This unit is progressive in nature and designed to introduce students to informative texts as well as the structure of information reports. There are a range of games, activities, worksheets and templates that can be used as non-fiction text responses or during informative writing lessons.
Whole class introduction, teacher-led activities, independent worksheets, rotations, assessment. Can be used during Reading, Writing or Integrated Units.
Explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain
Compare how images in different types of texts contribute to meaning
Describe some similarities and differences between imaginative, informative and persuasive texts
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-syllable words
Understand that the purposes texts serve shape their structure in predictable ways
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning
Describe some differences between imaginative informative and persuasive texts
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 diagrams
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
Composes texts using letters of consistent size and slope and uses digital technologies
Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
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
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts
Understand that the purposes texts serve shape their structure in predictable ways
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning
Describe some differences between imaginative, informative and persuasive texts, and identify the audience of imaginative, informative and persuasive texts
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
Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation
Construct texts that incorporate supporting images using software including word processing programs
Differentiated activities included.
Differentiated activities included.