Writing Program Term Four

Focus

Reading texts, Vocabulary Knowledge, Comprehension and Writing.

Rationale

When learners comprehend, they interpret, integrate, critique, infer, analyse, correct and evaluate ideas in texts. They negotiate meaning not only in their heads but in
the minds of others. When comprehending, learners strive to process text beyond word-level to get the big picture. When comprehension is successful, learners are left
with a sense of satisfaction from having understood the meaning of a text (Focus on Reading, Module 1, pp.5).
While vocabulary is learned indirectly through everyday experiences with oral and written language, some vocabulary must be taught explicitly. Vocabulary contributes to
comprehension, fluency, reading achievement and effective oral and written communication with others. Effective writing is characterised by precise, appropriate and
creative use of words and provides evidence of the quality of students thinking.
understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas
experiment and use aspects of composing that enhance learning and enjoyment
identify and explore underlying themes and central storylines in imaginative texts
explore and analyse the effectiveness of informative and persuasive devices in texts
understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing demands
of topic, audience and language
plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language
features, images and digital resources appropriate to purpose and audience (ACELY1704, ACELY1714)
understand, interpret and experiment with the use of imagery in imaginative texts, poetry and songs, eg similes, metaphors,
Writing and Representing
personification and sound devices such as alliteration
EN3-2A composes, edits
investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)
and presents well compose imaginative and informative texts that show evidence of developed ideas
structured and coherent
present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others
texts
(ACELT1609)
create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)
experiment with text structures and language features and their effects in creating literary texts, for example, using imagery,
sentence variation, metaphor and word choice (ACELT1800)
compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics

Outcome and Content

Reading and Viewing

EN3-3A uses an integrated
range of skills, strategies
and knowledge to read,
view and comprehend a
wide range of texts in
different media and
technologies

reread and edit students' own and others' work using agreed criteria and explaining editing choices (ACELY1705, ACELY1715)
develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1706,
ACELY1716)
compare and justify the ways in which spoken language differs from written language according to purpose, audience and context
understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social
roles and relationships (ACELA1501)
use and describe language forms and features of spoken texts appropriate to a range of purposes, audiences and contexts
use appropriate metalanguage to identify and describe relationships between and among texts
develop criteria to evaluate the effectiveness of spoken texts
use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)
use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal
effects appropriate for different audiences and purposes (ACELY1796)
use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group
size, formality of interaction and needs and expertise of the audience (ACELY1816)

Grammar, Punctuation and

Vocabulary
EN3-6B uses knowledge of
sentence structure,
grammar, punctuation and
vocabulary to respond to
and compose clear and
cohesive texts in different
media and technologies

Speaking and Listening

Writing and Representing
EN3-2A composes, edits and
presents well-structured and
coherent texts

participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and
evaluating information, experiences and opinions (ACELY1709)
identify and summarise key ideas and information from guest speakers, eg note-taking or using digital technologies
discuss and experiment with ways to strengthen and refine spoken texts in order to entertain, inform, persuade or inspire the
audience
understand that language is structured to create meaning according to audience, purpose and context
understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts
identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal
response to different texts (ACELT1615)
experiment using a range of language features, eg connectives, topic sentences, active and passive voice and nominalisation
use complex punctuation to engage the reader and achieve purpose
understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in
different contexts (ACELA1512)
investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion
(ACELA1525)
select some more challenging language features, literary devices (eg irony, humour) and grammatical features (eg modality) to
engage and influence an audience
experiment with different types of sentences, eg short sentences to build tension and complex sentences to add detail
use topic sentences and appropriately organise main (independent) and subordinate (dependent) ideas to enhance coherence in
written texts
select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive and colloquial, when
composing texts
use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information to ensure meaning
when composing texts
compare and justify the ways in which spoken language differs from written language according to purpose, audience and context
understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social
roles and relationships (ACELA1501)
use and describe language forms and features of spoken texts appropriate to a range of purposes, audiences and contexts
use appropriate metalanguage to identify and describe relationships between and among texts
develop criteria to evaluate the effectiveness of spoken texts
use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)
use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal
effects appropriate for different audiences and purposes (ACELY1796)
use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group
size, formality of interaction and needs and expertise of the audience (ACELY1816)
participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and
evaluating information, experiences and opinions (ACELY1709)
identify and summarise key ideas and information from guest speakers, eg note-taking or using digital technologies
discuss and experiment with ways to strengthen and refine spoken texts in order to entertain, inform, persuade or inspire the
audience

Best Start Clusters

Comprehension

Reading Text

Writing

8th cluster
*Refers to prior knowledge and experiences to
build understanding of a text.
*Justifies predictions about sections of a text.
*Builds understanding of a text by using
knowledge of text organisation and features, e.g.
referring to headings and subheadings to locate
information.
*Draws conclusions by using clues in a text.
*Identifies more than one perspective or point of
view when represented in texts.
*Articulates the main idea and provides a
synthesised retell that captures key events in
texts.
*Creates mental images to capture ideas.

9th Cluster
*Reads for sustained periods (15-20 minutes) and
sustains understanding in longer texts over time,
e.g. reading short novels over several days.
*Uses visual representations, e.g. photographs,
tables, charts to enhance meaning when reading
factual texts.
*Selects and uses the most effective word
identification strategy to maintain fluency and
meaning.
*Demonstrates an awareness of how to use
skimming/ scanning and text features such as
subheading s to locate specific information.
*Uses screen navigation features when reading
and viewing Internet texts.

6th cluster
*Creates longer texts supported by visual
information e.g. diagrams, maps, graphs on
familiar topics for known audiences.
*Begins to use text features such as headings and
paragraphs to organise information.

9th Cluster
*Builds understanding during reading by
discussing possible consequences of actions and
events.
*Interprets texts by recognising and discussing
the difference between literal and inferred
meaning in relation to information,
characteristics, events.
*Builds understanding about the meaning of a
text by actively seeking information from
different parts of a text.
*Shows an awareness through discussion that
texts can present different perspectives.
*Analyses the ways ideas and information are
presented by making comparisons between texts.
*Identifies and interprets main ideas and
important information in a text to provide an
accurate retell of a text.
*Analyses a text by discussing visual, aural and
written techniques used in the text.
*Builds understanding about the meaning of a
text by identifying and discussing text
organisation and features, e.g. cohesive links.
Cluster 10
* Reads short novels with minimal illustration,
unfamiliar content, settings and characters and
challenging and unusual vocabulary.
* Adjusts rate of reading to suit text complexity
and reading purpose.
* Uses more sophisticated word identification
strategies to maintain word and sentence level
fluency and create meaning, e.g. use of
homonym, syllabification, analogy
* Uses topic knowledge, vocabulary knowledge
and context to read unknown words when
engaging with subject texts.
* Chooses a reading path appropriate to the text
(literary, factual, electronic) and navigates
multimodal texts appropriate to the purpose.

7th cluster
*Plans texts by making notes, drawing diagrams,
planning sequence of events or information etc.
*States purpose and intended audience before
creating texts.

Cluster 10
* Interprets text by inferring connections, causes
and consequences during reading.
* Responds to and interprets texts by discussing
the differences between literal and inferred
meanings.
* Interprets the meaning of a text by seeking
further information in other sections of a text or
in different texts.
* Identifies ways texts present different
perspectives.
* Evaluates text accuracy and credibility by
comparing texts on a similar topic.
* Analyses and evaluates the relative importance
of key ideas and information in a text to
construct an overview.
* Responds to and analyses texts by discussing
the ways language structures and features shape
meaning.
* Responds to and interprets texts by integrating
sources of information in texts.

Cluster 11
* Analyses and evaluates the ways that inference
is used in a text to build understanding.
* Re-examines sections of texts for evidence to
support interpretations and opinions.
* Evaluates a personal interpretation of a text by
critically re-examining evidence within the text.
* Responds to themes and issues evident in texts
that present different perspectives on a given
topic or different points of view in a text.
* Analyses texts to explain and compare how
audience, purpose and context influence texts.
* Critically analyses and interprets a text to
create a summary that demonstrates an
understanding of the different views and values
represented.
* Analyses and responds to language and
grammatical techniques used to influence an
audience.
* Analyses and compares how information and
ideas are presented in a range of texts on the one
topic.

Cluster 11
* Reads for sustained periods (20-30 minutes)
and sustains understanding in longer texts over
time, e.g. reading short novels over several days.
* Confidently engages with a wide range of
authentic texts, e.g. newspapers, TV
documentaries, websites and chooses reading
pathways appropriate to the purpose for
reading/viewing.
* Monitors reading for accuracy and meaning
and adjusts reading when difficulties are
encountered, e.g. adjusts speed, rereads and
attends to most important information.
* Manipulates multiple texts that include a
variety of purposes and modes to locate
information for a specific purpose.
* Uses text navigation skills such as skimming
and scanning to efficiently locate specific
information in literary, factual and electronic
texts
8th cluster
*Creates longer texts (at least one page) that
achieve the intended purpose and are
appropriate for less familiar audiences.

Cluster 12
* Reads increasingly longer novels and subject
texts using a range of effective word
identification strategies to maintain meaning.
* Reads, views and uses a wide variety of literary
and factual, print and electronic texts with
increasing autonomy, e.g. extended novels and
information texts, video documentaries,
multimedia and performance texts, graphic
material.
* Reads more demanding subject texts that have
increasing levels of technicality and abstraction.
* Monitors reading for accuracy and meaning
selecting and using appropriate higher order
word identification skills such as knowledge of
word origins and analogy.
* Confidently adjusts the chosen reading/viewing
pathway to achieve the intended purpose in
literary and factual, print, electronic and
multimodal texts.
9th cluster
*Constructs well-sequenced imaginative,
informative and persuasive texts using language
appropriate to purpose and audience.
*Plans and organises ideas using headings,
graphic organisers, questions and mind maps.

Speaking

*Demonstrates elementary proofreading and

editing, e.g. circles a word that does not look
right.
*Accurately spells an increasing number of high
frequency and topic words.
*Uses simple punctuation, e.g. full stops,
exclamation marks and question marks.
*Writes a sequence of thoughts and ideas.
*Experiments with using some complex sentences
to enhance writing.
*Uses a refined pencil grip, correct posture and
paper placement to write more fluently and
legibly.
*Uses computer functions to edit texts.

*Spells words with regular spelling patterns

correctly and makes plausible attempts at words
with irregular spelling patterns.
*Applies spelling generalisations when writing.
*Uses contraction apostrophes and capitals for
proper nouns as well as other simple
punctuation.
*Writes short, connected and sequenced texts to
narrate events or convey information. *Includes
different types of verbs using appropriate tense
and demonstrates subject verb agreement.
*Uses a computer to produce texts with graphics.

*Experiments with producing/publishing texts

using an increasing range of mediums and
modes.
*Writing shows evidence of revision, editing and
proofreading.
*Demonstrates a range of spelling strategies to
spell unfamiliar words.
*Uses quotation marks for direct speech and
commas in lists.
*Produces a range of grammatically accurate
sentences.
*Fluently writes letters of consistent size and
formation in NSW Foundation Style.

4th cluster (BS 3)

* Provides a detailed justification for an opinion
about a favourite character from a story that has
been read.
*Asks relevant questions using correct word
order and intonation.
*Makes brief oral presentations to the class.
*Begins to adjust register to suit audience and
situation.
*Views and listens to gain information for a
specific purpose.
*Contributes to structured group or pair activities
involving discussion about familiar texts/topics.
*Articulates most speech sounds, (exceptions
could be: /r/, /v/, /th/).

8th cluster
*Expresses more detailed ideas and justifies a
point of view about a familiar texts/topics.
*Automatically adjusts speech to suit familiar
audiences, purposes and situations.
*Communicates confidently with a range of less
familiar audiences for a wider variety of
purposes.
*Contributes to collaborative group problem
solving to complete a task by questioning,
listening and responding to the ideas of others
and making suggestions.
*Listens and understands a series of instructions
related to a task and successfully completes the
task.

9th cluster
*Plans and delivers oral presentations on an
extended range of topics for audiences beyond
the immediate classroom, e.g. assembly
presentations.
*Enhances presentations by using some basic
oral presentation strategies such as using notes
as prompts, volume and change in emphasis.
*Discusses the features of different spoken texts,
e.g. formal versus informal interactions;
persuasive versus informative.
*Contributes relevant ideas to discussions, asks
questions and rephrases to clarify meaning.
*Listens attentively, makes appropriate
responses to what others say and constructively
builds on the ideas of others.
*Uses group discussion protocols, e.g. turn
taking.

Students will:
Quality Teaching
Elements

draw on the knowledge of text structures and text

think deeply and express verbally

organisers

complete descriptions

write responses
Quality Learning Environment
2.1 Explicit Quality Criteria, 2.2 Engagement and 2.3 High Expectations

*Rereads texts during and after writing to check

accuracy, consistency of meaning and fitness for
purpose.
*Structures texts using paragraphs composed of
logically grouped sentences that deal with a
particular aspect of a topic.
*Uses a variety of spelling strategies to spell high
frequency words correctly.
*Uses simple word processing functions such as
spell check, grammar check.
*Chooses verbs, adverbials, nouns and adjectivals
to express specific ideas and details.
*Uses joined letters of consistent size.
*Experiments with creating simple multimodal
texts using digital text creation programs.
*Writing shows evidence of revision, editing and
proofreading.
*Demonstrates a range of spelling strategies to
spell unfamiliar words.
*Uses quotation marks for direct speech and
commas in lists.
*Produces a range of grammatically accurate
sentences.
*Fluently writes letters of consistent size and
formation in NSW Foundation Style.
Cluster 10
* Provides detail and supporting evidence in a
logical manner when speaking about opinions
and ideas.
* Engages an audience when making oral
presentations by using strategies such as facial
expression, gesture, pause and repetition.
* Adjusts language used for a similar purpose but
different, less familiar audiences, e.g. recount of
same event to peer/teacher/principal, code
switching.
* Listens attentively and responds appropriately
to spoken and multimodal texts that include
unfamiliar ideas and information.

make logical connections

identify points of view and specific details

Learning Sequence

Resources

Week 2:

Week 2:

Lesson 1a Introduce the text type narrative and vocab.

Ask students to choose a fictional narrative from the class library. Ask them all to ensure that they choose a different
book. Discuss what is meant by a fictional narrative.
Have students read aloud the first few sentences of their chosen book.
Discuss with students what they notice i.e. none are the same (meaning they dont ALL start with Once upon a time
a setting is described, a person is described etc.

Lesson 1
Fictional narratives (one per student)
Narrative Text Tips Stage 2 Notebook

NARRATIVE TEXT TIPS NOTEBOOK

Have students discuss/brainstorm anything that they know about narratives. Discuss group findings as a class and
Brainstorm/Write as a class the components of a description in books. (Intro, characteristics and features of subject,
nouns and noun groups, variety of adjectives, thinking and feeling verbs eg...., figurative language: metaphors, similes,
correct punctuation and spelling)
Open the Narrative Text Tips -Stage 2 Notebook file and work through the first 9 slides. (Note: on the first slide is a
teachers file that will assist you in how to use the file. It will open up as a word document for you to work through.)
Lesson 1b Looking at Their Writing
Slide nine ask the students to write an alternative resolution to the story. This is an opportunity to see what students
know about writing narratives and the lessons that follow you can choose to spend more/less time on particular
language features.
Lesson 2a Overview of Descriptions
In groups students view a paragraphs or a full text Appendix 01. Discuss in your group:
-the type of writing
- the structure
-the language used.
-High light features of the text: adjectives, figurative language, similes, metaphors etc.

Lesson 2
Appendix 01
You Tube Clip
http://www.youtube.com/watch?v=7jKjZo6xjY&feature=fvsr

Lesson 2b Discussing Descriptions

Watch the video http://www.youtube.com/watch?v=7jK-jZo6xjY&feature=fvsr
Discuss how this narrative at the beginning of the movie uses description.
Lesson 3a Structure of a Piece of Writing
Review several descriptions and their introductions. Discuss what they contain (identify or introduce what is to be
described.)

Lesson 3
Appendix 02

Lesson 3b Joint Construction

As a class jointly construct a description of Chuckie (From the Rugrats) using the toy (In 5/6B room). Alternatively use a
toy of your own choice (the better descriptions will come from students being able to handle and describe the feel of
the item.

Chuckie Doll (or your choice of item) Doll

available from 5/6B

Lesson 4a Creating Descriptions

Review yesterdays jointly constructed description and its introductions. Review what a description contains structurally
what they contain. (identify or introduce what is to be described, characteristics and features of subject)
In smaller groups jointly construct a description of a dragon using the picture Appendix 03.

Lesson 4
Appendix 03

Week 3:

Week 3:

Lesson 1a Creating and Using Nouns and Noun Groups

Review Description. (Jenny Eather example Island of Sand)
Discuss what a noun is and highlight the nouns in the text
Using a different colour highlight the words that describe the nouns Adjectives. These make noun groups when with
the noun eg blue dress adjective + noun = noun group)
There are many different types of adjectives.

Lesson 1
Appendix 02

Lesson 1b Creating a Noun Group Description

Read pages 10-11 (Only the Noun Groups part of slide 11) and discuss what a noun group is.
In small groups of up to 4, using the images provided Appendix 04, students are to select a creature and in groups
create noun groups for it and create a mobile using card, straws and tape. Remember to use size, shape, colour, quality
when describing.
Lesson 2a Creating and Using Nouns and Noun Groups
Review the purpose of a description. Description texts are written to focus our attention on the characteristic features
of a particular thing. They can occur as a stand-alone text but are often incorporated in a longer text such as a
narrative or information report
Revise structure of a description.
Lesson 2b Creating a Noun Group Description
Utilise noun groups created to write a description of the creatures from yesterday.
Include an introduction and 2-3 paragraphs describing its appearance, describing its habitat and special features.
Lesson 3a Reviewing Verbs
Review Description. (Jenny Eather example The Hail Storm)

Narrative Text Tips Stage 2 Notebook

Appendix 04
Straws/ paddle pop sticks
Sticky tape

Lesson 2

Monsters (Appendix 04) from previous

lesson.
Factual Description Worksheet

Lesson 3
Appendix 02

 Discuss and define in books the various types of verbs: doing, relating, think and feeling, communicating
Highlight the verbs in the sample text Appendix 02
Lesson 3b Creating Verbs
Review noun groups from creatures created in previous lessons.
Add doing verbs and thinking and feeling verbs to displays.( eg enjoys eating...., loves to play..., hates people who jump
near him etc..
Complete sheet determining different types of verbs Worksheet

Range of books with descriptive

language.

Types of Verbs Worksheet

Lesson 4a Reviewing Verbs and Adverbs

Review verbs and noun groups from crazy creatures that students created.
Discuss adverbs. Students choose a verb (start with movement type verbs) and have a student act out the verb e.g.
walk. As the student is completing the action, have students tell them how to complete the action (using an adverb).
Choose a few action verb (eat, walk, run, climb etc) and have students create word clouds with adverbs for these verbs.
Lesson 4b Using Verbs and Adverbs
Students construct a description of what this creature does and how it moves using as many verbs (and adverbs) as they
can.
Introduce/Review the conclusion of a description evaluation or comment, about what is being described Use Jenny
Eather descriptions (Appendix 02).

Lesson 4
Monsters (student created)

Week 4:

Lesson 1
Simile poster
Simile Worksheet

Lesson 1a Similes
Discuss and define in books what similes are.
Complete sheet to demonstrate understanding of similes Worksheet.
Lesson 1b Simile Construction
Discuss and jointly construct similes in small groups, about crazy alien creatures.
Review similes
Students construct a description about friend.
Use similes to describe their characteristics. Teachers and aides focus on small groups.
Lesson 2a - Metaphors
Discuss and define in books what metaphors are Metaphor poster.
Complete sheet to demonstrate understanding of metaphors (Metaphor worksheet).
Lesson 2b Metaphor Construction
Discuss and jointly construct metaphors about their friend from yesterdays writing.
Review the structure of a description.

Appendix 02

Week 4:

Monster (students created)

Lesson 2
Metaphor poster
Metaphor worksheet