20876 ACE Language (Yr 1) Simple Texts

Text structure
and organisation
Understand patterns of repetition and contrast in simple texts
(ACELA1448)
© Australian Curriculum: Assessment and Reporting Authority 2012
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.’
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 1)
ISBN 978-1-921750-84-7
87