Australian Curriculum English - Language: Year 5 - Ages 10-11 by Teacher Superstore

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

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

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

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

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School Order# (if applicable):

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

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

View all pages online PO Box 332 Greenwood Western Australia 6924

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Foreword Australian Curriculum English – Language: Text structure and organisation (Year 5) is one in a series of seven teacher resource books that support teaching and learning activities in Australian Curriculum English. The books focus on the sub-strand of Text structure and organisation within the Language strand of the national English curriculum. The resource books include theoretical background information, activities to develop the content descriptions, blackline masters, resource sheets and assessment checklists, along with interrelated links to other English strands and sub-strands.

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Titles in this series are:

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

Contents

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

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• • • • • • •

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)

Language: Text structure and organisation .............................................. 2–81

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

– Teacher information ............................................... 40 – Activities to develop the content description .......... 41 – Blackline masters and resource sheets ......................................... 42–56 – Assessment checklist .............................................. 57 – Interrelated English links ......................................... 58 – Modes, capabilities and priorities covered by the activities in this content description......................... 58 – Teachers notes ........................................................ 59

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Teacher information ................................................. 2 Activities to develop the content description ...... 3–11 Blackline masters ............................................. 12–25 Assessment checklist ............................................. 26 Interrelated English links ........................................ 27 Modes, capabilities and priorities covered by the activities in this content description ........................27

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– – – – – –

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Investigate how the organisation of texts into chapters, headings, subheadings (home pages and sub pages for online texts) and according to chronology or topic, can be used to predict content and assist navigation (ACELA1797)

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505) © Australian Curriculum: Assessment and Reporting Authority 2012

– Teacher information ............................................... 28 – Activities to develop the content description .......... 29 – Blackline masters and resource sheets ................................................ 30–37 – Assessment checklist ............................................. 38 – Interrelated English links ........................................ 39 – Modes, capabilities and priorities covered by the activities in this content description ....................... 39

– Teacher information ................................................ 60 – Activities to develop the content description .......... 61 – Blackline masters and resource sheets ......................................... 62–79 – Assessment checklist .............................................. 80 – Interrelated English links ......................................... 81 – Modes, capabilities and priorities covered by the activities in this content description ........................ 81

Answers .....................................................82–84 R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

iii

Format of the book This teacher resource book includes supporting materials for teaching and learning in the sub-strand of Text structure and organisation within the strand of Language in Australian Curriculum English. All content descriptions in the substrand have been included, as well as teaching points based on the Curriculum’s elaborations. While the book focuses on the sub-strand of Text structure and organisation, activities and interrelated links to other strands and sub-strands have been incorporated. Each section supports a specific content description and follows a consistent format, containing the following information over several pages: • activities to develop the content descriptions • interrelated English links

• student blackline masters • assessment checklist

• resource sheets

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

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The length of each content description section varies.

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.

W What this means pprovides a general explanation of the content description.

points © R. I . C.Publ i cat i onsTeaching 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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o c . che e r o t r s super Text and structur orga nisa e tion

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

Elaborations are a list of elaborations based on those in the content description. Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

Activities to develop the content description

E1. Analyses and identifies the most appropriate choice of text type for a given purpose and topic. t Analysing text structures and language features of various text types (pages 12 to 25)

Pages 5 to 11 provide teacher information, student activities and examples of seven imaginative, informative and persuasive text types written in the forms of a narrative, a procedure, a report, an explanation, an exposition, a discussion and a recount. These pages support the blackline masters provided on pages 12 to 25. Each text type in pages 5 to 11 includes:

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

– a detailed analysis of the structural and language features of the text presented in the sample texts provided on pages 12 to 25 – suggested activities for helping students analyse structural and language features, and the purpose of the specific text type

– answers for the student analysis worksheets, presented at the back of the book.

t Analysing texts

In preparation for their own writing, provide students with a variety of appropriate text types across a range of topics. Analyse them by discussing the structure and language features, and the purpose, formality and intended audience. As the structures and language features are identified, they can be presented in charts so that similarities and differences between 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.

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.

t Using technology to present text types

To help students identify the language features of text types, scan and enlarge the sample texts on pages 12 to 24 for use with an interactive whiteboard text program. Colour code the different language features and compare and contrast their use in different text types.

t Analysing the purpose of texts (page 4)

Provide students with a variety of appropriate text types across a range of topics. Use the table on page 4 to help them analyse each text and answer the questions: Is it a factual or literary text type? Was it written to inform, to entertain or to persuade?

t Language and text structure revision/introduction activities As students need to identify language features such as verb tense, use of adverbs and adjectives to enhance and /or clarify meaning, identify 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 28 to 39 of this book also treats pronoun reference and text connectives in detail. Interrelated English links: See page 27.

E2. Determines the degree of formality of text type appropriate for a given audience. t Identifying the degree of formality in text types Provide students with a variety of appropriate text types across a range of topics. Suggest the possible intended audience giving reasons for suggestions. Informal text is written much as the spoken word. Formal text is written correctly but not as we would necessarily speak. Some examples of formal/ informal features are: Features of formal text

Features of informal text

t EPFT OPU VTF XPSE DPOUSactions

t VTFT XPSE DPOUSactions

t EPFT OPU VTF DPMMPRVJBMJTNT

t VTFT DPMMPRVJBMJTNT

t DPSSFDU QVODUVBUJPn

t PGUFO PWFSVTFT FYDMBNBUJPO BOE RVFTUJPO NBSLT

t TVDDJODU BOE UP UIF QPJOU

t SFMBYFE casual style

t Altering the degree of formality in text types Having classified texts as either formal or informal, convert them from one type to the other. To help with the degree of formality, suggest examples of people the students know or know of, to be the audience. This will help them to choose appropriate language and styles.

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

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R.I.C. Publications®

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

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

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Format of the bookum.

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

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

Answers for student worksheets are provided at the back of the book. R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Text and structu orga r nisa e tion

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © 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 understand that different text types are used to present information for different purposes and that each text type has a recognised structure; for example, the layout of a narrative with title, orientation, complication, resolution and conclusion would not be appropriate for writing a recipe. For this, a procedure is required with title, ingredients (materials) and method (steps).

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

• There are different ways that each text type can be presented; for example, a report can be written as a detailed account of facts about a subject, a formal scientific report, a book or movie review, an eyewitness account of an event. • The topic of a writing task also determines which text type is best to use; for example, an explanation is required to describe how or why a volcano erupts but a description is needed to describe what the eruption looks, sounds or feels like. • The degree of formality for any text is determined by the audience and its relationship with the writer; for example, a casual book review meant for a friend would be informal and contain colloquial language while a review of the same book for the school magazine would be formal with correct grammar and no colloquial language.

Imaginative texts

Texts whose main purpose is to entertain. They may be in the form of traditional stories, poetry, plays, novels, picture books or films, for example. Informative texts

• Formality can also determine the method of presenting the text type; e.g. a report on the working day of a zookeeper would be more formal than a personal recount of a day spent working with a zookeeper, yet each would contain the same information.

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

• Level of formality is dependent on the relationship between writer and audience, subject of the text and chosen method of presenting the text type. • The same features may be found in different text types; for example, arguments supported by evidence in an exposition and in a discussion, the use of the present tense in an explanation and an exposition.

Student vocabulary

report

• Analyse the structure and features of different text types to understand how each is put together and how they compare.

events

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

complication

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problem

resolution

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recount

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narrative

Teaching points

• Students need to consider why a text has been written. What is its purpose? How does the writer benefit from having his or her text read? Who is the intended audience? Why has a particular text type been chosen?

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.

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

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Elaborations

review

conclusion

procedure

recommendation

explanation

ending

exposition

classification

argument

description

persuade

definition

paragraph

noun

vocabulary

verb

title

adjective

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

orientation

adverb

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

introduction

tense

E1. Analyses and identifies the most appropriate choice of text type for a given purpose and topic.

E2. Determines the degree of formality of text type appropriate for a given audience.

Further resources • Primary writing (Books A–G) R.I.C. Publications • Posters: Introducing text types/Understanding text types R.I.C. Publications • Interactive software: Introducing text types (Understanding text types) R.I.C. Publications

Australian Curriculum English – Language: Text structure and organisation (Year 5)

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R.I.C. Publications®

Text and structu orga r nisa e tion

Activities to develop the content description

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © Australian Curriculum: Assessment and Reporting Authority 2012

E1. Analyses and identifies the most appropriate choice of text type for a given purpose and topic. • Analysing text structures and language features of various text types (pages 12 to 25) Pages 5 to 11 provide teacher information, student activities and examples of seven imaginative, informative and persuasive text types written in the forms of a narrative, a procedure, a report, an explanation, an exposition, a discussion and a recount. These pages support the blackline masters provided on pages 12 to 25. Each text type in pages 5 to 11 includes:

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

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• Using technology to present text types

• Analysing the purpose of texts (page 4)

• 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, identify 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 28 to 39 of this book also treats pronoun reference and text connectives in detail. Interrelated English links: See page 27.

• Identifying the degree of formality in text types

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E2. Determines the degree of formality of text type appropriate for a given audience.

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Provide students with a variety of appropriate text types across a range of topics. Suggest the possible intended audience giving reasons for suggestions. Informal text is written much as the spoken word. Formal text is written correctly but not as we would necessarily speak. Some examples of formal/ informal features are:

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Features of formal text

Features of informal text

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• does not use word contractions

• uses word contractions

• does not use colloquialisms

• uses colloquialisms

• correct punctuation

• often overuses exclamation and question marks

• succinct and to the point

• relaxed, casual style

• Altering the degree of formality in text types

Having classified texts as either formal or informal, convert them from one type to the other. To help with the degree of formality, suggest examples of people the students know or know of, to be the audience. This will help them to choose appropriate language and styles.

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

To use facts to describe a person, place or thing.

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To use facts to retell past events in chronological order.

Discussion

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Exposition

To give evidence for a single point of view to persuade the audience to agree.

To explain how or why something works or occurs.

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To accurately tell how something was made or done in sequential order.

Procedural recount

Explanation

Personal response

To give steps to be followed in sequence to make or do something.

Procedure

Narrative

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To unfold a series of events to tell a story of either pure fiction or one based on fact, to entertain the audience.

To reflect on the appeal of a work of art or literature and its presentation to a wide audience.

To refer to examples from a work of art or literature in support of a personal opinion on that work.

To retell events from literature and personal experiences to entertain an audience.

To describe people, places, events and things in an expressive way.

Poetry

To follow either a set structure or an informal style to express feelings about a person, place or thing.

Text and structu orga r nisa e tion

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Review

Literary recount

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To use facts to classify, describe and provide information about a person, place or thing.

Literary description

Purpose

To give evidence for different points of view to allow the audience to make an informed decision.

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Text type

Information report

Factual recount

Factual description

Purpose

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Text type

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

Activities to develop the content description

R.I.C. Publications®

Text and structu orga r nisa e tion

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © 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 used to entertain and/or inform by telling 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 play script. Its purpose is to entertain and engage the reader. It includes: • 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

It uses the following language features: • 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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• Detailed analysis of sample narrative (pages 12 and 13)

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Title

Orientation Who, when, where, why

Complication and events

The legend of the three sisters

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Discuss what a narrative is and explain that the story on page 12 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.) Students analyse the narrative by answering the questions on page 13.

Long ago, many years before the white people knew our hot, dry land, a witchdoctor named Tyawan lived in the Blue Mountains. Tyawan had three beautiful daughters, Meenhi, Wimlah and Gunnedoo. In a cave, deep within the mountains, lived an evil bunyip spirit that was feared for miles around. One day when Tyawan went in search of food, he left his daughters on a cliff, hidden behind a rocky ledge. While they were playing, Meenhi was startled by a large centipede that crawled close to her. In fear, she took a rock and threw it at the creature. The rock continued to jump along the cliff and soon disappeared over the edge and into the valley below.

• verbs in past tense; e.g. lived, had, feared • text connectives to link stages of time; e.g. While, In fear, Suddenly, Without the magic bone

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• The bunyip was woken by the vibrations in his cave caused by the bouncing rock. He raced angrily to the mouth of his cave and to where he could hear the laughter of the girls as they played.

Tyawan quickly used his magic bone to turn the girls into stone so that the bunyip could not harm them. Enraged, the bunyip turned on Tyawan who turned himself into a lyre bird and ran swiftly to safety. As he did so, his magic bone fell over the cliff and into the valley.

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Ending Indicating what has changed

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Resolution to the complication

Suddenly, the rocky wall that had been protecting the girls began to split as the bunyip used its powerful magic. There, standing in the gap was the bunyip. The three sisters screamed in terror. Hearing their cries, Tyawan raced back just as the bunyip leapt towards his fear-frozen daughters.

• descriptive language; adjectives (e.g. hot, dry (land), beautiful (daughters), evil (bunyip)) adverbs (e.g. angrily, Suddenly, quickly), phrases (e.g. feared for miles around,fearfrozen)

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• appropriate paragraphs

Without the magic bone, Tyawan and his daughters could not be turned back to their former selves. As a lyre bird, Tyawan continues to search for the bone, all the time calling to the three sisters. Meanwhile, Meenhi, Wimlah and Gunnedoo stand silent and majestic, overlooking the valley.

If you visit the Three Sisters on a quiet, still day, you may be able to hear Tyawan calling to his daughters. What do you think he could be saying?

• 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 considering the purpose and the audience. • Film analysis Students view a multimodal imaginative text (in the form of a narrative) on a DVD or online story. Afterwards, they can identify the structural features; i.e. orientation, complication, events, resolution and ending. Use page 13 as a guide. • Narrative comparison Students can read a different version of The legend of the three sisters which can be found on <http://www.bluemts.com.au/tourist/thingstodo/ threesisters/>. Students can consider the purpose of legends ... to entertain, to learn about cultures, to appreciate and value cultures, to inform tourists. R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Text and structu orga r nisa e tion

Activities to develop the content description

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © Australian Curriculum: Assessment and Reporting Authority 2012

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 includes:

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 14 and 15

Discuss what a procedure is and explain that the recipe on page 14 is a form of procedure. Read and discuss it with the students, identifying the structural and language features; e.g. the goal/purpose, materials (ingredients and utensils), method/steps, test, subject-specific vocabulary, imperative (command) verbs. (Refer to the copy of the student text below.) Students analyse the procedure answering the questions on page 15.

Note: The students could follow the recipe and make the scrolls at home and compare how they turn out. Each student’s scrolls could then be evaluated. Title

Goal The purpose of the procedure

Cheesy-mite scrolls

Goal: To bake delicious cheesy-mite scrolls by following the instructions (method).

Materials A list of materials needed under an appropriate heading

Ingredients:

• 3 cups self-raising flour

• 50 g softened, chopped butter

• pinch of salt

• 375 mL milk

• 2 tablespoons vegemite™

• 200 g grated cheddar cheese

Utensils:

• large mixing bowl

• measuring cups and spoons

• fork

• baking tray

• knife

Sift flour and salt into large mixing bowl.

Rub butter into flour to form ‘breadcrumbs’.

Seal edge using fork and drop of milk.

10. Cut roll into ten 4 cm-wide slices.

Add milk and stir until soft dough is formed.

Knead dough lightly on floured surface.

11. Place slices cut side up, on greased baking tray.

Roll dough to form 40 cm x 25 cm rectangle.

12. Sprinkle slices with remaining cheese.

Spread vegemite™ over dough.

Sprinkle 150 g cheese over vegemite™ layer.

13. Bake in preheated oven at 220º C for 20 minutes.

Roll dough into cylinder shape from longer edge.

Evaluation:

• instructions begin with command verbs; e.g. Sift, Rub‚ Add‚ Knead

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Evaluation The success of this procedure is evaluated by the look‚ feel and taste of the scrolls.

• sieve

What to do:

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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.

• weighing scales

• uses subjectspecific vocabulary e.g. measuring cups and spoons, selfraising flour

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• clear, concise instructions without the definite and indefinite article • diagrams to illustrate some steps

• Top of scrolls should be golden from melted cheese.

• Base of each scroll should sound hollow when tapped. • Pastry should be light and crumbly.

• 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. Australian Curriculum English – Language: Text structure and organisation (Year 5)

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R.I.C. Publications®

Text and structu orga r nisa e tion

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © Australian Curriculum: Assessment and Reporting Authority 2012

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 a 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 16 and 17

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It includes:

Read and discuss the descriptive report on page 16 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.) Students analyse the report by answering the questions on page 17. The story of chocolate

Title States the subject of the report Classification A general or classifying statement about what is being reported

Description A detailed and accurate description and facts

Unlike the sweet, solid confectionery we know today, in ancient times it was an unsweetened, frothy drink. The Maya, and later the Aztec, ground the cacao seeds with different spices and added water to make a bitter beverage.

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• In the 16th century, the Spanish conquered many parts of Central and South America and began to ship supplies of cacao seeds back to Spain. An expensive luxury, the cacao drink was only enjoyed by the wealthiest of European society.

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

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Just as the Maya and Aztecs experimented with different seasonings for the cacao, so did the Europeans. They soon discovered that adding sugar improved the taste immensely. As a consequence, cacao and sugar plantations, owned by different European nations, were developed in the conquered lands of Central America. These provided the vital raw ingredients to satisfy the European demand for sweetened chocolate. By the late 19th century, machinery had been developed for making chocolate on a large scale. This meant that the delicious confectionery could now be enjoyed by a much larger population.

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• written in timeless present tense; bite, believe • written in third person; it was an unsweetened, frothy drink. • information is organised into paragraphs • linking verbs; e.g. have, is

Some countries in Europe are famous for their chocolate. Cadbury’s chocolate was established in the UK in the 19th century and was a great favourite of Queen Victoria. Swiss manufacturers such as Lindt are famed for producing chocolate of very high quality. But it is the small country of Belgium that is recognised as producing the world’s best chocolate. With the finest ingredients and traditional equipment, most Belgian chocolate is still made by hand using original recipes and techniques. So, the next time you tear the wrapper from your favourite sweetened chocolate bar, ask yourself if you would like it if it was made without sugar!

• 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. R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Text and structu orga r nisa e tion

Activities to develop the content description

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © Australian Curriculum: Assessment and Reporting Authority 2012

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. An explanation may be written in the form of an essay or a handbook – for example, how a kite works – or a text within science, health, history or geography. 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 18 and 19

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It includes:

Read and discuss the explanation on page 18 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 19. Title

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

The human eye and how it works

Although quite small, the human eye is a complex organ made up of many parts.

The front of the eye is covered with the cornea, a transparent layer that helps to focus light going into the eye. Behind the cornea is a circular coloured membrane called the iris. In the centre of the iris is an adjustable opening called the pupil. The pupil can expand and contract to control the amount of light entering the eye. With a friend, examine how the size of your pupils varies with the change in light conditions.

Description Information presented in logical order

Between the cornea and the iris is a layer of clear fluid called the aqueous humour.

Behind the pupil is the crystalline lens which is held in place by ciliary muscles. These muscles relax and contract as the eye focuses on objects faraway or close up.

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The middle of the eyeball, between the front of the eye and the retina, is filled with a jelly-

like tissue called the vitreous humour.

The optic nerve which lies behind the eye, connects the eye to the brain. Before light enters the eye, light rays from the object cross over so the image on the retina is upside down.

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Conclusion This explanation has a concluding paragraph noting that after the image is formed in the eye‚ it is the brain that converts it to what we see.

• subject-specific vocabulary; e.g. cornea‚ iris‚ pupil‚ lens‚ retina‚ optic nerve

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• written in present tense; e.g. is‚ helps‚ focuses‚ lies

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Light passes through the cornea and aqueous humour and enters the eye through the pupil. After passing through the crystalline lens, the light travels through the vitreous humour before hitting the rods and cones on the retina. Here it is converted to an electric signal that travels through the optic nerve to the brain.

• positional words to show how parts are connected to make the whole; e.g. front of‚ Behind‚ the centre‚ Between‚ the back‚ Within‚ The middle

Finally, the brain converts the electric signal to the image we see and also corrects it so that it is no longer upside down.

• Writing an explanation After students are familiar with the language and structural features of an explanation the next step is to guide them to plan their own text, write a draft, edit their work and publish a final copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process. Model plans with the headings ‘Title’, ‘Statement’, ‘Explanation’ and ‘Conclusion’. Then students can create their own explanation. Suggested or set topics are helpful to students. • Identifying the structural and language features of an explanation across the curriculum 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. They can also be found in history and social geography when studying the cause and effects of human actions on the environment and each other. Students can use these texts in books and online websites to identify the structural and language features of expositions. Australian Curriculum English – Language: Text structure and organisation (Year 5)

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R.I.C. Publications®

Text and structu orga r nisa e tion

Activities to develop the content description

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © Australian Curriculum: Assessment and Reporting Authority 2012

Informative 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

• a variety of controlling and emotive words and conjunctions • paragraphs to state and elaborate on each point

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• Detailed analysis of sample exposition on pages 20 and 21

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Say, ’No!’ to plastic bags!

Title

Overview States the topic and what the writer thinks should happen

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

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Read and discuss the exposition on page 20 with the students. Discuss who they think wrote it, what the writer thinks and why he or she wrote this exposition. Help them identify the structural and language features; e.g. the overview, arguments (with first argument the strongest), conclusion, topicrelated 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 21.

Plastic waste is an environmental nightmare because plastics have become such a huge part of our lives. But there is something we can do to help the situation. We can say, ’No!’ to plastic bags. If we stop using them, there will be no need to produce them. This is one cycle we can break. Say, ’No!’ to plastic bags!

Firstly, our oceans are fast becoming the final resting place for non-biodegradable plastics. Marine trash islands, as they have been named by environmentalists, are being created where different ocean currents meet. Plastic waste travels on ocean currents and eventually collects to form these unnatural floating islands.

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Also, landfill sites are awash with plastics that are not biodegradable. Centuries into the future, people will find our plastic waste just as it is today. It will not decompose and enrich the soil for future generations!

• paragraphs to elaborate on each point

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Wildlife has been found trapped or choking on plastic waste. It is usually too late to help them. And then there are the poor creatures that eat plastic, thinking that it is actually food! Scientific research has shown that this leads to a build up of toxins in the animals that eat the plastic and in those higher up the food chain.

• controlling and emotive words; e.g. environmental nightmare, awash with plastics

’But we need plastic bags to put our fruit and vegetables in at the supermarket!’ I hear you cry. Why? They don’t need to be in a bag when weighed at the checkout and you take them out as soon as you get home, so why bother?

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’But we need plastic bags to carry our shopping in!’ Well, don’t leave your recyclable shopping bags in the car! And if you don’t have any bags, recycle old boxes instead. ’But we need plastic bags to line our kitchen and bathroom bins!’ Why? Use an ice-cream tub to collect the rubbish and when the tub is full, empty it onto old newspaper and wrap up the rubbish. This way, the rubbish is taken out more frequently, leaving less chance to create bad smells and attract unwanted pests. Better still, compost the vegetable waste.

Conclusion A restating of the writer’s opinion

Plastic bags are bad news but while they are so easily available, people will continue to use them. But as consumers who care about our environment, we can make a difference. Say, ’No!’ to plastic bags!

• Writing an exposition After students are familiar with the language and structural features of an exposition the next step is to guide them to plan their own text, write a draft, edit their work and publish a final copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process. Model plans with the headings ‘Title’, ‘Overview’, ‘Arguments’ and ‘Conclusion’. Then students can write their own exposition. Topics that appeal to the students’ sense of fairness and in which they have an interest will elicit a more powerful exposition. • Identifying the structural and language features of an exposition across the curriculum Science is a learning area in which students will read a variety of expositions; e.g. the plight of endangered species, the effects of pollution on the environment. They can also be found in history when studying the effects of colonisation on indigenous people and social geography when studying the effects of political unrest. Students can use these texts in books and online websites to identify the structural and language features of expositions. R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Text and structu orga r nisa e tion

Activities to develop the content description

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © Australian Curriculum: Assessment and Reporting Authority 2012

Informative text: Discussion Language and structural features of discussions A discussion is a text which argues equally for two or more positions and aims to give the audience a balanced perspective of the subject so that an informed decision can be made. A discussion can take the form of a debate, a conversation, talkback radio or journal articles. It uses the following language features:

• • • • • • • •

rhetorical questions emotive, persuasive language verbs to provoke thought verbs in the present tense logical connectives, however, therefore paragraphs to state and elaborate on each point generic participants – parents, children say specific participants – Mr Jones says

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• Detailed analysis of sample discussion on pages 22 and 23

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It includes:

Revise the features of a discussion and read the text on page 22. Identify its purpose, to put forward the views of parents and their children, and its structure and language features; e.g. the overview‚ arguments for and against (with the strongest arguments first)‚ conclusion‚ topic-related vocabulary‚ emotive language. Discuss how the language used categorises its formality. It is a formal text without any features of informality such as colloquial language. Students analyse the discussion by answering the questions on page 23. Title

Overview

Should computers be allowed in the bedroom?

Arguments for and against

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Primarily, parents want to see what their children are doing on the computer. They are seriously concerned about cyberbullying and its effect on their children. They name it as the number one reason for wanting computers to remain in a part of the house where the screen and their child’s reaction to what is on it, can be monitored. In response, students say they feel uncomfortable having someone peering over their shoulder all the time. One student is reported to have said that she couldn’t finish the homework she was doing because she felt uncomfortable knowing that her mum was reading it while she typed.

• text connectives; e.g. Primarily, In response

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Another concern for parents is offensive material that their children may come across while researching for school projects. Even with parental blocks, some unpleasant, inappropriate material can slip through.

• verbs to provoke thought; e.g. suggested, agree, concerned

While parents agree that a quiet environment aids concentration, some suggest that the time spent on the computer is not always for homework. If the computer is in the bedroom, they cannot tell how much homework is actually being done.

• paragraphs to state and elaborate each point

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In answer to this, students say they will alert their parents to any suspect websites so that they can be blocked. But most believe it is essential to have the computer in the bedroom as this is the best place for them to concentrate and complete their homework without interruption.

• controlling and emotive words; e.g. seriously concerned, feel uncomfortable

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To counter this, students state that parents can always come in and check on progress. As homework diaries have to be signed by parents and are checked by a teacher each day, students are unlikely not to complete their homework.

Conclusion

In conclusion, both parties have presented valid arguments to be considered when making the decision about where to locate a computer. Having heard each other’s point of view, it is possible that either party may reconsider its opinion. Have you?

• Writing a discussion After students are familiar with the language and structural features of a discussion the next step is to guide them to plan their own text, write a draft, edit their work and publish a final copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process. Model plans with the headings ‘Title’, ‘Overview’, ‘Arguments’ and ‘Conclusion’. Then students can write their own discussion. Suggested or set topics are helpful to students. It may be helpful for students to work in pairs on a single discussion with each one taking an opposing view. Each one will ensure that his or her opinion is equally represented in the text. • Identifying the structural and language features of a discussion across the curriculum Discussion topics can be found across most areas of the curriculum; for example, in science, arguments for and against the creation of a wind farm in a certain area; in social geography, arguments for and against the location of an industrial plant. Students can identify the structural and language features of discussion texts found on internet websites. Australian Curriculum English – Language: Text structure and organisation (Year 5)

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R.I.C. Publications®

Text and structu orga r nisa e tion

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © Australian Curriculum: Assessment and Reporting Authority 2012

Activities to develop the content description

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

It uses the following language features:

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

• • • •

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

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• Detailed analysis of sample recount on pages 24 and 25

Let’s sail

Title

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Read the recount on page 24 with the students and discuss it with them. Help them identify its purpose, and the structural and language features; e.g. the orientation, order of events, descriptive language, verb tense, paragraphs, descriptive words. (Refer to the copy of the student text below.) Discussion may be needed to revise ‘verbs’, ‘nouns’ and ‘adverbs’. Work through the analysis on page 25 with the students.

Orientation Who, when, where and why

Events Significant events in detail

We got the yacht off its trailer. He sorted out ropes and sails and things as I waited and waited. I didn’t have a clue what he was doing and I don’t think he did either. But finally he asked me to help him get it into the river and he said we could go.

• text connectives to show sequence of time; e.g. Eventually, finally, Soon

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• He held the yacht as I scrambled into the front. He pushed hard and jumped in, grabbing the tiller with one hand. (That’s what you’re supposed to steer it with, but I don’t think it was working because we wobbled all over the place.) He held a rope in his other hand which was attached to the mainsail. There was a centreboard I pushed down when the water was deep enough, then I just sat and waited.

He climbed onto the centreboard and pulled the boat up. It took off with him clambering in. I was left in the water. As I watched him disappear I wondered how long it would take me to swim to shore and felt glad I was wearing a life jacket.

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• paragraphs to show different sections

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It was getting late and the wind was strong and icy cold as we headed into the middle. He said something about coming about and yelled ‘duck!’ just as the boom at the bottom of the mainsail almost took my head off. He screamed for me to pull in the jib and pointed to a rope. The sails were both flapping madly and then it all turned over and we were in the water, where at least it was a bit warmer.

• verbs in the past tense; e.g. acquired, took, haven’t been asked

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By some miracle he managed to turn around and was heading back in my direction. He sailed past me yelling for me to grab hold. My hands went bumping along the side of the boat with as much hope of grabbing it as catching a passing fish. I told him to stop and I swam over and got in.

• use of I, We, us (written in first person as a personal recount) • descriptive words; flapping madly, (adverb), scrambled (verb)

Soon we were sailing with the wind towards the far bank. When I suggested changing direction and going back, he just said he was trying. We stopped when we reached the other side. We tried to leave, but the wind kept blowing us back. Conclusion Often with an evaluative comment

Was I pleased when Dad turned up in his motorboat and towed us back. And I’m even happier that I haven’t been asked to sail with my brother again!

• Writing a recount After students are familiar with the language and structural features of a recount, the next step is to guide them to plan their own text, write a draft, edit their work and publish a final copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process. Model plans with the headings ‘Title’, ‘Orientation’, ‘Events’ (these will be in chronological order) and ‘Conclusion’. Then students can create their own recounts. Suggested or set topics are helpful to students. • Film analysis Students view a multimodal imaginative text (in the form of a recount) on a DVD or an online story. Afterwards, they can identify the structural features; i.e. orientation, events in chronological order and conclusion. Use page 25 as a guide. R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

The legend of the three sisters

Narrative

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The bunyip was woken by the vibrations in his cave caused by the bouncing rock. He raced angrily to the mouth of his cave and to where he could hear the laughter of the girls as they played.

© R. I . C.Publ i cat i ons Without the magic bone, Tyawan and his daughters could not be turned back to their •f orr evi ew pur posesonl y• former selves. As a lyre bird, Tyawan continues to search for the bone, all the time calling

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to the three sisters. Meanwhile, Meenhi, Wimlah and Gunnedoo stand silent and majestic, overlooking the valley. If you visit the Three Sisters on a quiet, still day, you may be able to hear Tyawan calling to his daughters. What do you think he could be saying?

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

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R.I.C. Publications®

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © Australian Curriculum: Assessment and Reporting Authority 2012

Analysing a narrative

Narrative

Use the narrative on page 12 to complete the page.

The purpose of this text is to

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What is the connection between the title and the narrative?

(a) What is the complication in the narrative?

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

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Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © Australian Curriculum: Assessment and Reporting Authority 2012

(b) Who are the characters?

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How was the complication resolved?

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

R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Cheesy-mite scrolls

1. 2. 3.

Procedure

Goal: To bake delicious cheesy-mite scrolls by following the instructions (method). Materials:

Ingredients: • 3 cups self-raising flour

• pinch of salt

• 50 g softened, chopped butter

• 375 mL milk

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• 2 tablespoons vegemite™

Utensils:

• large mixing bowl

• fork

• baking tray

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• sieve

• knife

Method:

1. Sift flour and salt into large mixing bowl. 2. Rub butter into flour to form ‘breadcrumbs’.

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• measuring cups and spoons

5. Roll dough to form 40 cm x 25 cm rectangle.

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7. Sprinkle 150 g cheese over vegemite™ layer. 8. Roll dough into cylinder shape from longer edge.

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9. Seal edge using fork and drop of milk.

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6. Spread vegemite™ over dough.

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10. Cut roll into ten 4-cm wide slices.

11. Place slices cut side up, on greased baking tray. 12. Sprinkle slices with remaining cheese.

13. Bake in pre-heated oven at 220º C for 20 minutes.

Evaluation: •

Top of scrolls should be golden from melted cheese.

•

Base of each scroll should sound hollow when tapped.

•

Pastry should be light and crumbly.

Australian Curriculum English – Language: Text structure and organisation (Year 5)

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R.I.C. Publications®

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © Australian Curriculum: Assessment and Reporting Authority 2012

• weighing scales

• 200 g grated cheddar cheese

Analysing a procedure

1. 2. 3.

Procedure

Use the procedure on page 14 to complete the page.

The purpose of this text is to

This is the recipe for

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(b) What is the difference between ingredients and utensils?

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

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By following this procedure‚ what will be achieved?

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(a) All steps of the procedure begin with a

verb.

(b) Which two words have been left out of all steps?

How might you alter Step 13 if the scrolls were: (a) undercooked? (b) overcooked? R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

The story of chocolate

Report

When you bite into your favourite chocolate bar, have you ever stopped and wondered where chocolate comes from? Would you believe that the cacao seed, the main ingredient of chocolate, was discovered by the Maya over two thousand years ago in the equatorial forests of Central America! Unlike the sweet, solid confectionery we know today, in ancient times it was an unsweetened, frothy drink. The Maya, and later the Aztec, ground the cacao seeds with different spices and added water to make a bitter beverage.

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In the 16th century, the Spanish conquered many parts of Central and South America and began to ship supplies of cacao seeds back to Spain. An expensive luxury, the cacao drink was only enjoyed by the wealthiest of European society.

By the late 19th century, machinery had been developed for making chocolate on a large scale. This meant that the delicious confectionery could now be enjoyed by a much larger population.

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

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R.I.C. Publications®

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © Australian Curriculum: Assessment and Reporting Authority 2012

Teac he r

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Analysing a report

Report

Use the report on page 16 to complete the page.

The purpose of this text is to

2. Title

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(a) The subject of the report is

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(b) Write an alternative title for the report.

(a) Why do you think the writer begins this section by asking you a question about the subject?

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(a) Which adjective describes the cacao drink of ancient times?

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Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © Australian Curriculum: Assessment and Reporting Authority 2012

(b) Write two facts from this section of the report.

(b) How did the Europeans make the taste of cacao more pleasant?

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(d) Which three countries are famous for their chocolate?

Why do you think the writer asks if you would like to try chocolate made without sugar?

R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

The human eye and how it works

Explanation

Although quite small, the human eye is a complex organ made up of many parts. The front of the eye is covered with the cornea, a transparent layer that helps to focus light going into the eye. Behind the cornea is a circular coloured membrane called the iris. In the centre of the iris is an adjustable opening called the pupil. The pupil can expand and contract to control the amount of light entering the eye. With a friend, examine how the size of your pupils varies with the change in light conditions.

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Between the cornea and the iris is a layer of clear fluid called the aqueous humour. Behind the pupil is the crystalline lens which is held in place by ciliary muscles. These muscles relax and contract as the eye focuses on objects faraway or close up.

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At the back of the eye is the retina, the part of the eye that receives the image that the eye is looking at. Within the retina are millions of rods and cones. These are light-sensitive cells which allow the eye to see in monochrome in dim light (rods) and in colour in bright light (cones). The middle of the eyeball, between the front of the eye and the retina, is filled with a jelly-like tissue called the vitreous humour.

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Before light enters the eye, light rays from the object cross over so the image on the retina is upside down. Light passes through the cornea and aqueous humour and enters the eye through the pupil. After passing through the crystalline lens, the light travels through the vitreous humour before hitting the rods and cones on the retina. Here it is converted to an electric signal that travels through the optic nerve to the brain. Finally, the brain converts the electric signal to the image we see and also corrects it so that it is no longer upside down.

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The optic nerve which lies behind the eye, connects the eye to the brain.

Analysing an explanation

Explanation

Use the explanation on page 18 to complete the page.

The purpose of this text is to

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(a) The subject of the explanation is

(b) Write an alternative title for the explanation.

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3. Statement

(a) This section is very short. Do you think it should be longer? Explain your answer.

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(a) Why do you think the parts of the eye have been explained before how the eye works?

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Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © Australian Curriculum: Assessment and Reporting Authority 2012

(b) Write two facts from this section of the explanation.

(b) How would you describe the order in which the writer has written about each part of the eye?

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How does this section ‘round-off’ the explanation?

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Say, ‘No!’ to plastic bags!

Exposition

Plastic waste is an environmental nightmare because plastics have become such a huge part of our lives. But there is something we can do to help the situation. We can say, ‘No!’ to plastic bags. If we stop using them, there will be no need to produce them. This is one cycle we can break. Say, ‘No!’ to plastic bags! Firstly, our oceans are fast becoming the final resting place for non-biodegradable plastics. Marine trash islands, as they have been named by environmentalists, are being created where different ocean currents meet. Plastic waste travels on ocean currents and eventually collects to form these unnatural floating islands.

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Also, landfill sites are awash with plastics that are not biodegradable. Centuries into the future, people will find our plastic waste just as it is today. It will not decompose and enrich the soil for future generations!

‘But we need plastic bags to put our fruit and vegetables in at the supermarket!’ I hear you cry. Why? They don’t need to be in a bag when weighed at the checkout and you take them out as soon as you get home, so why bother?

‘But we need plastic bags to carry our shopping in!’ Well, don’t leave your recyclable shopping bags in the car! And if you don’t have any bags, recycle old boxes instead.

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‘But we need plastic bags to line our kitchen and bathroom bins!’ Why? Use an ice-cream tub to collect the rubbish and when the tub is full, empty it onto old newspaper and wrap up the rubbish. This way, the rubbish is taken out more frequently, leaving less chance to create bad smells and attract unwanted pests. Better still, compost the vegetable waste. Plastic bags are bad news but while they are so easily available, people will continue to use them. But as consumers who care about our environment, we can make a difference. Say, ‘No!’ to plastic bags!

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Analysing an exposition

Exposition

Use the exposition on page 20 to answer the questions.

The purpose of this text is to

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(a) The subject of the exposition is

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(b) Write an alternative title for the exposition.

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(a) Briefly state the three arguments of this exposition and the evidence for each.

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What is the message of this section?

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(b) The writer has anticipated some arguments against his stance. How has he answered these objections?

How does the writer connect this section with the overview?

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Should computers be allowed in the bedroom?

Discussion

It has been suggested that in all homes with school-age children, computers should be located in areas used by many family members. The majority of parents agree with this idea but their children hold a very different view. What is your opinion? Primarily‚ parents want to see what their children are doing on the computer. They are seriously concerned about cyberbullying and its effect on their children. They name it as the number one reason for wanting computers to remain in a part of the house where the screen and their child’s reaction to what is on it, can be monitored.

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In response‚ students say they feel uncomfortable having someone peering over their shoulder all the time. One student is reported to have said that she couldn’t finish the homework she was doing because she felt uncomfortable knowing that her mum was reading it while she typed.

the time spent on the computer is not always for homework. If the computer is in the bedroom, they cannot tell how much homework is actually being done.

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Analysing a discussion

Discussion

Use the discussion on page 22 to complete the page.

The purpose of this text is to

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Write an alternative title for the discussion.

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(a) What is the subject of the discussion?

(b) Who are the two parties involved?

(a)

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Children’s responses

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Parents’ arguments

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Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © Australian Curriculum: Assessment and Reporting Authority 2012

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(b) Which is the most important argument for most parents? How do you know?

How does the writer connect this section with the overview?

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Let’s sail

Recount

My brother acquired a new yacht; a very old one no-one wanted. He’d spent weeks working on it and reading sailing books. Eventually, one weekend, he declared himself ready to have a go ... and guess who the lucky one sailing with him first was! We got the yacht off its trailer. He sorted out ropes and sails and things as I waited and waited. I didn’t have a clue what he was doing and I don’t think he did either. But finally he asked me to help him get it into the river and he said we could go.

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He held the yacht as I scrambled into the front. He pushed hard and jumped in, grabbing the tiller with one hand. (That’s what you’re supposed to steer it with, but I don’t think it was working because we wobbled all over the place.) He held a rope in his other hand which was attached to the mainsail. There was a centreboard I pushed down when the water was deep enough, then I just sat and waited.

© R. I . C.Publ i cat i ons By some miracle he managed to turn around and was heading back in my direction. He •f orr evi ew pur posesonl y• sailed past me yelling for me to grab hold. My hands went bumping along the side of the

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boat with as much hope of grabbing it as catching a passing fish. I told him to stop and I swam over and got in.

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Was I pleased when Dad turned up in his motorboat and towed us back. And I’m even happier that I haven’t been asked to sail with my brother again!

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Analysing a recount

Recount

Use the recount on page 24 to complete the page. 1. Purpose The purpose of this text is to

When?

(a)

Why?

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(b) Describe one event that happened before the yacht was in the water.

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Where?

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Who?

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•

Explain the writer’s thoughts in the last paragraph.

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

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Identifies the purpose and language and structural features of a recount

Identifies the purpose and language and structural features of a discussion

Identifies the purpose and language and structural features of an exposition

Identifies the purpose and language and structural features of an explanation

Identifies the purpose and language and structural features of a report

Identifies the purpose and language and structural features of a procedure

Identifies the purpose and language and structural features of a narrative

Student Name

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Text and structu orga r nisa e tion

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

Assessment checklist

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Text and structu orga r nisa e tion

Interrelated English links

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) © Australian Curriculum: Assessment and Reporting Authority 2012

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

E1. Identifies and analyses the text structures and language features of different text types. • Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501) • Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)

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• Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

• Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508) • Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511) • Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

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• Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)

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• Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) • Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612) • Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)

• Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699) • Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

• Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700) • Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) • Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702) • Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705)

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• Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)

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

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• Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) • Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)

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• Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

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

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• Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)

Language modes

General capabilities

Listening

✔

Literacy

• Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)

Speaking

✔

Numeracy

Reading

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Information and communication technology (ICT) capability

Viewing Writing

Critical and creative thinking

✔

Personal and social capability Ethical behaviour Intercultural understanding

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

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 5)

Text and structu orga r nisa e tion

Related terms

Teacher information

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

What this means • Prediction is an essential reading and comprehending skill. • Sentence beginnings can be used to make predictions about the message in the text. • Students need to identify the starting point of a sentence and to realise its importance.

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

• When composing sentences particular care should be given to deciding how to start them.

Teaching points

• When you read it is important to think about what is likely to be in the text. • There are many things in a text you can use to make predictions about what’s in it.

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• The beginning of a sentence can help a reader to predict what the sentence and the whole text could be about.

Prediction An informed presumption about something that might happen. Interrogatives Elements forming or constituting a question.

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Sentence starter The first words of a sentence.

• When you write sentences it’s important to think about how they start.

Elaborations

E1.Identifying sentence beginnings and observing how they are used to signal what

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

E2.Making predictions from sentence starters and using this information to complete

Topic sentence Usually the first sentence in a paragraph which identifies the main idea linking the sentences.

Further resources

sentences are about. Using this understanding to match sentence beginning and endings.

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Student vocabulary

• A time marker and tense activity for students: http://www.york.ac.uk/res/ elanguages/index/Modulecd/cu2s6/cu2s60702.htm

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Main idea The central theme which links information.

sentences.

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sentence sentence starter main idea topic sentence paragraph prediction

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Text and structu orga r nisa e tion

Activities to develop the content description

E1. Identifying sentence beginnings and observing how they are used to signal what sentences are about. Using this understanding to match sentence beginning and endings. • Sentence starter searches Discuss time markers as sentences starters with the class and compile a list on a large sheet of paper. Students can work with a partner to search in some different texts for more of them to add to the class list. This list should be displayed so it’s available for students to refer to when writing. This activity can then be extended to a different category of sentence starters, such as contrasting information or additional information and lists compiled for class reference.

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• Predicting from sentence beginnings (page 30)

This resource sheet categorises some different types of sentence beginnings. Some examples of each type are included together with what each could indicate about the particular sentence it starts and the text generally. The resource page is intended as a starting point for class discussion and observation about what can be predicted from the first words in a sentence.

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• Looking at sentence beginnings (page 31)

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This resource sheet sets out some short simple texts which are analysed to demonstrate how the sentence starter can predict the type of information which follows. These examples and the analyses may help to clarify the concept for teachers. It could be used for class demonstration and discussion.

• Matching sentence starters (page 32)

This activity requires students to carefully consider which of six sentence beginnings and ends match best. They should be encouraged to examine each option carefully, looking for and linking clues, such as ‘also’ and ‘In addition to this’, ‘both’ and ‘Similarly’, and ‘instead’ and ‘On the other hand’.

• How does it end? (page 33)

In this multiple choice activity students are given three options for completing sentences. Some are clearly incorrect but others require students to give careful thought to their selections. They should then be prepared to justify their choices to a small group or the class.

Interrelated English links: See page 39.

E2. Making predictions from sentence starters and using this information to complete sentences. • Using sentence starters (page 34)

This activity provides the students with a choice of four sentence starters in the categories of: time markers, additional information, comparison and contrast. They use their choice at the beginning of an appropriate sentence in each particular category. • What’s the next sentence? (page 35)

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Students read a sentence then use the sentence starter provided after it to write an associated sentence. They need to understand the sentence opener must link the two sentences and the information in their new sentence must provide the type of information it signals. For example: ’At last’ is a time marker signalling a final outcome, so this information needs to be part of the sentence they write. • What came before this? (page 36)

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Students are given a sentence. They are required to identify the sentence starter in it and then write a sentence which would be suitably placed before this particular sentence. It may be quite challenging for some students to work out the information they need to give in their sentence and to link it with the given sentence and its sentence starter.

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• Making a good start (page 37)

The first activity on this page provides an opportunity for students to improve text by replacing sentence starters in a paragraph. They can make their selections from a given list. The paragraph in the second activity needs different time markers to replace ‘then’. The new paragraph is to be written on a separate page. Interrelated English links: See page 39.

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Predicting from sentence beginnings

Resource sheet

The way a sentence begins can be used to make predictions about what’s in the sentence, what type of text it is and what it is likely to be about. Examples include: 1. Once upon a time ...

This sentence usually introduces the characters and setting of a fairytale. 2. Dear Sir ... or Hi Jess ... 3. C U L8R @ ...

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The beginning of this message indicates that it is a text message. 4. Scene One: Boy enters ... 5. www. ...

This text indicates a link to a website. 6. jimsmith@ ...

This text is the beginning of an email address. 7. Interrogatives (question words)

These words indicate a question asking for information about something. • Where ... asks a question about a place • Who ... asks a question about a person or people • When ... asks a question about time • Why ... asks a question about a reason or reasons • What ... asks a question about information • How ... asks a question about manner, procedure or for an explanation

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This text indicates a playscript.

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8. Time markers

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These words indicate information about a point in time or the order of events. Later ..., Eventually ..., Shortly after ..., Before this ..., Gradually ..., Finally ..., Meanwhile ..., Before long ..., To begin with ..., Then ..., At last ..., At first ...

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o c . These words indicate furtherc information or details will be provided. e her..., Besides this ...,s r What’s more ..., Furthermore ..., In addition Also ... o t super

9. Additional information

10. Comparative information

Similarly ..., Also ..., At the same time ..., More specifically ..., After all ... 11. Contrasting information

Nevertheless ..., However ..., Conversely ..., On the other hand ... 12. Cause and effect

As a result ..., Therefore ..., This is why ..., As a consequence ... Accordingly ... 13. Concluding and summarising

In conclusion ..., Finally ..., In summary ..., Lastly ... To conclude ... Australian Curriculum English – Language: Text structure and organisation (Year 5)

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These beginnings would indicate a letter and a less formal letter or email.

Looking at sentence beginnings

Resource sheet

The sentence beginnings, even in a short, very simple text, can predict the type of information provided in those sentences. The following examples and analyses are simple explanations of how this could work. Sample informational text

Whales are the largest mammals in the world.

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Many whales are toothless baleen whales that eat krill and plankton. However, some have teeth and eat fish and seals.

Whales are – Indicates the sentence will be a fact and a definition.

They have – The pronoun ’they’ indicates more information about whales.

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Analysis of the sentence beginnings in the sample informational text

– The verb ’have’ indicates information about some characteristic.

Many whales – Indicates specific information about particular species. However, some – Indicates some contrasting information.

© R. I . C.Publ i cat i ons The following blank text has been provided to further demonstrate thatn the same• sentence starters • f o r r e v i e w p u r p o s e s o l y can be used to generate similar types of predictable information.

Sample blank informational text

Horses are

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They have

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They have a blowhole to breathe air through.

Many horses

. tetext o Sample descriptive c . My grandfather is ac wise old man and everyone loves him. e her r o t sbrown. He has lots of wrinkles on his face s andu hisp armse arer very However,

Many grandfathers like to sit around and rest a lot. However, mine loves working hard all day in his garden and helping others. The similar sentences starters used in this text can generate similar types of predictable information and a similar analysis can be applied.

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Matching sentence starters 1. Read each sentence beginning, particularly the first words, think very carefully, then choose the best ending from the box and write it. • we thought there was no way he would wear such a dirty old tracksuit to school. • we both made a decision to protect the boy who was being bullied by walking home with him.

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• we were punished and we had to pick up rubbish at lunchtime.

• we wanted to play with went off by themselves and said we couldn’t join them.

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• we also helped Dad with the gardening. (a) At lunchtime, the boys

(b) Why did he do that,

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(c)

(d) In addition to this,

(e) Similarly,

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(f) On the other hand,

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• we could go to the football game instead and support our school team.

How does it end? Read the sentence beginning and tick the ending you think is the best match. 1. As a result of this, ... (a) it was a wet and stormy day and I needed an umbrella. (b) my grandfather enjoys gardening and he grows lots of vegetables.

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2. Some time later, ...

(a) it will not surprise me when I can see better with my new glasses.

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(b) we kicked another goal and won the game.

(a) there were only five of us who wanted to play. (b) we finished eating our meal before six o’clock. (c) we had to get out of the pool, get dressed and go home.

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3. To begin with, ...

4. Additionally, ...

5. When ... (a) has that milk been put back in the refrigerator?

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(b) do you think will be elected school captain this year?

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(a) I would like to thank all the people who have been so helpful. (b) the next event will be the most challenging.

(c) I would like to welcome everyone to this meeting. 7. On the other hand, ... (a) all of the students remembered to wear their sports uniforms. (b) if it’s raining we will have to cancel the event. (c) cyber bullying is a problem we also need to look at. R.I.C. Publications®

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Using sentence starters 1. Choose a time marker sentence starter and use it at the beginning of an interesting sentence. Eventually …

Meanwhile …

At the beginning …

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In addition …

Another way to …

Furthermore …

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2. Choose a sentence starter that will tell the reader that this sentence is providing additional information about something. Think about what information could have been in the sentence before yours, then write your sentence. In fact …

3. Write a sentence starting with one of the sentence starters telling the reader that something similar is being compared with what was in the previous sentence.

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Even if …

In other words …

At the same time …

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In a similar way …

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4. These sentence starters tell the reader that the information in it is different from what was in the sentence before it. On the other hand …

Despite this …

Australian Curriculum English – Language: Text structure and organisation (Year 5)

Nevertheless …

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However …

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At first …

What’s the next sentence? 1. Read the text and write the next sentence using the sentence starter.

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(b) Aboriginal people cared for the land on which they lived and they were concerned about conserving it for future generations. Similarly, …

(c) It is considered to be particularly important that Australian students start to learn an Asian language while they are at school. Consequently, …

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we’ve won most of our games. On the other hand, …

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(a) The tired, dusty men had been trudging over the rough barren country for almost a week. At last, …

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(e) If you want to play cricket at lunchtime you will need to leave this area and go down to the oval where hard cricket balls can’t hurt other students and where there aren’t any windows to break. In other words, …

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•

Read each sentence and underline the sentence starter.

•

Think about what could have been in the sentence before it and write a suitable sentence in the space above it.

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However, I know that if I don’t go to the dentist and have my teeth checked every six months, I could end up with serious problems with them.

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In fact, it’s not only a disgrace, but I also think you should both be punished and I hope you have learnt a lesson and never do anything like that again.

To conclude, I believe I have provided enough information to persuade you that building a playground so close to a busy road is not what our local government should be doing. Australian Curriculum English – Language: Text structure and organisation (Year 5)

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What came before this?

Making a good start It is important each sentence you write starts well. This is even more important when a sentence is the first one in a paragraph. These sentences are usually the topic sentence. They tell the main idea of the paragraph. 1. (a) Read the paragraph, underline the topic sentence and circle the sentence starter in each of the sentences.

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Bison calves

These gigantic mammals

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A decision was made

These young animals

Recently,

But by 1902

In the past, However,

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Bison are the largest land mammals in North America. Bison are also known by their less formal name of buffalo. There were 30–60 million of these animals roaming the Great Plains in large herds. In 1902 the bison population had been dramatically reduced by hunters. In Yellowstone National Park there were only 23 bison left.

They decided to place them under the protection of the US Army and there are now about 3000 to 4000 of them free to wander through this huge park. Babies are born

while ago some wolves were reintroduced into Yellowstone,

But the situation will be carefully monitored. 2. (a) Read the paragraph and underline each sentence starter.

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but this is not expected to affect bison numbers a great deal.

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(b) Read the sentence starters in the box below. Improve the paragraph by choosing a better one to write above some of those you circled.

(b) Write the paragraph on a separate page using better sentence starters to replace some of those you underlined.

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After school on Wednesdays I go to swimming training. My mum has to pick me up from school as soon as it finishes. Then she drives me to the pool. I get changed as quickly as I can. Then I have to find my coach. Then he tells me which lane I have to swim in. Then I get in the pool and start my training program. Then my coach watches me and tells me what I could be doing better. Then I finish, have a shower and get changed again. I have to wait outside for Mum. Then we hurry home so I can have dinner. Then I have homework to do.

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Assessment checklist

Uses sentence starters to predict text

Understands that a sentence starter is predictive of the sentence and the message in the text

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Student Name

Matches sentence beginnings with most likely ending

Identifies the starting point of a sentence and understands its importance

Text and structu orga r nisa e tion

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)

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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. Identifying sentence beginnings and observing how they are used to signal what sentences are about. Using this understanding to match sentence beginning and endings. • Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)

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• Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703) • Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)

E2. Making predictions from sentence starters and using this information to complete sentences.

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• Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meaning in different contexts (ACELA1512) • Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words (ACELA1513)

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• Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702) • Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703) • Reread and edit student’s own and others’ work using agreed criteria for text structure and language features (ACELY1705) • Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)

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

o c . che e r o t r s super 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

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Text and structu orga r nisa e tion

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506) © 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.

• The apostrophe is used to signal possession. There are rules related to the use of the apostrophe and the letter ’s’, dependent on the number of owners and the last letter of the owner.

Punctuation marks used to show possession. Depending on the status and spelling of the noun (owner) the apostrophe may be accompanied by the letter ‘s’.

Those that end in the letter ‘s’, following a specific rule for their formation; e.g. add an ‘s’, or ‘es’, change the ‘y’ to ‘i’ and add ‘es’ or change the ‘f’ to ‘v’ and add ‘es’. Irregular plural nouns

Those that have a different word to signify the plural form. These are treated in the same way as singular nouns; e.g. men’s, women’s, children’s.

• If the name of a single owner does not end in the letter ‘s’, there is only one way to show possession; e.g. Ben’s dog. • If the name of a single owner ends in the letter ‘s’, there are two choices for showing possession; e.g. either an octopus’ head or an octopus’s head. • There is only one way to show possession of a regular plural noun; e.g. the cats’ milk. • For irregular plural nouns that do not end in the letter ‘s’, there is only one way to show possession; e.g. the women’s fashion. • Pronouns can help identify where to place the possessive apostrophe or determine if it has been correctly placed. • When named owners who share the same thing(s) are listed, only the last owner has the possessive apostrophe. • When named owners who own individual things are listed, they all have a possessive apostrophe. • There are times when the possessive apostrophe is misused; e.g. with plurals, with possessive pronouns and with the possessive determiner, ‘its’.

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Regular plural nouns

Teaching points

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

Possessive apostrophe

What this means

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

Possessive pronouns

Those that represent the owner and his, her or their possessive apostrophe.

Elaborations

E1. Understands that one or many owners determines the position of the possessive

Possessive determiner

apostrophe.

E2. Understands that possessive pronouns and determiners do not require a possessive apostrophe.

Further resources

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Student vocabulary punctuation punctuation marks possessive apostrophe singular nouns

irregular plural nouns

• • • •

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That which signifies who a thing belongs to; e.g. my car, your apple, his book, her train, its tail, our class, your teacher, their lesson.

Primary grammar and word study (Books A–G) R.I.C. Publications Posters: Introducing punctuation R.I.C. Publications Interactive software: Introducing punctuation R.I.C. Publications http://www.teachingheart.net/readerstheater.htm

o c . che e r o t r s super

possessive pronoun possessive determiner

plural nouns

R.I.C. Publications® follows the guidelines for punctuation and grammar as recommended by the

regular plural nouns

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

Style manual for authors, editors and printers, 6th edn., 2002.

Australian Curriculum English – Language: Text structure and organisation (Year 5)

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Text and structu orga r nisa e tion

Activities to develop the content description

E1. Understands that one or many owners determines the position of the possessive apostrophe. • To show the position of the possessive apostrophe Enlarge, laminate and display the resource sheets pages 42, 43, 45 and 47. Discuss their content and brainstorm additional examples. Use the pictures on pages 43 and 45 to stimulate ideas for examples of different possessive phrases. On the record sheets, pages 44 and 47, record examples of phrases using the possessive apostrophe for one and more than one owner. Turn each phrase around and use the word ‘of’ to show possession. Write a sentence including the possessive apostrophe for each example.

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Make one collection of pictures of people and animals and one of inanimate objects. Take turns to select one picture from each collection. Make up a possessive phrase using the apostrophe. Put the phrase into a sentence. Record on page 44 for single owners and 47 for more than one owner. Enlarge, laminate and display the ‘Named owners’ resource sheet on page 50. Use the collections of pictures from the above activity to write sentences individually naming multiple owners who share the same thing and those who each own their own thing. Students write sentences containing deliberate errors and give to a partner to correct.

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Students take on the role of teacher and take turns explaining the rules associated with the possessive apostrophe. • To show that plural nouns do not require the possessive apostrophe

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Enlarge, laminate and display the resource sheet page 45. Discuss its content and brainstorm additional examples. Write sentences that include plural nouns used correctly. Encourage students to look out for community signs that have used the possessive apostrophe in error. Record these errors and use as examples to explain how and why they are incorrect. If possible, photograph the signs and use in a display highlighting the incorrect use of the possessive apostrophe. Students write sentences containing deliberate errors and give to a partner to correct. Interrelated English links: See page 58.

E2. Understands that possessive pronouns and determiners do not require a possessive apostrophe.

• To show that possessive pronouns and the possessive determiner ’its’ do not require the possessive apostrophe Enlarge, laminate and display the resource sheets, pages 52 and 53. Discuss their content and brainstorm additional examples. Write sentences that include possessive pronouns and the possessive determiner ‘its’ used correctly. Students write sentences containing deliberate errors and give to a partner to correct.

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Encourage students to look out for community signs that have used the possessive apostrophe in error. Record these errors and use as examples to explain how and why they are incorrect. If possible, photograph the signs and use in a display highlighting the incorrect use of the possessive apostrophe.

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Interrelated English links: See page 58.

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

To show possession by one owner – 1

Resource sheet

The apostrophe is used to show possession by someone or something. If the name of the owner does not end in the letter ‘s’, there is only one way to show possession.

the diary of Anna

a dog’s collar

the collar of a dog

a car’s engine

the engine of a car

a ladder’s rungs

the rungs of a ladder

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Anna’s diary

Add the apostrophe to the end of the owner.

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a platypus’ bill

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a hippopotamus’ teeth

a rhinoceros’ horns

Add the apostrophe to the end of the owner and add the letter ‘s’.

a platypus’s bill

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My D

the bill of a platypus the teeth of a hippopotamus

o c the. tusks of a walrus che a walrus’s tusks e r o t r horns of a s therhinoceros s r upe a rhinoceros’s horns a hippopotamus’s teeth

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Add an apostrophe and the letter ‘s’ to the owner.

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chamois

giraffe

horse

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m . u

albatross

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possum

octopus

mantis

leopard

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To show possession by one owner – 2 Resource sheet

Australian Curriculum English – Language: Text structure and organisation (Year 5)

Possession(s) mane

Singular noun

e.g. horse

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With possessive apostrophe the horse’s mane

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the mane of the horse

With the word ‘of’

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The horse’s mane was ruffled by the wind.

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To show possession by one owner – 3

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To show possession by more than one owner – 1

Resource sheet

The apostrophe is used to show possession by someone or something. The plural of most nouns ends in the letter ‘s’.

Add an apostrophe after the letter ‘s’ at the end of the plural form.

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the churches’ steeples

the steeples of the churches

the fairies’ wings

the wings of the fairies

the elves’ beards

the beards of the elves

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the whiskers of the cats

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the cats’ whiskers

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There is only one way to show possession of such owners.

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There is only one way to show possession by more than one owner.

Add an apostrophe and the letter ‘s’ to the plural noun.

. tethe mice’s food the food of the mice o c . ch the children’s grandmother the grandmother of the children e r er o t s s r u e p the men’s moustaches the moustaches of the men

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the people’s princess

the princess of the people

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

m . u

lice

women

wombats

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possums

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children

geese

leopards

teeth

horses

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

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giraffes

To show possession by more than one owner – 2 Resource sheet

e.g. princes

Possession(s)

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crowns

With possessive apostrophe

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The princes’ crowns were made of solid gold.

the princes’ crowns

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Plural noun

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To show possession by more than one owner – 3

the crowns of the princes

With the word ‘of’

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

The possessive apostrophe The apostrophe is used to show possession by someone or something. Rewrite each sentence using the possessive apostrophe.

(b) The eggs of the hen were eaten by the fox.

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2. (a) The tail and neck of Brachiosaurus were very long.

(b) The head of Brachiosaurus was very small.

3. (a)

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(b) The cries of the babies were heard across the park.

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4. (a) The hissing of the geese was very loud.

(b) The vote of the people were very important.

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1. (a) The dog of the farmer rounded up the sheep.

Pronoun clues

Resource sheet

The position of the possessive apostrophe indicates if there is one or many owners. Pronoun clues in the sentence can also indicate the number of owners.

The teacher was happy with the progress of more than one student and rewarded them very well.

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The teacher was happy with the student’s progress and rewarded him well.

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The teacher was happy with the progress of one student and rewarded him very well.

The farmer cleaned the stable of one horse and gave it fresh hay to eat.

The farmer cleaned the horses’ stable and gave them fresh hay to eat.

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The farmer cleaned the stable of more than one horse and gave them fresh hay to eat.

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The teacher was happy with the students’ progress and rewarded them well.

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o c . c e hwasr r The swimmers’ coache delighted when they won the relay race. o t s s r u e p The coach of more than one swimmer was delighted when they won the relay race.

The swimmer’s coach was delighted when she won the relay race. The coach of one swimmer was delighted when she won the relay race.

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Pronoun clues The apostrophe is used to show possession by someone or something. 1. Use the pronoun in bold type in each sentence to decide where to place the possessive apostrophe in the noun in bold type.

(b) The builders ladder was stolen while she was replacing tiles on the roof.

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

(d) Mum washed my He now has pink socks.

socks with my red dress.

(e) The trees branches came down when it was hit by lightning. (f) The bear cubs mother caught fish for them. 2. Write the missing pronoun in each sentence.

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© Rparents . I . C. Pu bl i ca t i on s (a) The were happy with their sons’ behaviour so took a special treat. •f orr ethey vi e w pur pofor se son l y• (b) Lauren enjoyed her brothers’ company, especially when

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let her play football.

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and always baked a special cake for

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(d) Anjil often walked her neighbours’ dogs. She knew didn’t have much free time.

(e) Salwa and Sujatha studied the female student’s reports. They were sad to see that no progress.

had made

(f) The garden’s lawn suffered because not been watered.

Australian Curriculum English – Language: Text structure and organisation (Year 5)

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had

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(a) The cats owner was upset when they did not return home one night.

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Nagisa and Anja’s friends

Achim and Nari’s parents

When named owners who share the same thing(s) are listed, only the last owner has the possessive apostrophe.

Named owners

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the games of both Mira and Eyal Mira and Eyal share the same games.

the pets of both Ciara and Logan Ciara and Logan share the same pets.

Mira’s and Eyal’s games

Ciara’s and Logan’s pets

Nagisa’s and Anja’s friends

Achim’s and Nari’s parents

m . the pets of Ciara and the pets of Logan u Ciara and Logan have different pets.

the friends of Nagisa and the friends of Anja Nagisa and Anja have different friends.

the parents of Achim and the parents of Nari Achim and Nari have different parents.

When named owners who own individual things are listed, they all have a possessive apostrophe.

Mira and Eyal’s games

Ciara and Logan’s pets

the friends of both Nagisa and Anja Nagisa and Anja share the same friends.

the parents of both Achim and Nari Achim and Nari share the same parents.

the games of Mira and the games of Eyal Mira and Eyal have different games.

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Resource sheet

Named owners The apostrophe is used to show possession by someone or something. 1. Write the phrase with the possessive apostrophe to represent each sentence.

(b) Ryan and Luke have different computer games.

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(d) Mum and Dad share the same hobbies.

(e) Rover and Toby have different kennels.

2. Write a sentence to explain each phrase.

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(a) Jack’s and Jill’s buckets

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(b) Bill’s and Ben’s flowerpots

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(d) Mum’s and Dad’s cars

(e) Harry and Hannah’s goats

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(a) Sam and Mitchell share the same sisters.

The plural/possessive trap

Resource sheet

The apostrophe of possession is often misplaced. On many community signs, it can be seen in a word ending with the letter ‘s’ that is simply a plural word.

Read the phrase or sentence. Does it make sense? Sign

for SALE

r o e t s Bo r e p o u k Shoes S for SALE What it is saying

Does it make sense?

the ‘for sale’ of the shoe

Traffic light’s ahead

the ‘ahead’ of the traffic lights

Correct sign

What it means

There are shoes for sale.

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Shoe’s

Traffic lights ahead

There are traffic lights ahead.

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Place bike’s in the rack

Leave trolley’s here

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Keep the ‘on a lead’ of the dog.

Keep dogs on a lead No

o c . che e No r o t r s super Place bikes in the rack

Place the ‘in the rack’ of the bike.

Leave the ‘here’ of the trolley.

Leave trolleys here No

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Dogs should be kept on their leads.

m . u

Keep dog’s on a lead

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How can you avoid falling into the ‘plural/possessive’ trap?

Bikes should be placed in the rack.

Trolleys should be left here. (in a trolley park)

Australian Curriculum English – Language: Text structure and organisation (Year 5)

Possessive pronouns

Resource sheet

The possessive apostrophe is used only when the owner is represented by a noun. If the owner is represented by a possessive pronoun, no apostrophe is required.

The favourite foods belonging to me.

‘This is Mum’s magazine. Where is mine?’

Where is my magazine?

‘Emil, the books on the table are yours.’

The books belong to Emil.

‘These scissors are mine. Where are yours?’

Where are your scissors?

After Joel won the tennis match, the trophy was his.

The trophy belongs to Joel.

his

‘I ate my apple but Sam left his.’

Sam did not eat his apple.

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yours (singular)

Meaning

‘You have your favourite foods and I have mine.’

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mine

Examples

Sasha couldn’t find her clue.

find hers.

ours

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The twins looked at the lunchboxes on the table. ‘Are they ours?’ they asked.

Where was your car parked?

was yours parked?’

theirs

Do the lunchboxes belong to the twins?

Our car was damaged in the storm. . te o c The twins’ mother answered, ‘Yes, they Yes, the lunchboxes . do belong to the c e are yours’. twins. her r o t s super ‘Our car was parked on the street. Where ‘Your car wasn’t damaged in the storm but you should see ours!’

yours (plural)

m . u

hers

‘Look at the twins! I knew that puppy was theirs!’

The puppy belongs to the twins.

The family hoped the winning raffle ticket would be theirs.

The family hoped their raffle ticket was the winner.

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Possessive pronoun

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The rain cast its magic over the crops and they began to grow.

As Jem bit into the peach, its juice dribbled down his face.

The rain cast it is magic over the crops and they began to grow.

As Jem bit into the peach, it is juice dribbled down his face.

The rain cast it’s magic over the crops and they began to grow.

peach, it’s juice dribbled down his face.

m . u As Jem bit into the

As the lion slept, the ranger watched over its cubs.

As the lion slept, the ranger watched over it is cubs.

The coat was so old, its buttons were lost and its lining was ripped.

The coat was so old, it is buttons were lost and it is lining was ripped.

The coat was so old, it’s buttons were lost and it’s lining was ripped.

As the lion slept, the ranger watched over it’s cubs.

Correct example

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

Incorrect example

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Meaning

The juice of the peach dribbled down Jem’s face when he bit into it.

The magic of the rain helped the crops to grow.

The ranger watched over the cubs of the lion as it slept.

The buttons of the coat were lost and the lining of the coat was ripped.

Why does the possessive determiner ‘its’ not require an apostrophe? ‘It’s’ is the contraction for ‘it is’. If ‘it’s’ is written as the possessive determiner, there is no sense to the meaning of the sentence.

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The possessive determiner ‘its’

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Resource sheet

Australian Curriculum English – Language: Text structure and organisation (Year 5)

Pronouns and determiners A possessive pronoun represents the owner and the apostrophe. 1. Choose the correct possessive pronoun for each sentence. mine

yours

his

hers

ours

theirs

several on his desk but none of them were

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(b) At the bus station, the man saw many buses but didn’t know which was .

?’

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(d) ‘She’ll do her duties, Nadim. You just concentrate on said the school teacher.

’,

!’ shrieked the young child as he snatched his toy.

(e) ‘That’s

(f) ‘You all have a record of your test scores. Ethan and Jed, can you tell me

2. Choose the correct possessive pronoun for each sentence. your

his

her

its

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(b) It was the family’s choice to move from

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(d) ‘You’ve spent all of

their

watch, hoping the lesson would end.

(a) The girl looked at

our

m . u

home.

o c . che e r o t r s super tie’, said the careless schoolgirl.

money!’ shrieked Mum.

(e) Andrew felt lonely when

friends returned home.

(f) A deciduous tree loses

leaves in autumn.

(g) ‘We picked the flowers from Thomas proudly.

garden’, said

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(a) The couple wondered where the building plans had gone. The builder had

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

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Understands that the apostrophe is not required for plural nouns, possessive pronouns and the determiner ‘its’

Understands the rules for adding the apostrophe when named owners each own individual things

Understands the rules for adding the apostrophe when named owners share the same thing

Understands that pronouns in a sentence can identify the owners

Understands the rules for applying the apostrophe to multiple owners

Understands the rules for applying the apostrophe to single owners

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 the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)

Assessment checklist

Australian Curriculum English – Language: Text structure and organisation (Year 5)

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. Understands that one or many owners determines the position of the possessive apostrophe. • Recognise uncommon plurals, for example ‘foci’ (ACELA1514) • Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

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• Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704) • Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705) • Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)

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• Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

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E2. Understands that possessive pronouns and determiners do not require a possessive apostrophe. • Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705) • Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)

• Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

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

o c . che e r o t r s super 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

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Text and structu orga r nisa e tion

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)

Teachers notes

Comments

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Date

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Further resources

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Text and structu orga r nisa e tion

Related terms

Teacher information

Informational text features These are used to: • help readers navigate their way through nonfiction text • help readers predict the content of the text • improve the readability of the text. They include:

• Students analyse how text features are used to organise printed and online texts and how these features help the reader/user to predict content, to follow logical steps to find information and to better understand.

Teaching points

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Table of contents A list of chapters to identify the key topics of the book in chronological order.

Heading Phrase or question that identifies key points of information and divides a chapter into sections. Subheading Phrase or question that identifies key points of information and divides a section further.

• When looking at an informational textbook for the first time, encourage students to examine its text framework and features before searching for specific information. It is important that they realise the potential of each book they use. • Discuss the language features of graphic organisers noting that usually only key words and phrases are used. • Discuss the readability of pages. How do the text features serve to grab the attention of the reader?

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Title The name of a chapter, listed in the table of contents. Used to locate the chapter in the text.

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What this means

• When using websites, encourage students to be aware of the text features used and compare with those they find in books. • When looking for specific information on a website, encourage students to be aware of the pathways they take through the different levels, to navigate with purpose rather than randomly browse through pages. • Encourage students to be selective about the websites they use. If they are straightforward to navigate, use and bookmark them for future use. If they are not, avoid them.

Glossary An alphabetical list of key terms highlighted in the main text, with definitions.

Index An alphabetical list of key people, places and events and the pages in the main text where they are mentioned.

E1. Investigates text features of informational text in printed books and online. E2. Investigates the organisation of websites.

Fact box A short fact related to the text that stands out as it is set in its own box.

Further resources • Graphic organisers (Ages 5–7, 8–10, 11+) R.I.C. Publications • <vels.vcaa.vic.edu.au> Teacher Support

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Text box Text that is offset from but related to the main text. Provides more information than a fact box. Graphic organiser Used to present key points of text in a visual way so that its meaning can be identified easily. It includes: tables, linear and block graphs, flow-diagrams and time lines.

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Illustration Used to expand the meaning of the text and help the reader understand the concepts being explained. It includes: photographs, drawings, diagrams, cross-sections, magnifications and maps.

Caption Label given to describe or explain a photograph, picture, diagram or graphic organiser within a text. Textual contrast Any feature that makes the text stand out from the main text. It includes: bold, italic, underlined and upper case print, and a larger and/or different font as used in titles, headings and subheadings.

Student vocabulary

text structure

fact box

hierarchy

text features

text box

concept map

table of contents

graphic organiser

navigation

title

illustration

drop-down menu

heading

caption

fly-out menu

subheading

textual contrast

home page

glossary

readability

sub-pages

index

website

site map

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Text and structu orga r nisa e tion

Activities to develop the content description

E1. Investigates text features of informational text in printed books and online. • Informational text feature activity cards (pages 63–65) Photocopy on to card, cut out and laminate the twelve activities. Give students a selection of informational textbooks to look at. Focusing on one text feature at a time, students complete the activities on the card with one book initially then comparing with another. For one book, students complete the text feature record sheet on page 66. Note: An overview of text organisation has been provided for the teacher on page 62. • Information race

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Give each student in a small group the same text book. Divide the group into smaller groups. Give them all the same challenge to find some specific information in the book. One group uses the contents page to find the information, another uses the index page, the final group just browses through the book until they come across the information. Repeat with a number of different challenges. Students will discover the most effective way to find specific information. • Chronology (page 78)

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Look at the table of contents of a range of informational text books. Divide them into two piles, those arranged by topic and those by chronology as in The history of Australia on page 74. The type of book in which the contents are organised chronologically considers the changes over time and the cause and effect of events as history and geology. Students choose such a book and build a time line, placing people and/or events at the appropriate stage.

• Headings and subheadings

Each student has his or her own text book for this activity. They have one minute to choose a chapter, read all the headings and subheadings within it then they must close the book. Choose students at random to describe the information contained in their book.

• Why have illustrations? (page 67)

In groups, students discuss some of the illustrations in one chapter of an informational textbook. How is the picture related to the text? What information does the picture give that the text does not? Do they think a different picture would be more effective? Explain why and give the alternative.

• Why have graphic organisers? (page 68)

In groups, students discuss some of the graphic organisers in one chapter of an informational textbook. How is the organiser related to the text? How does the organiser make it easier to read or understand the text? Do they think a different organiser would be more effective? Explain why and give the alternative. Give students informational text provided only in a graphic organiser. Use a wide range of organisers including diagrams, charts, maps and graphs. Give students time to study the organiser and extract as much information from it as they can. They rewrite the information in full sentences using appropriate headings and subheadings as required.

• Readability

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Provide students with plain informational text without any headings or text features, relating to a current topic they are studying. Their task is to transform the text into an attention-grabbing page that will be interesting to look at and more appealing to read.

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Interrelated English links: See page 81.

E2. Investigates the organisation of websites.

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• Create a ‘paper website’ (pages 69–73)

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Follow the steps on page 69 to demonstrate how to create the framework for a website. In doing so, they will understand how the information in a website is organised into a series of layers called levels. Six groups of students each convert one section of the contents page of A book of wild animals, pages 74–77, to a concept map and then follow the procedure to create a paper website of the whole book. Students can use this method to create a website about a topic that interests them. • Website scavenger hunt

Students use a selection of websites provided by the teacher to find answers to questions prepared by the teacher. The more effective their search skills, using logical steps, the faster they will complete the hunt. • Website evaluation (page 79) Students search on the internet for websites with information on a topic provided by the teacher in headings and subheadings. Students make notes for inclusion under each heading, recording the websites used. They also evaluate the different sites they visit based on ease of navigation and recommend sites to use or avoid. At the end of the activity when students present their information, they can also discuss the validity of information from different sites. Interrelated English links: See page 81.

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Text organisation – an overview

Resource sheet

People read for many purposes; for example, for pleasure and interest, or to find and to check information. Understanding how different texts are organised helps the reader to understand and follow the content and to locate information easily.

Fiction, in the form of a story, play or poem is organised chronologically and is intended to be read from beginning to end. The main purpose of this text is to entertain the reader. The reader gathers strands of information as they are introduced and, as the story unfolds, the reader eagerly anticipates the conclusion. Text

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Organisation of text

Paragraphs Scenes Lines

Nonfiction

Chapters Acts Stanzas/Verses

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Novel Play Poem

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The main purpose of nonfiction text is to inform the reader. In the case of expositions and arguments, its intention is also to persuade. The presentation and delivery of nonfiction text may also entertain the reader and listener.

© R. I . C.Publ i cat i ons Readers• andf website users either browse nonfi ction, opening pages suborr ev i e w through pur po s eso nand l y • pages at random or they use the organisation of the text to go directly to the section that will provide the information they require.

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There are many types of nonfiction texts, including a wide variety of reports, recounts, procedures, explanations, descriptions and expositions. These may be stand alone printed or online texts, or they may form part of a journal, magazine, newspaper, reference book, encyclopaedia or website.

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Text features used in informational text, whether in print or online, improve the readability of each page and help the reader locate information and better understand the text. These features include a text framework with a table of contents, chapters, sections, glossary and index; textual contrast which highlights specific parts of the text and words within the main text; and graphics which illustrate the meaning of the text, highlight specific information from the text or complement the text. For students to get the most out of informational texts in books or online, they need to know that a number of text features exist, and understand their purpose and how to use them to greatest effect.

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Fiction

Resource sheet

Title

Table of contents

The title of a book gives a clue about the information found in the whole book. The title of a chapter gives a clue about the information in that chapter.

The table of contents lists each chapter by title and gives the number of the first page. Scan the table of contents for chapters that may give the information you need.

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• What is the title of your book?

• Scan the table of contents then close the book. What information do you think the book will give you? Check. Were you correct?

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• What information do you think the book will give you? Check. Were you correct?

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• Does the title give a good idea about the content of the book?

• Is the book organised by topic or by time period? Compare tables of content organised in these ways.

• Suggest an alternative title. • Find some other books about the same topic. Which book has the best title to describe the content?

• Do you like the way the contents of the book have been organised? How would you do it differently? Write the different chapter titles you might use.

Chapters are often divided into a number of main sections which contain more specific information. Each section has a heading.

Main sections within chapters may be divided into smaller sections with even more detailed information. Each smaller section has a subheading.

• Scan the main headings of one chapter then close your book. What information do you think the chapter will give you? Check. Were you correct?

• Scan the subheadings of one chapter section then close the book. What information do you think the subsection will give you? Check. Were you correct?

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Headings

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Informational text feature activity cards – 1

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o c . che e r o t r Do you like the way the chapter has • Do you like the way the section has s s r u e p been organised? How would you do been organised? How would you do it differently? Would you combine or separate some headings? Would you have completely different headings?

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it differently? Would you combine or separate some subheadings? Would you have completely different subheadings?

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Informational text feature activity cards – 2 Index

Glossary

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• Does the index include any people, places, events or concepts that you think are not important enough to be included?

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• Browse through your book to find words within the main text in bold print. Locate some of these in glossary at the back of the book.

• Does the index just list page numbers or does it include subheadings?

• Scan through some chapters of your book. What other words would you include in the glossary? Write a definition for each and state where it should be in the glossary.

• Write three questions for others in your class to answer by using the index of your book to take them to the relevant pages.

• Choose six words from the glossary. Write each word in a sentence.

Text box

Fact box

A text box, sometimes called a side bar, contains additional information related to the text.

• Does your book contain random fact boxes or does each chapter have a fact box in a standard place?

• Does your book contain random text boxes or does each chapter have a text box in a standard place?

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A fact box contains a short but interesting fact related to the text but not actually a part of it.

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. te o c • How relevant is the information in the How relevant is the fact to the . c e text box? Doesr it extend your knowledge information in the main text?h Is it just e supe o t andr increase your understanding? an added extra or does it help you tor s understand the information better? • Why do you think the information was written in a separate box and not included within the text?

• Why do you think the author has included fact boxes?

• Do you have any other information about the topic that would be of interest?

• Do you know any other facts about the topic that would be of interest?

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An index is an alphabetical list found at the back of a nonfiction book. It includes key people, places and events discussed in the main text and the page numbers where they can be found.

A glossary is an alphabetical list found at the back of a nonfiction book. In the main text of the book, keywords are highlighted in bold. These words, with their definitions, are listed alphabetically in the glossary.

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Resource sheet

Illustrations

Graphic organisers are used to present key information from the text in a visual way so that its meaning can be identified easily. Graphic organisers include tables, linear and block graphs, flow diagrams and time lines.

Illustrations are used to expand the meaning of the text and to help the reader understand the concepts being explained. Illustrations include photographs, drawings, diagrams, crosssections, magnifications and maps.

• Look through a number of chapters in your book and record how many of each type of graphic organiser are used.

• How effective are the illustrations at expanding information and helping you to understand better? Are they relevant to the text?

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Graphic organisers

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• How do the organisers help you to understand the information?

• How do you think the illustrations affect the readability of the text?

• Do you think the organisers highlight patterns and trends in information effectively?

• Do you think other illustrations could be added to improve the overall look of the page and to help you understand the text better?

• Is there any other information in a section that you think would be better explained in a graphic organiser? If so, present it and ask the class to give their opinions.

Captions

Textual contrast describes the features that make different parts of text stand out from the main text. It includes bold, italic, underlined and upper case print, and a larger and/or different font for titles and headings.

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Captions are phrases or sentences that describe a graphic organiser or an illustration within the text.

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Informational text feature activity cards – 3

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• Do you think captions are necessary? Are the captions in your book numbered and referred to in the main text? • •

o c Write alternative captions for the graphic . c e he r organisers and illustrations in your book. o t r s super Some illustrations may have no caption.

• Scan the pages of a chapter in your book. How many different types of textual contrast are used? Do you know the purpose of each one?

Are there any such illustrations in your book? What purpose do you think these illustrations serve?

• How do you think contextual contrast affects the readability of each page? • Are any other text highlighting features used in your book? What is their purpose?

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Informational text features record sheet Use this sheet with a nonfiction book or a website. Record the features your book or website uses and comment on the purpose and value of each.

Title

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Table of contents

Comment

Headings

Subheadings

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Fact box

Text box

Graphic organisers

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Illustrations

Captions

Textual contrast Australian Curriculum English – Language: Text structure and organisation (Year 5)

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Text feature

Why have illustrations? Discuss a picture from an informational textbook. Title of book Title of chapter

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Description of picture

How is the picture related to the text?

What information does the picture give that the text does not?

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Caption of picture

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Describe a more effective picture.

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Why have graphic organisers? Discuss a graphic organiser from an informational textbook. Title of book

Title of graphic organiser

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How is the graphic organiser related to the text?

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Record the information from the organiser in full sentences using headings and subheadings as required.

How does the organiser make it easier to read or understand the text?

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Title of chapter

Website organisation and navigation

Resource sheet

The organisation of informational text on websites follows a series of nesting levels ranging from the general to the specific. Lower levels are accessed by navigating through drop-down and fly-out menus, beginning at the home page. A printed book houses all its information between its covers. If the information required is in the book, finding it is fairly straightforward.

r o e t s Bo r e p ok u S Creating a ‘paper website’

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Follow the steps to create a ‘paper website’.

1. Brainstorm to produce a concept map about a chosen topic. Write headings and subheadings only. The purpose of the exercise is to understand the organisation of a site. It is not necessary to write the text for each page or sub-page.

2. Determine the headings that will go on the home page which is at level one. Write the level one headings on pieces of card of one colour.

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pages on coloured card, a different colour for each level. Reduce the size of card and the size of print for each level. 4. Determine where the navigation bar will be; across the top of the home page or in a side bar on the left-hand side.

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Finding information on a website can be more complicated if the user does not fully appreciate its organisation. Developing their own ‘paper website’ will give students a basic understanding of how websites are organised.

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5. Display the level cards on a large sheet of paper as they would appear on a website. Lay out the level two cards under or next to the appropriate level one headings. Lay out the level three cards next to the appropriate level two cards. This shows the website with all its pages open.

o c . che e r o t r s sup er 6. Close all the pages by nestling the three levels of cards under each other.

7. Students access level three sub-pages by navigating a pathway from level one. A sample website has been prepared from pages 70 to 72.

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Website concept map

Resource sheet

When considering and organising information for a website, people often first record ideas and information on a concept map. By adding, rearranging or deleting information as they progress, the website creator ensures the most logical pathway to the required information. From the concept map, it is easy to identify the hierarchy of information.

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

Fees

Social events

President

Registrar

Coaches

Joining the club

About us

Stingray Swimming Club

Conduct

Swimming

Secretary

Seniors

Training Squads

Land work

Intermediates

Competitions

Pools

Eastern Leisure Centre

Treasurer

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Commitment

Western Leisure Centre

Development

Entries

Juniors

Results

Entries

Results

Level two

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Level three

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The first layer of boxes branching from the central box will be headings on the navigation bar of the home page, the first level of the website. The boxes branching from each of these are sub-pages in level two.

o c . Further levels and sub-pages canc be added; for example: e h r e o t r • The club trains at two different pools so from the p ‘Pools’ box, there are two boxes with the names s s r u e of the pools, Eastern Leisure Centre and Western Leisure Centre. • The swimming club holds competitions within the club and enters competitions with other clubs. The website has individual sub-pages to provide information about each of these.

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A concept map

The information provided in a concept map can be used by designers to prepare the website.

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Website structure

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Resource sheet

The home page and sub-pages containing the different levels of information are accessed through navigation bars and drop-down or fly-out menus.

Navigation bars can be located either across the top of the page or in a side bar, usually on the left-hand side of the page.

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A search bar is also useful on a website home page. It allows a user to type in keywords related to information required. The search will take the user directly to the relevant page.

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• A small arrow ( , ) next to a heading is often used to indicate further levels.

• Competitions and Training also have sub-pages at level three. These appear as a fly-out menu.

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• Level one is the home page which includes the eight headings on the navigation bar. Contact us, Social events and Fundraising require only one sub-page so they do not go beyond level one.

m . u The remaining five headings have additional headings at level two. These appear in drop-down menus.

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This website currently has three levels.

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Levels and sub-pages

Resource sheet

The number of levels and sub-pages in a website depends on the number of sections within each heading in the navigation bar of the home page. For a user to find information easily, the information must be arranged in logical steps. When the content of the information begins to diverge from the sub-page heading, a new sub-page at the next level is required.

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

There are two seasons in the competitive swimming year.

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Long course – refers to training and racing in a 50-metre pool. Qualifying times and records for events relate to those achieved in a 50-m pool. The long course or ‘summer’ season runs from late spring to early autumn. Short course – refers to training and racing in a 25-metre pool. Qualifying times and records for events relate to those achieved in a 25-m pool. The short course or ‘winter’ season, runs from late autumn to early spring.

Pool training continues throughout the year with a one month break between the end of the summer season and the beginning of the winter season.

Training programs reflect the competition season and prepare swimmers to be at their peak for key meets. Short course

This refers to training and racing in a 50-metre pool.

This refers to training and racing in a 25-metre pool.

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Long course

Qualifying times and records for events relate to those achieved in a 50-m pool.

Qualifying times and records for events relate to those achieved in a 25-m pool.

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o c . Pool training continues throughout the year Pool training continues throughout the year c e h r with a one month break at the end of the with a one month break before the start of the e o t r s sup summer season. winter r eseason. The long course or ‘summer’ season runs from late spring to early autumn.

The short course or ‘winter’ season, runs from late autumn to early spring.

Training programs reflect the competition season and prepare swimmers to be at their peak for key meets.

The Swimming sub-page could remain as one sub-page as there is not a huge volume of information or it could be divided into two sub-pages at level three. When planning pages for a website, remember the golden rule of web design: ‘Information should be no more than three clicks away.’ Australian Curriculum English – Language: Text structure and organisation (Year 5)

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This information provided on the Swimming sub-page at level two refers to two specific seasons, the long course summer season and the short course winter season.

Analysing a website The basic design of most websites is the same but not all sites are designed well. Some have faults which make using the site just too hard to bother with.

Complete the table below for the website.

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From the home page navigation bar, work through each page and record on a separate sheet of paper, the number and title of each sub-page.

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On a sheet of A3 paper, present the layers of the website as a concept map.

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Use the concept map to explain the website to a partner.

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Let your partner browse the website and evaluate your concept map and explanation of the site.

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•

Website name Website address

Level one page titles (navigation bar)

Evaluation

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Home page features

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Choose a website that you enjoy looking at to examine its different layers, pages and subpages, and to see if it has any faults.

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1. How did your partner rate your concept map and explanation?

Poor

Excellent

2. Did you or your partner find any faults in the website?

Yes

If so, what were they?

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Table of contents

Resource sheet

Reference books are organised in sections so that information about individual topics or eras can be found in one place. The contents page at the front of the book identifies the order in which each subject appears and the page numbers for each topic.

History and social science books and websites are often organised in this way as it helps to identify the cause and effect of past events.

r o e t s B r e oAustralia A book of wild animals p History of o u k S Contents

Bears Panda ............................................. 9–10 Polar bear.....................................11–12 Sun bear.......................................13–14

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Contents

Introduction Animal classification ........................ 3–4 Animal protection ............................ 5–6 Endangered animals ........................ 7–8

Arrival of Aboriginal people ...................3–4

Great southern land?..............................5–6 Discovery ................................................7–8

Transportation ......................................9–10

Free settlers........................................11–12 © R. I . C.P ubl i cat i ons Exploring the interior .........................13–14 •f orr evi ew Gold pu r p os esonl y• rush fever ...................................15–16

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Marsupials Kangaroo .....................................21–22 Koala ............................................23–24 Wombat .......................................25–26

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Federation ..........................................17–18 World War One....................................19–20

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Felines Cheetah .......................................15–16 Lion ..............................................17–18 Tiger .............................................19–20

Royal Flying Doctor Service ...............21–22 Sydney Harbour Bridge ......................23–24

o c . che Korean War .........................................29–30 e r o t r s Games ................31–32 su per Melbourne Olympic

Lizards Chameleon ...................................27–28 Gecko ...........................................29–30 Monitor ........................................31–32 Birds Flightless birds .............................33–34 Sea birds ......................................35–36 Wading birds ................................37–38 Glossary ...................................39–40 Index ........................................41–44

World War Two ....................................25–26 The Holden car ...................................27–28

Vietnam War .......................................33–34 Sydney Olympic Games ......................35–36 An apology .........................................37–38 Glossary ..............................................39–42 Index ...................................................43–46

Australian Curriculum English – Language: Text structure and organisation (Year 5)

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Some reference material is organised in chronological order so that events appear in sequence as they occurred.

Use the contents page from ‘A book of wild animals’ on page 74 to create a concept map.

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From contents page to concept map

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• Write one group of animals in the largest circle. (Level one home page heading)

• Write three headings for investigation radiating from each animal (Level two drop-down/fly-out menu headings)

• Write the animals in the circles radiating from it. (Level one navigation bar/side bar headings)

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Resource sheet

• Include the home page heading, navigation bar headings, drop-down menu headings and search bar.

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Use your concept map from page 75 to create a home page with navigation bar menu across the page.

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From concept map to homepage – 1 Resource sheet

• For one of your suggested headings for further investigation for each animal (level two drop-down menu), suggest two more headings for further investigation (level three fly-out menu).

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From concept map to homepage – 2

Resource sheet

Use your concept map from page 76 to create a home page with a side bar navigation menu. • Include the home page heading, side bar navigation headings, fly-out menu headings and search bar.

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• For one of your suggested headings for further investigation for each animal (level two drop-down menu), suggest two more headings for further investigation (level three fly-out menu).

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Chronology

Resource sheet

The best graphic organiser to show chronology is a time line.

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

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From an informational textbook that is organised chronologically, choose a number of people or events to place on a time line. In the boxes below, record the information you want to include for each. Cut out and arrange on your time line. Write the title of your time line on the left-hand strip.

Website evaluation

Resource sheet

Record the topic title and headings your teacher has given for you to research. Highlight recommended websites in green and those to be avoided in red. Topic title:

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Websites/information

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Headings

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Assessment checklist Understands that informational text can be organised by topic or chronology

Develops the framework of a website from a concept map

Understands how the layers of a website are created

Uses informational text features to predict content of a book, its chapters and sections

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Student Name

Understands the purpose of informational text features

Uses the structure of informational text to navigate through nonfiction books

Text and structu orga r nisa e tion

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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. Investigates text features of informational text in printed books and online. • Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) • Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511)

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• Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) • Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) • Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) • Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)

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• Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)

E2. Investigates the organisation of websites.

• Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700) • Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702) • Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

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

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

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General capabilities

Listening

Literacy

✔

Speaking

Numeracy

✔

Reading

Information and communication ✔ technology (ICT) capability

✔

Viewing Writing

Critical and creative thinking

✔

Personal and social capability Ethical behaviour Intercultural understanding

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

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Text and structu orga r nisa e tion

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

Answers

The legend of the three sisters ............... pages 12–13

(c) It follows the direction of the path of light entering the eye. 5. It explains the final step in the process from the image being made at the back of the eye to the object being seen.

Say, ‘No!’ to plastic bags ......................... pages 20–21 1. To inform by giving evidence for a single point of view to persuade the audience to agree to say no to plastic bags. 2. (a) The problems caused by plastic waste and how individuals can make a difference. (b) Teacher check 3. Plastic waste creates environmental problems but individuals can make a difference. 4. (a) marine trash islands being created – discovered where different ocean currents meet; our plastic waste will still be around even in 100s of years time – plastic is not biodegradable; wildlife is threatened by plastic waste – animals found trapped and choking on plastic waste and concentrated toxins found in the food chain (b) by offering environmentally friendly alternatives to using plastic bags 5. He restates the case that if consumers continue to want plastic bags, manufacturers will continue to produce them.

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1. To entertain by unfolding a series of events to tell a story of legend. 2. The title informs that the narrative is a legend. 3. (a) A very long time ago in the Blue Mountains (b) Tyawan the witchdoctor; Meenhi, Wimlah and Gunnedoo his three daughters; the bunyip 4. (a) Disturbing the bunyip and being attacked by it (b) Teacher check. Answers may include: Tyawan went in search of food leaving the girls to play. Meenhi threw a rock at the centipede that had appeared. The rock fell to the valley below. The bunyip woke up and came to the rocky ledge. The bunyip split open the ledge. Tyawan turned the girls to stone. Tyawan turned himself into a lyre bird and lost his magic bone. 5. Tyawan turned the girls into stone and himself into a lyre bird. 6. Because the magic bone was lost, Tyawan and his daughters could not be turned back to their former selves.

Cheesy-mite scrolls .................................. pages 14–15

1. To inform by giving steps to be followed in sequence to bake cheesymite scrolls. 2. Cheesy-mite scrolls 3. You would have baked ten scrolls. 4. (a) So you can check that you have all that is required and gather everything before starting the procedure. (b) Ingredients are the individual food items that make up the scrolls. Utensils are the hardware used in the preparation of the scrolls. (c) butter – softened and chopped, cheese – grated 5. (a) command (b) the, a (c) chronological order 6. (a) raise the temperature of the oven or increase the time in the oven (b) lower the temperature of the oven or decrease the time in the oven

Should computers be allowed in the bedroom? ........................................... pages 22–23 1. To inform by giving evidence to support two different points of view, allowing the audience to make an informed decision about the location of a child’s computer. 2. Teacher check 3. (a) The location of child’s computer in the home (b) Parents and their children (c) Teacher check. To get the reader personally involved in the discussion. 4. (a) fear of cyberbullying – don’t want parents looking over their shoulders all the time; don’t want children upset by offensive material they may see on the internet – children will immediately inform parents of any such material; don’t want children playing on computer when they should be working – parents can check up on them at anytime (b) The fear of cyberbullying because it is listed first. 5. The subject of the discussion is restated and reference is made to the opinions of both parties.

The story of chocolate ............................. pages 16–17

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1. To inform by using facts to describe and provide information about the origins of chocolate. 2. (a) The origins of chocolate (b) Teacher check 3. (a) Teacher check. To get the student interested in the topic. (b) Choose from: Cacao is the main ingredient of chocolate. It was discovered over two thousand years ago. It was discovered by the Maya. The Maya lived in the equatorial rainforests of Central America. 4. (a) bitter (b) by adding sugar (c) the invention of machinery to produce chocolate on a greater scale (d) Belgium, Switzerland and UK 5. Teacher check. To see if unsweetened chocolate is as popular as sweetened chocolate.

Let’s sail .................................................... pages 24–25

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1. To entertain and inform using facts to retell in an entertaining way a personally experienced event, in chronological order. 2. Let’s sail 3. Who? The writer. The writer’s brother When? One weekend late in the afternoon Where? On the river Why? They went to sail a yacht for the first time 4. (a) The brother worked on his old boat. (b) They took the yacht off the trailer. The brother sorted out ropes and sails. (c) The brother jumped in and grabbed the tiller. The writer pushed the centre board down. The boom almost took the writer’s head off. The yacht turned over. The brother got back in and sailed off. The writer finally got back in. They sailed to the other side of the river. Dad rescued them. 5. The writer didn’t enjoy sailing and was pleased not to be asked to go again.

The human eye and how it works .......... pages 18–19 1. To inform by explaining how the human eye works. 2. (a) The human eye (b) Teacher check 3. (a) Teacher check. As an introduction to the explanation, it says all it needs to say. (b) The human eye is small. It is a complex organ. It is made up of many parts. 4. (a) So that the words used in the explanation are known. (b) From the front to the back of the eye.

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Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)

Answers

Matching sentence starters .............................page 32 1. (a) At lunchtime, the boys we wanted to play with went off by themselves and said we couldn’t join them. (b) Why did he do that, we thought there was no way he would wear such a dirty old tracksuit to school. (c) As a consequence, we were punished and we had to pick up rubbish at lunchtime. (d) In addition to this, we also helped Dad with the gardening. (e) Similarly, we both made a decision to protect the boy who was being bullied by walking home with him. (f) On the other hand, we could go to the football game instead and support our school team.

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How does it end? .............................................page 33 2. (b) 6. (a)

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3. (a) 7. (b)

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Using sentence starters ...................................page 34 1.–4. Teacher check

What’s the next sentence? ..............................page 35 1. (a)–(e) Teacher check

What came before this? ..................................page 36 1. 2. 3. 4.

Sentence starter: However, Sentence: Teacher check Sentence starter: Following that, Sentence: Teacher check Sentence starter: In fact, Sentence: Teacher check Sentence starter: To conclude, Sentence: Teacher check

Making a good start ........................................page 37

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1. (a) Bison are the largest land mammals in North America. Bison, There were, In 1902, In Yellowstone National Park, They decided, Babies, They are, A little while ago, But (b) Bison are the largest land mammals in North America. These gigantic mammals are also known by their less formal name of buffalo. In the past, 30–60 million of these animals roamed the Great Plains in large herds. But by 1902, the bison population had been dramatically reduced by hunters. In Yellowstone National Park there were only 23 bison left. A decision was made to place them under the protection of the US Army and there are now about 3000 to 4000 of them free to wander through this huge park. Bison calves are born in April–May, which is spring. These young animals are vulnerable to attacks from wolves and grizzly bears, their natural predators. Recently, some wolves were reintroduced into Yellowstone, but this is not expected to affect their numbers a great deal. However, the situation will be carefully monitored. 2. (a) After school, My mum, Then she, I get, Then I, Then he, Then I, Then my coach, Then I, I have to, Then we, Then I (b) Teacher check Time marker sentence starters may include: First, Finally, Once, At last, Meanwhile, When, Eventually, Later, Soon, As soon as, Sometimes, An hour later, Immediately, Next, During

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

Text and structu orga r nisa e tion

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)

Answers

The possessive apostrophe .............................page 48 The farmer’s dog rounded up the sheep. The hen’s eggs were eaten by the fox. The pensioner’s wallet was handed in at the police station. Brachiosaurus’ tail and neck were very long or Brachiosaurus’s tail and neck were very long. (b) Brachiosaurus’ head was very small or Brachiosaurus’s head was very small. (c) Brachiosaurus’ front legs were longer than its hind legs or Brachiosaurus’s front legs were longer than its hind legs. 3 (a) The politicians’ supporters were ready to vote. (b) The babies’ cries were heard across the park. (c) The animals’ antics made the children laugh. 4. (a) The geese’s hissing was very loud. (b) The people’s votes were very important.

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1. (a) (d) 2. (a) (d)

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(b) (e) (b) (e)

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Pronoun clues ...................................................page 50 boys’ cubs’ him it

Named owners .................................................page 52 1. (a) (b) (c) (d) (e) 2. (a) (b) (c) (d) (e)

Sam and Mitchell’s sisters. Ryan’s and Luke’s computer games. Lisa and Joanne’s teacher. Mum and Dad’s hobbies. Rover’s and Toby’s kennels. Jack and Jill each have their own buckets. Bill and Ben each have their own flowerpots. Lassie and Rover share the same owners. Mum and Dad each have their own cars. Harry and Hannah share the same goats.

Pronouns and determiners ..............................page 56 (b) (e) (b) (d) (f)

his mine their your its

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1. (a) (d) 2. (a) (c) (e) (g)

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Australian Curriculum English – Language: Text structure and organisation (Year 5)

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