20884 ACE Language (Yr 3) Paragraphs

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.
Understand how different types of texts vary in use of language choices, depending on their
purpose and context (for example, tense and types of sentences) (ACELA1478)
© Australian Curriculum: Assessment and Reporting Authority 2012
Related terms
Teacher information
Texts
What this means
?
.
.g.
Text structure
T
.g.
s,s,s,
e,s,
.
,s,s,.
Language features
Teaching points
F, T
e,
.
.
student’s.
Imaginative texts
T
’s.
T
,s,s,
e.
Informative texts
T
Elaboration
E
e,
E1.
.
Persuasive texts
T
Further resources
T
e.
Primar.
.
Student vocabulary
.
.
fi
y
Australian Curriculum English www.ricpublications.com.au R.I.C. Publications ®
2
Text structure
and organisation
Text structure
and organisation
Understand how different types of texts vary in use of language Activities to
choices, depending on their purpose and context (fro example, tense
and types of sentences) (ACELA1478)
develop the
© Australian Curriculum: Assessment and Reporting Authority 2012 content description
? 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.
E1 Identifies and analyses the text structures and language features of different text types
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.
Analysing text structures and language features of various text types (pages 12 to 25)
Pages 4 to 10 provide teacher information, student activities and examples of seven imaginative, informative and persuasive text types written in the
forms of a narrative, a recount, a procedure, a report, a review, an explanation and an exposition. These pages support the blackline masters provided on
pages 12 to 25.
Each text type in pages 4 to 10 includes:
– information for the teacher about the various language and structural features, and the purpose of the specifi c text type
– a detailed analysis of the structural and language features of the text presented in the sample texts provided on pages 12 to 25
– suggested activities for helping students analyse structural and language features, and the purpose of the specifi c text type
– answers for the student analysis worksheets are provided at the back of the book.
Looking at texts (page 11)
Provide students with a range of texts from short stories and novels, appropriate articles or reports from magazines and newspapers, recipes,
experiments, nonfi ction material, unseen texts written by other students or the teacher and online texts. Ensure there is a range of different text types.
Students answer the questions on the blackline on page 11 about their chosen text. This activity will help them to identify structures and language
features in different texts and compare the similarities and differences as they scan the text to answer the questions. It will also help them to identify the
purpose for which a text was written and consider the text type they choose to write according to its purpose. Note: This activity is best completed after
practice in analysing a range of text types such as those on pages 12 to 25.
Language and text structure revision/introduction activities
As students need to identify language features such as verb tense, use of adverbs and adjectives to enhance and /or clarify meaning, paragraphing and
use of text connectives such as conjunctions, they will need revision/teaching to become familiar with these. The Primary grammar and word study series
by R.I.C. Publications provides background information for the teacher, teaching suggestions and teacher student worksheets on these aspects. The
content description on pages 28 to 41 of this book also treats paragraphing in detail.
Text type ‘jigsaws’
To help students identify the structure of different text types, enlarge the sample texts on pages 12, 14, 16, 18, 20, 22 and 24. Cut them into sections;
e.g. cut the narrative on page 12, ‘How the moon got into the sky’, by title, orientation, complication, events, resolution and ending. Write these
headings on separate strips of card. Place the ‘jigsaw’ pieces of the narrative in a plastic sleeve labelled ‘Narrative’, along with the heading cards.
Students can take out the pieces, lay the story in order and place each heading card next to the correct part of the narrative.
Identifying language features in text types
To help students identify the language features of text types, enlarge the sample texts on pages 12, 14, 16, 18, 20, 22, and 24. As a class or in small
groups, assist students to identify verbs, adverbs, adjectives, paragraphs, text connectives and so on by colour coding the language features. The text can
also be scanned, or copied and pasted into an interactive whiteboard program.
Venn diagram
Construct a Venn diagram comparing the structure and language features of two text types such as a narrative and a recount.
Interrelated English links: See page 27.
R.I.C. Publications® www.ricpublications.com.au Australian Curriculum English
3
Australian Curriculum English – Language: Text structure and organisation (Year 3) www.ricpublications.com.au R.I.C. Publications ®
iv