20892 ACE Language (Yr 5) Sentence Starters beginnings and Text Prediction

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YEAR 5
ENGLISH
LANGUAGE:
TEXT STRUCTURE AND ORGANISATION
Sentence starters, sentence beginnings and text predicting
Understand that the starting point of a
sentence gives prominence to the message in
the text and allows for prediction of how the
text will unfold (ACELA1505)
Australian Primary Publisher
of the Year 2015 and 2016

Australian Curriculum English – Language: Text structure and organisation (Year 5)
Foreword
Australian Curriculum English – Language: Text structure and organisation (Year 5) 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)
• Australian Curriculum English – Language: Text structure and organisation (Year 2)
• Australian Curriculum English – Language: Text structure and organisation (Year 3)
• Australian Curriculum English – Language: Text structure and organisation (Year 4)
• Australian Curriculum English – Language: Text structure and organisation (Year 5)
• Australian Curriculum English – Language: Text structure and organisation (Year 6)
Contents
Format of this book .................................. iv – v
Language: Text structure and
organisation .............................................. 2–81
Understand how texts vary in purpose, structure and
topic as well as the degree of formality (ACELA1504)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ................................................. 2
–Activities to develop the content description ...... 3–11
–Blackline masters ............................................. 12–25
–Assessment checklist ............................................. 26
–Interrelated English links ........................................ 27
– Modes, capabilities and priorities covered by the
activities in this content description ........................27
Understand that the starting point of a sentence gives
prominence to the message in the text and allows for
prediction of how the text will unfold (ACELA1505)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ............................................... 28
–Activities to develop the content description .......... 29
– Blackline masters and
resource sheets ................................................ 30–37
–Assessment checklist ............................................. 38
–Interrelated English links ........................................ 39
– Modes, capabilities and priorities covered by the
activities in this content description ....................... 39
Understand how the grammatical category of
possessives is signalled through apostrophes and how
to use apostrophes with common and proper nouns
(ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ............................................... 40
–Activities to develop the content description .......... 41
– Blackline masters
and resource sheets ......................................... 42–56
–Assessment checklist .............................................. 57
–Interrelated English links ......................................... 58
– Modes, capabilities and priorities covered by the
activities in this content description......................... 58
–Teachers notes ........................................................ 59
Investigate how the organisation of texts into
chapters, headings, subheadings (home pages and
sub pages for online texts) and according to
chronology or topic, can be used to predict content
and assist navigation (ACELA1797)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ................................................ 60
–Activities to develop the content description .......... 61
– Blackline masters
and resource sheets ......................................... 62–79
–Assessment checklist .............................................. 80
–Interrelated English links ......................................... 81
– Modes, capabilities and priorities covered by the
activities in this content description ........................ 81
Answers .....................................................82–84
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 5)
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.
Text structure
and organisation
Understand how texts vary in purpose,
Activities to
structure and topic as well as the degree of
formality (ACELA1504)
develop the
© Australian Curriculum: Assessment and Reporting Authority 2012 content description
E1. Analyses and identifies the most appropriate choice of text type for a given purpose and topic.
? What this means
provides a general
explanation of the content
description.
Teaching points
provides a list of
the main teaching points
relating to the content
description.
Elaborations are a
list of elaborations
based on those in the
content description.
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 5 to 11 provide teacher information, student activities and examples of seven imaginative, informative and persuasive text types written in
the forms of a narrative, a procedure, a report, an explanation, an exposition, a discussion and a recount. These pages support the blackline masters
provided on pages 12 to 25.
Each text type in pages 5 to 11 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, presented at the back of the book.
Analysing texts
In preparation for their own writing, provide students with a variety of appropriate text types across a range of topics. Analyse them by discussing the
structure and language features, and the purpose, formality and intended audience. As the structures and language features are identifi ed, they can
be presented in charts so that similarities and differences between different text types can be seen. The more students analyse the different text types
written by others, the more able they will be in planning and writing their own.
Using technology to present text types
To help students identify the language features of text types, scan and enlarge the sample texts on pages 12 to 24 for use with an interactive
whiteboard text program. Colour code the different language features and compare and contrast their use in different text types.
Analysing the purpose of texts (page 4)
Provide students with a variety of appropriate text types across a range of topics. Use the table on page 4 to help them analyse each text and answer
the questions: Is it a factual or literary text type? Was it written to inform, to entertain or to persuade?
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, identify pronouns
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 student worksheets on these aspects. The
content description on pages 28 to 39 of this book also treats pronoun reference and text connectives in detail.
Interrelated English links: See page 27.
E2. Determines the degree of formality of text type appropriate for a given audience.
Identifying the degree of formality in text types
Provide students with a variety of appropriate text types across a range of topics. Suggest the possible intended audience giving reasons for suggestions.
Informal text is written much as the spoken word. Formal text is written correctly but not as we would necessarily speak. Some examples of formal/
informal features are:
Features of formal text
Features of informal text
actions actions
n
casual style
Altering the degree of formality in text types
Having classifi ed texts as either formal or informal, convert them from one type to the other. To help with the degree of formality, suggest examples of
people the students know or know of, to be the audience. This will help them to choose appropriate language and styles.
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3
Australian Curriculum English – Language: Text structure and organisation (Year 5) 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 (Year 5)
v

Text structure
and organisation
Understand that the starting point of a sentence gives prominence to the message in the
text and allows for prediction of how the text will unfold (ACELA1505)
© Australian Curriculum: Assessment and Reporting Authority 2012
Related terms
Texts
Written, spoken or multimodal forms of
communication for a range of purposes. Text
forms, organisation and conventions have been
developed to enhance effective communication.
Sentence
A language unit consisting of one or more
clauses which are linked grammatically. A
written sentence starts with a capital letter
and ends with a full stop, question mark or
exclamation mark.
Sentence starter
The fi rst words of a sentence.
Prediction
An informed presumption about something that
might happen.
Interrogatives
Elements forming or constituting a question.
Paragraph
A group of related sentences that develop a
central idea. A paragraph is indicated by a new
line with a line space and may be indented or
numbered.
Topic sentence
Usually the fi rst sentence in a paragraph which
identifi es the main idea linking the sentences.
Main idea
The central theme which links information.
?
T
E
What this means
Teacher information
• Prediction is an essential reading and comprehending skill.
• Sentence beginnings can be used to make predictions about the message in the text.
• Students need to identify the starting point of a sentence and to realise its
importance.
• When composing sentences particular care should be given to deciding how to start
them.
Teaching points
• When you read it is important to think about what is likely to be in the text.
• There are many things in a text you can use to make predictions about what’s in it.
• The beginning of a sentence can help a reader to predict what the sentence and the
whole text could be about.
• When you write sentences it’s important to think about how they start.
Elaborations
E1. Identifying sentence beginnings and observing how they are used to signal what
sentences are about. Using this understanding to match sentence beginning and
endings.
E2. Making predictions from sentence starters and using this information to complete
sentences.
Further resources
• A time marker and tense activity for students: http://www.york.ac.uk/res/
elanguages/index/Modulecd/cu2s6/cu2s60702.htm
Student vocabulary
sentence
sentence starter
main idea
topic sentence
paragraph
prediction
Australian Curriculum English – Language: Text structure and organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®
28

Text structure
and organisation
Understand that the starting point of a sentence gives
prominence to the message in the text and allows for
prediction of how the text will unfold (ACELA1505)
© Australian Curriculum: Assessment and Reporting Authority 2012
Activities to
develop the
content description
E1. Identifying sentence beginnings and observing how they are used to signal what sentences are
about. Using this understanding to match sentence beginning and endings.
• Sentence starter searches
Discuss time markers as sentences starters with the class and compile a list on a large sheet of paper. Students can work with a partner to search in
some different texts for more of them to add to the class list. This list should be displayed so it’s available for students to refer to when writing.
This activity can then be extended to a different category of sentence starters, such as contrasting information or additional information and lists
compiled for class reference.
• Predicting from sentence beginnings (page 30)
This resource sheet categorises some different types of sentence beginnings. Some examples of each type are included together with what each could
indicate about the particular sentence it starts and the text generally.
The resource page is intended as a starting point for class discussion and observation about what can be predicted from the fi rst words in a sentence.
• Looking at sentence beginnings (page 31)
This resource sheet sets out some short simple texts which are analysed to demonstrate how the sentence starter can predict the type of information
which follows.
These examples and the analyses may help to clarify the concept for teachers. It could be used for class demonstration and discussion.
• Matching sentence starters (page 32)
This activity requires students to carefully consider which of six sentence beginnings and ends match best. They should be encouraged to examine each
option carefully, looking for and linking clues, such as ‘also’ and ‘In addition to this’, ‘both’ and ‘Similarly’, and ‘instead’ and ‘On the other hand’.
• How does it end? (page 33)
In this multiple choice activity students are given three options for completing sentences. Some are clearly incorrect but others require students to give
careful thought to their selections. They should then be prepared to justify their choices to a small group or the class.
Interrelated English links: See page 39.
E2. Making predictions from sentence starters and using this information to complete sentences.
• Using sentence starters (page 34)
This activity provides the students with a choice of four sentence starters in the categories of: time markers, additional information, comparison and
contrast. They use their choice at the beginning of an appropriate sentence in each particular category.
• What’s the next sentence? (page 35)
Students read a sentence then use the sentence starter provided after it to write an associated sentence. They need to understand the sentence opener
must link the two sentences and the information in their new sentence must provide the type of information it signals. For example: ’At last’ is a time
marker signalling a fi nal outcome, so this information needs to be part of the sentence they write.
• What came before this? (page 36)
Students are given a sentence. They are required to identify the sentence starter in it and then write a sentence which would be suitably placed before
this particular sentence. It may be quite challenging for some students to work out the information they need to give in their sentence and to link it with
the given sentence and its sentence starter.
• Making a good start (page 37)
The fi rst activity on this page provides an opportunity for students to improve text by replacing sentence starters in a paragraph. They can make their
selections from a given list.
The paragraph in the second activity needs different time markers to replace ‘then’. The new paragraph is to be written on a separate page.
Interrelated English links: See page 39.
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29

Predicting from sentence beginnings
Resource sheet
The way a sentence begins can be used to make predictions about what’s in the sentence, what type of
text it is and what it is likely to be about.
Examples include:
1. Once upon a time ...
This sentence usually introduces the characters and setting of a fairytale.
2. Dear Sir ... or Hi Jess ...
These beginnings would indicate a letter and a less formal letter or email.
3. C U L8R @ ...
The beginning of this message indicates that it is a text message.
4. Scene One: Boy enters ...
This text indicates a playscript.
5. www. ...
This text indicates a link to a website.
6. jimsmith@ ...
This text is the beginning of an email address.
7. Interrogatives (question words)
These words indicate a question asking for information about something.
• Where ... asks a question about a place
• Who ... asks a question about a person or people
• When ... asks a question about time
• Why ... asks a question about a reason or reasons
• What ... asks a question about information
• How ... asks a question about manner, procedure or for an explanation
8. Time markers
These words indicate information about a point in time or the order of events.
Later ..., Eventually ..., Shortly after ..., Before this ..., Gradually ..., Finally ..., Meanwhile ..., Before
long ..., To begin with ..., Then ..., At last ..., At fi rst ...
9. Additional information
These words indicate further information or details will be provided.
What’s more ..., Furthermore ..., In addition ..., Besides this ..., Also ...
10. Comparative information
Similarly ..., Also ..., At the same time ..., More specifi cally ..., After all ...
11. Contrasting information
Nevertheless ..., However ..., Conversely ..., On the other hand ...
12. Cause and effect
As a result ..., Therefore ..., This is why ..., As a consequence ... Accordingly ...
13. Concluding and summarising
In conclusion ..., Finally ..., In summary ..., Lastly ... To conclude ...
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30
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)
© Australian Curriculum: Assessment and Reporting Authority 2012

Looking at sentence beginnings
Resource sheet
The sentence beginnings, even in a short, very simple text, can predict the type of information provided
in those sentences.
The following examples and analyses are simple explanations of how this could work.
Sample informational text
Whales are the largest mammals in the world.
They have a blowhole to breathe air through.
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)
© Australian Curriculum: Assessment and Reporting Authority 2012
Many whales are toothless baleen whales that eat krill and plankton.
However, some have teeth and eat fish and seals.
Analysis of the sentence beginnings in the sample informational text
Whales are – Indicates the sentence will be a fact and a definition.
They have – The pronoun ’they’ indicates more information about whales.
– The verb ’have’ indicates information about some characteristic.
Many whales – Indicates specific information about particular species.
However, some – Indicates some contrasting information.
Sample blank informational text
The following blank text has been provided to further demonstrate that the same sentence starters
can be used to generate similar types of predictable information.
Horses are
They have
Many horses
However,
Sample descriptive text
My grandfather is a wise old man and everyone loves him.
He has lots of wrinkles on his face and his arms are very brown.
Many grandfathers like to sit around and rest a lot.
However, mine loves working hard all day in his garden and helping others.
The similar sentences starters used in this text can generate similar types of predictable information
and a similar analysis can be applied.
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31

Matching sentence starters
1. Read each sentence beginning, particularly the first words, think very carefully, then
choose the best ending from the box and write it.
• we thought there was no way he would wear such a dirty old tracksuit to school.
• we both made a decision to protect the boy who was being bullied by walking home
with him.
• we could go to the football game instead and support our school team.
• we were punished and we had to pick up rubbish at lunchtime.
• we wanted to play with went off by themselves and said we couldn’t join them.
• we also helped Dad with the gardening.
(a) At lunchtime, the boys
(b) Why did he do that,
(c) As a consequence,
(d) In addition to this,
(e) Similarly,
(f) On the other hand,
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Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)
© Australian Curriculum: Assessment and Reporting Authority 2012

How does it end?
Read the sentence beginning and tick the ending you think is the best match.
1. As a result of this, ...
(a) it was a wet and stormy day and I needed an umbrella.
(b) my grandfather enjoys gardening and he grows lots of vegetables.
(c) I’m a bit scared and I don’t walk to school by myself anymore.
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)
© Australian Curriculum: Assessment and Reporting Authority 2012
2. Some time later, ...
(a) it will not surprise me when I can see better with my new glasses.
(b) we kicked another goal and won the game.
(c) my brother helps me with my homework project.
3. To begin with, ...
(a) there were only five of us who wanted to play.
(b) we finished eating our meal before six o’clock.
(c) we had to get out of the pool, get dressed and go home.
4. Additionally, ...
(a) we all worked hard to clean up our local park.
(b) I would like you to know I have reported this matter to the police.
(c) his skateboard is so old that it’s very difficult to ride.
5. When ...
(a) has that milk been put back in the refrigerator?
(b) do you think will be elected school captain this year?
(c) do you estimate this project will be completed?
6. In conclusion, ...
(a) I would like to thank all the people who have been so helpful.
(b) the next event will be the most challenging.
(c) I would like to welcome everyone to this meeting.
7. On the other hand, ...
(a) all of the students remembered to wear their sports uniforms.
(b) if it’s raining we will have to cancel the event.
(c) cyber bullying is a problem we also need to look at.
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Using sentence starters
1. Choose a time marker sentence starter and use it at the beginning of an interesting
sentence.
At first … Eventually … Meanwhile … At the beginning …
2. Choose a sentence starter that will tell the reader that this sentence is providing
additional information about something. Think about what information could have
been in the sentence before yours, then write your sentence.
In addition … Another way to … Furthermore … In fact …
3. Write a sentence starting with one of the sentence starters telling the reader that
something similar is being compared with what was in the previous sentence.
In a similar way … Even if … In other words … At the same time …
4. These sentence starters tell the reader that the information in it is different from what
was in the sentence before it.
On the other hand … Despite this … Nevertheless … However …
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34
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)
© Australian Curriculum: Assessment and Reporting Authority 2012

What’s the next sentence?
1. Read the text and write the next sentence using the sentence starter.
(a) The tired, dusty men had been trudging over the rough barren country for almost
a week. At last, …
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)
© Australian Curriculum: Assessment and Reporting Authority 2012
(b) Aboriginal people cared for the land on which they lived and they were concerned
about conserving it for future generations. Similarly, …
(c) It is considered to be particularly important that Australian students start to learn
an Asian language while they are at school. Consequently, …
(d) Our team trains hard every week, so we’ve been playing really well as a team and
we’ve won most of our games. On the other hand, …
(e) If you want to play cricket at lunchtime you will need to leave this area and go
down to the oval where hard cricket balls can’t hurt other students and where
there aren’t any windows to break. In other words, …
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 5)
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What came before this?
• Read each sentence and underline the
sentence starter.
• Think about what could have been
in the sentence before it and write a
suitable sentence in the space above it.
1.
2.
3.
4.
However, I know that if I don’t go to the dentist and have my teeth checked every six
months, I could end up with serious problems with them.
Following that, the other boys in the class decided to wear their bike helmets all the
time and to make sure they were done up correctly.
In fact, it’s not only a disgrace, but I also think you should both be punished and I hope
you have learnt a lesson and never do anything like that again.
To conclude, I believe I have provided enough information to persuade you that
building a playground so close to a busy road is not what our local government should
be doing.
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36
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)
© Australian Curriculum: Assessment and Reporting Authority 2012

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)
© Australian Curriculum: Assessment and Reporting Authority 2012
Making a good start
It is important each sentence you write starts well. This is even more important when a
sentence is the first one in a paragraph. These sentences are usually the topic sentence.
They tell the main idea of the paragraph.
1. (a) Read the paragraph, underline the topic sentence and circle the sentence starter in
each of the sentences.
(b) Read the sentence starters in the box below. Improve the paragraph by choosing a
better one to write above some of those you circled.
Bison calves These gigantic mammals Recently, In the past,
A decision was made These young animals But by 1902 However,
Bison are the largest land mammals in North America. Bison are also known by their
less formal name of buffalo. There were 30–60 million of these animals roaming the
Great Plains in large herds. In 1902 the bison population had been dramatically
reduced by hunters. In Yellowstone National Park there were only 23 bison left.
They decided to place them under the protection of the US Army and there are now
about 3000 to 4000 of them free to wander through this huge park. Babies are born
in April–May, which is spring. They are vulnerable to attacks
from wolves and grizzly bears, their natural predators. A little
while ago some wolves were reintroduced into Yellowstone,
but this is not expected to affect bison numbers a great deal.
But the situation will be carefully monitored.
2. (a) Read the paragraph and underline each sentence starter.
(b) Write the paragraph on a separate page using better sentence starters to replace
some of those you underlined.
After school on Wednesdays I go to swimming training. My mum has to pick me up
from school as soon as it finishes. Then she drives me to the pool. I get changed as
quickly as I can. Then I have to find my coach. Then he tells me which lane I have to swim
in. Then I get in the pool and start my training program.
Then my coach watches me and tells me what I could be
doing better. Then I finish, have a shower and get changed
again. I have to wait outside for Mum. Then we hurry home
so I can have dinner. Then I have homework to do.
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 5)
37

Text structure
and organisation
Understand that the starting point of a sentence gives
prominence to the message in the text and allows for
prediction of how the text will unfold (ACELA1505)
© Australian Curriculum: Assessment and Reporting Authority 2012
Assessment
checklist
Student Name
Identifi es the starting
point of a sentence
and understands its
importance
Understands that
a sentence starter
is predictive of the
sentence and the
message in the text
Matches sentence
beginnings with
most likely ending
Uses sentence
starters to
predict text
Australian Curriculum English – Language: Text structure and organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®
38

Text structure
and organisation
Understand that the starting point of a sentence gives
prominence to the message in the text and allows for
prediction of how the text will unfold (ACELA1505)
© Australian Curriculum: Assessment and Reporting Authority 2012
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:
E1. Identifying sentence beginnings and observing how they are used to signal what sentences are about.
Using this understanding to match sentence beginning and endings.
• Navigate and read texts for specifi c purposes applying appropriate text processing strategies, for example predicting and confi rming, monitoring
meaning, skimming and scanning (ACELY1702)
• Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
• Develop a handwriting style that is becoming legible, fl uent and automatic (ACELY1706)
E2. Making predictions from sentence starters and using this information to complete sentences.
• Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meaning in different contexts
(ACELA1512)
• Understand how to use banks of known words, as well as word origins, prefi xes and suffi xes, to learn and spell new words (ACELA1513)
• Navigate and read texts for specifi c purposes applying appropriate text processing strategies, for example predicting and confi rming, monitoring
meaning, skimming and scanning (ACELY1702)
• Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
• Reread and edit student’s own and others’ work using agreed criteria for text structure and language features (ACELY1705)
• Develop a handwriting style that is becoming legible, fl uent and automatic (ACELY1706)
The above links are reproduced with permission from ACARA.
© Australian Curriculum: Assessment and Reporting Authority 2012
Modes, capabilities and priorities covered by the
activities in this content description
Language modes General capabilities
Listening Literacy ✔
Speaking
Reading ✔
Viewing
Numeracy
Information and communication
technology (ICT) capability
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
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 5)
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Text structure
and organisation
Understand that the starting point of a sentence gives
prominence to the message in the text and allows for
prediction of how the text will unfold (ACELA1505)
© Australian Curriculum: Assessment and Reporting Authority 2012
Answers
Matching sentence starters .............................page 32
1. (a) At lunchtime, the boys we wanted to play with went off by
themselves and said we couldn’t join them.
(b) Why did he do that, we thought there was no way he would wear
such a dirty old tracksuit to school.
(c) As a consequence, we were punished and we had to pick up
rubbish at lunchtime.
(d) In addition to this, we also helped Dad with the gardening.
(e) Similarly, we both made a decision to protect the boy who was
being bullied by walking home with him.
(f) On the other hand, we could go to the football game instead and
support our school team.
How does it end? .............................................page 33
1. (c) 2. (b) 3. (a) 4. (b)
5. (c) 6. (a) 7. (b)
Using sentence starters ...................................page 34
1.–4. Teacher check
What’s the next sentence? ..............................page 35
1. (a)–(e) Teacher check
What came before this? ..................................page 36
1. Sentence starter: However, Sentence: Teacher check
2. Sentence starter: Following that, Sentence: Teacher check
3. Sentence starter: In fact, Sentence: Teacher check
4. Sentence starter: To conclude, Sentence: Teacher check
Making a good start ........................................page 37
1. (a) Bison are the largest land mammals in North America.
Bison, There were, In 1902, In Yellowstone National Park,
They decided, Babies, They are, A little while ago, But
(b) Bison are the largest land mammals in North America. These
gigantic mammals are also known by their less formal name of
buffalo. In the past, 30–60 million of these animals roamed the
Great Plains in large herds. But by 1902, the bison population had
been dramatically reduced by hunters. In Yellowstone National Park
there were only 23 bison left. A decision was made to place them
under the protection of the US Army and there are now about 3000
to 4000 of them free to wander through this huge park. Bison
calves are born in April–May, which is spring. These young animals
are vulnerable to attacks from wolves and grizzly bears, their
natural predators. Recently, some wolves were reintroduced into
Yellowstone, but this is not expected to affect their numbers a great
deal. However, the situation will be carefully monitored.
2. (a) After school, My mum, Then she, I get, Then I, Then he, Then I, Then
my coach, Then I, I have to, Then we, Then I
(b) Teacher check
Time marker sentence starters may include:
First, Finally, Once, At last, Meanwhile, When, Eventually, Later,
Soon, As soon as, Sometimes, An hour later, Immediately, Next,
During
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