20876 ACE Language (Yr 1) Simple Texts

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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) 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! Understand patterns of repetition and contrast in simple texts (ACELA1448) © 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 ® 30
Page 1 and 2: Your partner in education YEAR 1 EN
Page 3 and 4: Format of the book This teacher res
Page 5: Text structure and organisation Und
Page 9 and 10: Ten tiny tigers (repeated sounds at
Page 11 and 12: Magic trick—floating paperclip (r
Page 13 and 14: The littlest worm (traditional) (re
Page 15 and 16: At the pet shop/On the farm At the
Page 17 and 18: Word card sort - 2 Resource sheet s
Page 19 and 20: Animals move (contrast in texts usi
Page 21 and 22: Hey little fly! (opposing viewpoint
Page 23 and 24: Loawnu the wise woman (An Asian fol
Page 25 and 26: A monster of a machine (A poem) Res
Page 27 and 28: Healthy snack (Procedure—Recipe)
Page 29 and 30: Text structure and organisation Und
Page 31 and 32: Text structure and organisation Und

20876 ACE Language (Yr 1) Simple Texts

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