20876 ACE Language (Yr 1) Simple Texts

Your partner in education 

YEAR 1 

ENGLISH 

LANGUAGE: 

TEXT STRUCTURE AND ORGANISATION 

Simple texts 

Understand patterns of repetition and 

contrast in simple texts (ACELA1448) 

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) 






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) 


–Teacher information ............................................... 28 

–Activities to develop the content description .......... 29 

–Blackline masters and resource sheets .............. 30–51 





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) 



–Activities to develop the content description ......... 55 

–Blackline masters and resource sheets ............. 56–69 





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) 



–Activities to develop the content description .......... 73 

–Blackline masters and resource sheets ............. 74–83 





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 


Elaborations are a 

list of elaborations 

based on those in the 


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. 


v

Text structure 

and organisation 

Understand patterns of repetition and contrast in simple texts (ACELA1448) 


Related terms 

Repetition 

The act of repeating; repeated action; repeated 

utterance; reiteration 

Class/Subclass 

Classifi cations of words into larger (class) and 

smaller (subclass) groups. For example, class– 

animals, subclasses–farm animals and domestic 

animals. 

Part/whole 

Words or vocabulary to describe parts of a 

whole topic. Parts may be, for example, single 

words such as nose, eyes, ears, paws, tail to 

describe parts of a whole topic, in this case a 

dog. 

Compare/contrast 

Similarities and differences in texts 

Cause/effect 

A link in a text which shows an action (cause) 

and the effect it creates. Often associated with 

the conjunctions ‘as’, ‘because’ and ‘since’. 

Word association 

Words linked in some way 

Word collocation 

A group of related words, or words that 

typically occur together. For example, Once 

upon a time ..., ... lived happily ever after; 

collar, bone, bowl, walk, dog tag, basket. 

rhyme 

same 

Student vocabulary 

word/words 

different 

group 

repeat 

repetition 

pattern 

text 

? 

T 

E 

What this means 

Teacher information 

• When reading texts, students will begin to recognise patterns in vocabulary use 

which will help them decipher current and future texts. 

• Vocabulary patterns may include repetition of words and phrases, links between 

groups of words, using words to compare and contrast topics, using words 

associated with a (whole) topic to describe different parts, and using words which 

indicate cause and effect. 

• There are different types of texts including recounts and procedures and these have 

language features which distinguish them from other text types. 

• Stories and poetry have specifi c features of language including repetition. 

• Patterns give cohesiveness to texts which help students link ideas. 

• Discussion about texts develops understanding of literary concepts, communication 

and cooperative skills. 

Teaching points 

• Students should be made aware of repeated patterns of words and phases in texts 

including stories and poetry. 

• Students develop a wider vocabulary base as they read new texts. 

• Students can see connections between words in a current or previously-read text. 

• Students can see differences and similarities between texts and words in texts. 

• Students will discuss the language features of texts including patterns and 

repetition. 

Elaborations 

E1. Identifying patterns of words including smaller groups relating to larger groups, 

words which relate to topics as a whole, words which compare or contrast topics in 

a text, words which show cause and effect, words or phrases which are connected 

by repetition throughout a text, or words which usually occur together. 

E2. Discussing different text types including stories and poetry and identifying their 

features including language patterns and repetition. 

Further resources 

• Primary comprehension Book A published by R.I.C. Publications 

• Teaching comprehension strategies Book A published by R.I.C. Publications 

• Early literacy games published by R.I.C. Publications 

• ELF emergent reading program published by R.I.C. Publications 

• Early years themes—Fairytales published by R.I.C. Publications 


28



Understand patterns of repetition and contrast in simple texts 

(ACELA1448) 


Activities to 

develop the 

content description 

E1. Identifying patterns of words including smaller groups relating to larger groups, words which 

relate to topics as a whole, words which compare or contrast topics in a text, words which show 

cause and effect, words or phrases which are connected by repetition throughout a text, or words 

which usually occur together. 

• Repetition in texts (pages 30 to 36) 

During shared, home or free reading, expose the students to a variety of texts which include repetition used in various ways. These could include 

repeated use of the name of a character in a story (Harris the helicopter—page 30), repeated sentence structure (Eating, working, playing and 

sleeping—page 31), repeated use of sounds as alliteration (Ten tiny tigers—page 32), repeated rhymes in a poem (The four dragons—page 

33), repeated use of verbs to begin steps in a procedure (Magic trick—page 34), repeated chorus after a verse in a song (I’m a nut—page 35), or 

repeated call and response (The littlest worm—page 36). Repetition helps students link ideas in a text. 

• Contrast in texts (pages 37 to 45) 

– Why the whale spouts and the starfish looks ragged (page 37) 

Read texts such as the one provided with the students and ask them (in simple terms) to 

identify words which connect ideas in a text which show cause and effect. Examples 

include words such as ‘because’,’so’, ‘since’, ‘consequently’, ‘due to’, ‘owing to’, ‘because 

of this’ etc. These ‘text connective’ words give cohesion to stories and poems and may 

include grammar such as conjunctions. 

– At the pet shop/On the farm (page 38) 

Ask the students to identify, by circling or underlining words in a simple 

text relating to a topic, to show connections between words. Use 

separately or together. 

– Word card sorts (pages 39 and 40) 

Play games which ask the students to sort word cards into smaller 

groups relating to a topic or theme. Page 39 includes land, sea and 

air transport; page 40 includes names of sports/games, equipment 

and people involved in sports. 

– Whose home am I? (page 41) 

Read and ask the students to identify words which are parts of a 

topic. Later, as students write longer texts, these words may form 

the basis for information in a paragraph. In the text provided on 

page 41, the students will identify words relating to homes—walls, 

fl oor, roof, door, window, garden, neighbourhood etc. 

– Animals move/The opposites story (pages 42 and 43) 

Expose students to the use of literary devices such as synonyms (similar meaning words) and antonyms (opposites) and discuss how they relate to 

other words in the text. 

– Hey little fly!/How the first butterflies were born (pages 44 and 45) 

Read texts which show connections between opposing viewpoints (page 44) such as in persuasive texts, or different imagery in poetry (page 45). The 

poem on page 44 is loosely based on the story Hey, little ant by Phillip Hoose. 

Interrelated English links: See page 53 

E2. Discussing different text types including stories and poetry and identifying their features including 

language patterns and repetition. 

• Loawnu the wise woman/A monster of a machine/Make a healthy snack (pages 46 to 51) 

Encourage students to look closely at texts for particular language features to help them better understand concepts about texts. Constant exposure also 

provides devices which students could employ in their own writing. Simple text examples have been provided including a narrative (Loawnu the wise 

woman), poem (A monster of a machine) and a procedure (Make a healthy snack) with corresponding language features checklists. Language 

features can include sentence structure, vocabulary, punctuation and fi gurative language as well as illustrations, diagrams and graphics. (ACARA glossary 

page 75) NOTE: This section does not include text structure which is covered in ACELA1447. 

Interrelated English links: See page 53 


29

Harris the helicopter 

(repeated character in a text) 

Resource sheet 

Harris the helicopter smiled. 

Harris started his engine. 

Br-r-r-r! 

Harris spun his blades. 

Whir-r-r-r! 

Harris lifted into the air. 

The wind brushed his body and pushed against his blades. 

Harris glided over the city and towards the hills. 

Harris swooped down towards the lake. 

He scooped up his load of water. 

Harris lifted his load into the air. 

He carried it over the burning bush. 

Harris dropped his load of water onto the fire. 

Load after load, Harris drowned the fire. 

It smoked and died. 

Tiny people waved at Harris from the ground. 

Harris dipped his blades and headed for his hangar. 

With a smile, Harris closed his eyes. 

Another job well done! 




30

Eating, working, playing and 

sleeping (repeated sentence structure) 


I had toast for breakfast. 

Dad had eggs. 

My big brother had a banana and a glass of milk. 

Mum had cereal. 

But my goldfish have fish flakes for breakfast. 

I worked at school today. 

Dad worked at the office. 

My big brother worked at high school. 

Mum worked at the hospital. 

But my goldfish didn’t work at all. 

I play with my computer. 



Dad plays with his laptop. 

My big brother plays with his iPad . 

Mum plays with her iPhone . 

But my goldfish play with each other. 

I go to bed at 8 o’clock. 

Dad goes to bed at 11 o’clock. 

My big brother goes to bed at half past nine. 

Mum goes to bed at 10 o’clock. 

But I don’t think my goldfish go to sleep at all! 


31

Ten tiny tigers (repeated sounds at the 

beginning of words in a sentence) 


Ten tiny tigers lurking in a line. 

One wandered away and then there were nine. 

Nine tiny tigers going through the gate. 

One bumped into it and then there were eight. 

Eight tiny tigers trying hard to listen. 

One heard a scary sound and then there were seven. 

Seven tiny tigers scratching at some sticks. 

One found a new game and then there were six. 

Six tiny tigers found a buzzing beehive. 

One swatted it with his paw and then there were five. 

Five tiny tigers heard the seashore. 

One spied a seashell and then there were four. 

Four tiny tigers tired as tired can be. 

One fell fast asleep and then there were three. 

Three tiny tigers in a cage in the zoo. 

One stopped to watch the people and then there were two. 

Two tiny tigers searching for their mum. 

One meowed sadly and then there was one. 

One big tigress looking for tiny tiger cubs. 

One loud growl and ... here they come! 




32

The four dragons (repeated sounds in rhyming 

words in a poem based on an Asian folktale) 


Once upon a time in an Asian sea 

Lived four large dragons who were wild and free. 

The Long Dragon, Yellow Dragon, Black Dragon and Pearl 

Played among the clouds with a swoop and a whirl. 

One day they heard crying from below. 

People were praying for rain to make crops grow. 

The dragons begged the Jade Emperor to help 

But he could not be bothered—he only cared about himself. 



So the dragons thought of a clever plan 

To help the people and save the land. 

They flew to the sea scooping water in their mouths 

Drenching the earth and breaking the drought. 

When the Emperor found out what the dragons had done 

He buried each beneath a mountain and thought he had won. 

But the dragons changed to rivers flowing from the mountains to 

the sea 

Watering the land and making the people as happy as could be. 


33

Magic trick—floating paperclip 

(repeated use of verbs to begin steps in a procedure) 


Make a paperclip float. 

1. 

2. 

3. 

You will need 

• two metal paperclips • bowl • water 

1. 

2. 

3. 

Steps 

1. Fill the bowl about halfway 

with water. 

2. Open out one paperclip to 

make an ‘L’ shape. 

3. Hold the opened-out 

paperclip by the top. 

4. Place the other paperclip 

carefully onto the first one. 

5. Lower them slowly onto the 

surface of the water. 

1. 

2. 

3. 

6. Lower the opened out 

paperclip into the water. 

7. Move it carefully away from 

the other paperclip. 

8. Watch the other paperclip 

float on the water surface. 

Test 

Is your paperclip floating on top of the water? 




34

I’m a nut (traditional) 

(repeated chorus after a verse in a song) 


I’m an acorn, small and round 

Lying on the cold, cold ground. 

Everyone walks over me. 

That is why I’m cracked you see. 

I’m a nut! 

I’m a nut! 

I’m a nut! 

(Two tongue clicks or finger snaps) 



Called myself on the telephone 

Just to hear my golden tone. 

Asked me out for a little date. 

Picked me up about half past eight. 

I’m a nut! 




I’m a nut! (Two tongue clicks or finger snaps) 


Took myself to the movie show. 

Stayed too late and said, ‘Let’s go!’ 

Took my hand and led me out. 

Drove me home and gave a shout! 





35

The littlest worm (traditional) 

(repeated call and response in a song) 


The littlest worm (repeat as an echo) 

I ever saw (repeat as an echo) 

Was stuck inside my drinking straw. (repeat as an echo) 

The littlest worm I ever saw was stuck 

inside my drinking straw. (all together) 

I took a sip (repeat as an echo) 

And he went down (repeat as an echo) 

Right through my pipes. (repeat as an echo) 

He’ll surely drown. (repeat as an echo) 

I took a sip and he went down, right through 

my pipes. He’ll surely drown. (all together) 

I burped him up (repeat as an echo) 

And he was dead. (repeat as an echo) 

I buried him (repeat as an echo) 

In a flowerbed. (repeat as an echo) 

I burped him up and he was dead. I buried 

him in a flowerbed. (all together) 

He was my pal. (repeat as an echo) 

He was my friend (repeat as an echo) 

And now he’s gone (repeat as an echo) 

And now he’s dead. (repeat as an echo) 

He was my pal. He was my friend and now 

he’s gone and now he’s dead. (all together) 




36

Why the whale spouts and the 

starfish looks ragged 

(cause and effect with words like ‘because’, ‘since’, ‘so’) 


Once, long ago, when the world was new, all the Australian animals 

were men. 

The men lived in a land a long way from Australia. They decided to 

travel there because the hunting was good and the weather was 

sunny. It would be a hard journey so they needed a good canoe. 

Whale, the biggest man, had a big, strong canoe. The other men 

planned to steal the canoe because Whale would not share. 

Starfish crept close to Whale and said, 

‘You have lots of insects in your hair. 

Let me get them out for you’. 

Whale was very pleased, so he moored 

his canoe in deep water and sat on a 

rock. Starfish told funny stories and 

scratched hard on Whale’s head so 

he could not hear the others as they 

stole the canoe and rowed away. Soon 

Whale had a large wound on his head. 



Whale grew bored with stories and looked for his canoe. When 

he saw it far away, he knew Starfish had tricked him. He was very 

angry, so he threw Starfish against the rocks until he was covered 

with jagged cuts. Starfish rolled away and hid in the sand. 

Whale chased his canoe. As he swam through the water, large 

waves crashed over him and squirted from the wound on his head. 

The men reached Australia with Whale not far behind. Whale was 

very angry because his canoe was wrecked on the shore. He spouted 

water high into the air through the hole in his head. 

To this day, all starfish look like they have ragged cuts on their 

bodies and whales spout water through their heads. 


37

At the pet shop/On the farm 

At the pet shop 

Draw a line under all the pet animal words in the text. 

Today, Mum took me to the pet shop. I wanted a pet. 

The rabbits were cute and soft. 

The white mice were cute and soft. 

The kittens were cute and soft. 

The puppies were cute and soft. 

The guinea pigs were cute and soft. 

The hermit crabs were different. 

We bought a crab and took it home. 

On the farm 

Circle all the farm animal words in the text. 

The rooster crowed at the hen. The hen cackled at the chickens. 

The bull bellowed at the cow. The cow mooed at the calves. 

The stallion neighed at the mare. The mare whinnied at the foal. 

The boar grunted at the sow. The sow squealed at the piglets. 

The ram bleated at the ewe. The ewe bleated at the lambs. 

Farmer Smith yelled at them all to be quiet! 




38

Word card sort – 1 


car yacht speedboat 

helicopter motorcycle aeroplane 

jetski hot air balloon truck 



submarine jet bicycle 

van canoe glider 


39

Word card sort – 2 


soccer cap player 

shoes coach cricket 

glove basketball referee 

ball tennis batter 

bowler bat swimming 




40

Whose home am I? 

(words and phrases as parts of a whole topic of a text) 


My home is shaped like a sphere. The walls of my home are 

rounded. I made them myself. 

My home is up 

high. There are 

many homes 

like mine in the 

neighbourhood. 

The roof of my 

home is green and 

brown. 

There is no door 

on my home so I 

can come and go 

quickly during the 

night. 



I have no windows 

but I can easily see 

everything around 

me. 

The floor of my 

home is covered 

with grass and 

shredded bark. It 

is very cosy. 

There is only one room in my home but it is big enough for two 

adults and many children. 

In my garden, there are many leaves, fruits and flowers which I love 

to eat. My favourite are fresh, new leaves. 

My home is called a drey. But who lives here? 


41

Animals move 

(contrast in texts using synonyms) 

Cut out and glue the words in the correct sentences. 

1. Worms . 

2. Birds . 

3. Fish . 

4. Monkeys . 

5. Caterpillars . 

6. Snails . 

7. Frogs . 

8. Ducks . 

9. Jerboas . 

swim fly wriggle 

waddle crawl slide 

hop climb jump 




42

The opposites story 

(contrast in texts using antonyms) 


Mouse is little but elephant is big. Elephant is old but mouse is 

young. Mouse is light but elephant is heavy. Elephant loves the rain 

but mouse hates the rain. 

First, the rain is light, then it becomes heavy. Mouse is sad but 

elephant is happy. Mouse’s umbrella is over him but elephant is 

under his umbrella. 



The rivers in the jungle are nearly empty but they are soon full of 

water. Mouse starts to run quickly but elephant can only run slowly. 

The hill seems very far away but it is soon close enough to climb. 

‘We’re safe!’ squeaks mouse. 

‘Yes’, trumpets elephant. ‘Time for a long, hot shower!’ 

‘Or a short bath!’ replies mouse. 

And they both grin. 


43

Hey little fly! 

(opposing viewpoints) 


(Spider) Hey little fly caught in my trap! 

You’re my dinner! What do you think of that! 

(Fly) 

Please, oh please! Do not eat me! 

I have many children and they all need me! 

(Spider) What a lie! Everyone knows that flies don’t care. 

They’re annoying pests that get in your hair. 

(Fly) 

Please, oh please! Do not eat me! 

I’m way too small to be tasty! 

(Spider) You may be small while I am bigger. 

(Fly) 

But flies are an important part of my dinner! 

I may be pesky but I have my uses. 

I clean up everyone’s garbage 

and messes. 

We’ll leave the story there 

before it ends. 

Should the spider eat the fly? 

Who will you defend? 




44

How the first butterflies were born 

(contrasting imagery in a poem) 


Long ago in the Dreamtime, no creature ever died 

Until one day a young cockatoo fell from a branch so high. 

His neck was broken. The animals cried 

But the spirits carried him up into the sky. 

Now this was new to the animals, so they 

really wanted to know 

How the spirits changed the animals who 

died on the earth below. 

They asked for volunteers but no-one 

came forward 

Except some caterpillars who chomped 

and wriggled. 

The caterpillars would camp in the sky 

for the winter, 

Find out and return when the weather was warmer. 



During the dark winter, a cold blanket covered the land. 

The animals waited and waited for the wriggly band. 

The days grew brighter. Warm fingers stroked the world. 

At last they saw creatures descending with wings unfurled. 

The brightly coloured butterflies were the first ever known. 

The animals then realised the kindness the spirits had shown. 

And from that day, caterpillars sleep through the winter in their 

cosy cocoons 

And emerge—changed—when spring returns. 


45

Loawnu the wise woman 

(An Asian folktale — narrative) 


One warm spring day in China, 

some children went out to the fields 

to play. 

They found some parts of the sky on 

the ground. 

They ran to Loawnu, the wise woman. 

‘The sky is falling!’ they said. ‘What will we do?’ 

Loawnu smiled sweetly and said, ‘Go back 

to the field and collect all the pieces of the 

sky. I will sew them back together for you 

before the festival’. 

The spring festival was a very important 

celebration for the village. All the young men 

and women were to gather in the village to 

find husbands and wives. The village would 

be very embarrassed if people found out the sky had fallen. 

The children quickly picked up all the pieces of the sky and took 

them to Laownu. 

‘Some are missing!’ they told Loawnu sadly. 

‘Don’t worry,’ she said with a secret smile. But the children still 

worried. 

The next morning, when they woke up, the children looked up 

at the sky. It was just as clear and blue as before. They were very 

happy. 

But that night, they got a big surprise! Instead of dark night, bright 

twinkling light filled the spaces where the missing pieces of the sky 

should have been. 

Loawnu the wise woman had cleverly fixed the sky! 




46

Narrative language features checklist 

Tick and write: 

Nouns that 

name people, 

places or 

things 

Pronouns 

that stand 

in place of 

nouns 

Adjectives 

that describe 

nouns 

Write three. 

Write three. 

Write three. 

Verbs that 

show action 

Write three. 



Adverbs that 

describe verbs 

Interesting 

words 

Write three. 

Write three. 

Punctuation Capital letters 

Full stops 

Question marks 

Exclamation marks 


47 

Illustrations, 

diagrams or 

graphics

A monster of a machine 

(A poem) 

Resource 

RESOURCE 

sheet 

SHEET 

Our washing machine must have eaten Dad’s socks. 

There’s nothing really strange about that! 

He can only find one so it’s not such a shock 

To know the other is making the washing machine fat! 

They must be as tasty as his pair of work ‘jocks ’ 

Because they can’t be found even though we have tried. 

We’ve looked every where–even in the ironing box. 

We know it’s the machine! There’s nowhere else to hide! 

Mum picks up the clothes we leave on the floor 

And shoves them inside without a care! 

She’s not scared of the monster behind the door 

So she keeps feeding it. She’s fearless, I swear! 

We like to help Mum out whenever we can 

But the monster in the laundry fills me with dread. 

Mum just smiles and says, ‘Don’t worry. It’s all part of my plan. 

I’m feeding the monster underneath the bed!’ 




48

Poem language features checklist 


Rhyming 

words 

Write four pairs. 

Interesting 

word pictures/ 

imagery 

Write one. 

Write three. 

Interesting 

words 



Punctuation 


diagrams or 

graphics 

Capital letters 


Write about them. 


49 

Full stops 

Exclamation marks

Healthy snack 

(Procedure—Recipe) 

Resource 

RESOURCE 

sheet 

SHEET 

Make a healthy snack. 

1. 

2. 

3. 

1. 

2. 

3. 

1. 

2. 

3. 

You will need 

• 1 ⁄2 cup microwave popping corn 

• 1 cup dried apricots 

• 1 cup dried apple 

• 1 cup sultanas 

• microwave or electric frying pan 

Steps 

1. Chop dried apple and apricots. 

2. Place in bowl. 

• spoon 

• knife 

• large bowl 

• cutting board 

• adult to help 

3. Microwave popping corn on HIGH for four minutes 

(or cook in frying pan as directed on popcorn packet). 

4. Stand popcorn until cool. 

5. Mix dried fruit and popcorn in bowl. 

6. Enjoy! 

Test 

Does your snack look and taste good? Yes No 




50

Procedure language features checklist 


Write three. 

Topic words 

Command 

verbs 

that give 

instructions 

at the 

beginning of 

steps 

Write three. 



Punctuation 


diagrams or 

graphics 

Capital letters 


Write about it/them. 


51 

Full stops 

Exclamation marks






Assessment 

checklist 

Student Name 

Identifi es smaller groups 

of words belonging to 

larger groups 

Identifi es words 

belonging to a given 

topic 

Identifi es words or 

phrases in a text that 

compare or contrast 

Identifi es words such as 

‘because’ that signify 

cause and effect 

Identifi es rhyming words 

Identifi es words that 

usually occur together 

Discusses language 

features of a narrative 


features of a poem 


features of a procedure 


52






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 patterns of words including smaller groups relating to larger groups, words which 

relate to a topic as whole, words which compare or contrast topics in a text, words which show cause 

and effect, words or phrases which are connected by repetition throughout a text, or words which 

usually occur together. 

• Explore differences in words that represent people, places and things (nouns including 

pronouns), happenings and states (verbs), qualities (adjectives) and details such as 

when, where and how (adverbs) ACELA1452) 

• Compare different kinds of images in narrative and informative texts and discuss how 

they contribute to meaning (ACELA1453) 

• Know that regular one-syllable words are made up of letters and common letter 

clusters that correspond to the sounds heard, and how to use visual memory to write 

high-frequency words (ACELA1778) 

• Listen to, recite and perform poems, chants, rhymes and songs, imitating and 

inventing sound patterns including alliteration and rhyme (ACELT1585) 

• Respond to texts drawn from a range of cultures and experiences (ACELY1655) 

• 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) 

E2. Discussing different text types including stories and poetry and identifying their features including 

language patterns and repetition. 

• Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) 

• 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) 

• Explore differences in words that represent people, places and things (nouns including pronouns), happenings and states (verbs), qualities (adjectives) 

and details such as when, where and how (adverbs) ACELA1452) 

• Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) 

• Respond to texts drawn from a range of cultures and experiences (ACELY1655) 

• Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions 

(ACELY1656) 

• Write using unjoined lower case and upper case letters (ACELY1663) 

• 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) 

The above links are reproduced with permission from ACARA. 


Modes, capabilities and priorities covered by the 

activities in this content description 

Language modes General capabilities 

Listening ✔ Literacy ✔ 

Speaking ✔ Numeracy 

Reading ✔ 

Information & 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 


53






Answers 

Harris the helicopter .................................... page 30 

The students are asked to identify Harris’s name in the text, and if 

possible, the use of the pronoun ‘he’ referring to the main character. 

Students may identify by listening or underlining or circling the 

character’s name as it appears on a hard copy of the text. 

Eating, working, playing and sleeping ...... page 31 

In the text, the characters—I, Dad, my big brother, Mum—eat 

breakfast, work, play with some form of technology, and go to bed. 

In contrast, the pet goldfi sh do different things. The same repeated 

sentence structure is used for the characters in each section. 

Ten tiny tigers .............................................. page 32 

The repeated sounds (alliteration) include: ‘Ten, tiny tigers’, and 

‘Two, tiny tigers’, ‘tiny tigers’, ‘scary sound’, ‘scratching at some 

sticks’, ‘buzzing beehive’, ‘spied a seashell’, ‘fell fast’, and ‘then 

there’. The text is also an example of repeated sentence structure 

and repeated sounds (rhyme). The students could identify the sounds 

by listening or underlining or circling the repeated sounds on a 

photocopy of the page. 

The four dragons ......................................... page 33 

The rhyming words at the ends of the lines include: sea/free, Pearl/ 

whirl, below/grow, help/self (near rhyme), plan/land, mouths/drought 

(near rhyme), done/won, sea/be. 

Magic trick—floating paperclip .................. page 34 

The repeated use of command verbs in the procedure include: Make, 

Fill, Open, Hold, Place, Lower (twice), Move, Watch. 

I’m a nut (traditional) .................................. page 35 

The chorus and tongue clicks/fi nger snaps are repeated. The chorus 

is: I’m a nut! 

I’m a nut! 

I’m a nut! 

The littlest worm (traditional) .................... page 36 

The fi rst three lines of the song are repeated as an echo/call 

and response, and thereafter each of the fi rst four lines of each 

subsequent verses is repeated as an echo/call and response. 

Why the whale spouts and the starfish 

looks ragged ................................................. page 37 

The sentences which include words indicating cause and effect are 

as follows: 

• They decided to travel there because the hunting was good and 

the weather was sunny. 

• It would be a hard journey so they needed a good canoe. 

• The other men planned to steal the canoe because Whale would 

not share. 

• Whale was very pleased so he moored his canoe in deep water 

and sat on a rock. 

• Starfi sh told funny stories and scratched hard on Whale’s head so 

he could not hear the others as they stole the canoe and rowed 

away. 

• He was very angry so he threw Starfi sh against the rocks until he 

was covered with jagged cuts. 

• Whale was very angry because his canoe was wrecked on the 

shore. 

At the pet shop/On the farm ....................... page 38 

At the pet shop—rabbits, white mice, kittens, puppies, guinea pigs, 

hermit crabs 

On the farm—rooster, hen, chickens, bull, cow, calves, stallion, mare, 

foal, boar, sow, piglets, ram, ewe, lambs (Farmer Smith) 

Word card sort – 1 ........................................ page 39 

Land transport—car, motorcycle, truck, bicycle, van 

Sea transport—yacht, jetski , submarine, canoe, speedboat 

Air transport—helicopter, aeroplane, hot air balloon, jet, glider 

Students may also fi nd other word group categories of their own 

including how different vehicles are powered or the number of 

wheels on land vehicles. 

Word card sort – 2 ........................................ page 40 

Games/Sports—soccer, cricket, basketball, tennis, swimming 

Sporting equipment—cap, shoes, glove, ball, bat 

People involved in sport—player, coach, referee, batter, bowler 

Students may also like to group words by the sport; for example, 

cricket, cap, glove, batter, bowler, bat. 

Whose home am I? ...................................... page 41 

Words and phrases as parts of a whole topic of a text include: walls, 

neighbourhood, roof, door, windows, fl oor, room, garden. Students 

may also suggest the words ‘adults’ and ‘children’. 

Animals move ............................................... page 42 

1. wriggle 2. fl y 3. swim 

4. climb 5. crawl 6. slide 

7. hop 8. waddle 9. jump 

The opposites story ..................................... page 43 

The opposites used to show contrast in the text include: little/big, 

old/young, light/heavy, loves/hates, light/heavy, sad/happy, over/ 

under, empty/full, quickly/slowly, far/close and long/short. 

Hey little fly! ................................................ page 44 

Fly viewpoint/arguments: needed by many children, too small to be 

tasty, have uses—cleaning up garbage and messes 

Spider viewpoint/arguments: fl ies don’t have feelings, fl ies are 

annoying pests that get in your hair, bigger, fl ies are an important 

part of dinner. 

How the first butterflies were born ........... page 45 

Contrasting imagery in a poem—’… dark winter, a cold blanket 

covered the land/days grew brighter. Warm fi ngers stroked the 

world.’ 


ISBN 978-1-921750-84-7 

87






Answers 

Loawnu the wise woman ..................... pages 46–47 

Nouns that name people, places or things—day, China, children, 

fi elds, sky, ground, Laownu, woman, fi eld, pieces, festival, celebration, 

village, men, women, husbands, wives, people, smile, morning, night, 

surprise, light, spaces 

Pronouns that stand in place of nouns—They, we, I, you, them, 

Some, they, she 

Adjectives that describe nouns—One, warm, spring, some, wise, 

important, young, secret, clear, blue, big, dark, bright, twinkling, 

missing 

Verbs that show action—went, found, ran, said, do, smiled, Go, 

collect, was, picked, took, are, told, worried, woke, looked, were, got, 

fi lled (NOTE: For simplicity, only a selection of very obvious verbs 

have been included.) 

Adverbs that describe verbs—sweetly, quickly, sadly, cleverly (NOTE: 

Only obvious adverbs of manner have been included.) 

Interesting words—Teacher check 

Punctuation and Illustrations, diagrams or graphics—All should be 

ticked. 

Healthy snack ........................................ pages 50–51 

Topic words—cup, spoon, knife, bowl, cutting board, microwave, 

electric frying pan, popping corn, dried apricots, dried apple, sultanas 

Command verbs that give instructions at the beginning of steps— 

Make, Chop, Place, Microwave, Stand, Mix, Enjoy. 

Punctuation—Capital letters are employed for the command verbs at 

the beginning of sentences and for ‘You’, ‘Test’ and ‘Does’; There are 

full stops at the end of all but two sentences; There is one question 

mark after ‘good’ and one exclamation after ‘Enjoy’. 

Illustrations, diagrams or graphics—This should be ticked. Teacher 

check student comments about the illustrations. 

A monster of a machine ....................... pages 48–49 

Rhyming words—socks/shock, that/fat, jocks/box, tried/hide, fl oor/ 

door, care/swear, can/plan, dread/bed 

Interesting word pictures/Imagery—The washing machine is likened 

to a monster who eats the washing. Washing is likened to food. 

Interesting words—Answers will vary 

Punctuation—Punctuation in poetry can be very subjective. However, 

capital letters at the beginning of each line are included, as well as 

those for the proper nouns Dad and Mum, and personal pronoun I; 

There are also a number of exclamation marks. Full stops are placed 

at the end of each sentence, although these may not be at the end of 

each line. There are no question marks in the poem. 

Illustrations, diagrams or graphics—This should be ticked. Teacher 

check student comments about the illustrations. 


ISBN 978-1-921750-84-7 

88

20876 ACE Language (Yr 1) Simple Texts

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