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English Unit: Informative Texts

English Unit: Informative Texts
View Curriculum Codes   
Description

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.
 

Suitable for
  • Fast Finishers
  • Relief Teachers
  • Parents
Lesson Structure
  • Individual Activity
  • Rotations / Group Work
  • Class Activity
Curriculum Codes

AC9E1LA03 9

Explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain

AC9E1LA08 9

Compare how images in different types of texts contribute to meaning

AC9E1LY03 9

Describe some similarities and differences between imaginative, informative and persuasive texts

AC9E1LY06 9

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

ACELA1447 8.4

Understand that the purposes texts serve shape their structure in predictable ways

ACELA1453 8.4

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning

ACELY1658 8.4

Describe some differences between imaginative informative and persuasive texts

ACELY1661 8.4

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

EN1-7B old

Identifies how language use in their own writing differs according to their purpose, audience and subject matter

EN1-2A old

Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers

EN1-3A old

Composes texts using letters of consistent size and slope and uses digital technologies

EN1-OLC-01 new

Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions

EN1-UARL-01 new

Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose

EN1-RECOM-01 new

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

EN1-VOCAB-01 new

Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas

EN1-SPELL-01 new

Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts

EN1-PHOKW-01 new

Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts

EN1-CWT-01 new

Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure

EN1-HANDW-01 new

Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts

VCELA176

Understand that the purposes texts serve shape their structure in predictable ways

VCELA180

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning

VCELY188

Describe some differences between imaginative, informative and persuasive texts, and identify the audience of imaginative, informative and persuasive texts

VCELY194

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

VCELY195

Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation

VCELY197

Construct texts that incorporate supporting images using software including word processing programs

Differentiation

Modifications

Differentiated activities included.
 

EXTENSIONS

Differentiated activities included.
 

Linked Resources & Worksheets