GENRE: Exposition “Persuading others to take an action involving familiar events and products” -simple advertising poster, flier or brochure- Writing and Shaping: Level 2 Cultural Operational Critical When writing and shaping, When writing and shaping, students: When writing and shaping, students: replicate generic structure students: construct a range of texts with o plan for generic structure of a text identify textual resources they familiar cultural purposes - independently construct written, visual and multimodal texts that replicate the generic structure of texts read or viewed have chosen to represent - the range of cultural purposes - use generic structure of familiar text types to plan and arrange ideas and information in a logical order people, places, events and may include: o story board for a short videotaped advertisement things in similar or different o persuading others to take an ways through: use simple sentences, accurately punctuated, and some compound sentences action involving familiar o when planning, discuss sentence patterns in different text types - linked noun and verb events and products o sentences are usually constructed as statements, but may contain commands, questions and exclamations to reflect or show emotion groups throughout the text - constructing texts may involve - before a writing conferences with teacher and/or peers: - select and discuss noun several stages of text o re-read own writing to check that text makes sense and achieved its purpose groups to describe particular construction, including: o check the order and sequencing of sentences in the text participants (people, places, o planning for writing or shaping events and/or things) in own - when proofreading to check for spelling and punctuation accuracy: using a simple concept map, written texts o discuss the purpose of punctuation in own text, e.g. how punctuation can help a reader to understand the text e.g. a timeline - select and discuss verb o identify punctuation errors and correct the use of full stops, question marks and exclamation marks o gathering ideas from a variety groups to describe particular of familiar resources e.g. - accurately punctuate simple sentences and most compound sentences participants (people, places, books, newspapers, children’s o use capital letters for the beginning of sentences, names of people and places, and text titles events and/or things) in own encyclopaedias, CD-ROMs, o use full stops, exclamation marks and question marks appropriately for the type of sentence (statement, exclamation or command) written texts, e.g. move children’s magazines and use short noun and verb groups related to the topic quickly, hurry, scurry, rapidly websites - short noun groups include: ran o using appropriate resources o up to two adjectives and a head noun, e.g. the large ugly dog - create a pattern of noun to suit the writing task, e.g. o a head noun and an adjectival phrase, e.g. the dog with the black spots groups to suit characteristics students select from familiar - short verb groups include: of the participants in the text, information resources within o helping verbs and the head verb, e.g. like to go dancing e.g. the whale shark, the the school or from home, e.g. o head verbs with modals e.g. run quickly, stir slowly magnificent shark, this large information reports, familiar - use noun and verb groups in different text types shark, a shark with huge fins websites, CD-ROMs, DVDs, link ideas using repeated or related words, simple pronouns and some simple conjunctions and tail, the largest shark in children’s print or digital the ocean encyclopaedias - link ideas through: o noun groups and pronoun referencing describing the same participant e.g. the mirror, the beautiful mirror, it, the magic mirror - create a pattern of verb o logically preparing materials groups to suit characteristics for writing and shaping, e.g. o noun groups describing two quite different participants e.g. a cold butter, a melted liquid, the warm ingredients o verb groups with similar meanings, e.g. dance, do the gig, can kick of the participants when organising graphics or photos drafting written texts, e.g. in a folder, preparing o text-specific verb groups, e.g. slowly mix, gradually add, cut carefully o maintaining the sequence of events using time referencing at the beginning of sentences, e.g. In the beginning, After the weekend, swims gracefully, slowly materials such as writing glides, moves silently materials Firstly o noun groups or pronouns in theme position, e.g. Most frogs mate in the water. The female frog lays the eggs. The eggs hatch into - change or offer alternative o draft a text of several related, tadpoles in two to three weeks. The tadpoles slowly change into frogs. They can then live on the land most of the time. noun groups to represent appropriately sequenced particular participants better, sections containing some o noun groups with adjectives such as number, size or quantity, e.g. five rabbits, many babies, chocolate sauce, a long snake, strongest teeth e.g. change big shark to description or elaboration of o varied noun groups to develop descriptive referencing of a participant e.g. A telephone is a funny thing. It is square but has a large largest shark in the seas key ideas in each section ring. A desk phone sits upon a table. A mobile phone goes where you go. - change or offer alternative o use a prepared plan and other materials, such as images, to o referenced personal pronouns appropriate to the gender, e.g. I am a boy, Look at me, This is my book; He is a boy, Look at him, This verb groups to represent is his book; They are people. Look at them. This is their book. particular participants more develop draft texts o edit text using the class o time references adding details, e.g. yesterday, slowly, at last accurately, e.g. change goes editing guide to ensure o references to location using topic-specific noun groups in the appropriate stages of the text type, e.g. on the tree, at the creek, near fast to swims quickly to Port Arthur provide a better description of meaning is clear and link ideas using images, simple fonts, borders or transitions how the shark moves sequence is logical o proofread to identify errors in - use repeated visual elements to develop the descriptive referencing of a person, place, event or thing, e.g. use of a repeated element or - identify different spelling, punctuation, a border representations created by image/text match - select appropriate handwriting styles or simple electronic fonts and punctuation to suit text types and purpose, e.g. choice of particular noun and o publish/present written and o replicate Queensland Beginner’s Alphabet and Queensland Modern Cursive letters and joins appropriately verb groups in their own texts, multimodal texts o use exclamation marks to convey excitement in statements or commands e.g. o evaluate own or others texts o use bold lettering, colour, size or capital letters to give emphasis o evil, wicked, mean and with based on class criteria for o use lower case and capital letters in electronic texts, using shift key for capitals on computer keyboard a nasty face maintain the successful meaning-making o use format windows or tool bars to change text alignment, add bullet points, or select font types, sizes and colours using familiar queen as a the villain in a sequence two or more familiar programs text events and order information - use vectors to guide the reader through the text o lovely, kind and with the using some detail and - use layout to link ideas and add meaning to a text flowing pink dress maintain supporting illustrative material o select background colour, design or image to suit text type the princess character in - sequence ideas in own texts o maintain a page layout to create multiple page print and digital texts the same story drawing on those modelled in o match font choices with associated visuals - dominant objects or images class, e.g. - select or create pictures and graphics to enhance the meaning of a text - font choices o promotional materials: poster; o select and attach appropriate graphics for the audience of the text, e.g. funny drawings or animations to amuse friends in emails - typical facial expressions flier; simple brochure and o open and insert pictures or visuals from class sets of digital resources and body movements advertisement o include appropriate clothing, facial expression and other visual elements to represent setting and characters - identify the choices made to - sequence events with o experiment with enhancing graphics using tools, e.g. picture effects represent people, places, supporting detail, and illustrative - select and discuss layout to match, create or enhance meaning, including: events or things in particular materials as appropriate o experiments with autoshapes or stamps to maintain a visual element ways, e.g. construct texts for a small range o headings, bullet points, labels or captions on graphics or diagrams to signal entry into parts of the text o feelings the text is trying to of known audiences include some gestures, music or sound effects in some texts evoke o information being conveyed - audiences may include: - include typical gestures in illustrations, music and sound effects in multimodal texts to: o identify possible meanings o a small group of friends o exemplify meanings in other visual and linguistic information of dominant images, fonts, o own class group o give clues to readers and viewers about the type of text gestures and body o a year-level group o express emotions within the text movements in texts o class peers accurately spell frequently used one- and two-syllable words using sound/visual (graphophonic) and meaning patterns, and o familiar parents and school - discuss the similarities and knowledge of word functions differences between visual personnel - spell frequently used words accurately in a variety of contexts, e.g. core words, some topic-specific words and some text-type-specific representations, e.g. - construct texts for different words o image choice audiences, e.g. - use a range of strategies to learn to spell words: o type of graphic selected, o simple brochures, fliers or - identify and spell frequently used words accurately including: e.g. animations, photos, posters for peers and younger o words that change from singular to plural forms, e.g. child to children drawings, paintings audiences o words that change when tense changes, e.g. ride to rode, go to went o facial expressions or use familiar paper and o homonyms, e.g. to, too, two; their, there; here, hear; see, sea features, and body electronic mediums o common single-syllable words where the plural ending does not sound the way it is spelt, e.g. plural s sounds different in cats (soft s movement - write and shape using a variety sound) and cars (z sound) o paper colours or border of modes, e.g. visual only, o synonyms, e.g. Yesterday I read the newspaper. I can read my book. patterns to represent the written and visual, visual and - use knowledge of sounds in words, including: mood or feelings of people spoken, spoken and written, o two-letter consonant digraphs at the beginning of words, e.g. that, show, chat; and at the end of words, e.g. pack or events: clever, silly, multimodal o onset and rime for the target word, e.g. the target word is stop: the child uses st as onset and op as the rime to complete the word happy or sad - make choices about the media - use knowledge of common spelling patterns, including: - discuss use of font choices to used to produce simple o discuss possible letter combinations as a way to attempt unknown words, e.g. for the target word float, common letter patterns for the emphasise particular multimodal texts using long o could be o-e like in rope, or oa like in boat meanings in the text, e.g. supportive student software, e.g. discuss alternative spelling choices for vowel combinations for spelling words with long vowels, e.g. cake, rain, day o A fancy font, such as o written and illustrated discuss common letter combinations for spelling words with long vowels, e.g. ay is the common pattern for the ending of words Algerian, may be slideshows o use knowledge of rhyming words to attempt unknown words, e.g. for the target word right, draws on knowledge of night, fight, might appropriate for a circus - use knowledge about word structures, e.g. program but Times New o use syllables to break words into meaningful chunks for spelling Roman font may be more o identify and use base word and common plural endings s, and es appropriate for a formal o identify and use base word and common tense endings s, ed and ing letter o double the final consonant in words with a short vowel and consonant endings, then add tense endings ed and ing, e.g. stopping o bold text, underlining or stopped enlarged print sizes to - use available resources, e.g. spell and grammar check, dictionary, class topic-word lists and charts of frequently used words emphasise some information.