20884 ACE Language (Yr 3) Paragraphs

Format of the book.
Paragraph search
Understand that paragraphs are a key organisational feature of written texts (ACELA1479)
© Australian Curriculum: Assessment and Reporting Authority 2012
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Choose a page of a storybook or a library book organised in paragraphs to
complete this page.
1. What is the title of the book?
2. Is it real or imaginative text?
3. What is the number of the page are you looking at?
4. Are there any subheadings on the page? Yes No
5. Is there an illustration on the page? Yes No
6. How many paragraphs are on the page?
7. Does each paragraph start with a capital letter? Yes No
8. Is there a space between each paragraph? Yes No
9. How many sentences are in the first paragraph?
10. Is the second paragraph shorter or longer than the first one?
11. How many sentences are in the second paragraph?
12. Which paragraph is the shortest? Paragraph
13. Is there any speech in speech marks on the page? Yes No
14. Does the last paragraph finish on this page or the next page?
15. Do all the paragraphs end with a full stop? Yes No
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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
the content description to
which it relates is given.
Text structure
and organisation
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
Assessment
checklist
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.
Student Name
Understands that
texts differ according
to purpose and
context
Identifies the
language and
structural features of
a narrative
Identifies the
language and
structural features of
a recount
Identifies the
language and
structural features of
a procedure
Identifies the
language and
structural features of
a report
Identifies the
language and
structural features of
a review
Identifies the
language and
structural features of
an explanation
Identifies the
language and
structural features of
an exposition
Text structure
and organisation
Understand how different types of texts vary in use of language Interrelated
choices, depending on their purpose and context (for example, tense
and types of sentences) (ACELA1478)
English
© Australian Curriculum: Assessment and Reporting Authority 2012
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:
E1. Identifies and analyses the text structures and language features of different text types.
Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
Understand that paragraphs are a key organisational feature of written texts (ACELA1479)
Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense
(ACELA1482)
Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1485)
Recognise high frequency sight words (ACELA1486)
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the author’s reasons (ACELT1594)
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and infl uence the mood of the narrative
(ACELT1599)
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing
strategies, for example monitoring, predicting, confi rming, rereading, reading on and self-correcting (ACELY1679)
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text
structures and language features (ACELY1680)
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and
selecting print, and multimodal elements appropriate to the audience and purpose
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
Write using joined letters that are clearly formed and consistent in size (ACELY1684)
Modes, capabilities and priorities covered by the
activities in this content description
Language modes General capabilities
Listening Literacy
Speaking Numeracy
Reading
Information and communication
technology (ICT) capability
Viewing
Critical and creative thinking
Writing
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
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27
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.
Australian Curriculum English www.ricpublications.com.au R.I.C. Publications ®
Text structure
and organisation
26
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)
Answers
© Australian Curriculum: Assessment and Reporting Authority 2012
How the moon got into the sky ............. pages 12–13 Remote control ......................................... pages 20–21
1. How the moon got into the sky
1. Remote control
2. Who? Aboriginal people of Cape York
2. (a) (i) award-winning director (ii) popular child actor
When? long ago
3. (a) three (b) Paragraph 3
Where? northern Queensland, Australia
(c) (i) the adventure ends
3. (a) There was light during the day but totally dark at night.
(ii) a new adventure begins
(b) 1. Some people suggested building a campfi re to make light.
(iv) the adventure goes back to where it ended
2. One person suggested making a boomerang that would shine. (d) Answers may include: receives, watches, realises, is, looks, sounds,
3. The tribe made an enormous shining boomerang.
has
4. Although many people tried, no-one could throw the
4. (a) certainly, thrill, action-packed
boomerang high enough into the sky.
(b) Because he gave it four stars out of fi ve.
5. An old man asked if he could try to throw the boomerang. How do thermometers work? ................. pages 22–23
4. The old man was able to throw the boomerang high enough into the 1. How do thermometers work?
sky to make it stay there and shine down.
2. temperature, heat, thermometers
5. moon, look, night, boomerang
3. (a) 4
Flight to Fiji ............................................... pages 14–15 (b) (i) mercury
1. Flight to Fiji
(ii) rises, lowers/falls
2. Who? Mum, Dad, I (writer), (writer’s) sister
(iii) degrees
When? during the school holidays
(iv) thermistor
Where? fl ying in a jet plane to Fiji
(v) inks
Why? for a week’s holiday
(c) Teacher check
3. (a) took a taxi ride to airport/Dad commented about the time the ride 4. Possible answers: taking a person’s temperature to see if it is above
took
normal,measuring the temperature of the weather, checking an oven’s
(b) checked in baggage/boarded the plane
temperature.
(c) Teacher check
Save our water! ....................................... pages 24–25
4. The writer was glad it was time to land because they could soon collect 1. Save our water!
their luggage and begin their holiday.
2. (a) The writer wants people to save/preserve water by reducing the
Musical rainstick ....................................... pages 16–17
amount we use.
1. Musical rainsticks
(b) Worldwide water shortages will be a serious problem in the future.
2. It is about following instructions to make a musical instrument that has 3. (a) fi ve
a rain-like sound.
(b) Teacher check
3. (a) paintbrush (b) scissors (c) 2 paper towel tubes
(c) Teacher check
(d) 2 elastic bands
(d) Only a small amount of our water is usable as most is salty or
4. (a) 8
undrinkable.
(b) Students should have four of the following words: Decorate, Tape, 4. (a) precious
Use, Push, Put, Place, Repeat, Tip
(b) ... we must deal with it now!
(c) (command) verbs
(d) (i) 6 (ii) 4
(e) (i) the, the (ii) the, some, them
5. The answer should indicate that the instructions were followed so the
rainstick sounded like rain when shaken.
The Earth’s slowest mammal .................. pages 18–19
1. The Earth’s slowest mammal
2. The sloth, from the old English word meaning ‘slow’.
3. (a) 5
(b) (i) tropical, America (ii) upside down
(iii) herbivores
(iv) fur, colour, algae
(c) helps, blend, hide
4. (a) It won’t travel very far.
(b) A snail and a sloth.
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R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 3)
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