WS01 – Informative text: Bushfires

English, Year 5

By the end of Year 5, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts. For particular purposes and audiences, they share, develop and expand on ideas and opinions, using supporting details from topics or texts. They use different text structures to organise, develop and link ideas. They use language features including topic-specific vocabulary and literary devices, and/or multimodal features and features of voice.

They read, view and comprehend texts created to inform, influence and/or engage audiences. They explain how ideas are developed including through characters, settings and/or events, and how texts reflect contexts. They explain how characteristic text structures support the purpose of texts. They explain how language features including literary devices, and visual features contribute to the effect and meaning of a text.

They create written and/or multimodal texts, including literary texts, for particular purposes and audiences, developing and expanding on ideas with supporting details from topics or texts. They use paragraphs to organise, develop and link ideas. They use language features including complex sentences, tenses, topic-specific vocabulary and literary devices, and/or multimodal features. They spell using phonic, morphemic and grammatical knowledge.

Language | Language for interacting with others

AC9E5LA02

understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources

Language | Text structure and organisation

AC9E5LA03

describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts

Language | Text structure and organisation

AC9E5LA04

understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text

Language | Language for expressing and developing ideas

AC9E5LA05

understand that the structure of a complex sentence includes a main clause and at least one dependent clause, and understand how writers can use this structure for effect

Language | Language for expressing and developing ideas

AC9E5LA06

understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea

Language | Language for expressing and developing ideas

AC9E5LA07

explain how the sequence of images in print, digital and film texts has an effect on meaning

Language | Language for expressing and developing ideas

AC9E5LA08

understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms, and explore the history of words

Language | Language for expressing and developing ideas

AC9E5LA09

use commas to indicate prepositional phrases, and apostrophes where there is multiple possession

Literature | Engaging with and responding to literature

AC9E5LE02

present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others

Literature | Creating literature

AC9E5LE05

create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced

Literacy | Creating texts

AC9E5LY06

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

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Written response

1. Draws on precise vocabulary learnt through background research to build an informative style and an authoritative tone (“essential requirements”, “destruction”, “positive effects”).

2. Writes a clear first sentence to introduce the main idea of the paragraph.

3. Chooses topic-specific vocabulary such as “arson” to create clear meaning for the reader.

4. Organises ideas in well-structured paragraphs, each of which expands on a key idea.

5. Uses supporting details and precise, topic-specific vocabulary such as “trigger germination” to provide a clear picture of the positive and negative effects of fire.

6. Expands on ways in which First Nations Australians use fire, adding depth and breadth to the information in the text.

7. Uses a question to open the paragraph and engage the audience.

8. Uses a colon correctly before a list of the essential elements of a fire.

9. Writes a concise conclusion, synthesising the positive and negative aspects of fire.

10. Selects images to support the written information.