AC9E4LA04 Year 4 English

AC9E4LA04 – Year 4 English: Text structure and organisation

Strand

Language

Substrand

Text structure and organisation

This Content Descriptor from Year 4 English provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas

Elaborations

• recognising how authors construct texts that are cohesive and coherent using pronouns that link to something previously mentioned and determiners; for example, “this”, “that”, “these” and “those”, to identify things
• recognising how authors use text connectives to create links between sentences; for example, “however”, “therefore”, “nevertheless” and “in addition”
• recognising how text connectives link sections of a text, providing sequences through time; for example, “firstly”, “then”, “next” and “finally”

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 4 ASENGY4

Year 4 English Achievement Standard

By the end of Year 4, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They share and extend ideas, opinions and information with audiences, using relevant details from learnt topics, topics of interest or texts. They use text structures to organise and link ideas. They use language features including subjective and objective language, topic-specific vocabulary and literary devices, and/or visual features and features of voice. They read, view and comprehend texts created to inform, influence and/or engage audiences. They describe how ideas are developed including through characters and events, and how texts reflect contexts. They describe the characteristic features of different text structures. They describe how language features including literary devices, and visual features shape meaning. They read fluently and accurately, integrating phonic, morphemic, grammatical and punctuation knowledge. They create written and/or multimodal texts including stories for purposes and audiences, where they develop ideas using details from learnt topics, topics of interest or texts. They use paragraphs to organise and link ideas. They use language features including complex sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using clearly formed letters with developing fluency. They spell words including multisyllabic and multimorphemic words with irregular spelling patterns, using phonic, morphemic and grammatical knowledge.