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