s s r u e p to form a smaller herd with other young bulls. These herds are known as ‘bachelor An elephant is an adolescent when it stops drinking milk entirely and eats only vegetation. This happens between 5 and 10 years of age.

pods’. Female elephants, the cows, stay with the main herd all their lives. The herd is ruled by the oldest female, known as the matriarch. An elephant is an adult at about 18 years of age. Male and female elephants mate at about 20 years of age. A cow will have six or seven calves during her lifetime and stops producing calves at about 50 years of age. An elephant can live until it is about 70. But did you know its life span is largely determined by its teeth? It grows its final set of teeth around 40 years of age. When these wear down and it can no longer chew, it gradually dies of starvation. Australian Curriculum English – Language: Text structure and organisation (Year 4)

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R.I.C. Publications®

An elephant is an example of a mammal— an animal that gives birth to live young, cares for its young and feeds its young milk. There are three main stages in an elephant’s life cycle: baby– adolescent–adult.

Explanation

Examining an explanation Use the explanation on page 16 to complete the page. 1. Title

Write another suitable title.

2. Statement

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Teac he r

(b) What are the stages in an elephant’s life cycle?

3. Description

(a) Explain what each term means in relation to an elephant. (i)

matriarch

(ii)

adolescent

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(b) The present tense is mostly used in an explanation. Write four present tense verbs used in Paragraph 3.

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(a) Why is an elephant a mammal?

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4. Conclusion

Summarise the concluding paragraph about the end of an elephant’s life cycle.

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Does the community need a market garden?

Exposition

At the heart of the suburb, it is the perfect site to establish this project that will involve and benefit all members of the community. Creating a community market garden will promote a feeling of harmony across age groups as everyone shares knowledge, skills and labour.

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

Teac he r

ew i ev Pr

The project will be open to anyone who wants to be involved. There will be opportunities for those with plenty of time or just a little to spare. It will be an excellent opportunity for those who know about gardening to pass on their knowledge and skills to those who do not.

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o c . che e r o t As pensioners, we believe that being r s super involved in such a project will promote our health and wellbeing, providing us with a reason for activity and commitment and a feeling of value in the community. And so, I want you to accept our proposal as we believe it is the best way to use the site for the benefit and involvement of the whole community. Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Examining an exposition

Exposition

Use the exposition on page 18 to complete the page. 1. Title

How does the title give a clue to the subject of the exposition?

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

ew i ev Pr

Teac he r

What is the writer asking for?

3. Arguments

(a) How many arguments are given in favour of the project?

(b) In your opinion, which argument does the writer think is the most important? Explain your answer.

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2. Overview

(d) The writer leaves the benefits to pensioners until the end of the exposition. Why do you think he or she does this?

4. Conclusion

o c . che e r o t r s super

(a) Does the conclusion confirm the writer’s main reason for wanting a community market garden?

Yes

(b) Explain your answer.

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Please can we have an activity park?

Discussion

The town council has agreed that the land at the corner of Wye Road and Dean Way in Hurford is to be developed for community use. One suggestion is to create an activity park for older primary school children.

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

Teac he r

ew i ev Pr

w ww

m . u

argue that after younger children have finished using the site by day, it will attract undesirable characters after dark, who they fear will not respect the peace of the neighbourhood. They are concerned that each morning, broken bottles and used syringes will be littered throughout the proposed park. Also, they are concerned that the increased number of cars will create a parking problem in the area. Some even fear a fall in the value of their properties if there are always cars parked outside their homes.

. te

o c . c e herfor use of thes The council will consider all suggestions site atr a meeting scheduled o t s r upe for 29 June. They also claim that the children have enough facilities at school which could be put to better use and it is a waste of council money to provide more.

Australian Curriculum English – Language: Text structure and organisation (Year 4)

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R.I.C. Publications®

The local youth group would like an activity park appropriate for children between the ages of eight and 13 who want to increase their activity levels without feeling pressured to join sports clubs. However, local residents believe that such a park would not be good for the neighbourhood.

Examining a discussion

Discussion

Use the discussion on page 20 to complete the page. 1. Title

What is the subject of this discussion?

2. Opening statement

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(a) What is the main argument in support of the proposal?

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Teac he r

3. Arguments

(b) Give three emotive words or phrases used in support of the proposal.

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(d) Give three emotive words or phrases used against the proposal.

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Who are the two parties involved?

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(e) Explain why you think the discussion is either balanced or unbalanced.

4. Conclusion

Why do you think it is important for a third party to make a recommendation about the outcome of this sort of discussion?

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Sheep rescue email – 1 g_blake63@miningtown.com.au

Marcus and I had been fishing by Dingle Creek. On our way home, when we were crossing over the bridge by the tumbledown cottage, we heard this moaning sound. Then we heard it again. It came from under the bridge! We ran down the muddy track which was slippery because it’d been raining hard all afternoon. When we got down there, there was one of old McLaird’s prize sheep!

She started panting like a dog and the back end of her body was heaving and wobbling. I thought she was having a fit then I realised what was going on. It’s lambing season, isn’t it! Duh!

© R. I . C.Publ i cat i ons • f o r r e i esee wtwo pu r p ose so nl •me I lifted up her tail and Iv could little hooves poking out. Ity made feel a bit yukky and I thought, what am I supposed to do here? But the sheep gave a few more pants and grunts and this lamb just slithers and slides out and plops straight into the stream!

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Somehow, she’d got herself stuck in the stream. I don’t know if her legs were trapped or if she was stuck in the mud but the water was almost to the top of her legs and rising. We tried shifting her but she wouldn’t budge. I told Marcus to run for help while I stayed with her. After a while, I realised that something else was wrong with her.

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I knew it would be all slimy so I grabbed my net and fished it out. What a catch! I pulled off my warm fleece and rubbed it dry. Then I noticed some more action going on at the sheep’s back end. Another lamb was getting ready for the dive of its life!

. te o c I had just enough time to plonk the first lamb . c e he r on the bank and get back to the ewe before o t r s su the second one dropped. I caught it in my er p fleece just before it hit the drink!

Just then, old McLaird rocks up with his farmhands and they shift the ewe out of the stream. She was soon back on dry land and feeding her lambs as happy as a dog with two tails!

And what about me? Well, I was cold and soaking wet but really happy that I had saved those two lambs from drowning!

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Hey, Dad! How are you? You just won’t believe what happened to me today! I’ve got to tell you about it. You will be so proud, I know.

Teac he r

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Sheep rescue

Sheep rescue email – 2 Read the text on page 22 and answer the questions. 1. Shade the correct answer. (a)

The text is a/an:

(b) The text is:

explanation

narrative

formal

informal

recount

report

a mixture of formal and informal

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2. The text uses many features found in this type of writing. Write two examples of each.

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(b) colloquial expressions and vocabulary (c) similes

(d) change of verb tense

3. In this type of writing, events are written in the order they occurred. Number these events from one to six to show their correct order.

4. Give a synonym for each word in bold type.

(a) A lamb fell into the stream.

the tumbledown cottage (P2)

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(a)

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Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

(a) contractions (give composite words)

(b) she wouldn’t budge (P3) . tfarmer arrived on the o (b) Thee c . scene. c e her r (c) I grabbed my net (P6) o t s super (c) Marcus ran to get help. (d) The writer pulled off his fleece.

(d) to plonk the first lamb (P7)

(e) The sheep became stuck in the stream. (f) The boys heard a moaning sound. R.I.C. Publications®

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Sheep rescue letter – 1 Oakwood Farm 1650 Jamestown Hwy Cumbidgee WA 6164 21/05/12

2. 3.

I wish to recommend Daniel Blake and Marcus Wright for community citizenship awards.

On the afternoon of Saturday 19 May this year, the actions of the two boys saved the lives of one of my valuable ewes and her newborn lambs. Hidden from view under the bridge, the ewe had become trapped in the rising waters of the stream. Had it not been for the boys’ chance presence, she would not have been found until it was too late.

© R. I . C.Publ i cat i ons On hearing her distressed cries, the boys acted swiftly; Marcus running two • f o r r e v i e w p u r p o s e s o n l y • kilometres to raise the alarm and Daniel remaining with the ewe and rescuing her lambs from inevitable death by drowning as she delivered them into the stream. The boys had little thought for their own comfort as one ran for fifteen minutes in the pouring rain while the other spent an equal amount of time in metre-deep water, protecting my animals.

By their actions, Daniel and Marcus have demonstrated that true community spirit is still alive in the young people of today. For this, I hope you will consider both boys for citizenship awards.

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o c . Yours faithfully che e r o t r s super J.C. McLaird Jerome Callum McLaird

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Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Dear Sir

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Teac he r

Right Honourable Mayor Jepson Cumbidgee Town Council Flinders Street Cumbidgee WA 6164

Sheep rescue letter – 2 Read the text on page 24 and answer the questions. 1. Shade the correct answer. (a)

The text is a/an:

(b) The text is:

explanation

narrative

formal

informal

recount

report

a mixture of formal and informal (c)

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The text is written by a(n):

adult

child

2. Give a synonym for each bold word.

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I wish to recommend (P1)

(c)

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(b) hearing her distressed cries (P4) from inevitable death (P4)

(d) have demonstrated that (P6)

3. (a)

What phrases has the writer used to begin and end his letter?

(b)

tone of the letter.

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To begin:

w ww To end:

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4. Describe some similarities and differences between the two texts. © Australian Curriculum: Assessment and Reporting Authority 2012

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

(a)

Similarities

o c . che e r o t r s super

Differences

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• purpose – to receive parental praise

• audience – familiar

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

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• purpose of text stated immediately

• use of time connectives

• conclusion

• events

• orientation

• use of third person

• past tense

• formal style and vocabulary

• factual recount without embellishment

• author – adult

• retell events chronologically • factual account of events

• purpose – to request community praise

Features of a recount

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Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

• use of contractions

• use of exclamation marks

• change of verb tense from past to present

• use of ‘I’ and ‘we’

• similes

• colloquial expressions and vocabulary

• chatty, friendly style

• personal recount with personal thoughts and actions

• author – child

• audience – unfamiliar/ professional

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Features of informal text

Teac he Features of formal text r

Sheep rescue Venn diagram Resource sheet

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

(a) illustrations?

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3. If your text has illustrations or diagrams, do they help you to understand what your text is about?

Yes

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4. Does your text have:

(b) instructions?

(a) characters?

ai listn ofs steps? © R. I . C.Publ i c(d) at o (e) facts explained? (f) paragraphs? •that f oare rr evi ew pur po se sonl y• (c) several events?

5. (a) Does the text give opinions?

Yes

(b) If the text gives opinions, are they from:

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(i) one person’s point of view?

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(g) a list of equipment or materials needed?

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Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Explain your answer.

o c . 6. Why do you thinkc this text was written? e her r o t s super (ii) opposite points of view?

7. What type of text do you think it is? Tick one box. narrative

recount

report

procedure

exposition

discussion

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explanation

Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Identifies how texts vary in complexity according to its intended audience

Identifies how texts vary in complexity according to its purpose

Identifies the language and structural features of a discussion

Identifies the language and structural features of an exposition

Identifies the language and structural features of an explanation

Identifies the language and structural features of a report

Identifies the language and structural features of a procedure

Identifies the language and structural features of a 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 texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Assessment checklist

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Text and structu orga r nisa e tion

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. • Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1488) • Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491) • Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)

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• Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) • Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) • Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

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• Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

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• Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687) • Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688) • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

• Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

• Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)

E2. Identifies how texts vary in complexity, according to the purpose and intended audience.

• Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to larger groups (ACELA1488) • Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1488) • Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

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• Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)

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• Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687) • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

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• Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)

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

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

Language modes

General capabilities ✔

Listening

✔

Literacy

Speaking

✔

Numeracy

Reading

✔

Information and communication ✔ technology (ICT) capability

Viewing

✔

Critical and creative thinking

Writing

✔

Personal and social capability

✔

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

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✔

Australian Curriculum English – Language: Text structure and organisation (Year 4)

Text and structu orga r nisa e tion

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491) © 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. Cohesion

• Students need to recognise, understand and use linking devices including pronoun reference and connectives in written texts.

• There can be many ideas in text, but they will only make sense to the reader if he/ she can see how they are connected. • Writers show how things in a text are connected in many different ways. • Connectives are cohesive devices because they are used to link information, ideas, characters, events etc. in text and to show how they are connected. • Time connectives are used to link sections of text by sequencing events.

Devices used to connect different parts of a text, including paragraphs, connectives, ellipses and word associations.

• Word associations such as synonyms and antonyms make text more cohesive, add interest and can add meaning.

• Pronouns are used as synonyms to refer back to nouns and phrases in text, avoiding unnecessary repetition.

Text connectives

Words which link paragraphs and sentences in logical relationships of time, cause and effect, comparison or addition. Connectives relate ideas and help to show the logic of the information. Conjunctions

Elaborations

E1. Identifying and using different ways of naming the same thing, including word

Words that join other words, phrases and clauses in logical relationships such as time, cause and comparison. Word associations

Teaching points

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• Texts only make sense because of the ways in which the separate parts are linked to form a cohesive whole.

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

What this means

associations such as synonyms and antonyms, noun phrases and pronoun reference, and understanding that these devices provide cohesion, and add interest, variety and meaning.

E2. Identifying and using connectives as cohesive devices to link sentences and paragraphs and to sequence through time.

The semantical relationships between words which form links within texts. Further resources

Synonyms

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Antonyms

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• <http://www.what2learn.com/games/play/58732/> This interactive is a ‘Hangman’ type of challenge in which students have to identify common time connectives.

Words with the same or similar meaning.

Words with the opposite meaning. Noun phrase

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A noun with all its modifiers and determiners. Pronoun reference

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The word a pronoun is replacing and referring to.

Student vocabulary connectives

compare

time connectives

contrast

conjunctions

cause

paragraph

effect

pronoun

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Text and structu orga r nisa e tion

Activities to develop the content description

E1. Identifying and using different ways of naming the same thing, including word associations such as synonyms and antonyms, noun phrases and pronoun reference, and understanding that these devices provide cohesion, and add interest, variety and meaning. • Concept wheel (page 32) Graphic organisers like a concept wheel can be useful for organising information into paragraphs. Each part of the concept wheel can be labelled and notes about that particular aspect of a topic added. Students can write two of the paragraphs outlined on the wheel before considering how they are related. They then modify their first sentence of one to start with a connective showing how they are linked. This process should first be modelled a number of times.

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Students can work with a partner or individually.

• Same thing - different names (page 33)

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The two texts on this page model the use of interesting and descriptive nouns and word phrases. Students are required to replace these with a common or proper noun and to reflect on the effect this has on the text.

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• What’s wrong? (page 34)

In the text on this activity page the names Bill and Ben are consistently used instead of using word associations and pronouns. This is to demonstrate to the students how strange such a text would be. They are required to state why it doesn’t ‘sound right’ and to replace these two proper nouns with noun groups and pronouns. They then review their new text and assess it.

• Pronoun meaning (page 35)

This multiple choice activity page gives students some practice in identifying the word(s) each pronoun is referring to.

• Changing words (page 36)

Students are required to replace highlighted words in a text with one of the given choices. They evaluate their new text. Some activities on antonyms are included and they then rewrite the text to change its meaning.

Interrelated English links: See page 43

E2. Identifying and using connectives as cohesive devices to link sentences and paragraphs and to sequence through time. • What’s the connection? (page 37) Students identify connectives joining two given sentences.

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• Connectives (page 38)

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This resource sheet explaining different types of connectives and conjunctions can be projected and used with students or used as a teacher reference. • Visit to Disneyland – 1 (page 39)

The text, ‘Visit to Disneyland’, can be used with the corresponding activity page to provide practice in identifying time connectives sentences in paragraphs and sentences.

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• Visit to Disneyland – 2 (page 40)

Students identify time connectives and complete related activities. • Visit to Disneyland – 3 (page 41)

Students select suitable words to use as connectives on this page. There are a number of possible alternatives for some sentences, but they may only use a word once. Interrelated English links: See page 43

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

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

w ww

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m . u

o c . che e r o t r s super

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Resource sheet

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Teac he r

Concept wheel

Same thing – different names 1. (a)

Read the paragraph and highlight all the words and phrases you could replace with the words, ‘an elephant’, ‘the elephant’ or ‘elephants’. Elephants are mammals. These enormous creatures are the Earth’s largest land mammals. The only mammals that are bigger than them are whales. They are usually gentle and they can be trained to work hard. But it is not a good idea to

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hurt one or to make it angry. When one of these gentle giants is angry, it can be very dangerous. People who have hurt one of them have been attacked a long

Teac he r

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(b) Write ‘an elephant’ or ‘elephants’ above all your highlighted words and read the new text to a partner. (c)

Give your opinion about the new text by circling one of the word choices. I think the new text is:

(i)

harder to understand. (ii)

less

interesting.

(iv) more longer . ©R . I . C.Publ i c at i ons less informative. Read the paragraph and highlight all the words and phrases you could •f o rr ev i e‘Caleb’. w pur posesonl y• replace with the word

(iii)

2. (a)

easier

shorter

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Caleb was always in trouble. It didn’t matter how hard he tried, things always seemed to go wrong for the poor boy. One day his dad planted a new veggie

w ww

time later. They say this is because they never forget.

garden. As he was going to have a shower, he asked his son to give the plants a

. te o it was a firehose. The happy fireman worked really hard putting out an enormous c . chDad elooked at Dad’s garden. r fire. Then he heard coming back. The busy o waterer er st super bit of water. His willing helper picked up the hose. He had great fun pretending

What had he done? Then … the terrified boy realised he had washed away every one of Dad’s new veggie plants. (b) Write ‘Caleb’ above all your highlighted words and read the new text to a partner. (c)

Explain how the new text is different from the old one.

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What’s wrong? 1. (a)

Read the text and think about why it doesn’t sound right. Bill and Ben are twins. Bill and Ben like to do the same things. One afternoon Bill and Ben were helping Bill and Ben’s dad cook dinner. He was making his famous stew. One of the things Bill and Ben liked doing was chopping up the vegetables to put in the stew. Bill and Ben’s dad said Bill and Ben could do this if Bill and Ben

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were very careful with the knives he gave Bill and Ben. Bill and Ben added Bill

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Teac he r

Ben’s dad went away to talk. Bill and Ben knew Bill and Ben’s dad liked hot stew so Bill and Ben added some hot spices. Bill put in the chilli then Bill’s twin added

the same. Ben put in some pepper and Ben’s brother added Bill’s too. Bill and Ben continued adding the same spices until Dad returned, then Bill and Ben left. Mum was very pleased that dinner was ready when Bill and Ben’s mum got home. Bill

and Ben’s mum took one mouthful, Bill and Ben’s mum’s face went red and Bill

and Bill and Ben’s dad had all added the same spices …

w ww

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and was it hot! (b) Explain what’s wrong with it.

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(c)

o c . che e r o t r Change all the Bill and Ben words sop it sounds better. Write your new words s s r u e above Bill and Ben. Try to make the text more interesting by using words such as ‘the twins’ or ‘the silly boys’ as well as pronouns such as ‘they’ and ‘them’.

(d) Circle one word. My new text:

(i)

is more interesting/boring.

(ii) takes more/less space? (iii) makes it easier/harder to understand. (iv) gives more/less information. Australian Curriculum English – Language: Text structure and organisation (Year 4)

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and Ben’s vegetables to the stew. Then Bill and Ben’s dad’s phone rang. Bill and

Pronoun meaning 1. What does the pronoun ‘it’ in this sentence mean? ‘Your room’s really messy and I’m angry about it’, Mum complained. (a)

(b) Mum

the child

(c)

the mess

2. The pronoun ‘this’ means:

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Kai ate his burger and then declared that this was what he wanted to eat for tea every night. (b) a burger

tea

(c)

what he wanted

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3. The pronoun ‘it’ means:

The atmosphere which is thickest near the Earth’s surface begins to thin out until it eventually becomes space. (a)

space

(c)

the Earth’s surface

(b)

the atmosphere

4. What does the pronoun ‘these’ refer to?

the dirty socks

(b) Juan

(c)

5. What are ‘those’?

the teacher

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(a)

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(a)

‘Don’t include any of those’, said Mum, pointing to the very ripe bananas.

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(a)

the shopkeeper

(c)

Mum pointing

(b)

the ripe bananas

o c . che e 6. The word ‘that’ means: r o t r s super ‘Do you think that was such a good idea?’ Dad asked my sister when she left her dolls’ pram in the middle of the road. (a)

a good idea

(b) leaving the pram (c)

the middle of the road

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Changing words 1. (a)

Read the paragraph about Jason and the golden fleece and choose some new words from the box with the same meaning to replace the highlighted ones. Write the new words above the ones they’re replacing. grateful man

the brave sailors

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the beautiful bird

the poor man’s

The clever captain

the greedy creatures

supplies. Some horrible flying creatures called Harpies were stealing his food.

Jason tricked the Harpies and saved the king from his misery. In return, the king told them how to escape the clashing rocks they had to sail their ship through. They let a white dove fly ahead and followed it to safety.

(b) How have the new words changed the text?

Do you think the new text or the original text is better?

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(c)

(d) Why?

2. (a)

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o c . che e r o Choose 10 words from the r story and write them and t s their opposites. super

(b) Write the story on a separate page using words with the opposite meaning. Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Teac he r

There was an old blind king on an island where Jason and his crew stopped for

What’s the connection? A text makes sense because the sentences in it are linked or connected in some way. The words connecting sentences and paragraphs are called ‘connectives’. For example: ‘Therefore’ and ‘in fact’ have been used to connect two of these sentences. I had studied for the test. Therefore, I was upset when I didn’t do well. My father plays golf very well. In fact, he was the club champion last year.

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1. Circle the connective linking the two sentences.

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It was a really rough windy day. So, we decided it would be too dangerous to take our boat out.

(b) We all had fun playing games at the birthday party. However, the food was very disappointing and there wasn’t enough of it. (c)

The band played some of our favourite music, the musicians played very well and the lead guitarist had a really good voice. In summary, the band was fantastic.

(d) My sister loves to play sport and is very good at it. By contrast, my brother would much rather sit and play on his computer. (e)

came down and I could go home. Most of the team have a chest infection. Consequently, they may have to forfeit tomorrow’s game.

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(f)

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(a)

(g) The wolf locked Grandmother in the cupboard and climbed into bed. Meanwhile, Little Red Riding Hood was getting closer and closer to Grandmother’s house.

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(h)

(i)

o c . I just love strawberry ice-cream. On the other hand, I just can’t stand sweet, c e h r sticky strawberry jam. er o st super It was one of those horrible wet winter days and we were feeling cold and miserable. Despite this, our football team went out and won the grand final.

(j)

The teacher had told the students in her class many times they could not go outside and play unless they wore their hats. Nevertheless, there were always one or two of them who tried to do it.

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Connectives

Resource sheet

Connectives are words used in a text to connect the things that happen in one sentence or paragraph with what happens in another one. 1. Connectives can be used to give additional information. For example: I think horses are very intelligent and beautiful. In fact, they are my favourite animals.

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For example:

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Teac he r

I was late for school because of the bad weather. For the same reason, my dad took twice as long as usual to drive to work. I love sweet food especially ice-cream and chocolate. My sister, by contrast, really enjoys savoury food like pizza and olives. 3. Connectives can be used to explain cause or effect. For example:

I left my hat at home. Consequently, I wasn’t allowed to play on the oval at lunchtime.

and/or the order in which they happen.

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We usually have our tea at about six o’clock.

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For example:

After tea, we have to finish our homework. Then, we’re allowed to watch television.

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Conjunctions are a type of connective. They are words used to join ideas, words, phrases and sentences. For example: • fish and chips

• not cheap, but worth every cent • The rain didn’t bother me because I had an umbrella.

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2. Connectives can be used to compare or contrast information.

Last year I went to Disneyland with Mum, Dad and my little sister. We all had the best time. Even Mum, who said she really didn’t want to go, enjoyed it. There were heaps of things to do there and the rides were awesome.

Our hotel was close to the park, so we walked to the entrance. As a result, we were some of the first people there. I couldn’t believe my eyes. Soon there were people everywhere and such a lot of things happening. There were parades with bands playing and Disney characters standing everywhere.

Dad looked at the map. There was so much on it. It was amazing. He said we had to get started or we wouldn’t see half of it. Before we knew what was happening he was racing off to Frontierland and we were following.

As soon as he saw Big Thunder Mountain he stopped. Then he rushed and stood in the line. We all stood there with him. Although she lined up with us, Mum said later she had no idea what she was going to be doing. Dad, however, knew all about it. One of his friends had told him.

Before long we were sitting in a train and moving slowly away from the platform and climbing. Then, we picked up speed. It was exciting and scary. We raced around sharp bends as we came down the mountain. Poor Mum was in shock as she held on and screamed at every sharp turn.

Eventually the train stopped and we got off. I looked at Mum wondering what she was going to say. ‘What’s next?’ she asked. ‘I would never have gone on that ride if I had known what it was like. But now I’ve done it and survived, I’m ready for the next one.’

‘Who is this lady and what’s happened to my mum?’ I muttered.

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Visit to Disneyland – 1

With Mum leading the way, we went from attraction to attraction. Some, like Splash Mountain, were really scary and my little sister wasn’t tall enough to go on them. Others, like the paddle-steamer were very gentle. Her favourite was ‘It’s a Small World’, where the same music was repeated over and over. Dad looked very pleased when it finished and he wouldn’t let her do it again.

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o c . chewe left. It was dark and r e Finally, and very reluctantly, we were all exhausted. But oorganised. The staff, they’re t r what a terrific day we’d had! Every thing was so well s s r u e p called ‘the cast’, were very friendly and helpful. There were loads of places to eat or to just rest between the wonderful rides.

10. Since we’ve been home, we’ve been trying

to persuade Mum and Dad to take us back. However, now we know one day just wouldn’t be long enough. R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Visit to Disneyland – 2 Read the text on page 39 and answer the questions about the time connectives used to link sentences and paragraphs. 1. (a)

The two time connectives used in Paragraph 5 are: and

(b) Which one is used to link two paragraphs?

2. (a)

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Which one links two sentences?

The time connective used in Paragraph 6 is

3. Tick the time connective used in Paragraph 8. (a)

was repeated over and over

(b) when it finished (c)

4. (a)

(b)

he wouldn’t let her do it again

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(b) Is this time connective linking paragraphs? Yes

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5. Add some interesting time connectives to this paragraph.

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have used instead of this one is:

. te we had finished on Splash Mountain weowent to find the Indiana Jones ride in Adventureland. It was very dark and spookyc inside and there . cheand giant snakes. e r were lots of screaming mummies o r st super we thought a quieter ride would be a good idea. We looked around.

we decided that Finding Nemo, a

yellow submarine, ride would be a good idea.

Australian Curriculum English – Language: Text structure and organisation (Year 4)

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R.I.C. Publications®

(c)

Visit to Disneyland – 3 Choose words from the box to use as connectives to link the paragraphs and sentences below. however in summary

therefore similarly

nevertheless for example

in addition in fact

by contrast in other words

1. There is so much to see and do at Disneyland. The rides are awesome, the food is

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great, the staff are friendly and it is such a fun place. I think it’s wonderful.

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I realise that getting there is very expensive and I know I’m so lucky that my parents could take me.

3. Splash Mountain is a very scary ride.

, Thunder Mountain

makes people scream and hold on tight.

4. We stayed close to Disneyland and walked there.

, it

5. Our whole family enjoyed Disneyland and found lots of things

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to do. There are great rides to suit everyone there.

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2. I think every child should visit Disneyland at least once.

, very young children can go on

'It’s a Small World' and older people can relax going down the

. te o c It is difficult to decide which rides to take at Disneyland and where to eat. The choices . che e r o are so varied and interesting.r t s to this, there are hundreds super river and listening to some great music on a paddle-steamer.

of wonderful, friendly staff there to help you. No wonder they call it ‘The happiest place on Earth’.

7. Use any one of the words from the box to connect two sentences about your opinion of going to visit Disneyland.

R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Understands that connectives contribute to text coherence

Identifies and uses connectives to link sentences and paragraphs

Identifies and uses pronoun reference

Uses appropriate word associations such as synonyms and antonyms to add variety and interest to text

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Student Name

Identifies and uses time connectives appropriately

Assessment checklist

Identifies word associations used as linking devices

Text and structu orga r nisa e tion

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

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R.I.C. Publications®

Text and structu orga r nisa e tion

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:

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• Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) • Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

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• Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)

E2. Identifying and using connectives as cohesive devices to link sentences and paragraphs and to sequence through time. • Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779) • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) • Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)

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

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

Language modes

General capabilities

Listening

Literacy

Speaking

Numeracy

Reading

✔

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

R.I.C. Publications®

www.ricpublications.com.au

Australian Curriculum English – Language: Text structure and organisation (Year 4)

Text and structu orga r nisa e tion

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492) © 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.

What this means The main purpose of quotation marks is to highlight: • direct speech • the quoted work of other writers

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• titles of minor works such as chapters in books and articles in magazines.

Quotation marks

Punctuation marks used to show direct speech, the quoted works of other writers and titles of minor works. Carrier

Teaching points

• 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 understands the message being conveyed. • Direct speech quotation marks indicate the exact words spoken.

Direct/quoted speech

• Indirect speech does not require quotation marks.

• A new paragraph is required for a new speaker.

• Single quotation marks are most commonly used but for a quote within a quote, double quotation marks are used.

The exact words spoken by someone; e.g. ‘I enjoy swimming’, said Joel.

• When quoting the words of another, the exact words must be used.

Indirect/reported speech

• For the titles of major works, that is books and periodicals, no quotation marks are required as they are written in italics. In students’ writing, if using a word processor, these titles can be written in italics. If their work is handwritten, they can be highlighted by underlining.

The words spoken by someone as reported by someone else; e.g. Joel said that he enjoyed swimming. Free indirect speech

• For the titles of minor works, that is chapters, section headings and articles within major works, quotation marks are used.

The words spoken by someone interpreted and reported by someone else; e.g. Joel has a great time when he goes swimming. Major works

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Indicates who is speaking. Often includes an adverb or adverbial phrase.

A complete publication comprising a number of chapters, sections or articles; e.g. a whole book.

Elaborations

E1.Recognises the different uses of quotation marks when exploring texts. E2.Uses quotation marks in personal writing.

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The chapters, sections or articles within a major work; e.g. the opening chapter.

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

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Student vocabulary punctuation

indirect speech

punctuation marks

reported speech

quotation marks

free indirect speech

carrier direct speech quoted speech

titles

Further resources

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Minor works

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

• Interactive software: Introducing punctuation R.I.C. Publications

o c . che e r o t r s super • http://www.teachingheart.net/readerstheater.htm

articles

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.

Australian Curriculum English – Language: Text structure and organisation (Year 4)

www.ricpublications.com.au

R.I.C. Publications®

Text and structu orga r nisa e tion

Activities to develop the content description

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492) © Australian Curriculum: Assessment and Reporting Authority 2012

E1. Recognises the different uses of quotation marks when exploring texts. • Understanding direct speech Discuss the text on page 46. How many characters are there and what does each say? How do you know what they say? Look at similar texts and discuss in the same way. • Using readers theatre to understand direct speech Use the text on page 46 and similar texts to perform a readers theatre, following the suggestions on page 47. Ensure the students understand the process before they work in independent groups. Aim for a smooth transition between one reader and the next. Initially, students can highlight their reading parts.

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• Converting a narrative to a playscript

Use narratives with examples of direct speech to convert to playscripts (page 49). Discuss how direct speech and the rest of the narrative text would be presented in a playscript.

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• Converting a narrative to a comic strip

• Quoted works of others Look through local newspaper articles to find examples of quoted speech.

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Use narratives with examples of direct speech to convert to comic strips (page 48). Discuss how direct speech and the rest of the narrative text would be presented in a comic strip.

Use newspaper articles and pictures from magazines to stimulate ideas for news reports. Students act out reading this news including direct and indirect speech. The use of ‘on-site interviews’ during the ‘broadcast’ will determine if the direct speech used in the report is correct. Report on interviews with famous people, acted out by the students. Use a mixture of direct and indirect speech.

• Books in series

Many authors write books in series; for example, Enid Blyton’s Famous Five and Secret Seven series. Students use the resource sheet on page 53 to record favourite examples of books in series and the titles of the first and last chapter of each book. The name of the book should be highlighted by underlining and the title of each chapter must be enclosed in quotation marks. At the end of the sheet, students rate the series. These sheets can be kept in a folder and used by the class to assist them in their choice of personal reading.

Interrelated English links: See page 55

E2. Uses quotation marks in personal writing. • Readers theatre

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Write a narrative to be read as a readers theatre. Determine how many characters are required in addition to the narrator. As the narrative is read, students discuss if the quotation marks are correctly placed. • Converting a playscript to a narrative

Provide short playscripts for students to act out and then write as narratives. Working in small groups, students can discuss different ways to use the stage directions to introduce and support the direct speech in the narrative. Focus on the placement of quotation marks around the direct speech.

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• Converting a comic strip to a narrative

Provide short comic strips for students to write as narratives. Focus on the placement of quotation marks around the direct speech. • Missing quotation marks

Write sentences including direct speech on strips of paper. Use elbow macaroni pasta to represent quotation marks. • Making sentences

Make a collection of common words and punctuation on individual pieces of card. Choose words to form sentences using direct speech and quotes within quotes. • Quoted works of others Write reports of interviews with famous people, acted out by the students. Use a mixture of direct and indirect speech. Interrelated English links: See page 55

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Understanding direct speech Direct speech refers to the words actually spoken at the present time. 1. Read the text and complete the activities below. As Mr Jay walked in, the class fell silent. The students were eager to hear who had been selected to represent the school at the athletics carnival.

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‘You will too’, replied Isaac with an encouraging smile. ‘You know you’re one of the best runners in the whole school.’ It was true. Robert had proved himself to be faster than most of the boys. Only a few Year 6 boys were able to beat him. Mr Jay said that he hoped to see Robert running at the Olympics one day!

‘Quiet everyone!’called Mr Jay, looking very solemn. ‘Here’s the information you’ve all been waiting for.’ He began to open his folder very slowly then he took out the sheet of paper with the list of lucky students.

How many characters speak in this text?

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(a)

(c)

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(b) Using a different colour for each character, highlight the direct speech. Write the carriers for each example of direct speech.

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o c . che e r o t r s s r u e p 2. (a) Write the example of indirect speech from the text.

(b) Which word shows that the speech is indirect? Shade the bubble. hoped

said

that

Australian Curriculum English – Language: Text structure and organisation (Year 4)

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R.I.C. Publications®

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492) © Australian Curriculum: Assessment and Reporting Authority 2012

‘Hannah will be chosen for sure’, whispered Robert to his friend Isaac. ‘She’s so good at everything.’

Readers theatre and direct speech

Resource sheet

Why use a readers theatre? A readers theatre can be used to help students focus on the words spoken by each character in a narrative text. As they read, they will see that each character’s direct speech is enclosed in quotation marks. Students will also note that the rest of the text, including carriers and indirect speech does not have quotation marks. This is all read by the narrator(s).

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Before you begin

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Choose a text with several different characters and a high proportion of direct speech.

Identify the carriers for each speech. Emphasise that this is not part of the direct speech but it informs who has spoken and, often, how they have spoken.

Identify indirect speech. Explain that this recalls direct speech that has been spoken in the past but is not being spoken now.

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Assign one group to each character. The students in each group read all the direct speech of that character.

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Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492) © Australian Curriculum: Assessment and Reporting Authority 2012

In one colour, underline all the direct speech.

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Read through the text together, identifying the different characters and the exact words spoken by each.

Assign one group to be the narrator. This group will read everything except direct speech.

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o c . The text is read with each group c e her r reading only their assigned o t s super parts. Reading in a readers theatre

Later, students work in small groups, each taking an individual role in reading the text.

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Comic strips and direct speech

Resource sheet

Compare short comic strips with the same text in narrative form to focus attention on direct speech and the position of quotation marks. • In narrative text, direct speech is enclosed in quotation marks. • The carrier describes how the speech is spoken and any actions that are included. • A new paragraph is started when a new character speaks.

Friends on a bike ride – a narrative

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As Alex cycled down the lane, he saw his friend, Ella, climbing a tree in her front garden. ‘Hi, Ella. I’m just going for a bike ride around the lake’, he called. ‘Would you like to come?’

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‘That’s a great idea, Alex!’ Ella replied. ‘I’ll just tell Mum where I’m going.’ She ran through the side gate and into the shed in the back garden where her mum was weeding.

‘Of course!’ answered her mum as she walked into the shed and handed Ella her helmet. ‘What time do you expect to be home?’

‘Before lunch’, puffed Ella, ‘because, if you remember, we’re going to the beach this afternoon’. With that, Ella fastened her helmet and raced off.

Friends on a bike ride – a comic strip

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Hi, Ella. I’m just going for a bike ride around the lake. Would you like to come?

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Is it okay if I go for a bike ride with Alex, Mum?

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• In a comic strip, the words spoken by each character are written in speech bubbles.

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That’s a great idea, Alex! I’ll just tell Mum where I’m going.

Of course! What time do you expect to be home?

Before lunch because, if you remember, we’re going to the beach this afternoon.

Australian Curriculum English – Language: Text structure and organisation (Year 4)

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R.I.C. Publications®

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492) © Australian Curriculum: Assessment and Reporting Authority 2012

‘Is it okay if I go for a bike ride with Alex, Mum?’ Ella’s voice was muffled as she pulled her bike apart from her little brother’s tricycle.

Playscripts and direct speech

Resource Resource sheet sheet

Compare short playscripts with the same text in narrative form to focus attention on direct speech and the position of quotation marks. • In narrative text, direct speech is enclosed in quotation marks. • The carrier describes how the speech is spoken and any actions that are included.

At the beach – a narrative

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Kai and Tom were keen to get into the water. They raced down the beach, each one trying to be the first into the surf.

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Close to the water’s edge, Kai took the lead and called back to his friend. ‘Last one in’s a loser!’ It was a shame for him that he wasn’t looking where he was going. Tom tried to warn him.

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‘Watch out Kai, there’s a big wave coming in!’ But it was too late. A huge wave raced to shore and knocked Kai off his feet.

‘Hey, that’s not fair!’ laughed Kai, watching Tom rise and fall with the swell of each wave.

•

precedes the direct speech.

At the beach – a playscript

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(Two friends, Kai and Tom, running towards the water.)

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• Stage directions describe how the speech is delivered. These are written in italics and enclosed in brackets after the speaker’s name.

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Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492) © Australian Curriculum: Assessment and Reporting Authority 2012

The force of the water pushed him back on to the beach, giving Tom the chance to race ahead and dive into the body of the next wave.

o c . c e r Tom: (pointing to theh surf) out Kai, there’s a big wave coming in! eWatch o t r s supe r Kai: (falling over back on to the beach) Hey, that’s not fair!

Kai: (taking the lead, looking back and laughing as he speaks) Last one in’s a loser!

Tom: (jumping up with each rising wave) Come on in, Loser! The water’s lovely!

R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Where do the quotation marks go? Quotation marks enclose the exact words spoken by a person. 1. Add the quotation marks. (a)

I am so tired , Jarrod yawned.

(b) The holidays are so much fun , cried Holly in delight. (c)

Lachlan asked, Is there football training this evening?

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(d) Sujatha squealed, I won first prize in the raffle!

Has anyone seen my calculator? asked Ryan. I had it a minute ago!

(f)

Are we there yet? wailed Anita. I’m bored!

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(e)

(b)

(a)

(c)

(d)

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(e)

(f)

Australian Curriculum English – Language: Text structure and organisation (Year 4)

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R.I.C. Publications®

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492) © Australian Curriculum: Assessment and Reporting Authority 2012

2. Draw the face of each character from Question 1. Put their spoken words in speech bubbles.

When someone else speaks ...

Resource sheet

In different types of text, quotation marks are used to enclose the exact words spoken by someone else. • In a narrative

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Sophie grumbled to her best friend, Amy, ‘Dad won’t let come for a sleep over tonight. “Not on a weeknight, Sophie. You need to go to bed early when you have school the next day.” I know he’s right, but it’s still not fair!’

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After the fire, the shop owner said, ‘I can’t believe it! How did it happen? Everything has been destroyed’. The investigation to find the cause of the blaze is continuing.

•

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Not all the visitors to the new resort were happy. One guest complained, ‘We were on the top floor but for three days the lifts were out of action and we had to take the stairs. It was exhausting in this heat!’ Engineers are still trying to resolve the problem.

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Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492) © Australian Curriculum: Assessment and Reporting Authority 2012

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• In a newspaper article

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•

o c . c e r In a reference book h er o t s super It is well-known that all pollution has had a bad effect on our planet. But as the famous scientist Alfred Hinestine once said, ‘No force made by man is stronger than the force of Mother Nature. She will survive!’ In this book, you can read how she does it.

R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Quotation marks for titles

Resource sheet

Single quotation marks are used to enclose the title of a part of a book or magazine; for example a chapter, a section or an article. The title of the book or magazine is written in italics. It does not need quotation marks as well. • Chapters in novels

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Jason read, ‘As the sun goes down’, Chapter 4 of the class reader, Foreign holiday, but the rest of the class read Chapter 5, ‘A night in the forest’.

• Sections and chapters in nonfiction

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favourite birthday gift. His favourite section was, ‘Animals of the savannah’. In that section, he loved the photographs in the chapter, ‘Big cats go hunting’.

•

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o c . che e r o t r s Su Linn looked forward to buying s r u e p the magazine Club gymnastics each month. Last month, she enjoyed reading the article on nutrition, ‘Healthy eating for a healthy body’. This month, she is eager to read the article on the National competitions, ‘Gymnasts come together’, as it has been written by her club coach.

Australian Curriculum English – Language: Text structure and organisation (Year 4)

www.ricpublications.com.au

R.I.C. Publications®

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492) © Australian Curriculum: Assessment and Reporting Authority 2012

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Rate this series

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Book

Author:

Series title:

Books in series

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First chapter

Titles

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Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492) © Australian Curriculum: Assessment and Reporting Authority 2012

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R.I.C. Publications®

Last chapter

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www.ricpublications.com.au

Australian Curriculum English – Language: Text structure and organisation (Year 4)

Identifies the use of quotation marks in texts

Understands that quoted works must reflect the original quote exactly

Uses quotation marks for artistic titles and quotes within quotations

Starts a new paragraph for a new speaker

Knows that quotation marks are not used for indirect speech

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Teac he r

Student Name

Uses quotation marks in personal writing

Assessment checklist

Uses quotation marks to show direct speech

Text and structu orga r nisa e tion

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

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m . u

o c . che e r o t r s super

Australian Curriculum English – Language: Text structure and organisation (Year 4)

www.ricpublications.com.au

R.I.C. Publications®

Text and structu orga r nisa e tion

Interrelated English links

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492) © 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. Recognises the different uses of quotation marks when exploring writing. • Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494) • Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)

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• Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)

E2. Uses quotation marks in personal writing.

• Create literary texts that explore students’ own experiences and imagining (ACELT1607)

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• Create literary texts by developing storylines, characters and settings (ACELT1794)

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• Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694) • Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) • Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)

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

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m . u

o c . che e r o t r s super

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

Language modes

General capabilities

Listening

Literacy

Speaking

Numeracy

Reading

✔

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

R.I.C. Publications®

www.ricpublications.com.au

Australian Curriculum English – Language: Text structure and organisation (Year 4)

Text and structu orga r nisa e tion

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

Related terms

Teacher information

Readability

The elements in a text that affect the success with which a reader can understand, read at an optimal speed, and find interesting. Online text

• Communication in electronic environments is an important part of the world today. Students need to understand how the texts that they engage with online are constructed and can be read and understood. 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.

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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, and may contain video footage, audio recordings, animations and hyperlinks.

• Texts are structured in certain ways to enable the content to be read, viewed, watched or listened to, and comprehended. The readability of a text affects how users process the information in the content. Poor readability makes the text difficult to understand and enjoy. Good readability allows users to efficiently read and take in the information in the text. Readability of both digital and print texts is usually dependent on features such as the font (or typeface), paragraphs, line length, graphics, use of colour and white space.

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What this means

• The added features of online texts change the way the audiences can make meaning of the text. Students need to understand how online texts are set out in order to help the audience construct meaning (comprehension) when reading, and to be able to find the information they seek.

Digital text

A digitally or electronically produced visual, audio or multimodal text, such as a DVD or website. It may be interactive and have hyperlinks and animations.

• Students learn the features of online texts, and how those characteristics or features work to facilitate finding information, understanding the information and moving around the text without getting lost. Students compare these features of digital texts to those in printed texts.

Layout

The spatial arrangement of print and graphics on a page or screen including size of font, positioning of illustrations, inclusion of captions, labels, headings, bullet points, borders and text boxes.

• Provide opportunities for students to view different kinds of websites with the key features laid out in different ways (being the typeface, paragraphs, line length, graphics, use of colour and white space).

Navigation (internet)

The process of moving from one web page to another on the same web site or another web site using hyperlinks.

• Discuss why different online texts are organised in specific ways, and how to find information using the various navigation tools available.

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• Give the students books on a similar topic to a website, and ask them to compare the two texts.

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

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

The photographs, drawings, graphs, diagrams, symbols, geometric designs, maps, and other images in a text. Web browser

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

Navigation bar

Elaboration

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E1.Participating in online searches for information using navigation tools and discussing similarities and differences between print and digital information.

Student vocabulary

content

scan (with eyes)

icon

navigation

text

bold

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

download

web page

italicised

hyperlink

search box/bar

graphics

Search engine

drop-down menu

search engine

interactive

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.

typeface

web browser

bullet points

font

page jump

hierarchy

readable

tab navigation

white space

navigation bar

arrow

scroll

cursor

Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Text and structu orga r nisa e tion

Activities to develop the content description

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

E1. Participating in online searches for information using navigation tools and discussing similarities and differences between print and digital information. Pages 58–74 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 best completed in order, as some terminology used in later pages is introduced in earlier ones. • Online texts (pages 58–59) Use school computers, interactive whiteboards or electronic tablets to show the students some different kinds of texts they can read or view online. Discuss the basic features of the online 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/>. Students help decide which font to use, how much white space to leave, and what sort of graphics should be placed on the page (and where).

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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. Students could also make a list of different interactive features they are familiar with.

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• Readability (pages 60–61) Students can look at some different newspapers after completing the activity and discuss the readability of each.

Bring up web pages on a shared computer and ask the students to quickly scan the page. After a few seconds minimise the page and ask the students to tell you what the page was about and what they noticed. Discuss how the important things were made to stand out.

• The text (pages 62–63) After completing these pages, students can type emails or some texts written in class on a computer using different colours of type. As a similar activity, students could copy and paste one sentence and change the typeface each time, then critically analyse which fonts they find easy to read. • Links and graphics (pages 64–65) Students will need access to the internet for question 4 on page 65. After completing the pages, compile a list of different graphics the students encounter in one day at school.

Discuss the importance of using ‘free’ graphics when adding graphics to schoolwork such as assignments.

Students can design, draw and scan (or create digitally) their own graphics to use in a PowerPoint™ presentation or digital text.

• Web page layout (pages 66–67) After completing the pages, allow the students to evaluate the layout of the school website and make suggestions as to how it could be improved. They can suggest ways to help visitors to the site navigate better among the pages. Or set them the task of finding a website they find readable, then present this site to the class, explaining their decision.

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• Search engines and navigation (pages 68–69) Teachers wishing to learn more about effective searching could try an online tutorial such as the one found at <http://searchenginez.com/tutorial.html> Students will need access to the internet for the activity on page 69. • Using navigation tools to search (pages 70–71) Students will need opportunities to practise searching for information online using the different navigation tools outlined on page 70. Encourage them, when searching, to name the different kinds of navigation they come across.

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• Print vs digital information (pages 72–73) – After completing these pages, visit examples of different websites together and compare them to the print version. Also try watching an interview online then reading the interview as a printed text. Compare how interesting and easy to understand each was. – 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 the layout should be, the typeface, text size and colour and which navigation features they will use to help users find information. • Meta searching Practise using meta-search search engines, such as SavvySearch, that simultaneously submit searches to multiple search engines with the students. • Print vs digital stories (page 74) Students need access to the internet for this activity. If possible, give them the opportunity to compare other stories in print and online. • Comparing print and online texts (page 75) Students need access to the internet for this activity. This page compares information texts. Teachers could use the chart for an activity where the students compare other kinds of texts (such as a written version of a dreaming story compared with an animated version of the same story online). • Online comic strip Students can practise laying out graphics and text to make a comic readable using the Garfield Comic Creator game: <http://www.garfield.com/ fungames/comiccreator.html>. They could also practise uploading images and setting them out with captions and word balloons. Interrelated English links: See page 77 R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Online texts

Resource sheet

Online texts are the things we read, watch, look at or listen to on a computer or other device that is connected to other computers or the internet. Online texts can be written, spoken (audio), visual, or a mixture of writing, images and sounds.

❶ text: the words on the page

❷ graphics: the photographs, drawings, diagrams, symbols and maps on the page ❸ video: a recording that captures continuous motion (has both visual and sound parts)

❹

❸

❷

❶ © R . I . C . P u b l i cat i ons ❹ animation: pictures that are made to give the appearance of moving •f orr evi ew pur posesonl y• ❻ ❻

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❺ sound: things you can hear. The sound is often an audio file (a recording of sound that can be played back) ❻ interactive features: you can give feedback, contribute to a survey, discuss on a forum, do quizzes, puzzles, or play games

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Most online texts have hyperlinks to other web pages or documents. A hyperlink is a word (or words), or graphic(s), that links to other documents or to another place in the same document. Because online texts can have sound, colour, moving images, interactive features and hyperlinks, they can be quite different from printed texts. The way these features are designed to appear on the screen is very important. When done well, they can help to make the text readable. This means the text will be interesting and easy to read and understand (or watch). An online text (or printed text) that is not put together in a readable way can be hard to read, difficult to understand or not interesting. Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

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The pages you see when you browse the internet, called web pages, are online texts. They are electronic documents written in a special computer language called HTML (Hypertext Markup Language). Blogs, wikis, forums, websites (a collection of web pages), social networks, RSS feeds, journal articles and stories online are also online texts. They can contain:

Online texts 1. Write a definition for online text.

2. Label the following features of online texts using the words below in the space provided in the picture.

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graphics video sound interactive features hyperlink

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

text

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o c . che e r o t r s su per 3. In what ways can online texts be different from printed texts? 4. What is a readable text?

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Readability

Resource sheet

A readable text is easy to read and understand and interesting to read (or watch or listen to). A text that is not readable can be hard to read, difficult to understand or put together in a way that makes it unenjoyable. There are many things that help to make a text readable; it’s not just the words that you read that make a text easy or hard to read. Both printed and digital texts need to be readable if the author or creator wants the reader to understand and enjoy the text. Newspapers and magazines make the text readable in different ways. They set out the text on the page in columns and add pictures or photos to help the reader understand and connect with the text. They use headings to show the readers where new sections start and leave enough space around the text and photos so that it is easy to read. An information book has various features that help the reader to find, understand and read information, including pictures, photos, a table of contents and an index.

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

Title

One main column of text

© R. I . C.Publ i cat i ons f ororr evi eitems w inp ur po sedon’t so nl y When looking for • information interesting online texts, people always read• every word. Copyright, sources, disclaimer, date, ID number

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Instead, they scan the page. Scanning means to glance at the page quickly, looking at some words and sentences, or looking for the information you want to find. Web pages are usually designed to make the text easy to scan. Some of the ways this is done include: • making important words ‘stand out’ by using colour, bigger text size or a different style of text •

•

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• sometimes using fewer words or shorter paragraphs than might be used in a print text.

Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

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Organisation logo

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Web pages and other online texts are also designed to try to ensure the reader is able to read, understand and enjoy the text. The web pages of one site are usually carefully organised with text, graphics and links placed in a way that allows users to find, read and understand the information easily. Where the text is placed, the kind of type that is used, the colours that are used and the space that is left around paragraphs or graphics all affect how readable the text is. Websites will often have repeating patterns of links, menus and navigation, as well as carefully organised text and graphics on the pages to help make the text readable.

Readability 1. Complete the paragraph below using the words in the box. designed

enjoys

graphics

text

Readability is how well a

interesting

scan

can be understood. It is it is and whether or not the reader

also about how

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reading it. Web pages can be made more readable and links are organised carefully on

when the text,

to make it easy for

the page for interesting information.

readers to

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

2. How are newspapers designed to be readable?

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the page. Web pages are also

4. Scan this image of a web page with your eyes. Circle or highlight four words, sentences or images that catch your eye. Write why you think they did so.

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

The text

Resource sheet

The type used to create the text in online or digital documents affects how readable the document is. Readability is enhanced when the type is chosen considering the following:

Typefaces The design of a collection of letters, numbers and symbols is called a typeface. It is sometimes called a font, but a font is actually the digital file that tells the computer and printer how to display and print the different forms of typeface.

different typefaces

different typefaces different typefaces

Have you ever noticed that most of the text on a web pages is black or dark colour on a white background? There is a reason why! A dark text on a light background is the easiest to read. Bright colours might make the page more beautiful or interesting, but can make the text harder to read.

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Text size

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The size of the type used on the page can help the text to be more readable. Type that is too small, or too large, can reduce readability. However, having the headings or subheadings in a larger size makes them stand out, so the reader knows there is something important or there is a new section. Too many different sizes in texts can be confusing, so many will often have no more than three different main font sizes.

. te o Bold, italics, underlined and capitals c . c e r Type can be made bold, underlinedh and italicised. This is usually too emphasise words or short e t r sfor headings or titles, or a su sentences, and to ‘break up the page’ with variety. Bold ise often used r p

keyword in a text. Italics look ‘softer’, or slightly less important than using bold. Italics, bold and underlined text aren’t usually used for large paragraphs because this can reduce readability. If everything is bold, then nothing stands out ‘boldly’. Text hyperlinks should be a different colour or underlined so the reader knows they are hyperlinks. Sometimes headings or important words are written completely in capitals. This is done to help the reader see that something is important, or that a new section is starting. Text in ALL CAPITALS, however, is not used very often. Making all the letters the same size makes it harder to read by reducing the difference between them—and it looks a bit like the author is shouting! Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

Serif and sans serif typefaces are most often used because they are easier to read. Fancy typefaces might be used for a title or heading, but tend to be harder to read, so are not used as often. To make a text readable, most online documents use fewer than three typefaces.

different typefaces

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different typefaces

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

There are thousands of different typefaces, but usually you will see similar typefaces being used in online texts. There are two main types of typefaces: serif typefaces, which have a small line at the end of the main stroke of a letter, and sans serif typefaces, which don’t have a small line. Most digital texts use sans serif typefaces. There are also ‘fancy’ fonts, but these are not used as often.

Text colour

Sans serif typefaces

The text 1. What is a typeface?

2. Circle the best answer. What kind of typeface is used on this page? (a)

(b)

serif

sans serif

(c)

fancy

3. How can text colour affect readability?

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readable

hard to read

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(c)

readable

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hard to read

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(b) readable

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

(a)

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4. Look at the three examples of text. Next to each example, write if you think it is readable or hard to read, and why.

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Links and graphics

Resource sheet

Links A link (short for hyperlink) is a word, phrase or image in an online text that takes the user to a new web page, document or a new part of the page you are already on. Links are found in nearly all web pages, allowing users to move between different pages very quickly. Hyperlinks can take the user to: another website

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another page in the same website

a page or image in another website

Links are an important part of readability. They make it possible to go to other pages, documents, images or websites. Links make it possible to move around the pages of a website in an order rather than opening several web pages or sites at the same time. When you move the arrow or cursor over a hyperlink, the arrow should change to a small hand . 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. Other links are shown as graphics or are in the navigation bars.

© R. I . C.Publ i cat i ons Graphics •f orr evi ew pur posesonl y• Graphics are photographs, drawings, graphs, diagrams, symbols, shapes, designs, logos, maps and other images. They are often used to help the reader understand and remember the text.

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• adding meaning to the text or helping to explain the message in the text

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Graphics that are placed carefully on a page help to make a text more readable by:

• helping the reader to identify with the message (for example, a website for a pet rescue service might have pictures of cute or rescued animals)

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o c . • making a page look more interesting. che e r o t A graphic that is too small, is too distractingr (such as s super flashing pop-ups), is not relevant to the topic or does not • breaking up big chunks of text

have enough space between it and text, does not help readability. Some graphics are links that, when clicked, will take you to another page or a larger version of the graphic. A graphic such as a little house icon or a company logo can link to the website’s home page. The back button is a hyperlink graphic linking to the previous page.

Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

an email address.

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a file on a connected computer

Links and graphics 1. What can a link look like on a web page?

2. How do links help make online texts readable?

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4. Use the internet to go to <http://www.bom.gov.au/climate/averages/tables/ cw_014015.shtml>. (a)

Describe four different kinds of graphics you see on the website. Write how each graphic enhances readability.

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

3. How do graphics help to make online texts readable?

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(b) Find and describe two different kinds of links.

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Web page layout

Resource sheet

Layout is the way the text and graphics are set out on a page. The layout of a web page is a very important part of an online text’s readability. It shows the user where he or she is, names the page, breaks the page into sections and shows the user the most important parts of the page. Laying out text and graphics carefully helps to make a page easier to read and understand.

Hierarchy

Sentences

Online texts need to have sentences that the audience finds readable. Sentences that have too many difficult words or are too long reduce readability.

far apart, and not too long or short. Long lines of text can be hard to read and make it hard to find your way back across the page to the next line. Text that is leftjustified makes large ‘blocks’ of text easier to read.

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Headings and subheadings

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Headings should let the reader know what the next section of text is about. The headings and subheadings can be scanned by readers for words of interest. Headings that are descriptive and help to break up the text make it more readable. Headings are best when they are slightly larger than the rest of the text and are in bold type.

o c . che e r o Graphics t r s super Graphics that help to explain a part of the text should be placed near that text. They should not be too small or too large.

White space If everything is squashed together, reading and navigating a web page can be difficult. White space is an important part of readability. This is the ‘empty’ space between the paragraphs, lines of the text and graphics. White space breaks up large blocks of text, separates graphics and text and helps the reader’s eyes move around the text. Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

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Hierarchy means organising things according to how important they are. An online text needs to show the reader how important the different sections of the text are. This helps the reader to make sense of the text. Readability is enhanced, for example, if the title is the first thing a reader sees, then an introduction, with easily identifiable headings and text. The most important items in other pages on a website should be available through links in the main navigation bars.

Web page layout

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

Describe the layout (paragraph size, line length, hierarchy, headings, graphics and white space) of the two web pages below and how it affects the readability of each page.

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Search engines and navigation

Resource sheet

When you want to use the internet, you open up a web browser. This is a computer program for accessing sites or information on a network (such as the World Wide Web). Some examples of web browsers are Internet Explorer™, Safari™, Firefox™ or Chrome™. Web browsers let people access the contents of web pages on the World Wide Web. There are millions of web pages on the internet. If you know the address of the website you want to visit, you type it into the web browser. If not, you use a search engine to find the web pages containing the information you are looking for. 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 allow users to find websites or documents with the information they are looking for. Google™, Bing™, Yahoo search™ and Ask™ are examples of search engines.

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If you type in two words, the search engine will give you information on both words. If those two words need to be together (for expressions or phrases), place quotation marks around them. To make sure the search engine doesn’t give you information you don’t want, include a minus sign directly in front of the word. For example, if you are looking for information on how you could make olive oil soap, but not in a factory, you could type

© R. I . C.Publ i cat i onsSearch Once you reach a web page or website, you need to be able to navigate (find your way around) the •f orr evi ew pur posesonl y• pages without getting lost. Websites provide many different tools to help you navigate. One useful ‘olive oil soap’ AND make –company –factory

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navigation tool is the navigation bar. It is a group or list of hyperlinks to different pages on the website, or to 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, which 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 certain page or document. The navigation bar can be along the top, bottom or sides (often the lefthand side) of the page.

. tepointer o Sometimes, when the mouse c . (hand or arrow) is held over an item in c e her r the navigation bar, other options appear. o t s s This new menu can drop down from the r u e p navigation bar or fly out. Drop-down menus store large numbers of links in a small space, help users to find the information they need and make pages deeper in the website easier to find. Navigation helps the whole text to be more readable. It helps readers to work out where to find more information, and where they will go to when they click on a link. Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

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To help the search engine find exactly what you are looking for, you have to type exactly what you are looking for into the search bar. Type at least two words into the search bar. Use nouns and put the main subject first. Some words like ‘and’, ‘in’, ‘or’ and ‘of’ are often ignored by search engines in order to make the search quicker.

Search engines and navigation 1. Go to the internet on a computer. (a)

Which web browser does the computer use?

(b) Which search engine do you usually use?

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2. Type the word ‘labrador’ into the search engine. How many hits do you get?

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(a)

Did the extra word in the search greatly narrow the number of hits?

Yes

(d) How could you narrow the search to find information on what colours labrador retrievers can be? Write your keywords, including quotation marks, below.

(f)

How hard or easy was it to find this information?

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(c)

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(b) Type in ‘labrador retriever’. How many hits do you get?

o c . c e h r 3. What would you type ine to the search engine if you were looking for: o t r s s r upe (a) a recipe to make a delicious cake that has no chocolate or orange in it

(g) How did you navigate back to the search engine from the page you went to?

(b) football cards, but not from the English league or the NRL?

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Using navigation tools to search

Resource sheet

Navigation tools help to make online texts more readable. They help the reader find out where they can read more information, where they are in a text, and where they will go next when they click on a link. As well as the navigation bar, there are other navigation tools that help make online texts readable.

Search bar (or box)

Page jump

A page jump is a link to another part of the same page you are on. Some web pages are very long, and the user has to scroll down a long way to see all the information. Clicking on a page jump lets a user move to information further up or down the page. There can 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. You use this navigation tool to find the information you want on a long page.

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Tags navigation

At the bottom of the page in some blogs and news sites there can be a group of words called tags. Clicking on one of these keywords will take the user to a list of the articles in the website on that topic. They are can be listed alphabetically, or in order of popularity. Tags can take you to other documents where you can find more information.

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The URL

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The URL (Uniform Resource Locator) is the address for the site you wish to visit. The letters http at the beginning of the URL indicate that the site is a web server. The part after the double slashes indicates the name of the server that holds the requested information. The information to the right of a single slash is the path to the requested file. You can use the parts of the URL to find information. If <http:// www.australia.com/about/life/school> doesn’t work, try <http://www.australia.com/about/life> and if you still get an error, try <http://www.australia.com/about/>, and so on down to the home <http:// www.australia.com/> where you can find the main navigation. Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

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This is a box on a website that allows people to search the site for keywords. This is one of the best ways to search a website if you know what you are looking for and can’t find it on the home page. Typing the word or words you are looking for into the search bar with take you to a page with a list of links to pages that contain that word or words. This makes it easy for users to find what they are looking for in a website. A search facility can stop users from having to click through different pages to find what they are looking for.

Using navigation tools to search 1. Four navigation features from page 70 are shown in the picture of a web page below.

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Circle or highlight the four navigation features

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(b) Write each feature and how it can be used to search for information.

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

(a)

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Print vs digital information

Resource sheet

Print information is what we read in books, catalogues, journals, magazine, newspapers and newsletters. Digital information is what we see on the internet, computer or a variety of handheld electronic devices. They are audio or visual (or a mixture of both) texts produced through digital or electronic technology. Digital and printed texts share many similar features. They both have words, which mean the same thing regardless of the format. Both print and digital texts can use a combination of text and images and can have different sized, styled and coloured text. They both should have correct spelling and grammar. However, some features of digital texts are different from printed texts.

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Another main difference is that while printed texts appear on paper, digital texts need a screen. The screen does more than just show the text; it usually also has other options such as windows, frames, links, navigation bars, menu buttons and a cursor. Digital texts can be searched or read aloud by a computer or other electronic device.

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Video and sound files can be accessed.

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Other pages are accessed using the cursor, menu options or links.

Brachiosaurus was a very large dinosaur. It was taller than a fourstorey building and weighed about the same as 800 people. Brachiosaurus was longer than five cars. Even though it was big, it didn’t have sharp teeth. It ate large amounts of leaves from the treetops.

o The font size c . can be changed che Aa e r on some digital o t r s super texts. 0:00 / 7:00

Font size

With some kinds of digital texts, the information can be checked and changed much easier than information that has been printed. If the content is online, the authors have the opportunity to continually update and change their images and text. It takes much longer to change something that has already been printed. Digital information can be created and sent to many people quickly, while printed information has to go through the printing process before it is available to others. Digital information can go online and be accessed by many people on their mobile phones or handheld devices or computers. Australian Curriculum English – Language: Text structure and organisation (Year 4)

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A main difference lies in what readers can do with a digital text. While a printed text can only be held, read and looked at, a digital text can also be watched, listened to, copied and pasted, clicked on and sometimes changed or added to. With digital information, there can be added combinations of movement and sound that can add to understanding (e.g. the reader can watch a video of a horse running or listen to the howl of a wolf).

Print vs digital information For this activity you will need a recent newspaper and access to the internet. Type the address below into the search engine: <http://www.timeforkids.com/news-archive/all> 1. Compare the print newspaper and the online news. Write three similarities and differences you can find.

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Similarities Te ach er

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Differences

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

Think about the information, how it is organised and shown, the depth of information shown, navigating, interactivity, advertising and so on.

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2. Write which text you find easier to read and more interesting, and why.

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Print vs digital stories Use the internet to read the story of the Trojan horse at <http://www.starfall.com/n/ greek-myths/wooden-horse/load.htm?f>. Read the same story below. Write three similarities and three differences between the printed version and the digital one. There was a long battle between the warriors of Greece and Troy. Prince Paris from Troy had taken away the Greek queen, Helen. The Greek warriors set sail for Troy to fight for their queen.

After the Trojans watched the Greek soldiers leave, they went out to check the empty camp. They found the wooden horse but could not work out what it was. Some wanted to take it into the city, others thought it was a gift to Zeus, a god, and that touching or moving it would upset Zeus. Some Trojans pulled it into the city. A huge celebration started because the war was over. Everybody feasted, drank and danced until eventually they all went to sleep. At this moment a hidden flap opened underneath the wooden horse. Out crept the Greek soldiers. They killed the sleeping troops, rescued Queen Helen, and set sail for home.

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Differences:

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

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After ten years of fighting outside Troy, the Greek soldiers were fed up and wanted to return home. They came up with a plan to end the war. They built a big wooden horse which they put in the middle of their camp. Then they pretended to leave Troy in their ships. But while some did leave, many soldiers actually hid inside the wooden horse.

Comparing print and online texts 1. Fill in the chart below to compare a printed text (such as an informational book) with an online text (such as <http://australia.gov.au/about-australia/australianstory/sydney-harbour-bridge>).

Print information

Online information

How can a reader change pages?

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What kind of graphics/diagrams are shown? How do they help readability?

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more information about people or places mentioned in the text?

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Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © Australian Curriculum: Assessment and Reporting Authority 2012

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Which features show the reader the main chapters or sections?

How is bold, italicised, coloured or underlined type used in the text?

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o c . che e r o t r s super Can the text be changed in any way by the reader? If so, how?

2. Write which text you think is more readable, and why.

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Demonstrates use of search engines and navigation features to search for information Identifies some similarities between print and digital or online information Identifies some differences between print and digital or online information

Identifies how the layout of a web page affects readability

Identifies the ways graphics and links affect the readability of online texts

Identifies how text colour, size and style affect readability

Identifies features of online texts

Understands the concept of readability

Student Name

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Text and structu orga r nisa e tion

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)

Assessment checklist

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Interrelated English links

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) © 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. Participating in online searches for information using navigation tools and discussing the similarities and differences between print and digital information. • Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) • Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

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• Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604) • Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687) • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) • Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)

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• Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

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

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

Language modes

General capabilities

Listening

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Literacy

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Speaking

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Numeracy

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Reading

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Information and communication ✔ technology (ICT) capability

Viewing

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Critical and creative thinking

Writing

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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 how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Answers

The bear and the tourists ...................... pages 10–11

Does the community need a market garden? ................................... pages 18–19

1. Teacher check 2. (a) one afternoon, along a winding path (b) two male tourists, a bear (c) travelled, led 3. (a) An enormous bear suddenly appeared on the path. (b) Teacher check 4. The man who slipped pretended to be dead so the bear would leave him alone. 5. The bear knew the man was not dead and whispered some advice about his friend. Descriptive language: Possible answers–enormous brown bear, huge creature, sniffed and pawed, snuffling and grunting noises, nuzzled

1. It asks the question to which the exposition gives many arguments in favour. 2. That the available land be used for a community market garden that will benefit and involve the whole community. 3. Arguments (a) 9 – harmony across age groups, open to everyone, sharing of knowledge and skills, supporting students, healthy food, physical benefits, cheaper organic produce, pensioners can still be involved in gardening, promote the health of pensioners (b) Teacher check – would likely choose harmony across age groups as this is the first argument (c) Teacher check – examples may include: heart of, perfect site, involve and benefit, promote, harmony (d) Because he/she is considering the benefits to the whole community not just the group to which he/she belongs. 4. (a) yes (b) He/she refers again to the benefit and involvement of the whole community.

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Disappearing coin trick .......................... pages 12–13

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1. Disappearing coin trick 2. To follow instructions and perform a disappearing coin trick in front of an audience. 3. (a) eight items (the two sheets of card are considered one item) (b) So all the required items can be collected before starting the procedure. 4. (a) Method (b) If it’s not completed in order the trick (procedure) won’t work. (c) Choose five from: Place, Use, Glue, Put, Call, Cover, Say, Replace (d) command verbs or imperative verbs (e) (i) a, the, the, Then, the, you traced (ii) the, the, then, the glass and the napkin, the, the (f) Answer should indicate that the illustrations helped explain the steps of the procedure. 5. Answer should indicate that if the instructions were followed, the audience should be tricked into thinking the coin had disappeared.

Please can we have an activity park? ... pages 20–21 1. The creation of an activity park for older primary school children who are not interested in organised sport but who need an outdoor area with appropriate equipment in which they can be physically active. 2. Hurford’s Youth Group on behalf of the children and the residents of the area. 3. (a) Currently available facilities are designed for much younger children. (b) Teacher check. May choose from: designed for much younger children, urgent need, engage in activities, promote a healthier lifestyle, excellent after-school venue, away from the pull of the electronic screen (c) The park will attract undesirable characters with antisocial behaviour whom they fear will not respect the peace of the neighbourhood. (d) Teacher check. May choose from: waste of council money, fear a fall in property prices, littered throughout the proposed park, attract undesirable characters (e) Teacher check. Students should see that the argument is balanced as each side offers three arguments. 4. People who are not personally involved in the discussion can make an unbiased recommendation based on the arguments of the discussion.

Animal symbol of India ......................... pages 14–15

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1. (a) Animal symbol of India (b) Teacher check 2. Teacher check 3. (a) (i) thick skinned (ii) elderly female elephant who leads the herd (iii) able to be used skilfully (iv) plant eaters (v) tamed to live or work with humans (b) Choose four from: live, travel, to find, do, move, contain, called, leads (c) Their large ears help them lose excess heat. 4. The writer said that the Indian elephant is a symbol of strength to everlasting India.

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What is the life cycle of an elephant? .... pages 16–17 1. Teacher check 2. (a) It gives birth to live young, cares for its young and feeds its young milk. (b) baby, adolescent, adult 3. (a) (i) oldest female who rules the herd (ii) an elephant who has stopped drinking milk but not yet an adult (iii) a calf who has recently been born (iv) a small herd of young adolescent bulls (b) Choose four from: weighs, is, drinks, grows, eat (c) Teacher check 4. Answer should read similar to: An elephant’s life ends when its teeth are worn down and it can’t chew and slowly starves. Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Text and structu orga r nisa e tion

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Answers

Sheep rescue email ................................ pages 22–23

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1. (a) recount (b) informal 2. (a) contractions: P1 – won’t – will not, I’ve – I have P2 – it’d – it had P3 – she’d – she had, don’t – do not, wouldn’t – would not P4 – it’s – it is, isn’t – is not (b) colloquial expressions and vocabulary: P3 – shifting, budge P4 – wobbling, Duh! P5 – yukky, grunts, plops P6 – grabbed, What a catch!, for the dive of its life! P7 – plonk, dropped, hit the drink P8 – rocks up, shift (c) similes: P4 – panting like a dog P8 – as happy as a dog with two tails (d) change of verb tense: from the past to the present tense P5 – … this lamb just slithers and slides out and plops straight into the stream! P8 – … old McLaird rocks up with his farmhands and they shift the ewe out of the stream. 3. (a) 4 (b) 6 (c) 3 (d) 5 (e) 1 (f) 2 4. Teacher check. Answers may include: (a) derelict (b) move (c) snatched (d) put

Sheep rescue letter ................................ pages 24–25

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1. (a) recount (b) formal (c) adult 2. Teacher check. Answers may include: (a) suggest (b) worried (c) unavoidable (d) shown 3. (a) to begin: Dear Sir to end: Yours faithfully (b) to begin: Dear Mr Jepson to end: Yours sincerely 4. Teacher check. Answers may include: Similarities: both recounts explaining what happened that afternoon Differences: email – informal, contractions, relaxed, chatty, more casual language, simpler sentences and vocabulary letter – formal, no contractions, brief and to the point, more complex sentences

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Text and structu orga r nisa e tion

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

Answers

Same thing - different names ....................... page 33

What’s the connection? ................................. page 37 1. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j)

So However In summary By contrast Finally Consequently Meanwhile On the other hand Despite this Nevertheless

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Visit to Disneyland – 2 ................................... page 40 1. (a) Before long, Then (b) Before long (c) Then 2. (a) Eventually (b) Yes 3. (b) when it finished 4. (a) Soon (b) Answers may include: Before long, Then, Suddenly 5. Teacher check

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1. (a) Elephants are mammals. These enormous creatures are the Earth’s largest land mammals. The only mammals that are bigger than them are whales. They are usually gentle and they can be trained to work hard. But it is not a good idea to hurt one or to make it angry. When one of these gentle giants is angry, it can be very dangerous. People who have hurt one of them have been attacked a long time later. They say this is because they never forget. (b) Elephants are mammals. Elephants are the Earth’s largest land mammals. The only mammals that are bigger than elephants are whales. Elephants are usually gentle and elephants can be trained to work hard. But it is not a good idea to hurt an elephant or to make it angry. When an elephant is angry, the elephant can be very dangerous. People who have hurt an elephant have been attacked a long time later. They say this is because elephants never forget. (c) Teacher check 2. (a) Caleb was always in trouble. It didn’t matter how hard he tried, things always seemed to go wrong for the poor boy. One day his dad planted a new veggie garden. As he was going to have a shower, he asked his son to give the plants a bit of water. His willing helper picked up the hose. He had great fun pretending it was a firehose. The happy fireman worked really hard putting out an enormous fire. Then he heard Dad coming back. The busy waterer looked at Dad’s garden. What had he done? Then … the terrified boy realised he had washed away every one of Dad’s new veggie plants. (b) Caleb was always in trouble. It didn’t matter how hard Caleb tried, things always seemed to go wrong for Caleb. One day Caleb’s dad planted a new veggie garden. As he was going to have a shower, he asked Caleb to give the plants a bit of water. Caleb picked up the hose. Caleb had great fun pretending it was a firehose. Caleb worked really hard putting out an enormous fire. Then Caleb heard Dad coming back. Caleb looked at Dad’s garden. What had Caleb done? Then … Caleb realised Caleb had washed away every one of Dad’s new veggie plants. (c) Teacher check

Visit to Disneyland – 3 ................................... page 41 Answers will vary. 1. In summary 2. However 3. Similarly 4. By contrast/Nevertheless 5. For example 6. In addition 7. Teacher check

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Teacher check

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What’s wrong? ............................................... page 34 Pronoun meaning .......................................... page 35 1. 2. 3. 4. 5. 6.

the mess a burger the atmosphere the dirty socks the ripe bananas leaving the pram

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Changing words ............................................. page 36

1. (a) There was an old blind king on an island where Jason and his crew stopped for supplies. Some horrible flying creatures called Harpies were stealing the poor man’s food. The clever captain tricked the greedy creatures and saved the king from his misery. In return, the grateful man told them how to escape the clashing rocks the brave sailors had to sail their ship through. They let a white dove fly ahead and followed the beautiful bird to safety. (b)–(d) Teacher check 2. (a)–(b) Teacher check

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Text and structu orga r nisa e tion

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

Answers

Understanding direct speech ........................ page 46 1. (a) three (b) Teacher check (c) whispered Robert to his friend Isaac, replied Isaac with an encouraging smile, called Mr Jay looking very solemn 2. (a) Mr Jay said that he hoped to see Robert running at the Olympics one day. (b) that

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Where do the quotation marks go? ............. page 50

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‘I am so tired’, Jarrod yawned. ‘The holidays are so much fun’, cried Holly in delight. Lachlan asked, ‘Is there football training this evening?’ Sujatha squealed, ‘I won first prize in the raffle!’ ‘Has anyone seen my calculator?’ asked Ryan. ‘I had it a minute ago!’ (f) ‘Are we there yet?’ wailed Anita. ‘I’m bored!’ 2. Teacher check

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1. (a) (b) (c) (d) (e)

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Australian Curriculum English – Language: Text structure and organisation (Year 4)

Text and structu orga r nisa e tion

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)

Answers

help the users understand the text. There are linked images/icons at the bottom of the page that can take users to more information. 4. (b) There are many different links on the page. There are links to PDFs, text links (in blue type that become underlined when the mouse pointer is held over them). There are links in the navigation bars at the top and bottom of the page and from the drop-down menus at the side of the page. There are graphic links, such as the very small image of Australia at the right-hand side of the table on the page.

Online texts .................................................... page 59 1. Online texts are the things we read, watch, look at or listen to on a computer or other device that is connected to other computers or the internet. 2.

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The first web page image is clearly laid out. The navigation is at the top of the page, there is a clear title and hierarchy. The lines are a good distance apart and the paragraphs are short. There is enough white space around the text and graphics. The graphics are a good size and help to explain the text. The second web page is not as well laid out as the first. There is no title, and no clear hierarchy. The sentences are long and the lines very close together. There is no clear navigation and the graphic is very small.

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Web page layout ............................................ page 67

Search engines and navigation ..................... page 69 1. (a)–(b) Teacher check 2. (a)–(b) Teacher check (c) yes (d) Teacher check (e) Labrador retrievers can be one of three different colours (chocolate, yellow or black). (f) Teacher check (g) Using the back button. 3. Answers will vary; an example of each is (a) delicious ‘cake recipe’ -chocolate -orange (b) ‘football cards’ – ’English league’ – NRL

3. Online texts can have sound, hyperlinks, colour, moving images and interactive features. 4. A readable text is one that is easy to read and understand, interesting and enjoyable to read (or watch).

Readability ...................................................... page 61 1. Readability is how well a text can be understood. It is also about how interesting it is and whether or not the reader enjoys reading it. Web pages can be made more readable when the text, graphics and links are organised carefully on the page. Web pages are also designed to make it easy for readers to scan the page for interesting information. 2. In newspapers the text is set out in columns, pictures or photos are added to help the reader understand and connect with the text, headings are used to show the readers where new sections start and enough space is left around the text and the photos so it is easy to read. 3. The readability of online texts is affected by the placement of links and graphics, where the text is placed, the kind of type that is used, colours used and space around the text and graphics. 4. Teacher check

Using navigation tools to search .................. page 71

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1. (a) students should highlight the URL, Tags, page jump and search bar. (b) The search bar is used by typing the word or words you are looking for to go to a page with a list of links to other pages that contain that word or words. The page jump is a tool to find the information you want on a long page. It lets a user move to information further up or down the page quickly and easily get to the sections they are looking for. Tags navigation can help a user search for more information based on keywords. Clicking on a keyword will take the user to a list of the articles in the website on that topic where more information can be found. Users can use the parts of the URL to find more or better information.

The text ........................................................... page 63

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1. A typeface is the design of a collection of numbers, letters and symbols. 2. (b) sans serif 3. If the text is a bright colour, it can make it harder to read, so the text is normally a dark colour on a light background. 4. Teacher check. The first example being in capitals in a fancy text without paragraph breaks should be difficult to read. The second example has evenly spaced words, clear text, and bullet points and should be the easiest to read. The last text has small print and columns that are too narrow.

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Print vs digital information ........................... page 73 1. Some examples of similarities include: Both texts have words which are correctly spelled. Both texts have a layout that includes graphics, photographs or other images that help the reader to understand and connect with the text. Both texts have captions accompanying the photographs to explain the picture shown. Both texts have mostly black print on a white background. Both have advertising. Some examples of differences include: The online newspaper allows access to old as well as current stories and information. The online news site has a search bar that can take users to a list of pages containing a certain keyword they are looking for. The news website has video and slideshow facilities. The newspaper pages are changed by turning them with your hands, while the online news pages are changed by clicking on links. The newspaper pages are numbered, the news site pages are not. 2. Text preference: teacher check.

Links and graphics ......................................... page 65 1. Text hyperlinks are usually a different colour, font or style, often blue and underlined. Other links are shown as graphics or are in the navigation bars. 2. Links make it possible to go to other pages, documents, images or websites. 3. Graphics add meaning to the text or helping to explain the message in the text, help the reader to identify with the message, break up big chunks of text and make look a page look more interesting. 4. (a) There is the symbol of the Australian Government which helps people know which site they are on. There is a photo of landscape in the Northern Territory which helps users understand what the place looks like, and to connect with the text. There are maps to Australian Curriculum English – Language: Text structure and organisation (Year 4)

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Text and structu orga r nisa e tion

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)

Answers

Print vs digital stories .................................... page 74 Some examples of similarities: Both texts have words which are correctly spelled. Both texts are illustrated. Some examples of differences: The illustrations in the digital text are in colour. When the illustrations are clicked, they become animated. Sometimes the animation has sound as well. The text can be read aloud by the computer (or other device). The printed story is on one page while the online version is on a number of pages that are changed by clicking on arrows (links). The story is slightly different.

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Comparing print and online texts ................ page 75 1.

Print information

Online information

Pages are changed by clicking on links.

There are different diagrams to help the reader to understand and connect with the text.

There are photographs, tables and pictures that help the reader to understand the text.

How can the reader find definitions or more information about people or places mentioned in the text? How is bold, italicised, coloured or underlined type used in the text?

The glossary gives a definition of some words.

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Pages are changed by moving them with your hands. The table of contents shows the chapters.

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How can a reader change pages? Which features show the reader the main chapters or sections? What kind of graphics/ diagrams are shown? How do they help readability?

The navigation options show the main sections of the website.

2. Teacher check

R.I.C. Publications®

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Can the text be changed in any way by the reader? If so, how?

Teacher check

Some graphics are links to other pages. Some names of places or people are text hyperlinked to more information.

Larger print size for headings of sections. Blue and underlined text shows links. Bold print is used in the table. The text size can be made smaller or larger using the buttons near the top right corner of the page.

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www.ricpublications.com.au

Australian Curriculum English – Language: Text structure and organisation (Year 4)