20880 ACE Language (Yr 2) Text Cohesion

Your partner in education 

YEAR 2 

ENGLISH 

LANGUAGE: 

TEXT STRUCTURE AND ORGANISATION 

Text cohesion: word association, synonyms and antonyms 

Understand how texts are made cohesive 

through language features, including word 

associations, synonyms, and antonyms 

(ACELA1464) 

Australian Primary Publisher 

of the Year 2015 and 2016

Australian Curriculum English – Language: Text structure and organisation (Year 2) 

Foreword 

Australian Curriculum English – Language: Text structure and organisation (Year 2) 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 .............................................. 2–77 

Understand that different types of texts have 

identifiable text structures and language features 

that help the text serve its purpose (ACELA1463) 

© Australian Curriculum: Assessment and Reporting Authority 2012 

–Teacher information ................................................. 2 

–Activities to develop the content description ........ 3–9 

–Blackline masters ............................................. 10–23 

–Assessment checklist ............................................. 24 

–Interrelated English links ........................................ 25 

– Modes, capabilities and priorities covered by the 

activities in this content description ........................25 

Understand how texts are made cohesive through 

resources, for example word associations, 

synonyms, and antonyms (ACELA1464) 


–Teacher information ............................................... 26 

–Activities to develop the content description ......... 27 

– Blackline masters and 

resource sheets ................................................ 28–36 


–Interrelated English links ........................................ 38 


activities in this content description ....................... 38 

–Teachers notes ....................................................... 39 

Recognise that capital letters signal proper nouns and 

commas are used to separate items in lists (ACELA1465) 


–Teacher information ............................................... 40 

–Activities to develop the content description .......... 41 

– Blackline masters 

and resource sheets ......................................... 42–48 


–Interrelated English links ......................................... 50 


activities in this content description ........................ 50 

–Teachers notes ........................................................ 51 

Know some features of text organisation including page and 

screen layouts, alphabetical order, and different types of 

diagrams, for example, timelines (ACELA1466) 


–Teacher information ................................................ 52 

–Activities to develop the content description ......... 53 

– Blackline masters 

and resource sheets ......................................... 54–75 

–Assessment checklist .............................................. 76 


activities in this content description ........................ 77 

–Interrelated English links ......................................... 77 

Answers .....................................................78–82 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 2) 

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 substrand 

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. 

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. 

Understand that different types of texts have identifiable text structures and language features 

that help the text serve its purpose (ACELA1463) 


Related terms 

Teacher information 

Texts 

What this means 

? 

Written, spoken or multimodal forms of 

• Students should identify the text structures and language features of different 

communication for a range of purposes. 

imaginative, informative and persuasive text types including narratives, recounts, 

reports, procedures, explanations and expositions. 

Text structure 

• Students should understand that a text type is structured in a specifi c way to help 

The manner in which information is 

serve its purpose; e.g. a procedure is written in short steps with command verbs so it 

organised within different text types; e.g. 

can be followed easily, rather than in one paragraph with long sentences. 

table of contents, headings, topic sentences, 

sequencing. 

Teaching points 

T 

Language features 

• Students need to use the visual presentation of a text to identify the topic and text 

Features such as grammar, punctuation, 

type; i.e. view elements such as the cover design, packaging, title, author, subtitle 

sentence structure, type of vocabulary used, 

and illustrator (if either are included) and images displayed. Texts should not only be 

illustrations and diagrams that defi ne a text 

in the form of books, but be multimodal, such as a DVD. 

type. 

• Understanding the structure and features of a particular text type will improve a 

student’s comprehension of a text of this type. 

Imaginative texts 

• Opportunities to read, discuss and analyse a number of different examples of a 

Texts whose main purpose is to entertain. 

particular text type are a prerequisite for success in writing them. 

They may be in the form of traditional stories, 

poetry, plays, novels, picture books or fi lms for 

example. 

E Elaborations 

Informative texts 

E1. Uses the visual presentation and cover design of a text to identify the topic and text 

Texts whose main purpose is to provide 

information. They may be in the form of a 

type 

procedure, report or explanation for example. 

E2. Identifi es the text structures and language features of different text types. 

Persuasive texts 

Texts whose main purpose is to present a 

point of view and persuade a reader/listener/ 

Further resources 

viewer. They may be in the form of a debate, 

advertisement or argument for example. 

• Primary writing (Books A–G) R.I.C. Publications 

• Posters: Introducing text types/Understanding text types R.I.C. Publications 

• Interactive software: Introducing text types (Understanding text types) 

R.I.C. Publications 

• 60 Writing topics: Exploring text types. Ages 5–7 Maureen Hyland 

Student vocabulary 

• Another 60 writing topics: Exploring text types. Ages 5–7 Maureen Hyland 

text 

complication 

narrative 

problem 

recount 

resolution 

report 

conclusion 

procedure 

ending 

explanation 

classification 

exposition 

description 

argument 

definition 

paragraph 

noun 

vocabulary 

verb 

title 

adjective 

orientation 

joining word 


and organisation 

events 

Australian Curriculum English www.ricpublications.com.au R.I.C. Publications ® 

2 



Understand that different types of texts have identifiable text 

Activities to 

structures and language features that help the text serve its purpose 

(ACELA1463) 

develop the 

© Australian Curriculum: Assessment and Reporting Authority 2012 content description 

E1. Uses the visual presentation and cover design of a text to identify the topic and text type. 

• Examining book covers 

Provide a variety of different books, fi ction and nonfi ction, for students to examine the covers and predict the content of each book. Include picture 

books and short novels with illustrations; traditional tales from around the world, especially from Aboriginal and Torres Strait Islander cultures and those 

originating in Asia; myths and fables; comics; recipe books; and reference books on topics students are learning about. Revise/Discuss the features 

on the covers such as title, subtitle, author, illustrator and graphics/illustrations/images. Compare books. (Some will not have a subtitle or not list an 

illustrator.) Students predict what each book might be about. 

The list below are some suggested titles of books from Aboriginal and Asian cultures, and books written by Australian authors: 

Big rain coming K Germain and B Bancroft 

Growing up in Uluru S Breeden 

Tucker’s mob C A and J Mattingley 

Echidna and the shade tree Pamela Lofts 

Sisi and the cassowary A Meeks 

Possum Magic Mem Fox 

Sunday Chutney Aaron Blabey 

There’s a hippopotamus on our roof eating cake Hazel Edwards 

Sudsy Mom’s washing spree Waikiko Sato 

The restaurant of many orders Kenji Miyazawa 

Anna the goanna Jill Mc Dougall 

The ainu and the fox Shigeru Kayano 

Evaluating book covers (page 10) 

The blackline master can be used for students to work individually or in pairs to record their thoughts about what they think the cover of a chosen book 

means to them. Discuss the results of their evaluation using the bookworms at the bottom of the page. If their guesses were not very good, students 

may come to the conclusion that the cover design did not help them predict the content of the book. 

• Improving a cover design 

Students design a new, improved cover for their chosen book in the activity above, that they consider better reveals the content. 

• Design a DVD/book cover jacket (page 11) 

Students design a new DVD or book jacket for a favourite fi lm or book. This can be enlarged to A3. 

• Internet page 

Look at a webpage such as an informative text; (e.g. information on cheetahs at ) Discuss how the visual presentation, including title and images, helps the reader to identify what the page is about and 

what sort of information will be included in the rest of the text. 

• Venn diagram 

Make a Venn diagram comparing the cover of a selected book with the fi rst page of a digital text on a similar topic. 

• What’s it about? 

Give students a range of unfamiliar (i.e. not current popular children’s fi lms) DVD covers. Ask them to predict what the text is about and what type of 

text it is based on the title, images or packaging. Ask students to sort the DVDs according to their text type or topic. 

• Pop-ups 

Bring up a webpage with side advertising or pop-ups. Discuss how these are essentially the cover of an advertisement. What do they think will be in the 

text if they click on (open) the link? Discuss how these are often persuasive texts that are trying to get people to buy certain products. 

Interrelated English links: See page 25 

E2. Identifies the text structures and language features of different text types. 

• Analysing text structures and language features of various text types 

Pages 4 to 9 provide teacher information, student activities and examples of six imaginative, informative and persuasive text types written in the forms 

of a narrative, a recount, a procedure, a report, an explanation and an exposition. 

Each text type includes: 

– Information for the teacher about the various language and structural features of the specifi c text type. 

– A detailed analysis of the structural and language features of the text presented in the sample text provided on pages 12 to 23. 

– Suggested activities for helping students analyse structural and language features of the specifi c text type. 

– Answers for the student analysis worksheet (provided at the back of the book). 


? What this means 

provides a general 

explanation of the content 

description. 

T Teaching points 

provides a list of 

the main teaching points 

relating to the content 

description. 

E Elaborations are a 

list of elaborations 

based on those in the 

content description. 

R.I.C. Publications® www.ricpublications.com.au 

3 

Australian Curriculum English 

Australian Curriculum English – Language: Text structure and organisation (Year 2) www.ricpublications.com.au R.I.C. Publications ® 

iv

Format of the bookum. 

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. 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation i (Year 2) 

v



Understand how texts are made cohesive through resources, for example word associations, 

synonyms and antonyms (ACELA1464) 


Related terms 

Texts 

Written, spoken or multimodal forms of 

communication for a range of purposes. Text 

forms and conventions have been developed to 

enhance effective communication. 

Cohesion 

Grammatical or lexical relationships that make 

links between different parts of a text and 

hold it together. Cohesion is achieved through 

devices such as paragraphs, connectives, 

ellipses and word associations. 

Word associations (lexical cohesion) 

The semantic relationships between words 

which form links within texts. 

Synonyms 

Words with the same or similar meaning 

Synonyms provide some variety in word choices, 

allowing the reader to focus on the ideas being 

presented. 

Antonyms 

Words with the opposite meaning 

Theme 

The main idea or message of a text 

? 

What this means 

Teacher information 

• In order for text to make sense, the ideas and words used in it are linked in different 

ways. Readers need to recognise some of these links and to know how to use them 

to understand the text. 

• Students should understand that there are many devices used to link or connect 

ideas and words in a text and that word association is one of them. Word 

associations can be made, for example, by using synonyms and antonyms. 

• Pronouns used as a synonym are a useful way of referring back to something 

previously mentioned. Highlighted pronouns in this passage are synonyms of ‘plans‘. 

If my plans don’t work out as I expect, they are discarded and I don’t try them 

again. Those that are successful are the ones I repeat. 

Teaching points 

• Many words found a in text are about the same thing and make links for the reader. 

• Because it would be boring and monotonous to keep repeating the same words, 

writers talk about the same thing in different ways. 

• A writer needs a good vocabulary to say the same thing differently. 

• Some words may have the same or a similar meaning, but words with the opposite 

meaning can be used to say the same thing too; e.g. small/not big. 

Elaborations 

E1. Maps word associations referring to particular characters in texts. 

E2.Connects similar and contrasts dissimilar information in text and identifi es how words 

are used to develop ideas and themes. 


Student vocabulary 

antonym 

synonym 

pronouns 

words 

similar 

opposite 

text 

theme 

vocabulary 

• Primary comprehension (Books B, C ) R.I.C. Publications ® 

• The comprehension box 1 R.I.C. Publications ® 

• http://kids.nationalgeographic.com/kids/animals/creaturefeature/ 

galapagos-tortoise/ 

• http://kids.nationalgeographic.com/kids/animals/creaturefeature/ 

leatherback-sea-turtle/ 

• Country Mouse and City Mouse 

http://www.youtube.com/watch?v=rAy1KljtAYQ 


26



Understand how texts are made cohesive through resources, for 

example word associations, synonyms and antonyms (ACELA1464) 


Activities to 

develop the 

content description 


• Finding names (pages 28 and 29) 

(Related words are used in text to contribute to continuity of meaning, to avoid boring repetition and to maintain the reader’s interest. One way 

of doing this is by using different words, including pronouns, and phrases to refer to a particular character or characters.) 

Read the text ‘City Mouse and Country Mouse‘ on page 28 with the students. Work with the class to identify words used to refer to the characters City 

Mouse, Country Mouse or both of them. Work through the text highlighting words and phrases such as, ‘a little mouse‘, ‘he‘, ‘the visitor‘ that have been 

used to refer to City Mouse in one colour and words referring to County Mouse such as, ‘his’ friend and ‘him‘ in another colour. Words such as ‘the two 

mice‘; ‘they‘ referring to both mice can be highlighted in a third colour. 

Students can work through the text again with a partner and identify and write the words and phrases referring to the characters in the table on page 

29. They can then try to think of other appropriate words or phrases (synonyms) which could have been used to refer to the characters and write them in 

the table at he bottom of the page. 

• Finding words about a characteristic 

Work with the class on a piece of narrative text highlighting words and phrases used to tell about a particular characteristic of a character in a similar 

way to ‘Finding words‘. Categories could include: the character’s appearance, personality, behaviour, home and friends. Explain that all these words are 

related or linked to the one idea about the character and that they help the reader to understand more about the character. 

• Y charts of likes and dislikes (pages 30 and 31) 

(Y charts are three-part graphic organisers usually used to brainstorm ideas about a topic. Information is often organised into the three categories 

of what you can ‘see‘, ‘hear‘ and ‘feel‘. These two Y charts have been modified to map information referring to particular characters.) 

Students map word associations relating to the characters’ likes and dislikes on the two Y charts provided. They need to fi nd words relating to each 

mouse’s likes or dislikes and common ones too. Students may benefi t from completing these activities with a partner. This will provide opportunities for 

them to discuss and compare words chosen from the text. 

• Character profile (page 32) 

Students read the text ‘City Mouse and Country Mouse‘ on page 28 and look at the illustrations. They complete a profi le of one character by drawing 

a picture and fi nding words in the text that are associated with that character. These words are written on the page in one of these categories: 

‘appearance‘, ‘home‘ or ‘food‘. 

The table at the bottom of the page provides opportunities for students to write the words they used in their character profi le in the fi rst column. They 

search the text to fi nd, then record antonyms of the words they used. Synonyms of some of these words are then written in the third column. Some 

synonyms can be found in the text and others the students will need to work out for themselves. 


E2. Connects similar, and contrasts dissimilar information in text and identifies how words are used to 

develop ideas and themes. 

• All about us 

Discusss the concepts of same and different. Students work with a partner to make a list of fi ve things that are the same about the two of them and fi ve 

things that are different. They can share and compare their two lists with another pair. They then work with that pair to record fi ve things that are the 

same with all four of them and one thing that is unique to each student. 

• Finding information (pages 33 and 34) 

Read and discuss the text, ‘Turtles and tortoises‘ on page 33 with the students. Explain that like the students in their class, these two animals have 

special things about them. Words are used in the text to tell more about things to do with each animal. Work with them to identify words in the text 

relating to the ideas of what each animal looks like, where it lives and what its babies do. Students can work with a partner or individually to complete 

the worksheet; ‘Finding information‘ on page 34. 

• Same and different (page 35) 

Students use the information they wrote on page 34 to fi nd similarities and differences between turtles and tortoises. 

• Reptiles (page 36) 

A text such as the one on page 33 uses words which relate to a theme. The worksheet on page 36 requires students to think about the theme, ‘Reptiles‘ 

and to fi nd any words linked to this theme in the text. They then extend their thinking to other words they know linked to this theme and search for and 

join any with the opposite meaning. Words expressing feelings about reptiles are also listed and synonyms circled. Students write one or two paragraphs 

on a separate page using many of the words on the page, linked to the theme. 



27

City Mouse and Country Mouse 

A little mouse had lived in a busy city all his 

life. When his friend asked him to stay with 

him in the country, he was very excited. 

As soon as the visitor arrived, the two mice 

rushed out to play hide and seek. They had great fun running around in 

the sweet smelling corn. The sun was shining and it was very warm. They 

could hear birds singing, insects humming and leaves rustling. The tired 

mice felt warm and safe. Soon they both fell asleep. 

When the two friends woke up, they went into an old shed to eat corn 

and grain. 

‘I’ve always wanted to live in a warm, quiet and safe place,‘ said City 

Mouse, ‘but I miss the noise and rush of the city. Come home with me. 

You won’t believe all the sweet, tasty foods we have‘. 

‘Great,‘ said Country Mouse, ‘I’ve never been to the city‘. 

The next day they climbed on a train. When they arrived, cars and 

people were rushing around making lots of noise. The friends went into 

the beautiful big house where City Mouse lived. 

The two of them played games and had a great time. Then the hungry 

pair found bags of sugar in the pantry. They were having a feast when 

they heard a meow. 

‘The cat! Run, run, run!‘, yelled City 

Mouse. 

By the time the scared mice got 

down into a safe hole, poor Country Mouse 

was shaking with fear. 

After the cat left, they crept out and saw lots of 

party food on a table. They started nibbling at very 

tasty cherry pie. Then a woman came into the room. 

‘Run, run, run!‘, yelled City Mouse. They ran as fast as they could. 

‘This is not the life for me‘, said the frightened visitor. ‘I’m going home. 

The food is great, but I don’t like the danger. It is too noisy and it’s much 

too busy for me.‘ 


28 

City Mouse 

Country Mouse 

Understand how texts are made cohesive through resources, for example word associations, synonyms and antonyms (ACELA1464) 

© Australian Curriculum: Assessment and Reporting Authority 2012

Finding names 

1. Write words and groups of words used to talk about the characters in 

the story, City Mouse and Country Mouse. 

City Mouse Country Mouse Both mice 



2. Make up some other words and groups of words you could use to 

talk about the same characters. 

City Mouse Country Mouse Both mice 


29

What the mice like 

Read the story City Mouse and Country Mouse carefully to find words 

that tell you what each mouse likes and what both the mice like. Write 

these words on the Y chart. 

Both mice 

City 

Mouse 

Country 

Mouse 

What the 

mice like 


30 



What the mice don’t like 

Read the story City Mouse and Country Mouse carefully to find words 

that tell you what each mouse doesn’t like and what both the mice don’t 

like. Write these words on the Y chart. 

Both mice 

City 

Mouse 

Country 

Mouse 



What the mice 

don’t like 


31

Character profile 

1. Read the story City Mouse and Country Mouse and look at the 

pictures. Find words and information about one of the mice to draw 

the mouse and write in this character profile. 

Name: 

Mouse 

Appearance words: 

Home words: 

Food words: 

2. (a) In the My words column below, make a list of the words you used 

in Question 1 to tell about your character. 

(b) Write words from the text with the opposite meaning in the next 

column. 

(c) Think of words with the same meaning to write in the last column. 

My words 

Words with the 

opposite meaning 


32 

Words with the same 

meaning 



Turtles and tortoises 

Turtles and tortoises are reptiles. They have scales and hard shells which 

they carry on their backs. They can’t ever leave their shells. As the 

animals gets older their shells keep growing and growing. Some of the 

older animals have really enormous shells. Tortoises have quite a high, 

domed shell, but turtles’ shells are lighter and flatter. When tortoises or 

turtles are in danger most of them hide in their 

shells. 



Both of these reptiles have four legs, but they 

are very different. Turtles’ legs are more like 

flippers with webbed feet. Tortoises have bent 

legs and short feet with claws they can use for 

digging. 

Tortoises live on land and only go into water to drink or to have a wash. 

These land creatures are poor swimmers and they could drown if they 

fell into a river and were swept away. Turtles mainly live in water and 

they can swim very well. Turtles can swim to far-off places, but tortoises 

walk very slowly and usually stay close to where they were born. 

Most tortoises eat only plants like fruits and vegetables, but some turtles 

eat insects and fish as well as plants. 

Tortoises and turtles lay their eggs in a nest in the ground. Baby tortoises 

move from their nests soon after they hatch and they go to the burrow. 

Turtle eggs are in the nest for two to four months. Then the hatchlings 

have to make their way down to the water. It is a long, dangerous 

journey for these tiny turtles to make. As they try to get across the sand 

to the water, they are usually attacked and eaten by large numbers of 

birds. Even when they reach the water the hungry birds still get some of 

them. 

Turtles can live from 20 to 40 

years, but tortoises can live for 

80 to 150 years. Scientists know 

about one tortoise that lived for 

188 years. They think this is a 

record. 


33

Finding information 

Read the text on page 33 to find and write words that tell what the two 

animals look like, where they live and what happens to their babies. 

Tortoises 

What they look like 

and do 

Where they live 

Their babies 

Turtles 

What they look like 

and do 

Where they live 

Their babies 




34

Same and different 

Read the words you wrote on page 34 and work out what’s the same and 

what’s different about tortoises and turtles. 

Appearance 

Same 

Different 



Habitat 

Same 

Eggs and hatchlings 

Same 

Different 

Different 


35

Reptiles 

1. Read the text on page 33 to find and write words that tell something 

about reptiles. 

2. (a) Write some other words you could use if you were talking about 

a different type of reptile. Think about what this reptile looks 

like and what it does. 

(b) Draw a line to join any two of your words that have the opposite 

meaning. 

3. (a) Write words you would use to tell how you feel about reptiles. 

(b) Draw circles around any of your words that have a similar meaning. 

4. Write one or two paragraphs about reptiles on a separate page. Use 

lots of the words you’ve written in the boxes. 


36 








Assessment 

checklist 

Student Name 

Identifies words 

and phrases used 

in written text to 

name a character/s 

in different ways 

(synonyms) 

Identifies pronouns 

used as synonyms 

for characters in 

written text 

Associates words 

and phrases used 

in written text with 

particular characters 

Identifies words 

and phrases used to 

develop a particular 

theme or idea, 

including synonyms 

and antonyms 

Identifies links in 

text which provide 

similar information 

Identifies and 

links dissimilar 

information in text 


37






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. 


• Identify language that can be used for appreciating texts and qualities of people and things (ACELA1462) 

• Discuss the characters and settings of different texts and discuss how language is used to present these features in different ways (ACELT1591) 

• Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462) 

• Recognise common prefi xes and suffi xes and how they change a word's meaning (ACELA1472) 

• Write legibly with growing fl uency using unjoined upper case and lower case letters (ACELY1673) 

E2. Connects similar, and contrasts dissimilar information in text and identifies how words are used to 

develop ideas and themes. 

• Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit 

audience and purpose (ACELA1470) 

• Identify language that can be used for appreciating texts and qualities of people and things (ACELA1462) 

• Reread and edit text for spelling, sentence-boundary, punctuation and text structure (ACELY1672) 

• Write legibly and with growing fl uency using unjoined upper case and lower case letters (ACELY1673) 

The above links are reproduced with permission from ACARA. 


Modes, capabilities and priorities covered by the 

activities in this content description 

Language modes 

Listening 

General capabilities 

Literacy 

✔ 

Speaking 

Reading 

Viewing 

Writing 

✔ 

✔ 

Numeracy 

Information and communication 

technology (ICT) capability 

Critical and creative thinking 

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 


38






Teachers notes 

Date 

Comments 



39






Answers 

Finding names ............................................. page 29 

1. Answers may include: 

City Mouse: a little mouse, he, him, the visitor, I, me 

Country Mouse: his friend, him, you, I, me, the frightened visitor 

Both mice: the two mice, they, the tired mice, the two friends, the 

friends, the two of them, the hungry pair, the scared mice 

2. Teacher check 

What mice like ............................................. page 30 

Answers may include: 

City Mouse: playing hide and seek, running in corn, feeling warm and 

safe, noise and rush, sweet, tasty food, playing games, sugar, feasts, party 

food, cherry pie, 

Country Mouse: playing hide and seek, running in corn, birds singing, 

insects humming, leaves rustling, quiet, corn and grain, feeling warm and 

safe, playing games, sugar, feasts, party food, cherry pie 

Both mice: playing hide and seek, running in corn, feeling warm and safe, 

sweet, tasty food, playing games, sugar, feasts, party food, cherry pie 

What mice don’t like ................................... page 31 


City Mouse: quiet places, corn and grain, cats, the woman 

Country Mouse: cats, the woman, danger, noise, busy places 

Both mice: cats, the woman 

Character profile ......................................... page 32 

1. -2. Teacher check 

Finding information .................................... page 34 


Tortoises: What they look like and do: have scales, hard shells on their 

backs, high domed shell, hide in shells, four legs, bent legs, 

short feet, claws, drink water, wash, walk very slowly, stay 

close, eat plants, lay eggs, hatch, go to burrows, live 80 to 150 

years 

Where they live: on land 

What the babies do: hatch, move from their nests, go to 

burrows, live 80 to 150 years 

Turtles: What they look like and do: have scales, hard shells on their 

backs, light fl at shells, hide in shells, four fl ipper legs, webbed 

feet, live mainly in water, swim well, swim to far-off places, 

eat plants, insects and fi sh, lay eggs, hatch, make their way to 

water, are attacked and eaten, live 20 to 40 years 

Where they live: mainly in water, in nests 

What the babies do: hatch, move from their nests, go to water, 

cross sand, attacked and eaten by birds, live 20 to 40 years 

Same and different ..................................... page 35 


Appearance: 

Same: have scales, hard shells on their backs, four legs 

Different: high domed shells/light fl at shells, bent legs and short feet/ 

fl ipper legs 

Habitat: 

Same: in nests in ground 

Different: on land/mainly in water 

Eggs and hatchings: 

Same: hatch, move from their nest 

Different: go to burrows/ go to water, cross sand/don’t cross sand, 

attacked/not attacked and eaten by birds, live 80 to 150 years/ 

live 20 to 40 years 

Reptiles ........................................................ page 36 

1. Answers may include: 

have scales, lay eggs, hatch 

2.-4. Teacher check 


79

20880 ACE Language (Yr 2) Text Cohesion

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