Narrative Writing Presentation
This presentation is an excellent resource for teachers introducing and revisiting Narrative Writing. The presentation begins by looking at the narrative structure and common features for students to include at a Year 2 level. It then looks more closely at different features, providing a variety of examples and practice activities for teachers to use as scaffolds for student learning. It provides opportunities for explicit teaching, independent work, group work and class discussions. Students can demonstrate their understanding by completing questions and activities in their workbooks or on whiteboards.
Learning goals
- We are learning to identify the different text structures and language features of different types of texts, e.g. simple narratives, persuasives, instructions and expositions.
- We are learning to tell known stories from different points of view, construct sequels and imaginative reconstructions of stories and poetry.
- We are learning to innovate on familiar texts by experimenting with character, setting or plot.
- We are learning to create short imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
- We are learning to re-read and edit text for spelling, sentence punctuation and text structure.
- We are learning to use software, e.g. MS Word or PowerPoint to construct texts which include visual and audio elements.
- We are learning to identify the different text structures and language features of different types of texts, e.g. narratives, recounts, information reports, simple procedures, expression of opinion and responses to texts.
- We are learning to innovate on familiar texts by experimenting with character, setting or plot and by adding prepositional phrases to improve descriptions.
- We are learning to create short imaginative, informative and persuasive multimodal texts using text structures, language and grammatical features appropriate to the audience and purpose.
Curriculum alignment
AC9E2LA03
9
Identify how texts across the curriculum are organised differently and use language features depending on purposes
AC9E2LE05
9
Create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools
AC9E2LY06
9
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
ACELT1593
8.4
Create events and characters using different media that develop key events and characters from literary texts
ACELY1674 8.4 Construct texts featuring print, visual and audio elements using software, including word processing programs ACELY1672 8.4 Re-read and edit text for spelling, sentence-boundary punctuation and text structure ACELY1671 8.4 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 ACELT1833 8.4 Innovate on familiar texts by experimenting with character, setting or plot ACELA1463 8.4 Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
EN1-7B
old
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
EN1-3A
old
Composes texts using letters of consistent size and slope and uses digital technologies
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-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-HANDW-01
new
Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts
EN1-SPELL-01
new
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
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-PHOKW-01
new
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
EN1-VOCAB-01
new
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
EN1-OLC-01
new
Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
VCELY233
Construct texts featuring print, visual and audio elements using software, including word processing programs
VCELY231
Reread and edit text for spelling, sentence-boundary punctuation and text structure
VCELY230
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
VCELT229
Build on familiar texts by experimenting with character, setting or plot
VCELT228
Create events and characters using different media that develop key events and characters from literary texts
VCELA212
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Teach it your way
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