A great class display to have in your classroom when exploring persuasive texts. This display will support students to structure their persuasive texts and provides examples of sentence starters. It has been created as part of our Year 2 Exploring Persuasive Texts unit.
Identify how texts across the curriculum are organised differently and use language features depending on purposes
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
Explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
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
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 different types of texts have identifiable text structures and language features that help the text serve its purpose
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
Reread and edit text for spelling, sentence-boundary punctuation and text structure
Construct texts featuring print, visual and audio elements using software, including word processing programs