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
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
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T
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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
Australian Curriculum English – Language: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®
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