This English unit has been designed to introduce procedural texts to younger students. It addresses the purpose, structure and language features of instructions and recipes.
It consists of 8 lessons of approximately 60 minutes duration.
The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.
An independent writing task, which may couple as an assessment task, is included in the unit. The number of lessons required to complete this task may vary from class to class.
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning
Write words legibly and with growing fluency using unjoined lower-case and upper-case letters
<ul>
<li>consolidating a functional pencil grip/grasp</li>
</ul>
Re-read and edit texts for spelling, sentence boundary punctuation and text structure
<ul>
<li>reviewing and developing sentences; for example, adding prepositional phrases such as ‘with a long tail’ to improve descriptions</li>
<li>editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one</li>
<li>reviewing sentences for grammatical accuracy, for example use of pronouns</li>
</ul>
Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate
<ul>
<li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li>
<li>using digital tools to create texts</li>
<li>using simple and compound sentences correctly and flexibly to express and combine ideas</li>
</ul>
Use interaction skills when engaging with topics and texts, actively listening to others, receiving instructions and extending their own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions
<ul>
<li>exploring ways to comment on what others say, including using sentence starters such as ‘I like the way you …’, ‘I agree that …’, ‘I have a different thought …’, and ‘I’d like to say something different …’</li>
<li>demonstrating appropriate listening behaviours, responding to and paraphrasing a partner’s contribution to a discussion, for example in think-pair-share activities</li>
<li>asking relevant questions and making connections with personal experiences and the contributions of others</li>
<li>understanding how to disagree or respectfully offer an alternative</li>
</ul>
Apply learnt vocabulary and begin to make conscious choices to suit the topic
<ul>
<li>selecting vocabulary appropriate to the topic to replace everyday language</li>
<li>discussing new vocabulary encountered in learning area texts</li>
<li>exploring language used to describe characters in narratives, including nouns (for example, ‘magician’, ‘wizard’ or ‘sorcerer’) and adjectives (for example, ‘gentle’, ‘timid’ or ‘frightened’)</li>
<li>identifying words from Victorian Aboriginal languages relevant to a topic</li>
</ul>
Navigate print and digital texts using chapters, tables of contents, indexes, sidebar menus, drop-down menus or links
<ul>
<li>recognising how numbered chapters, organisation of tables of contents and alphabetical order of indexes operate to support access to information</li>
<li>exploring how the navigation tools of different websites can be used to locate information</li>
</ul>
Identify how different types of texts across the curriculum are organised differently and use language features depending on purposes
<ul>
<li>identifying the typical features of a text, for example a typical introduction to a narrative or the use of dot points in instructions</li>
<li>identifying that different types of texts might have different forms; for example, an expression of opinion might be in the form of a poster, email or brochure</li>
<li>identifying the organisation and language features in texts such as narratives, recounts, information reports, simple procedures, expression of opinion and responses to texts (including poetry), and discussing their purposes</li>
</ul>
Re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation
<ul>
<li>adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun</li>
<li>beginning to use dictionaries and resources to check and correct spelling</li>
<li>identifying words that might not be spelt correctly</li>
</ul>
Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion
<ul>
<li>applying emerging knowledge of text structure and grammar when creating text</li>
<li>using learning area vocabulary when creating text</li>
<li>creating digital images and composing a story or information sequence on-screen using images and captions</li>
</ul>
Describe some similarities and differences between narrative, informative and persuasive texts
<ul>
<li>comparing and discussing different types of texts, identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’</li>
<li>selecting text types for a particular purpose or task, for example a website that will give information about a learning area topic, or a book that will tell a story about an animal</li>
</ul>
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the read or spoken contributions of others, and contributing ideas and questions
<ul>
<li>using turn-taking in group and pair work</li>
<li>building a conversation by staying on topic, supporting other speakers, eliciting responses, listening supportively and attentively, asking relevant questions, providing useful feedback and prompting</li>
<li>participating in informal and structured class, group and pair discussions about content area topics, ideas and information</li>
<li>interacting appropriately with peers, teachers and visitors</li>
<li>formulating different types of questions to ask a speaker or someone reading aloud, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions</li>
</ul>
Understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for proper nouns
<ul>
<li>using intonation and pauses in response to punctuation, when reading</li>
<li>identifying different sentence boundary punctuation, when reading</li>
<li>writing different types of sentences (for example, statements and questions) and discussing appropriate punctuation</li>
<li>identifying and using capital letters to name places and cultural festivals and holidays</li>
</ul>
Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives), relationships in time and space (prepositions) and details such as when, where and how (adverbs)
<ul>
<li>understanding that words or groups of words can represent the participants (nouns; for example people, places or things) that are involved in various activities or processes (verbs of doing, saying, thinking and being) and the details or circumstances surrounding the activity (adjectives and adverbs that answer ‘When?’, ‘Where?’ and ‘How?’)</li>
<li>recognising how a sentence can be made more specific by adding adjectives, adverbs and precise verbs</li>
</ul>
Understand how concepts about print in printed and digital texts are organised using features such as page numbers, tables of contents, headings and titles, navigation buttons, swipe screens, verbal commands, links and images
<ul>
<li>comparing the layout of printed and digital texts, for example the layout of print and images in an information book and the layout of information in an online text</li>
</ul>
Explore how repetition, rhyme and rhythm create cohesion in simple poems, chants and songs
<ul>
<li>identifying patterns of repetition in texts, for example repetition of sentence patterns such as ‘Have you seen …’</li>
<li>discussing different poems and identifying rhyme, for example end-of-line rhyme</li>
</ul>
Explore how types of texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain
<ul>
<li>discussing and comparing the purposes and organisation of familiar texts</li>
<li>becoming familiar with the typical stages of types of texts, for example recount and procedure</li>
<li>recognising that the structure of a text may include words and pictures; for example, an informative text may include words, illustrations and diagrams</li>
</ul>
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllab
Use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions
Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic- specific vocabulary, simple punctuation and common 2-syllable words
Understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns
Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
Understand how print and screen texts are organised using features such as page numbers, tables of content, headings and titles, navigation buttons, swipe screens, verbal commands, links and images
Understand that the purposes texts serve shape their structure in predictable waysElaborationsdiscussing and comparing the purposes of familiar texts drawn from local contexts and interests (Skills: Literacy, Critical and Creative Thinking)becoming f...
Write legibly and with growing fluency using unjoined upper case and lower case lettersElaborationsusing correct pencil grip and posture)writing sentences legibly and fluently using unjoined print script of consistent size (Skills: Literacy)(View thi...
Re-read and edit text for spelling, sentence-boundary punctuation and text structureElaborationsreading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun w...
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose...
Identify the audience of imaginative, informative and persuasive textsElaborationsidentifying the main purpose of a text, including whether the author wants to entertain, explain or persuade and considering how audiences might respond to those texts ...
Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriatelyElaborationsdiscussing appropriate conventions to use in...
Listen for specific purposes and information, including instructions, and extend studentsâ own and others' ideas in discussionsElaborationsusing spoken language for problem solving, and exploring ideas and concepts (Skills: Literacy, Critical an...
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 purposeElaborationsinterpreting new terminology drawing on prior knowledge, analogies and connec...
Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelinesElaborationsrecognising how chapters and table of contents, alphabetical order of index and glossary ...
Understand that different types of texts have identifiable text structures and language features that help the text serve its purposeElaborationsidentifying the topic and type of a text through its visual presentation, for example cover design, packa...
Write using unjoined lower case and upper case lettersElaborationsusing correct posture and pencil grip)learning how each letter is constructed including where to start and the direction to follow)writing words legibly using unjoined print script of ...
Re-read studentâs own texts and discuss possible changes to improve meaning, spelling and punctuationElaborationsadding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun (Skills: Literacy, Critical...
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagramsElaborationsref...
Describe some differences between imaginative informative and persuasive textsElaborationscomparing and discussing texts identifying some features that distinguish those that âtell storiesâ from those that âgive opinionsâ (Skills...
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and paceElaborationsidentifying turn-taking patterns in group and pair work (for example initiating a topic, changing...
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questionsElaborationslistening for details in spoken informative texts (Skills: Literacy)participating in informal ...
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)Elaborationstalking about effective words that d...
Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and linksElaborationslearning about how books and digital texts ar...
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commandsElaborationsusing intonation and pauses in response to pu...
Understand patterns of repetition and contrast in simple textsElaborationsidentifying patterns of vocabulary items in texts (for example class/subclass patterns, part/whole patterns, compare/contrast patterns, cause-and-effect patterns, word associat...
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