20875 ACE Language (Yr 1) Text Purposes

Your partner in education
YEAR 1
ENGLISH
LANGUAGE:
TEXT STRUCTURE AND ORGANISATION
Text purposes
Understand that the purposes texts serve
shape their structure in predictable ways
(ACELA1477)
Australian Primary Publisher
of the Year 2015 and 2016

Australian Curriculum English – Language: Text structure and organisation (Year 1)
Foreword
Australian Curriculum English – Language: Text structure and organisation (Year 1) 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)
• 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
Language: Text structure and
organisation .............................................. 2–85
Understand that the purposes texts serve shape their
structure in predictable ways (ACELA1477)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ................................................. 2
–Activities to develop the content description ...... 3–10
–Blackline masters ............................................. 11–25
–Assessment checklist ............................................. 26
–Interrelated English links ........................................ 27
– Modes, capabilities and priorities covered by the
activities in this content description ....................... 27
Understand patterns of repetition and contrast in
simple texts (ACELA1448)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ............................................... 28
–Activities to develop the content description .......... 29
–Blackline masters and resource sheets .............. 30–51
–Assessment checklist ............................................. 52
–Interrelated English links ........................................ 53
– Modes, capabilities and priorities covered by the
activities in this content description ....................... 53
Recognise that different types of punctuation, including full
stops, question marks and exclamation marks, signal
sentences that make statements, ask questions, express
emotion or give commands (ACELA1449)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ............................................... 54
–Activities to develop the content description ......... 55
–Blackline masters and resource sheets ............. 56–69
–Assessment checklist ............................................. 70
–Interrelated English links ........................................ 71
– Modes, capabilities and priorities covered by the
activities in this content description ....................... 71
Understand concepts about print and screen, including how
different types of texts are organised using page
numbering, tables of content, headings and titles,
navigation buttons, bars and links (ACELA1450)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ............................................... 72
–Activities to develop the content description .......... 73
–Blackline masters and resource sheets ............. 74–83
–Assessment checklist ............................................. 84
–Interrelated English links ........................................ 85
– Modes, capabilities and priorities covered by the
activities in this content description ....................... 85
Answers ................................................... 86–90
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 1)
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 • student blackline masters • resource sheets
• interrelated English links
• assessment checklist
Answers relating to student blackline masters have been included at the back of the book.
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 (Year 1) www.ricpublications.com.au R.I.C. Publications ®
iv

Format of the book
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.
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
sub-strand, 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.
Answers for student worksheets
are provided at the back of the
book.
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 1)
v

Text structure
and organisation
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1477)
© Australian Curriculum: Assessment and Reporting Authority 2012
Related terms
Texts
Written, spoken or multimodal forms of
communication for a range of purposes.
Text structure
The manner in which information is organised
within different text types; e.g. title,
introductory paragraph, sequencing of events or
steps, concluding paragraph.
Imaginative texts
Texts whose main purpose is to entertain.
They may be in the form of traditional stories,
poetry, plays, novels, picture books or fi lms, for
example.
Informative texts
Texts whose main purpose is to provide
information. They may be in the form of a
procedure, report or explanation, for example.
Persuasive texts
Texts whose main purpose is to present a point
of view and persuade a reader/listener/viewer.
They may be in the form of an advertisement,
argument or debate, for example.
?
T
E
What this means
Teacher information
• Students should understand that a text is written for a specifi c purpose; e.g. to give
information, to entertain, to give instructions.
• Students should understand that a text type is structured in a specifi c way to
help serve the purpose for which it is written. For example, a recount tells about
something that happened. It has an introduction to set the scene, followed by a
description of the events that occurred in chronological order. A procedure such as a
recipe has a list of ingredients, followed by a series of numbered steps that explain
how to make the recipe.
Teaching points
• Students should become familiar with the text structures of different imaginative,
informative and persuasive text types including narratives, recounts, reports,
procedures, explanations and expositions.
• Give students the opportunity to discuss and compare different types of familiar
texts and identify the purpose of each text. Students need to consider why a text
was written. What is its purpose? How do the reader and writer benefi t/learn from
the text?
• Understanding the structure of a particular text type will improve a student’s
comprehension of a text of that type.
• Opportunities to read, discuss and analyse a number of examples of a particular
text type is a prerequisite for success in writing them.
Elaborations
E1. Compares and discusses the purposes for which a variety of familiar texts were
written.
E2. Identifi es and discusses the text structures of different text types.
Student vocabulary
text
events
narrative
complication
recount
problem
report
resolution
Further resources
• Primary writing (Books A–B) R.I.C. Publications
• Posters: Introducing text types/Understanding text types
R.I.C. Publications
• Interactive software: Introducing text types (Understanding text types)
R.I.C. Publications
• 60 Writing topics: Exploring text types. (Ages 5–7) Maureen Hyland
• Another 60 writing topics: Exploring text types. (Ages 5–7) Maureen
Hyland
procedure
explanation
exposition
argument
conclusion
ending
classification
description
paragraph
vocabulary
title
orientation
Australian Curriculum English – Language: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®
2

Text structure
and organisation
Understand that the purposes texts serve shape their structure in
predictable ways (ACELA1477)
© Australian Curriculum: Assessment and Reporting Authority 2012
Activities to
develop the
content description
E1. Compares and discusses the purposes for which a variety of different texts were written.
• Why did the author write this book? (page 11)
Provide a variety of different books, fi ction and nonfi ction, for students to look at, read and/or have read to them. Include picture books, class readers
or short novels with illustrations, traditional tales from around the world, myths and fables, comics, recipe books and reference books on topics students
are learning about. Identify the author of a selected book, discuss what type of book it is and why the author wrote this book; i.e. its purpose. For
example, a recipe book was written to teach/inform us how to cook something, a narrative such as There’s a hippopotamus on our roof eating
cake by Hazel Edwards is an story written for children to enjoy the imaginative tale. The blackline on page 11 is provided for students to record their
thoughts about a selected book.
• Why was this text written?
Involve the students in activities within the classroom, school, home and local community similar to the one above using multimodal texts and familiar
texts that are not in book form. Students identify why the text was written; i.e. its purpose. Texts to use could include those:
– written to inform, explain or teach something: signs or labels on doors and rooms around the school and community, texts on the board, wall charts
in the classroom, posters around the school notifying students of an event, school newsletter (either email or pamphlet), brochures in doctor’s
surgeries, instructions on games used in class, blurbs on book or DVD covers, party invitations, entrance sign information to a building such as a
library or a zoo, webpages that relate to topics being covered in class
– written to persuade: webpages with side advertising or pop-ups; TV advertisements (these are usually accompanied with sound, but identify what
they see in the ad); large advertising posters (that are quite often digital) located on roadsides, at sporting events or on shop fronts
– written to entertain or for enjoyment: imaginative texts students have written that are on display; myths, fables and other narratives found online.
Interrelated English links: See page 27
E2. Identifies and discusses the text structures of different text types.
• Analysing text structures of various text types
Pages 4 to 10 provide teacher information, student activities and examples of seven imaginative, informative and persuasive text types written in the
forms of a narrative, a personal recount, two procedures (a recipe and instructions for making a craft work), a report, an explanation and an exposition.
These pages support the blackline masters provided on pages 12 to 25.
Each text type on pages 4 to 10 includes:
– information for the teacher about the various structural features of the specifi c text type, and the purpose of the specifi c text type
– a detailed analysis of the structural features of the text presented in the sample texts provided on pages 12 to 25
– suggested activities for helping students analyse the structural features of the specifi c text type
– answers for the student analysis worksheet are provided at the back of the book.
• Making jigsaws of the text types
To help students identify the structure of different text types, enlarge the sample texts on pages 12, 14, 16, 18, 20, 22 and 24. Cut them into sections;
e.g. cut the procedure on page 16, ‘Fruity milkshake’, by title, goal, materials (What you need), steps and test. Write these headings on separate strips of
card. Place the ‘jigsaw’ pieces of the procedure into a plastic sleeve or resealable bag labelled ‘Procedure’, along with the heading cards. Students can
take out the pieces, lay the text in order and place each heading card next to the correct part of the procedure.
• Looking at books
Use the books collected for the activity in the fi rst bullet point at the top of the page. Talk about the structure of various texts and ask students to
identify and describe these structures. For example, they will see numbered steps or bullet points in procedures such as those in a recipe book and
separate paragraphs about different parts of a narrative with some illustrations in a storybook.
Interrelated English links: See page 27
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 1)
3

Text structure
and organisation
Understand that the purposes texts serve shape their structure in
predictable ways (ACELA1477)
© Australian Curriculum: Assessment and Reporting Authority 2012
Activities to
develop the
content description
Imaginative text: Narrative
Structural features of narratives
A narrative is a text which tells a story—generally imaginative but can be based on facts. It may be written in the form of a myth, legend,
short story, poem, folktale or playscript. Its purpose is to entertain and engage the reader in an imaginative experience.
It includes:
• Title
• Orientation: the setting, time and characters
• Complication: 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
• Detailed analysis of sample narrative on pages 12 and 13
Read the narrative on page 12 to the students and discuss the story with them. Give students the opportunity to identify words using contextual
information or phonic analysis. Explain this story is based on an Australian Aboriginal Dreaming story. Help them identify the purpose of the text and the
structural features that make it a narrative; i.e. the orientation, problem or complication, events in chronological order, the resolution or how the problem
was solved and the ending. (Refer to the copy of the student text below.) Assist students to analyse the narrative using the questions on page 13.
Title
Orientation
Who, when and where
Complication
The problem confronting echidnas
Events
In chronological order
How the echidna got its spines
Long ago in the Australian bush, echidnas did not have spines. They just had fur.
Some echidnas liked to hide from their enemies among rocks. Others liked to hide in hollow
logs. But their enemies could still catch them and eat them.
One day, an echidna wanted some ants to eat. It crept out of its hiding place in some rocks. It
looked under some logs. No ants were there. It looked under the bark of trees. No ants were
there. Where could they be hiding?
At last it found some hiding under a grass tree. It crawled under the tree to reach them. As
it did so, some spines from the grass tree fell on its back. No matter how hard it shook, the
spines would not come out.
Resolution
How the problem was solved
Ending
Showing what has changed
After the echidna ate lots of ants, it began to go back to its home. A dingo saw it and ran
towards it. The echidna got a fright and curled up into a ball. When the dingo reached the
echidna, it could not eat it. The spines pricked the dingo’s mouth.
Now all echidnas have spines. Whenever they get a fright, they curl up into a ball so only their
spines can be seen.
• Film analysis
Students view an age-level appropriate 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.
• Comparing a narrative and a report
This narrative is based on a Dreaming story about how an echidna got its spines. The report on page 20 is about echidnas. Some facts about echidnas
are included in both texts; e.g. what an echidna uses its spines for, illustrations of echidnas. Students can identify these aspects and read how they are
presented in a different manner/structure in a narrative as compared to a report.
• Comparing different narratives
Look at a variety of different types of narratives: traditional tales, poetry, humorous stories, mystery stories and discuss how they all have a setting, plot,
events and a problem that was solved; i.e. a similar structure. In simple terms, compare the different settings, characters and plots and what makes the
texts different, even though they are all narratives (stories).
• Writing a narrative
After students are familiar with the 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 fi nal copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process. Model plans with the
headings ‘Title’, ‘Orientation’, ‘Events’ (these will include a ‘complication’ or ‘problem’), ‘Resolution’ and ‘Ending’. Then students can create their own
narratives. Suggested or set topics are helpful to students.
Australian Curriculum English – Language: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®
4

Text structure
and organisation
Understand that the purposes texts serve shape their structure in
predictable ways (ACELA1477)
© Australian Curriculum: Assessment and Reporting Authority 2012
Activities to
develop the
content description
Imaginative text: Personal recount
Structural features of recounts
A recount is a text which retells events as they happened in time order. It may 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 either to inform or entertain the audience (or both).
It includes:
• Title
• Orientation: all relevant background (who,
when, where, why)
• Events: signifi cant events in detail
• Ending: often with an evaluative comment
• Detailed analysis of sample recount on pages 14 and 15
Read the recount on page 14 with the students and discuss the story with them. Give students the opportunity to identify words using contextual
information or phonic analysis. Help them identify the purpose of the text and the structural features that make it a recount; e.g. the orientation, order of
events and the conclusion. (Refer to the copy of the student text below.) Assist students to analyse the recount using the questions on page 15.
Title
Orientation
Who, when, where and why
Events
Signifi cant events in detail
Bella’s trip to the vet
On Saturday, Dad and I took our cat, Bella, to visit the vet. She had a sore ear.
First I put a blanket on the bottom of Bella’s cat box. Then we put her in the box. Some cats
don’t like being in a cat box, but Bella loves it.
When we got to the vet, Dad got Bella out of the car and carried her inside in her box. We sat on
the seats to wait our turn.
Next to us was a girl and her mum with a puppy on a lead. The puppy put its nose up close to
Bella’s box. Bella made a loud ‘Miaow!’. The puppy jumped in fright and crept up close to the
girl.
About ten minutes later it was our turn. We told the vet that Bella had been rubbing her right
ear and that it was red on the outside. The vet looked deep inside Bella’s ear. Bella wriggled a
little bit. The vet told us she had an ear infection. Then the vet got some drops that would fi x
Bella’s ear.
Conclusion
Often with an
evaluative comment
As we were leaving, the vet said Bella was one of her favourite cats. Bella looked at the vet from
her box and purred loudly.
• Film analysis
Students view an age-level appropriate multimodal imaginative text (in the form of a recount) on a DVD or online story. Afterwards, they can identify the
structural features; i.e. orientation, events in chronological order and conclusion. Use page 15 as a guide.
• Writing a recount
After students are familiar with the 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 fi nal 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.
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 1)
5

Text structure
and organisation
Understand that the purposes texts serve shape their structure in
predictable ways (ACELA1477)
© Australian Curriculum: Assessment and Reporting Authority 2012
Activities to
develop the
content description
Informative text: Procedure
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:
• Title
• Goal: the purpose of the procedure shown clearly and precisely
• Materials: a list of materials or requirements under appropriate
headings or layout
• Steps: the method in a detailed, logical sequence
• Test: an evaluation (if appropriate)
• Detailed analysis of sample procedure on pages 16 and 17
Read and discuss the procedure on page 16 with the students, using the illustrations to help them understand the instructions in the steps. Assist them
to identify the purpose of the text and the structural features that make it a procedure in the form of a recipe; e.g. the goal/purpose, materials (in this
case, equipment and ingredients), steps and test. (Refer to the copy of the student text below.) Assist students to analyse the procedure using the
questions on page 17. Note: To answer the ‘Test’ properly, students could make milkshakes in class and taste them. In the ‘Steps’ section, point out that
not all procedures have six steps; some have more and others fewer.
Title
Goal
The purpose of this procedure is to
make a fruity milkshake for a yummy
drink.
Materials
A list of materials needed under an
appropriate heading
Fruity milkshake
Make a fruity milkshake for a yummy drink!
You will need:
• 4 strawberries • 1 banana • blender
• 1 cup of milk
• 2 scoops of vanilla ice-cream
• 1 teaspoon • 2 glasses • 2 straws
Steps
The steps are written clearly and
concisely in a logical sequence. They
are usually numbered.
Steps:
1. Wash the strawberries and pull
out the green tops.
2. Peel the banana.
3. Put everything into the blender. 4. Blend until smooth and frothy.
5. Pour the milkshake into the two
glasses.
6. Share them with a friend.
Test
The success of this procedure
could be evaluated by
tasting it.
Test:
Did the procedure work?
Did the milkshake taste good?
• Recipe search
Provide recipe books written for children that are easier to read than adult cookbooks. Also assist students to fi nd simple recipes online. Talk about the
structural features that make them identify the text is a procedure in the form of a recipe. Students could follow a recipe procedure and make some of
the recipes in class.
• Writing a procedure
After students are familiar with the 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 fi nal copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process. Model plans with the
headings ‘Title’, ‘Goal’, ‘Needs’ (or ‘Materials’), ‘Steps’ and ‘Test’ (if appropriate). Then students can create their own procedures. Suggested or set topics
are helpful to students.
Australian Curriculum English – Language: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®
6

Text structure
and organisation
Understand that the purposes texts serve shape their structure in
predictable ways (ACELA1477)
© Australian Curriculum: Assessment and Reporting Authority 2012
Activities to
develop the
content description
Informative text: Procedure
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:
• Title
• Goal: the purpose of the procedure shown clearly and precisely
• Materials: a list of materials or requirements under appropriate
headings or layout
• Steps: the method in a detailed, logical sequence
• Test: an evaluation (if appropriate)
• Detailed analysis of sample procedure on pages 18 and 19
Read and discuss the procedure on page 18 with the students, using the illustrations to help them understand the instructions in the steps. Assist them
to identify the purpose of the text and the structural features that make it a procedure in the form of instructions to make something; e.g. the goal/
purpose, materials (in this case, equipment), steps and test. (Refer to the copy of the student text below.) Assist students to analyse the procedure using
the questions on page 19. Note: To answer the ‘Test’ properly, students could make rainbow pull kites in class and try them out. In the ‘Steps’ section,
point out that not all procedures have six steps; some have more and others fewer.
Title
Goal
The purpose of this procedure is to
make a colourful kite to pull along.
Rainbow pull kite
Make a colourful kite you can pull along behind you.
Materials
A list of materials needed under an
appropriate heading
You will need:
• red, orange, yellow, green, blue and purple crepe paper
• scissors • stapler • paper hole punch
• thick paper plate
• string
Steps
The steps are written clearly and
concisely in a logical sequence. They
are usually numbered.
Steps:
1. Cut the crepe paper into
streamers about 60 to 80 cm
long.
3. Staple one of each colour
streamer to one side of the paper
plate rim.
5. Tie 60 to 80 cm of string through
the holes to make a handle.
2. Cut out the middle of the paper
plate.
4. Punch two holes on the other side
of the paper plate rim.
6. Run in a safe area, pulling the kite
behind you.
Test
The success of this procedure
could be evaluated by checking
that all instructions had been
followed correctly and the kite
fl ew along as the person ran.
Test:
Did you follow the instructions and make a good kite?
• Procedure search
Provide texts that involve instructions in a similar form to the procedure above. Examples could include the rules printed on the box or on the lid or
on a sheet inside a board game, how to build a Lego TM construction or instructions for following a simple science experiment in class. Talk about the
structural features that make them identify the text as a procedure.
• Writing a procedure
After students are familiar with the 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 fi nal copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process. Model plans with the
headings ‘Title’, ‘Goal’, ‘Needs’ (or ‘Materials’), ‘Steps’ and ‘Test’ (if appropriate). Then students can create their own procedures. Suggested or set topics
are helpful to students.
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 1)
7

Text structure
and organisation
Understand that the purposes texts serve shape their structure in
predictable ways (ACELA1477)
© Australian Curriculum: Assessment and Reporting Authority 2012
Activities to
develop the
content description
Informative text: Report
Structural features of reports
A report is a text that consists of a factual organised account about a specifi c subject. Its purpose is to inform the reader. A report may be written in the
form of a detailed description of facts about a living or nonliving thing, a book or movie review, a newspaper or television article, an eyewitness account
or a progress report. It may relate to the present day or be based in the past.
It includes:
• Title
• Classification: a general or classifying statement
• Description: accurate and detailed description of features relevant
to the subject, often with illustrations/diagrams
• Conclusion: a fi nal comment about the content of the report (may
include a personal comment)
• Detailed analysis of sample report on pages 20 and 21
Discuss the illustration on page 20 and ask students what they know about echidnas. Read through the report with the students, discussing unknown
words and facts. Give students the opportunity to identify words using contextual clues or phonic analysis. Help them identify its purpose and the
structural features that make it a report; e.g. the classifi cation and detailed, accurate description. Refer to the copy of the student text below. Assist
students to analyse the report using the questions on page 21.
Title
States the subject of the report
Classification
A general or classifying statement
about what is being reported.
Description
This report gives a detailed and
accurate account of where the
echidna can be found, what the
animal looks like and what it can do.
Echidnas
Echidnas are a kind of mammal that lays eggs.
They live among rocks, in hollow logs and under bushes.
Echidnas are brown in colour. They grow to about 40 centimetres. That’s a bit
longer than a ruler.
They have pointy spines on their back, sides and tail. The spines are coloured
pale yellow with black tips. If they get a fright, they curl up into a ball of spines.
Sometimes they dig into the ground so only their spines can be seen.
Echidnas have sharp claws on their feet. They use these to dig up ant and termite
nests. Echidnas have a snout and a long sticky tongue. They use this to lick up the
ants and termites they dig up.
Conclusion
This report concludes with a personal
comment by the writer.
Did you know that a baby echidna is called a ‘puggle’? I think that is a really cute
name. Do you?
• Comparing a narrative and a report
The narrative on page 12 is based on a Dreaming story about how an echidna got its spines. This report is about echidnas. Some facts about echidnas
are included in both texts; e.g. what an echidna uses its spines for, illustrations of echidnas. Students can identify these and read how they are presented
in a different manner/structure in a narrative and a report.
• Writing a report
After students are familiar with the 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 fi nal copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process. Model plans with
the headings ‘Title’, ‘Classifi cation’, ‘Description’, and ‘Conclusion’. Then students can create their own report. Suggested or set topics are helpful to
students.
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8

Text structure
and organisation
Understand that the purposes texts serve shape their structure in
predictable ways (ACELA1477)
© Australian Curriculum: Assessment and Reporting Authority 2012
Activities to
develop the
content description
Informative text: Explanation
Structural features of explanations
An explanation is a text written in the form of a detailed description which outlines how something occurs, works or is made concerning a natural,
social or technological phenomenon. Its purpose is to inform the reader.
It includes:
• Title
• Statement: precisely what is to be explained
• Explanation: may include a clear account in logical sequence of how and why the phenomenon occurs, a description of its parts or components, its
operation or application
• Conclusion: an evaluation and comment about what has been explained
• Detailed analysis of sample explanation on pages 22 and 23
Read and discuss the explanation on page 22 with the students, using the illustrations to help them understand the text. Assist them to identify the
purpose and the structural features that make it an explanation; e.g. the statement, explanation and conclusion. (Refer to the copy of the student text
below.) Assist students to analyse the explanation using the questions on page 23.
Title
Statement
A sentence or two which says what
the explanation is about.
Explanation
Information presented in logical order.
How do sunflowers grow?
Sunfl owers are tall plants with very large yellow fl owers. Do you know how they
grow?
A sunfl ower grows from a seed in some soil. The seed will start to grow when the
weather is warm and the soil is damp.
A tiny root pushes its way out of the seed. It grows down into the soil and holds the
new plant in the soil.
A small shoot pops out above the soil. It grows up towards the sun. This is the stem.
The leaves start to grow. The plant grows taller and taller. Then large yellow fl owers
begin to grow. The plants are fully grown in about three months. They can grow to
about three metres tall.
Conclusion
The writer has included a personal
comment.
Sunfl owers look like they are smiling at you! They are nice to have in your garden.
• Looking at explanations in science
The learning area of science often provides opportunities for students to read and listen to simple explanations about how or why things occur; e.g.
what makes something a living or nonliving thing, how one of our senses works or what happens when different substances are heated. Features of the
structure can be pointed out and discussed.
• Oral explanations
Prepare a simple explanation about how to make or do something—e.g. cleaning teeth, crossing a road—and explain it to a small group or the whole
class.
• 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 fi nal copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process.
Model plans with the headings ‘Title’, ‘Statement, ‘Explanation’, and ‘Conclusion’. Then students can create their own explanation. Suggested or set
topics are helpful to students.
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9

Text structure
and organisation
Understand that the purposes texts serve shape their structure in
predictable ways (ACELA1477)
© Australian Curriculum: Assessment and Reporting Authority 2012
Activities to
develop the
content description
Persuasive text: Exposition
Structural features of expositions
An exposition is a text which argues for 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, a policy statement, a critical review, an advertisement, an editorial or a speech.
It includes:
• Title
• Overview: statement of the problem or issue and the writer’s
position
• Arguments: presented in a logical manner with supporting
detail, usually from the strongest to the weakest
• Conclusion: a restating of the writer’s position, often
with a summary of the arguments presented
• Detailed analysis of sample exposition on pages 24 and 25
Read the exposition on page 24 to the students. Discuss who they think wrote it, what the writer thinks and why he or she wrote this exposition. Assist
them to identify the purpose and the structural features that make it an exposition; e.g. the overview, arguments (with fi rst argument the strongest) and
conclusion. (Refer to the copy of the student text below.) Assist students to analyse the exposition using the questions on page 25.
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 fi rst.)
Make your own bed!
I make my own bed every day. Other children do not. I think all children should
make their own bed every day.
When we were little we couldn’t make our bed. Our parents made it for us. Now
we are big enough to make it ourselves. We aren’t babies anymore!
Our parents do lots of things for us like washing our clothes and cooking food.
Making a bed is easy to do. Our parents should not have to do that too.
Some children leave their bed unmade all day. A bedroom looks awful with a
messy, unmade bed.
It is much better to sleep in a bed that has been made. The sheets and doona are
nice and smooth. There are no wrinkles and bumps.
Conclusion
A restating of the writer’s opinion.
If you already make your own bed, that’s great! If you don’t, I think you should
start making your own bed right now!
• Writing an exposition
After students are familiar with the 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 fi nal copy. Frequent modelled writing is an effective way of guiding students in the planning and writing process. Model plans with
the headings ‘Title’, ‘Overview’, ‘Arguments’ and ‘Conclusion’. Then students can create their own exposition. Suggested or set topics are helpful to
students.
• Viewing expositions online
Bring up a web page with side advertising or pop-ups. In simple terms, discuss how these are an exposition in the form of an advertisement and are
designed to get people to buy a specifi c product.
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10

L
1. What is the title of your book?
k at a book
2. Who is the author?
3. What type of book is it?
4. Why do you think the author wrote this book?
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
© Australian Curriculum: Assessment and Reporting Authority 2012
5. Draw a picture to show something about the book.
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11

How the echidna got its spines
Narrative
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
© Australian Curriculum: Assessment and Reporting Authority 2012
Australian Curriculum English – Language: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®
12

Looking at a narrative
Use the narrative on page 12 to complete the page.
1. Title
Write the name
of the story.
2. Orientation
Who?
3. Problem
Narrative
When?
Where?
4. Events
Although echidnas tried
to
from their
enemies, they could still be
and eaten.
Draw or write about four events in the story.
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
© Australian Curriculum: Assessment and Reporting Authority 2012
5. Resolution 6. Ending
How was the problem fixed?
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13
Now all echidnas have
a
fright.
. They curl up into
when they get a

Bella’s trip to the vet
Recount
On Saturday, Dad and I took
our cat, Bella, to visit the vet.
She had a sore ear.
First I put a blanket in the
bottom of Bella’s cat box.
Then we put her in the box.
Some cats don’t like being in
a cat box, but Bella loves it.
When we got to the vet, Dad
got Bella out of the car and
carried her inside in her box.
We sat on the seats to wait
our turn.
Next to us was a girl and
her mum with a puppy on a
lead. The puppy put its nose
up close to Bella’s box. Bella
made a loud ‘Miaow!’. The
puppy jumped in fright and
crept up close to the girl.
About ten minutes later it was our turn. We told the vet that Bella
had been rubbing her right ear and that it was red on the outside.
The vet looked deep inside Bella’s ear. Bella wriggled a little bit. The
vet told us Bella had an ear infection. Then the vet got some drops
that would fix Bella’s ear.
As we were leaving, the vet said Bella was one of her favourite cats.
Bella looked at the vet from her box and purred loudly.
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
© Australian Curriculum: Assessment and Reporting Authority 2012
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14

Looking at a recount
Recount
Use the recount on page 14 to complete the page.
1. Title
The title is:
2. Orientation
Copy the words in the correct places in the sentence.
Bella Dad and I Saturday ear vet
On , took our cat,
sore .
3. Events
, to visit the because she had a
Order these events in the recount from 1 to 5.
(a) The vet looked in Bella’s ear.
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
© Australian Curriculum: Assessment and Reporting Authority 2012
(b) I put a blanket in Bella’s cat box.
(c) Dad carried Bella inside.
(d) The vet gave us some drops for Bella.
(e) Bella said ‘Miaow’ to a puppy who came up to her box.
4. Conclusion
(a) What did the vet think about Bella?
(b) What did Bella do to the vet?
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15

Fruity milkshake
1.
2.
3.
Procedure
1.
2.
3.
Test
Did the procedure work? Yes No
Did the milkshake taste good? Yes No
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
© Australian Curriculum: Assessment and Reporting Authority 2012
Australian Curriculum English – Language: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®
16

Looking at a procedure
Use the procedure on page 16 to complete the page.
1.
2.
3.
1.
2.
3.
1. Title
The title is:
2. Goal
What is the procedure about?
1.
2.
3.
Procedure
1.
2.
3.
3. You will need
Draw the things that go in the blender.
1.
2.
3.
4. Steps
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
© Australian Curriculum: Assessment and Reporting Authority 2012
1.
2.
3.
(a) How many steps are there?
(b) Write the first word of each step.
(c) What is the number and step of this picture?
5. Test
How would you know if the procedure worked?
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17

Rainbow pull kite
Make a colourful kite you can pull along behind you.
1.
2.
3.
Procedure
1.
2.
3.
You will need
• red, orange, yellow, green, blue and purple crepe paper
• scissors • stapler • paper hole punch
• thick paper plate
• string
1.
2.
3.
Steps
1. Cut the crepe paper into
streamers about 60 to 80 cm
long.
2. Cut out the middle of the
paper plate.
1.
2.
3.
3. Staple one of each colour
streamer to one side of the
paper plate rim.
5. Tie 60 to 80 cm of string
through the holes to make a
handle.
4. Punch two holes on the
other side of the paper plate
rim.
6. Run in a safe area, pulling
the kite behind you.
Test
Did you follow the instructions
and make a good kite? Yes No
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
© Australian Curriculum: Assessment and Reporting Authority 2012
Australian Curriculum English – Language: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®
18

Looking at a procedure
Use the procedure on page 18 to complete the page.
1.
2.
3.
1.
2.
3.
1. Title
The title is:
2. Goal
What is the procedure about?
1.
2.
3.
Procedure
1.
2.
3.
3. You will need
(a) You need
different colours of crepe paper.
(b) Draw the other
things needed.
1.
2.
3.
4. Steps
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
© Australian Curriculum: Assessment and Reporting Authority 2012
1.
2.
3.
(a) How many steps are there?
(b) Write the first word of each step.
(c) What is the number and step of this picture?
5. Test
How would you know if the procedure worked?
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19

Echidnas
Report
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
© Australian Curriculum: Assessment and Reporting Authority 2012
Australian Curriculum English – Language: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®
20

Looking at a report
Report
Use the report on page 20 to complete the page.
1. Title
The title is:
2. Classification
What are they?
3. Description
(a) Write one place where echidnas live.
(b) Colour the echidna. Write each body part on the lines.
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
© Australian Curriculum: Assessment and Reporting Authority 2012
(c) What is one thing an echidna can do?
4. Conclusion
Finish the sentences about the ending.
(a) A baby echidna is called a .
(b) The writer thinks a baby echidna’s name is .
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21

How do sunflowers grow?
Explanation
Sunflowers are tall plants with very large yellow flowers. Do you
know how they grow?
A sunflower grows from a seed in some soil. The seed will start to
grow when the weather is warm and the soil is damp.
A tiny root pushes its way out of the seed. It grows down into the
soil and holds the new plant in the soil.
A small shoot pops out above the soil. It grows up towards the sun.
This is the stem.
The leaves start to grow. The plant grows taller and taller. Then
large yellow flowers begin to grow. The plants are fully grown in
about three months. They can grow to about three metres tall.
Sunflowers look like they are smiling at you! They are nice to have
in your garden.
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
© Australian Curriculum: Assessment and Reporting Authority 2012
Australian Curriculum English – Language: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®
22

Looking at an explanation
Explanation
Use the explanation on page 22 to complete the page.
1. Title
The title is:
2. Statement
This explanation tells how
3. Description
.
(a) Draw a line from each sentence to the correct picture.
• A small shoot pops out above the soil.
• The sunflower is fully grown.
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
© Australian Curriculum: Assessment and Reporting Authority 2012
• A tiny root pushes out of the seed.
• The leaves start to grow.
(b) How long does a sunflower take to grow?
(c) How tall can a sunflower grow?
4. 4. Conclusion
Write the missing words in the right place. garden smiling
Sunflowers look like they are
nice to have in your .
at you. They are
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23

Make your own bed!
Exposition
I make my own bed every day. Other children do not. I think all
children should make their own bed every day.
When we were little we
couldn’t make our bed.
Our parents made it for us.
Now we are big enough to
make it ourselves. We aren’t
babies anymore!
Our parents do lots of things for us like washing our clothes and
cooking food. Making a bed is easy to do. Our parents should not
have to do that too.
Some children leave their bed unmade all day. A bedroom looks
awful with a messy, unmade bed.
It is much better to sleep in a bed that has been made. The sheets
and doona are nice and smooth. There are no wrinkles and bumps.
If you already make your own bed, that’s great! If you don’t, I think
you should start making your own bed right now!
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
© Australian Curriculum: Assessment and Reporting Authority 2012
Australian Curriculum English – Language: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®
24

Looking at an exposition
Use the exposition on page 24 to complete the page.
Exposition
1. Title
The title is:
2. Overview
The writer wants all children to:
3. Arguments
Fill in the missing words about each of the writer’s arguments.
make awful bumps babies
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
© Australian Curriculum: Assessment and Reporting Authority 2012
(a) We aren’t anymore and are big enough to
make our own bed.
(b) Our parents do lots of things for us and shouldn’t have to
our bed too.
(c) A bedroom looks with a messy unmade
bed.
(d) Beds that are made have no wrinkles or .
4. Conclusion
Find words in the text about the ending.
(a) The writer thinks it’s if you already make
your own bed.
(b) The writer thinks if you don’t make your own bed, you’d
better start making it right !
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25

Text structure
and organisation
Understand that the purposes texts serve shape their structure in
predictable ways (ACELA1477)
© Australian Curriculum: Assessment and Reporting Authority 2012
Assessment
checklist
Student Name
Identifi es the
purposes a variety of
texts were written for
Identifi es the
structural features of
a narrative
Identifi es the
structural features of
a recount
Identifi es the
structural features of
a procedure
Identifi es the
structural features of
a report
Identifi es the
structural features of
an explanation
Identifi es the
structural features of
an exposition
Compares structural
features of a variety
of text types
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26

Text structure
and organisation
Understand that the purposes texts serve shape their structure in
predictable ways (ACELA1477)
© Australian Curriculum: Assessment and Reporting Authority 2012
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. Compares and discusses the purposes for which a variety of texts were written.
• Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)
• Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions
(ACELY1656)
• Describe some differences between imaginative, informative and persuasive texts (ACELY1658)
• Read supportive texts using developing phrasing, fl uency, contextual, semantic, grammatical and phonic knowledge and emerging text processing
strategies, for example prediction, monitoring meaning and rereading (ACELY1659)
• Write using unjoined lower case and upper case letters (ACELY1663)
E2. Identifies and discusses the text structures of different text types.
• Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)
• Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions
(ACELY1656)
• Make short presentations, using some introduced text structures and language, for example opening statements (ACELY1657)
• Describe some differences between imaginative, informative and persuasive texts (ACELY1658)
• Read supportive texts using developing phrasing, fl uency, contextual, semantic, grammatical and phonic knowledge and emerging text processing
strategies, for example prediction, monitoring meaning and rereading (ACELY1659)
• Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by
drawing on growing knowledge of context, text structures and language features (ACELY1660)
• Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling,
punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
• Write using unjoined lower case and upper case letters (ACELY1663)
• Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)
The above links are reproduced with permission from ACARA.
© Australian Curriculum: Assessment and Reporting Authority 2012
Modes, capabilities and priorities covered by the
activities in this content description
Language modes General capabilities
Listening ✔ Literacy ✔
Speaking ✔ Numeracy
Reading ✔ Personal and social capability ✔
Viewing ✔ Ethical behaviour
Writing ✔
Information and communication
technology (ICT) capability
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
✔
✔
Asia and Australia’s engagement in Asia
Sustainability
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27

Text structure
and organisation
Understand that the purposes texts serve shape their structure in
predictable ways (ACELA1477)
© Australian Curriculum: Assessment and Reporting Authority 2012
Answers
Look at a book ............................................. page 11
Teacher check
How the echidna got its spines ........... pages 12–13
1. How the echidna got its spines
2. Who? echidnas
When? Long ago
Where? Australian bush
3. Although echidnas tried to hide from their enemies, they could still
be caught and eaten.
4. Note: Students need only write and/or draw four events in order.
Answers could include:
First: An echidna went to look for ants to eat.
Second: It found some under a grass tree.
Third: Spines from the grass tree fell on its back.
Fourth: It curled up in a ball when a dingo came near.
5. The spines from the grass tree protected the echidna from being
eaten.
6. Now all echidnas have spines. They curl up into a ball when they
get a fright.
Echidnas ................................................. pages 20–21
1. Echidnas
2. A kind of mammal that lays eggs.
3. (a) Choose from: among rocks, hollow logs or under bushes
(b) Teacher check (c) Teacher check
4. (a) puggle (b) cute
How do sunflowers grow? ................... pages 22–23
1. How do sunfl owers grow?
2. This explanation tells how sunfl owers grow.
3. (a) Teacher check (b) three months (c) three metres
4. smiling, garden
Make your own bed! ............................ pages 24–25
1. Make your own bed!
2. The writer wants all children to make their own bed every day.
3. (a) babies (b) make
(c) awful
(d) bumps
4. (a) great (b) now
Bella’s trip to the vet ............................ pages 14–15
1. Bella’s trip to the vet
2. On Saturday, Dad and I took our cat, Bella, to visit the vet
because she had a sore ear.
3. (b), (c), (e), (a), (d)
4. (a) Bella was one of her favourite cats.
(b) Bella purred.
Fruity milkshake .................................... pages 16–17
1. Fruity milkshake
2. Making a milkshake for a yummy drink.
3. Students should draw: 4 strawberries, 1 banana, 1 cup of milk, 2
scoops of ice-cream and 1 teaspoon of honey
4. (a) 6
(b) Wash, Peel, Put, Blend, Pour, Share
(c) 4. Blend until smooth and frothy.
5. The answer should indicate that the milkshake was smooth and
frothy and tasted good.
Rainbow pull kite .................................. pages 18–19
1. Rainbow pull kite
2. Making a kite to pull along behind you.
3. (a) 6
(b) Students should draw: scissors, stapler, string, paper plate and a
paper hole punch
4. (a) 6
(b) Cut, Cut, Staple, Punch, Tie, Run
(c) 2. Cut out the middle of the paper plate.
5. The answer should indicate that the instructions were followed so
the kite was colourful and fl ew along behind as the person ran.
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86