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Persuasive Writing - Student Reference Card
5 Pre & Primary Essentials Resources English Texts in Context Interacting with Others Analysing, Interpreting & Evaluating Creating Texts 1 Page

Persuasive Writing - Student Reference Card

This item was created as part of a larger unit on persuasive texts for a year 5 level, but represents only a small fraction of the resources we have available on Teach This for persuasive texts.

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Learning goals

  • We are learning to describe the ways in which a text reflects the time and place in which it was created.
  • We are learning to show how ideas and points of view in texts are conveyed through the use of vocabulary, including idioms, objective and subjective language, e.g. points of view.
  • We are learning to use appropriate interaction skills, e.g. paraphrasing and to appropriately check our understanding in formal and informal situations, e.g. making constructive comments, asking questions and justifying a point of view.
  • We are learning to appropriately check our understanding in formal and informal situations, e.g. making constructive comments, asking questions and justifying a point of view.
  • We are learning to identify characteristic text structures and language features used in imaginative, informative and persuasive texts.
  • We are learning to read texts and apply appropriate comprehension strategies to analyse information, e.g. predicting, confirming, monitoring meaning, skimming and scanning.
  • We are learning to use comprehension strategies to build literal and inferred meaning and evaluate texts.
  • We are learning to use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources.
  • We are learning to plan, create, edit and publish imaginative, informative, persuasive and multimodal texts with correct text structure, grammar, punctuation, language features, images and sound appropriate for the purpose and the audience.
  • We are learning to plan, draft and publish imaginative, informative, persuasive and multimodal texts with correct text structure, language features, images and sound appropriate for the purpose and the audience.

Curriculum alignment

AC9E5LY01 9 Describe the ways in which a text reflects the time and place in which it was created AC9E5LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas AC9E5LY02 9 Use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea AC9E5LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation AC9E5LY04 9 Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming AC9E5LY03 9 Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1704 8.4 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 ACELY1698 8.4 Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context ACELY1699 8.4 Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view ACELY1701 8.4 Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1703 8.4 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1702 8.4 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
EN3-6B old Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies EN3-8D old Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts EN3-1A old Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN3-5B old Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts EN3-2A old Composes, edits and presents well-structured and coherent texts EN3-3A old Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts EN3-HANDW-02 new Selects digital technologies to suit audience and purpose to create texts EN3-HANDW-01 new Sustains a legible, fluent and automatic handwriting style EN3-SPELL-01 new Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words EN3-CWT-01 new Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
VCELY318 Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning VCELY332 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELY320 Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text VCELY330 Reread and edit own and others’ work using agreed criteria for text structures and language features VCELY329 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 VCELY337 Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences, and present and justify a point of view or recount an experience using interaction skills VCELY319 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources VCELY317 Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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