STEAL A Character
A handy display to encourage students to refer to when developing characters in storytelling. The acronym encourages students to build a ‘real’, interesting and memorable character.
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Learning goals
- We are learning to understand the structures and language features of text types, such as narratives, procedures, explanations, discussions, persuasive texts and information reports.
- 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 identify characteristic text structures and language features used in imaginative, informative and persuasive texts.
- We are learning to identify the features of online texts, including chapters, headings, subheadings, home pages and sub pages and how they assist with navigation.
- 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.
- We are learning to re-read and edit work using knowledge of text structures and language features.
- We are learning to use software, e.g. MS Word or PowerPoint proficiently to construct, edit and publish multimodal texts featuring visual, print and audio elements.
Curriculum alignment
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
AC9E5LY03
9
Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
AC9E5LA03
9
Describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts
ACELY1705
8.4
Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features
ACELY1707
8.4
Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements
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
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
ACELA1797
8.4
Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation.
ACELA1504
8.4
Understand how texts vary in purpose, structure and topic as well as the degree of formality
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
EN3-5B
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-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
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
VCELY330
Reread and edit own and others’ work using agreed criteria for text structures and language features
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
VCELA310
Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation
VCELA309
Understand how texts vary in purpose, structure and topic as well as the degree of formality
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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