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Sequencing Persuasive Texts Level 3
4 5 Pre & Primary Essentials Worksheets Text Structure & Organisation Literature & Contexts Engaging With & Responding to Literature Analysing, Interpreting & Evaluating Language for Interacting With Others 2 Pages

Sequencing Persuasive Texts Level 3

Students cut and rearrange examples of persuasive texts to help cement their understanding of the structure of persuasive texts.

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Learning goals

  • We are learning to use thinking verbs to express opinion, e.g. I think, I believe and to use summary verbs to report findings, e.g. we concluded.
  • We are learning to use thinking verbs to express opinions, e.g. I think, I believe, and to use summary verbs to report findings, e.g. we concluded.
  • We are learning to understand the structures and language features of text types, such as simple narratives, procedures, persuasive texts and information reports.
  • We are learning to understand the structures and language features of text types, such as simple narratives, procedures, persuasive texts and information reports.
  • We are learning to understand that texts are made cohesive through the use of pronouns, e.g. ‘she’, ‘he’, ‘they’, determiners, e.g. ‘this’, ‘that’, ‘these’, ‘those’, ‘the’ and text connectives that link, e.g. ‘however’, ‘in addition’, ‘therefore’ and that indicate time, e.g. ‘firstly’, ‘then’, ‘next’, ‘finally’.
  • We are learning to understand that texts are made cohesive through the use of pronouns, e.g. ‘she’, ‘he’, ‘they’, determiners, e.g. ‘this’, ‘that’, ‘these’, ‘those’, ‘the’ and text connectives that link, e.g. ‘however’, ‘in addition’, ‘therefore’ and that indicate time, e.g. ‘firstly’, ‘then’, ‘next’, ‘finally’.
  • We are learning to discuss literary experiences with others, share responses and express a point of view using metalanguage to describe the effects of texts, text structures and language features.
  • We are learning to discuss literary experiences with others, sharing responses and expressing a point of view.
  • We are learning to identify characteristic features used in imaginative, informative and persuasive texts.
  • We are learning to confidently read different types of texts aloud with fluency and intonation and use our knowledge of reading strategies, vocabulary, grammar, phonics, re-reading and self-correction when reading.
  • We are learning to read new and different texts using word identification strategies and self-monitoring strategies.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts and to use and expand on our knowledge to analyse and evaluate texts.

Curriculum alignment

AC9E4LY04 9 Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed AC9E4LA02 9 Identify the subjective language of opinion and feeling, and the objective language of factual reporting AC9E4LA03 9 Identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes AC9E4LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts AC9E4LA04 9 Identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas AC9E4LY03 9 Identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text AC9E4LE02 9 describe the effects of text structures and language features in literary texts when responding to and sharing opinions ACELT1603 8.4 Discuss literary experiences with others, sharing responses and expressing a point of view ACELY1690 8.4 Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELA1490 8.4 Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience ACELY1691 8.4 Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing ACELY1692 8.4 Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts ACELA1491 8.4 Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives ACELA1489 8.4 Understand differences between the language of opinion and feeling and the language of factual reporting or recording
EN2-11D old Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own EN2-8B old Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN2-10C old Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN2-4A old Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN2-REFLU-01 new Sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose, audience and meaning EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
VCELT283 Describe the effects of ideas, text structures and language features of literary texts VCELT306 Discuss literary experiences with others, sharing responses and expressing a point of view VCELY287 Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing VCELY288 Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts VCELA277 Identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience VCELA305 Understand differences between the language of opinion and feeling and the language of factual reporting or recording VCELA290 Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives

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

Differentiation

Modifications

Look for the other level of sequencing texts for simpler examples.

Extensions

Look for the other level of sequencing texts for more advanced examples.

Teach it your way

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