20872 ACE Language (Foundation) Language of Texts

Your partner in education 

FOUNDATION 

ENGLISH 

LANGUAGE: 

TEXT STRUCTURE AND ORGANISATION 

Language of texts 

Understand that some language in written 

texts is unlike everyday spoken language 

(ACELA1431) 

Australian Primary Publisher 

of the Year 2015 and 2016

Australian Curriculum English – Language: 

Text structure and organisation (Foundation) 

Foreword 

Australian Curriculum English – Language: Text structure and organisation (Foundation) is one in a series of 

seven teacher resource books that support teaching and learning activities in Australian Curriculum English. The books 

focus on the sub-strand of Text structure and organisation within the Language strand of the national English curriculum. 

The resource books include theoretical background information, activities to develop the content descriptions, blackline 

masters, resource sheets and assessment checklists, along with interrelated links to other English strands and sub-strands. 

Titles in this series are: 

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

• Australian Curriculum English – Language: Text structure and organisation (Year 1) 






Contents 

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

Language: Text structure and organisation .......... 2–67 

Understand that texts can take many forms, can be very 

short (for example an exit sign) or quite long (for example 

an information book or film) and that stories and 

informative texts have different purposes (ACELA1430) 

© Australian Curriculum: Assessment and Reporting Authority 2012 

–Teacher information ........................................................... 2 

–Activities to develop the content description ..................... 3 

–Resource sheets ........................................................... 4–21 

–Assessment checklist ....................................................... 22 

–Interrelated English links .................................................. 33 

– Modes, capabilities and priorities covered by 

the activities in this content description .......................... 33 

Understand that some language in written texts is 

unlike everyday language (ACELA1431) 


–Teacher information ......................................................... 24 

–Activities to develop the content description ................... 25 

–Resource sheets ......................................................... 26–35 





Understand that punctuation is a feature of written text 

different from letters; recognises how capital letters 

are used for names, and that capital letters and full stops 

signal the beginning and end of sentences (ACELA1432) 









Understand concepts about print and screen, including how 

books, film and simple digital texts work, and know some 

features of print, for example directionality (ACELA1433) 









R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Foundation) 

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 sub-strand 

have been included, as well as teaching points based on the Curriculum’s elaborations. 

While the book focuses on the sub-strand of Text structure and organisation, activities and interrelated links to other 

strands and sub-strands have been incorporated. 

Each section supports a specific content description and follows a consistent format, containing the following information 

over several pages: 

• activities to develop the content descriptions • resource sheets • interrelated English links 

• assessment checklist • a table showing the modes, capabilities and priorities covered by the activities 

The length of each content description section varies. 

Teacher information includes background information relating to the content description, as well as 

related terms and desirable student vocabulary and other useful details which may assist the teacher. 

Related terms includes vocabulary 

associated with the content description. 

Many of these relate to the glossary in the 

back of the official Australian Curriculum 

English document; additional related terms 

may also have been added. 

Student vocabulary includes words which 

the teacher would use—and expect the 

students to learn, understand and use— 

during English lessons. 

Further resources by R.I.C. Publications 

or other publishers or authors are included 

where appropriate. 

? 

T 

E 

What this means 

provides a general 

explanation of the 

content description. 

Teaching points 

provides a list of the 

main teaching points 

relating to the content 

description. 

Elaborations are a 

list of elaborations 

based on those in the 

content description. 

Activities to develop the content 

description includes descriptions or 

instructions for activities or games relating 

to the content descriptions or elaborations. 

Some activities are supported by blackline 

masters or resource sheets. Where 

applicable, these will be stated for easy 

reference. 

Australian Curriculum English – Language: Text structure and organisation (Foundation) www.ricpublications.com.au R.I.C. Publications ® 

iv

Format of the book 

Resource sheets are 

provided to support 

teaching and learning 

activities for each content 

description. These include 

sheets for individual use, 

games, charts and other 

materials which the 

teacher might find useful 

to use or display in the 

classroom. 

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. 

Interrelated English 

links lists other links 

covered within the 

Language strand, 

Literature strand and 

Literacy strand of English 

that are incorporated in 

the activities provided 

with the content 

description. While the 

book’s approach focuses 

on the Text structure 

and organisation substrand, 

the links show 

the integration across the 

three strands. 

A table showing the 

Language modes, 

General capabilities 

and Cross-curriculum 

priorities covered by the 

activities in each content 

description is provided. 


v

Text structure 

and organisation 

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


Related terms 

Texts 

Written, spoken or multimodal forms of 

communications for a range of purposes 

Language 

Spoken or written forms of human 

communication which use words in a 

structured and conventional way 

Everyday language 

Daily language used with family, friends and 

colleagues in relaxed situations. Less formal 

language than written language. 

written 

texts 

spoken 

language 

word 

spaces 

letters 

Student vocabulary 

spell 

write 

letter 

sound 

sentence 

picture 

illustration 

What this means 

Teacher information 

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

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

understand it. 

• Students will understand that: 

~ words are letters grouped closely together 

~ there are spaces between words 

~ texts may include both print and illustrations or pictures 

~ we all have to spell words the same way so that everyone can understand them. 

Teaching points 

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

• Students will be exposed to the use of correct sentence structure in many different 

situations; for example, during shared reading of big books. 

• Students will learn that individual sounds (and therefore letters) are used to make 

up words, and that the sounds/letters are written side to side to make a word. 

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

the beginnings and endings of words. 

• Students will become aware of the difference between print and illustrations/ 

pictures and that illustrations/pictures support print. 

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

written text. 

• Students will become aware that written text has meaning which does not change 

(as oral text may). 

Elaboration 

E1. A text written in Standard Australian English has conventions including 

words, spaces between words, page layout and consistent spelling that 

make it easier for others to understand it when the speaker/writer is not 

there to explain it. 

Further resources 

• Early literacy games – Play to learn 

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

• Essential Phonics – Initial Sounds 

by Rosemary Allen R.I.C. Publications 


24



Understand that some language in written texts is unlike 

everyday language (ACELA1431) 


Activities to 

develop the content 

description 

E1. A text written in Standard Australian English has conventions including words, spaces between words, 

page layout and consistent spelling that make it easier for others to understand it when the speaker/writer 

is not there to explain it. 

• Reinforce the connection between spoken and written word by recording individual word or sentence answers to questions, daily class activities, oral 

show and tell or news presentations or similar. In a large big book, on the whiteboard or in digital form, these may be reviewed later by the class, small 

groups, pairs or individuals as a ‘reading’ activity. 

• Highlight the difference between the words and the page by recording words or sentences in different colours. Consistently use the correct language 

while scribing or modelling writing. Include ‘word’, ‘space’, ‘capital letter’, ‘full stop’ and ‘spelling’. 

• Use letters on cards, Unifi x letter cubes (consonants and vowels only if possible) or Scrabble 

tiles to demonstrate how letters are joined together to make words such as student names. Refer 

to pages 26 to 29 for an example of some letter cards. 

• After modelled writing of a simple text, read it with the students inserting an action such as a clap 

or breath whenever a space occurs between words. Later, when students begin to learn formal 

handwriting, they may be asked to put a ‘fi nger space’ by placing a fi nger between words. This 

may be introduced by asking the students to hold up their ‘pointer fi nger’ when a space is needed 

rather than using a clap. When creating simple sentences, such as those in a class weather chart, 

include blank cards to use as spaces to reinforce the concept of spaces being inserted between 

words (and to show where the beginnings and endings of words occur). 

• Write each word of a scribed text on an A4 sheet of paper or cardboard for selected children to hold in front of them while they stand in a straight line 

as others ‘read’. Ensure they leave a gap between them to represent the spaces between words (or have a blank sheet of cardboard for other children to 

hold to indicate spaces). Pages 32 and 33 give examples. 

• For those students who are ready, have them copy a simple sentence by typing it on a computer. The space bar will need to be used to insert spaces 

between words. If desired, stick a label to the space bar which says ‘space’ or glue on a strip of coloured paper to assist identifi cation. 

• Cut up the words of simple sentences, jumble them and have the students match them to a completed copy of the sentence to show that each word is 

a separate unit. Ensure they leave spaces between words when rearranging them in correct order. Sentences such as those on pages 30 and 31 may be 

used. 

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

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

borders or boxes around text or illustrations. 

• Students will illustrate/draw fi rst before attempting to ‘write’ words as this is easier. Encourage the students to continue illustrating any scribed, copied 

or ‘attempted writing’ where possible. 

• Discuss illustrations as well as text before, during and after reading stories to the students. Students may be given the opportunity to listen to a story 

without looking at the illustrations and then asked to create their own for a specifi c page or the front cover. They can compare them to the ones done 

by the illustrator of the book. Conversely, they may also be asked to tell a story before reading simply by looking at the illustrations. Pages 34 and 35 

provide illustrations for students to make up their own stories. 

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

can also be used. 

Interrelated English links: See page 37. 


25

Letter cards – 1 

Resource sheet 

a a e 

e i i 

o o u 

u b b 

c c d 




26



d f f 

g g h 



h j j 

k k l 

l m m 


27



n n p 

p q q 

r r s 

s t t 

v v w 




28



x x y 

y z z 



s s t 

t m m 

p p r 


29

Simple sentences – 1 


I can run. 

This is Mum. 

I see Dad. 

I am big. 

You are little. 

It is hot. 

We are tall. 




30

Simple sentences – 2 


This is my dog. 

My cat is black. 

The hat is red. 



I went to bed. 

He is my friend. 

They said be quiet. 

There is my house. 


31

Sentences with spaces – 1 


This is my cat. 

I am very tall. 

My dad is old. 

I can see you. 

We are at school. 

My friend is five. 

I have blue eyes. 




32

Sentences with spaces – 2 


I have a bird. 

That is my hat 

The sun is hot. 

My sister is three. 



The baby is little. 

They are at home. 

I write my name. 


33

Illustrations for story-making – 1 





34

Illustrations for story-making – 2 





35



Understand that some language in written texts is unlike 

everyday language (ACELA1431) 


Assessment 

checklist 

Student name 

Aware that 

individual letters 

make up words 

Identifi es spaces 

between words 

Identifi es where 

words begin and 

end 

Aware of the 

need for correct 

spelling so others 

can read writing 

Connects 

illustrations/ 

pictures to 

written text 

Identifi es the 

connection 

between the 

spoken and 

written word 


36



Understand that some language in written texts is unlike everyday 

language (ACELA1431) 


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. A text written in Standard Australian English has conventions including words, spaces between words, 

page layout and consistent spelling that make it easier for others to understand it when the speaker/writer 

is not there to explain it. 

• Understand that texts can take many forms, can be very short (for example an exit sign) or 

quite long (for example an information book or a fi lm) and that stories and informative texts 

have different purposes. (ACELA1430) 

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

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


• Explore the different contribution of words and images to meaning in stories and informative 

texts. (ACELA1786) 

• Understand the use of vocabulary in familiar contexts related to everyday experiences, 

personal interests and topics taught at school. (ACELA1437) 

• Know that spoken sounds and words can be written down using letters of the alphabet and 

how to write some high frequency sight words and known words. (ACELA1758) 

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

• Recognise the letters of the alphabet and know there are lower and upper case letters. 


• Identify some familiar texts and the contexts in which they are used. (ACELY1645) 

• Listen to and respond orally to texts and to the communication of others in informal and 

structured classroom situations. (ACELY1646) 

The above links are reproduced with permission from ACARA. 


Modes, capabilities and priorities covered by the 

activities in this content description 

Language modes 

Listening ✔ 

General capabilities 

Literacy 

✔ 

Speaking 

✔ 

Numeracy 

Reading 

✔ 

Information and communication 

technology (ICT) capability 

✔ 

Viewing 

✔ 

Critical and creative thinking 

✔ 

Writing 

✔ 

Personal and social capability 

Ethical behaviour 

Intercultural understanding 

Cross-curriculum priorities 

Aboriginal and Torres Strait Islander histories and cultures 

Asia and Australia’s engagement in Asia 

Sustainability 


37

20872 ACE Language (Foundation) Language of Texts

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