AC9E6LA03 Year 6 English

AC9E6LA03 – Year 6 English: Text structure and organisation

Strand

Language

Substrand

Text structure and organisation

This Content Descriptor from Year 6 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

explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features

Elaborations

• exploring a range of everyday, community, literary and informative texts, discussing elements of text structure and language features, and comparing the overall structure and effect of authors’ choices in 2 or more texts
• examining a text to identify strategies such as exaggeration to create humour
• recognising that texts are organised into stages such as an introduction and that introductions may be divided into phases; for example, the introduction stage of a narrative may begin with a phase that is a “hook” or a flashback
• explaining the characteristic stages and phases in reviews, discussions of alternative positions or historical recounts and identifying any adaptations of typical structures or language features

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 6 ASENGY6

Year 6 English Achievement Standard

By the end of Year 6, 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, explain and elaborate on ideas from topics or texts. They use and vary text structures to organise, develop and link ideas. They use and vary language features including topic-specific vocabulary and literary devices, and/or multimodal features and features of voice.They read, view and comprehend different texts created to inform, influence and/or engage audiences. They identify similarities and differences in how ideas are presented and developed including through characters, settings and/or events, and how texts reflect contexts. They identify how texts have similar and different text structures to reflect purpose. They explain how language features including literary devices, and visual features influence audiences. They create written and/or multimodal texts, including literary texts, for particular purposes and audiences, developing, explaining and elaborating on relevant ideas from topics or texts. They use text structures and vary paragraphs to organise, develop and link ideas. They use and vary language features including sentence structures, topic-specific vocabulary and literary devices, and/or multimodal features. They spell using phonic, morphemic and grammatical knowledge.