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Using Emotive Language
F 1 2 Pre & Primary Essentials Worksheets English Language for Expressing & Developing Ideas Language for Interacting With Others 4 Pages

Using Emotive Language

This set of worksheets is designed to help students identify and use emotive language to enhance persuasive writing. Activities are based on the book 'I Wanna Iguana' by Karen Kaufman Orloff, where the protagonist, Alex, uses persuasive letters to convince his mother to let him have a pet iguana. Through these exercises, students will learn to recognise and apply words that convey strong feelings to make their arguments more compelling.​

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Learning goals

  • We are learning to use appropriate interaction skills to listen and respond to others in different environments and use appropriate voice levels, body language, gestures and eye contact when speaking and listening to others.
  • We are learning to read short, decodable and authentic texts using phonic knowledge and monitor meaning.
  • We are learning to create and edit short written texts to record and report ideas and events using capital letters, punctuation and correct spelling of CVC words.
  • We are learning to listen to others when taking part in conversations, take turns, contribute ideas, use appropriate language and interaction skills.
  • We are learning to read decodable and authentic texts fluently using phonic knowledge and to monitor meaning using context and grammar.
  • We are learning to create, re-read and edit short written and multimodal texts to report on a topic, express an opinion or recount an event using capital letters, punctuation and correct spelling.
  • We are learning to use interaction skills, use positive statements to engage and appropriate language to disagree in group and class settings.
  • We are learning to read texts fluently and use strategies to make meaning.
  • 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.
  • We are learning to use appropriate interaction skills to listen and respond to others in different environments.
  • We are learning to use appropriate voice levels, body language, gestures and eye contact when speaking and listening to others.
  • We are learning to read short, decodable and predictable texts with familiar vocabulary and supportive images to make meaning.
  • We are learning to edit texts for meaning, spelling, capital letters and full stops, for ourselves and others.
  • We are learning to construct texts using software including word processing programs, e.g. MS Word.
  • We are learning to create short imaginative, informative and persuasive texts to explore, record and report ideas using familiar words and beginning writing knowledge.
  • We are learning to listen to others when taking part in conversations, contribute ideas, use appropriate language and interaction skills.
  • We are learning to interact in pair, group and class discussions, taking turns when responding.
  • We are learning to read decodable and predictable texts fluently and use strategies to make meaning.
  • We are learning to create texts for a purpose that show our understanding of the connection between writing, speech and images.
  • We are learning to edit our texts and make changes to improve meaning, spelling and punctuation.
  • We are learning to use software, e.g. MS Word to construct texts and add images.
  • We are learning to use interaction skills, use positive statements to engage and appropriate language to disagree in group and class settings.
  • We are learning to listen for key information and instructions and build upon ideas in discussions.
  • We are learning to read less predictable texts fluently and use strategies to make meaning.
  • 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.

Curriculum alignment

AC9EFLY04 9 Read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge AC9E2LY02 9 Use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions AC9E1LY06 9 Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words AC9E2LY04 9 Read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting 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 AC9E1LY04 9 Read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge AC9E1LY02 9 Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions AC9EFLY06 9 Create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly AC9EFLY02 9 Interact in informal and structured situations by listening while others speak and using features of voice including volume levels ACELY1662 8.4 Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation ACELY1661 8.4 Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams ACELY1652 8.4 Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops ACELY1664 8.4 Construct texts that incorporate supporting images using software including word processing programs ACELY1789 8.4 Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately ACELY1666 8.4 Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions ACELY1669 8.4 Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting 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 ACELY1672 8.4 Re-read and edit text for spelling, sentence-boundary punctuation and text structure ACELY1674 8.4 Construct texts featuring print, visual and audio elements using software, including word processing programs ACELY1659 8.4 Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading ACELY1646 8.4 Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations ACELY1784 8.4 Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact ACELY1788 8.4 Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace ACELY1654 8.4 Construct texts using software including word processing programs ACELY1656 8.4 Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions ACELY1649 8.4 Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge ACELY1651 8.4 Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge
EN1-3A old Composes texts using letters of consistent size and slope and uses digital technologies ENe-3A old Produces most lower case and upper case letters and uses digital technologies to construct texts ENe-2A old Composes simple texts to convey an idea or message EN1-1A old Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations ENe-4A old Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies ENe-1A old Communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction EN1-4A old Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and 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-RECOM-01 new Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning ENE-UARL-01 new Understands and responds to literature read to them ENE-HANDW-01 new Produces all lower-case and upper-case letters to create texts ENE-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts ENE-CWT-01 new Creates written texts that include at least 2 related ideas and correct simple sentences EN1-OLC-01 new Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions 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 ENE-REFLU-01 new Reads decodable texts aloud with automaticity ENE-PHOKW-01 new Uses single-letter grapheme–phoneme correspondences and common digraphs to decode and encode words when reading and creating texts ENE-VOCAB-01 new Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts EN1-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas EN1-PHOKW-01 new Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts EN1-REFLU-01 new Sustains reading unseen texts with automaticity and prosody and self-corrects errors EN1-CWT-01 new Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure ENE-OLC-01 new Communicates effectively by using interpersonal conventions and language with familiar peers and adults EN1-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
VCELY233 Construct texts featuring print, visual and audio elements using software, including word processing programs VCELY187 Read texts with familiar features and structures using developing phrasing, fluency, phonic, semantic, contextual, and grammatical knowledge and emerging text processing strategies, including prediction, monitoring meaning and rereading VCELY161 Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops 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 VCELY163 Construct texts using software including word processing programs VCELY221 Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting VCELY244 Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions through initiating topics, making positive statements, and voicing disagreement in an appropriate manner VCELY160 Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge VCELY152 Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge VCELY197 Construct texts that incorporate supporting images using software including word processing programs VCELY195 Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation VCELY210 Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others VCELY194 Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements VCELY174 Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak

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

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