This unit plan has been created to support your students to explore and create short persuasive texts using a growing knowledge of text structure and language features. The unit comes complete with a presentation, worksheets, classroom displays, a game, writing prompts and a writing template which can be used as an assessment tool.
Explore language to provide reasons for likes, dislikes and preferences
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
Explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain
Understand that language can be used to explore ways of expressing needs, likes and dislikes
Understand that the purposes texts serve shape their structure in predictable ways
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
Re-read 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
Recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language
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
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 language can be used to explore ways of expressing needs, likes and dislikes
Understand that the purposes texts serve shape their structure in predictable ways
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