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OneSchoolUnit Plan

Name: Unit 1 - English Year 4 (V8)Duration: 4 Weeks

Year Level: Year 4

Applicable LearningAreas/Subjects: English

Unit Plan

Investigating author's language in a familiar narrativeIn this unit students read a narrative and examine and analyse the language features and techniques used by the author. They create a new chapter for the narrative for an audience of their peers.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview Supporting learning resource - Assessment alignment planner

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 23

Unit Plan Plan Name: Unit 1 - English Year 4 (V8)

Year: 4Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment Task Summary Type Learning Areas Status Date

A new chapter (Yr 04)Students create an imaginative new chapter for a book.

Imaginative response - written

English Unscheduled

Reading comprehension (Yr 04)Students use comprehension strategies to understand language and visual features in a familiar narrative.

Monitoring English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Narrative study Author's use of

language/Reading comprehension

Reading comprehension/New chapter draft

New chapter draft/New chapter

Resources Attachments Plan Resource Bank

Assessment Imaginative response - written - A new

chapter (Yr 04) Monitoring - Reading

comprehemension (Yr 04)




Duration: 4 Weeks

Australian Curriculum

English - Year 4

Year 4 Achievement Standard

Receptive modes (listening, reading and viewing)By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts

They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others’ viewpoints. They listen for and share key points in discussions.

Productive modes (speaking, writing and creating)Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.

Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.

Content Descriptions

Language Literature Literacy

Text structure and organisation

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

Responding to literature

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

Examining literature

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)

Creating literature

Create literary texts by developing storylines, characters and settings (ACELT1794)

Interpreting, analysing, evaluating

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)




Duration: 4 Weeks

Content Descriptions

Language Literature Literacy

Expressing and developing ideas

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)

Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)

Phonics and word knowledge

Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words (ACELA1779)

Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780)

Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (ACELA1828)

Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)




Duration: 4 Weeks

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

understanding how different types of texts vary in use of language choices, depending on their purpose and context (e.g. tense and types of sentences) understanding that paragraphs are a key organisational feature of written texts knowing that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters understanding that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement understanding that verbs represent different processes, e.g. doing, thinking, saying and relating, and that these processes are anchored in time through tense discussing how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative creating texts that adapt language features and patterns encountered in literary texts, e.g. characterisation, rhyme, rhythm, mood, music, sound effects and dialogue planning, drafting and publishing imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and

multimodal elements appropriate to the audience and purpose re-reading and editing texts for meaning, appropriate structure, grammatical choices and punctuation.

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505) Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506) Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea

(ACELA1508) Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704) Re-read and edit student's own and others' work using agreed criteria for text structures and language features (ACELY1705)




Duration: 4 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions

For further information, refer to General capabilities in the Australian Curriculumand the Learning area specific advice.Assessing student learningAssessment name: A new chapterAssessment description: Students create an imaginative new chapter for a book.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.Receptive modes (listening, reading and viewing)By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts.They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others’ viewpoints. They listen for and share key points in discussions.Productive modes (speaking, writing and creating)Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.




Duration: 4 Weeks

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, e.g.

identifying verb groups/phrases which describe main characters identifying examples of noun groups/phrases which the author has used to enhance meaning understanding how quotation marks are used to signal dialogue and how authors use speech to develop characters identifying cohesive devices (pronoun references and text connectives) in a section of text explaining how texts can be made cohesive with pronoun referencing and text connectives which support plot sequencing identifying and analysing adverb groups and prepositional phrases in texts enriching a text using language features editing texts by adding, deleting and moving words and word groups.

Monitoring taskMonitoring name: Reading comprehensionMonitoring description: Students use comprehension strategies to understand language and visual features in a familiar narrative.

FeedbackFeedback may relate to writing and creating texts. In this unit this may include students’ ability to:

share and discuss students' own and others' understanding of the effects of particular language features that authors use to engage the reader use metalanguage to describe the effects of ideas and language features in narratives effectively plan, draft and write a new chapter use appropriate text structure and include language features to hold readers' interest and make the narrative more interesting.




Duration: 4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

4 Lessons Narrative study Lesson 1: Reviewing narratives Lesson 2: Examining noun groups to build character Lesson 3: Examining verb groups to build character Lesson 4: Examining direct speech to build character

4 Lessons Author's use of language/Reading comprehension Lesson 5: Examining language used to make texts cohesive Lesson 6: Examining how adverb groups and prepositional phrases provide circumstantial details Lesson 7: Examining how authors develop character and plot Lesson 8: Revising text and reviewing effects of language features

3 Lessons Reading comprehension/New chapter draft Lessons 9-10: Examining how authors and illustrators make stories interesting Lesson 11: Examining assessment task and model response

5 Lessons New chapter draft /New chapter Lessons 12-13: Planning and writing draft of new chapter Lesson 14: Editing draft chapter Lesson 15: Proofreading draft chapter Lesson 16: Publishing new chapter

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Narrative study Topic Duration 4 Lessons

Overview Throughout this lesson series, students will review narrative structure and examine language features authors use in narratives to make stories absorbing for readers.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Reviewing narratives

Lesson objectivesStudents will:

Understand how narrative structure and use of language features involve readers in character development and plot tension.

Understand how illustrations support and extend meaning in narratives.

Evidence of learningCan the student:

Explain how narrative structure and language features involve readers in character development and plot tension?

Explain how illustrations support and extend the meaning of the written text?

Example learning sequence Review narrative structure Review language features in narratives Review illustrations in narratives Write a paragraph Examine a familiar narrative (novel)

SpellingDiagnostic assessment.

Resources Find and prepare a familiar novel which has some illustrations which reflect the

characters and settings, e.g.o Text - Dahl, R 1980, The Twits, Jonathan Cape Ltd & Penguin Books Limited,

London, UK Supporting learning resource - Teacher tips: Investigating author's language in a

familiar narrative Supporting learning resource - Introduction to the unit: Investigating author's language

in a familiar narrative Spelling - Spelling overview Year 4 Unit 1

https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Helpful information Supporting learning resource - English metalanguage: Years 3-6

https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx

Attachments Lesson plan

Lesson 2

Examining noun groups to build character


Understand that the meaning of sentences can be enriched through the use of noun groups/phrases.

Understand the metalanguage used to describe the effects of particular language features.


Identify examples of noun groups/phrases which the author has used to enhance meaning?



London, UK Sheet - In the book or in your head? Sheet - Examine the noun groups Supporting learning resource - Teacher tips: Investigating author's language in a

familiar narrative Spelling - Spelling overview Year 4 Unit 1





Duration: 4 Weeks

Teaching Sequence




Example learning sequence Predict the first chapter of a narrative Review reading comprehension strategies Read the first chapter Review noun groups Investigate noun groups in a section of text Investigate illustrations in a section of text

SpellingRefer to unit spelling overview for suggested focus area.




Lesson 3

Examining verb groups to build character


Understand that the meaning of sentences can be enriched through the use of verb groups/ phrases.

Understand how to use metalanguage to describe the effects of verb groups.

Understand how illustrations can support and enhance the meaning of a text.


Identify verb groups/phrases which describe main characters? Use metalanguage to explain the verb groups which develop

characterisation? Describe how the illustrations support and enhance character

development?Example learning sequence

Continue reading a narrative Investigate verb groups




London, UK Sheet - Verb groups tell us about characters Supporting learning resource - Teacher tips: Investigating author’s language in a






Lesson 4

Examining






Duration: 4 Weeks

Teaching Sequence




direct speech to build character

Understand how quotation marks are used to signal dialogue and how authors use speech to develop characters.



Identify direct speech and various language features authors use to develop characters?

Describe how the illustrations support and enhance character development?

Example learning sequence Continue reading a narrative Investigate direct speech Identify language features authors use to develop character Analyse language features authors use to develop character



London, UK Sheet - Developing character Supporting learning resource - Teacher tips: Investigating author’s language in a









Duration: 4 Weeks

Teaching Sequence

Topic Author's use of language/Reading comprehension Topic Duration 4 Lessons

Overview Throughout this lesson series, students will: examine the language features authors use to develop character and plot tension. use comprehension strategies and their knowledge of language features to analyse language used in a narrative text.


Lesson 5

Examining language used to make texts cohesive


Understand how texts are made cohesive through the use of pronoun references and text connectives that sequence the plot.


Identify cohesive devices (pronoun references and text connectives) in a section of text?

Example learning sequence Understand how to make texts cohesive Identify and analyse cohesive devices




London, UK Sheet - Identify cohesive devices Sheet - Analyse the text connectives of time Supporting learning resource - Teacher tips: Investigating author's language in a






Lesson 6

Examining how adverb groups and prepositional phrases provide circumstantial details


Understand how adverb group/phrases and prepositional phrases provide circumstantial details about an activity.


Identify and analyse adverb groups and prepositional phrases in texts?

Example learning sequence Identify and analyse adverb groups and prepositional phrases Identify and analyse adverb groups and prepositional phrases in

a section of narrative



London, UK Supporting learning resource - Teacher tips: Investigating author’s language in a

familiar narrative Sheet - Adverbs, adverb groups and prepositional phrases Sheet - Adverbs, adverb groups and prepositional phrases in The Twits Spelling - Spelling overview Year 4 Unit 1


Helpful information




Duration: 4 Weeks

Teaching Sequence





Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx


Lesson 7

Examining how authors develop character and plot


Understand how to identify the language features authors use to involve readers in character development and plot tension.


Identify language features the author has used to engage the reader in character and plot development and the effect they have on the reader?

Example learning sequence Identify pivotal points in the plot Analyse language authors use to involve readers and develop

characters and plotSpellingRefer to unit spelling overview for suggested focus area.



London, UK Supporting learning resource - Teacher tips: Investigating author’s language in a

familiar narrative Sheet - Language response sheet Spelling - Spelling overview Year 4 Unit 1





Lesson 8

Revising text and reviewing effects of language features


Understand how authors use various language features to involve readers in character development.

Understand how to enrich a text by including language features.Evidence of learningCan the student:



London, UK Sheet - Reading response sheet Sheet - Beard bugs - Exploring language features in a text Supporting learning resource - Beard bugs: Exploring language features in a text -




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Identify and explain how authors use language features to

involve readers in character development? Enrich a text using language features?

Example learning sequence Re-read a chapter and identify language features Write a revised version of a text Share rewritten versions of text Analyse added language features


answers Spelling - Spelling overview Year 4 Unit 1








Duration: 4 Weeks

Teaching Sequence

Topic Reading comprehension/New chapter draft Topic Duration 3 Lessons

Overview Throughout this lesson series, students will: use comprehension strategies and their knowledge of language features to analyse language used in a narrative text. examine an exemplar new chapter and consider ideas for writing a new chapter draft.


Lessons 9-10

Examining how authors and illustrators make stories interesting


Understand how to explain the effect of the use of language features and illustrations in a narrative.


Explain how language features, images and vocabulary are used to engage the interest of audiences?

Show understanding of how to link key ideas of the text?Example learning sequence

Review language features authors use Review cohesive devices authors use Review how illustrations support text Understand the monitoring task Complete the monitoring task Share answers and responses


Resources Monitoring task - Reading comprehension Monitoring task - Reading comprehension: Model response Text - Use a familiar novel which has some illustrations which reflect the characters

and settings. An example of a text is shown below.o Text - Dahl, R 1980, The Twits, Jonathan Cape Ltd & Penguin Books Limited,

London, UK Spelling - Spelling overview Year 4 Unit 1





Lesson 11

Examining assessment task and model response


Understand how to identify and explain how authors use language features to develop plot tension and characters to engage readers.


Understand how to plan ideas for an imaginative narrative text for an audience of peers, based on characters and settings from a familiar novel.


Resources Assessment task - A new chapter Assessment task - A new chapter: Model response Assessment task - A new chapter: Annotated model response Find and prepare a familiar novel which has some illustrations which reflect the








Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Identify and explain various language features an author uses to

involve readers in character development and plot tension? Explain how the illustrations support and enhance character

development and plot tension? Generate ideas for the plot of a new chapter of a narrative?

Example learning sequence Understand the assessment Review the Guide to making judgments and understand the

standards A-E Examine a model response of a new chapter Identify text structure and language features in a model

response Consider ideas for new chapter




Teaching Sequence

Topic New chapter draft /New chapter Topic Duration 5 Lessons

Overview Throughout this lesson series, students will: examine an exemplar new chapter and consider ideas for writing a new chapter draft. require ready access to ICT at small-group and individual level. Students will edit, proofread and publish their new chapter and share with peers.


Lessons 12-13

Planning and writing draft of new chapter


Understand how to plan and draft an imaginative new chapter based on characters and settings from a familiar novel.


Use the plan of the plot to draft a chapter using narrative text structures and language features?

Resources Assessment task - A new chapter Assessment task - A new chapter: Model response Assessment task - Plan for task: A new chapter Find and prepare a familiar novel which has some illustrations which reflect the

characters and settings. An example of a text is shown below.o Text - Dahl, R 1980, The Twits, Jonathan Cape Ltd & Penguin Books Limited,

London, UK




Duration: 4 Weeks

Teaching Sequence




Example learning sequence Review assessment task Plan plot for new chapter Draft new chapter


Spelling - Spelling overview Year 4 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html




Lesson 14

Editing draft chapter


Understand how to edit texts by adding, deleting and moving words and word groups.


Edit and rewrite texts with added, changed and deleted words and word groups?

Example learning sequence Share draft Write a title for the new chapter Edit draft


Resources Assessment task - A new chapter Assessment task - A new chapter: Model response Find and prepare a familiar novel which has some illustrations which reflect the







Lesson 15

Proofreading draft chapter


Understand how to proofread texts by identifying correct spelling and punctuation.





Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Understand how to describe an illustration for a narrative to

support meaning and enhance characterisation and plot tension in a text.


Proofread and edit their chapter using correct spelling and punctuation?

Describe a suitable illustration for the narrative to support and enhance character development and plot tension?

Example learning sequence Write a description for an illustration Proofread draft chapter








Lesson 16

Publishing new chapter

Assessment purpose To create an imaginative new chapter for a book.

Example assessment sequence Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment










Duration: 4 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachment*

Sequence - Narrative study Lesson plan - Eng_Y04_U1_LP01.docx Lesson plan - Eng_Y04_U1_LP02.docx Lesson plan - Eng_Y04_U1_LP03.docx Lesson plan - Eng_Y04_U1_LP04.docx

Sequence - Author's use of language/Reading comprehension

Lesson plan - Eng_Y04_U1_LP05.docx Lesson plan - Eng_Y04_U1_LP06.docx Lesson plan - Eng_Y04_U1_LP07.docx Lesson plan - Eng_Y04_U1_LP08.docx

Sequence - Reading comprehension/New chapter draft

Lesson plan - Eng_Y04_U1_LP09_10.docx Lesson plan - Eng_Y04_U1_LP11.docx

Sequence - New chapter draft /New chapter

Lesson plan - Eng_Y04_U1_LP12_13.docx Lesson plan - Eng_Y04_U1_LP14.docx Lesson plan - Eng_Y04_U1_LP15.docx

Lesson plan - Eng_Y04_U1_LP16.docx

Sequence Find and prepare a familiar novel which has some illustrations which reflect the characters and settings, e.g. Text - Dahl, R 1980, The Twits, Jonathan Cape Ltd & Penguin Books Limited, London, UK

Monitoring task - Reading comprehension

Monitoring task - Reading comprehension: Model response

Sheet - Adverbs, adverb groups and prepositional phrases Sheet - Adverbs, adverb groups and prepositional phrases in The Twits




Duration: 4 Weeks


Sheet - Analyse the text connectives of time

Sheet - Beard bugs - Exploring language features in a text

Sheet - Developing character

Sheet - Examine the noun groups

Sheet - Identify cohesive devices

Sheet - In the book or in your head?

Sheet - Language response sheet

Sheet - Reading response sheet

Sheet - Verb groups tell us about characters Spelling - Spelling overview Year 4 Unit 1 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Supporting learning resource - Beard bugs: Exploring language features in a text - answers Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx

Supporting learning resource - Introduction to the unit: Investigating author's language in a familiar narrative

Supporting learning resource - Teacher tips: Investigating author's language in a familiar narrative

Assessment Planner - A New Chapter

Assessment task - Eng_Y04_U1_AT_ANewChapter.docx Assessment task - Eng_Y04_U1_AT_ANewChapter_PlanForTask.docx Assessment task - Eng_Y04_U1_AT_MR_ANewChapter.docx




Duration: 4 Weeks


Assessment task - Eng_Y04_U1_AT_MR_AnnotatedANewChapter.docx Assessment Planner - Reading Comprehension

Monitoring task - Eng_Y04_U1_MT_MR_ReadingComp.docx Monitoring task - Eng_Y04_U1_MT_ReadingComp.docx

Assessment Assessment task - A new chapter

Assessment task - A new chapter: Annotated model response

Assessment task - A new chapter: Model response

Assessment task - Plan for task: A new chapter




Duration: 4 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

A new chapter (Yr 04)Type Imaginative response - written

Date

Description Students create an imaginative new chapter for a book.

Learning Area English

Knowledge and understanding Creating texts (Productive)

Use language features to create coherence and add detail to their texts.Create a text that shows understanding of how images and detail can be used to extend key ideas.Demonstrate understanding of grammar and use accurate spelling and punctuation.Re-reads and edits work to improve meaning.

Create a structured text for an audience.

A ◄

Creates detailed descriptions of setting, characters and events through the use of nouns and noun groups, verbs and verb groups.Chooses adverbs and prepositional phrases in sentences to entertain the reader and to support meaning.

◄Creates a series of sequenced events to build tension in the chapter and to hold audience interest.Uses a range of sentence types for effect.

B ◄

Selects texts’ connectives to support the progression of time (e.g. before long, in a flash, suddenly).Uses direct speech to add interest.Uses quotation marks to signal dialogue.

◄ Creates a chapter with a developed storyline, characters and setting.

C ◄

Uses language features to create coherence and add detail to their texts.Creates a text that shows understanding of how images and detail can be used to extend key ideas.Demonstrates understanding of grammar and uses accurate spelling and punctuation.Re-reads and edits work to improve meaning.

◄ Creates a structured text for an audience.

D ◄Spells familiar words.Uses capital letters and full stops to punctuate sentences.

◄ Writes a series of events.

E ◄ Writes sentences. ◄ Lists events.




Duration: 4 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

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