Professional Documents
Culture Documents
Key Ideas:
Year 2
Texts & Contexts
Children recognise some of the purposes and advantages of writing as they express feelings, ideas,
information and imagination within written texts.
Language
Children produce written texts, drawing on the support of proficient writers as required. They identify
and talk about some basic features of written texts and visual images.
Strategies
Children share ideas and feelings as they experiment with strategies for planning, composing and
reviewing their own writing. They draw on strategies for spelling high frequency and common sight
words accurately and for attempting to spell unfamiliar words.
Year 3
Texts & Contexts
Students compose a range of written texts which contain some interrelated ideas and information
about familiar topics. They understand that certain text types are associated with particular
purposes and audiences and adjust writing accordingly.
Language
Students plan and compose, with increasing independence, a range of texts about familiar, new and
imaginary experience. They demonstrate knowledge about, and increasing control of, language
choices in written texts.
Strategies
Students respond to and express ideas and information as they integrate several strategies for
planning, composing and reviewing their own writing. They draw on knowledge of letter patterns and
letter sound relationships to spell familiar and unfamiliar words.
Standard Outcomes:
Year 2
1.4 - Composes a range of texts that include topics of personal interest, and some related ideas,
and that can be understood by others.
1.8 - Experiments with aspects of language when planning and composing a range of texts about
familiar experience.
1.12 - Experiments with strategies for planning, composing and reviewing own written texts and for
attempting to spell unfamiliar words.
Year 3
2.4 - Composes a range of texts that include interrelated ideas and information about familiar topics
and shows an awareness of different audiences, purposes and contexts.
2.8 - Uses aspects of language when planning and composing a range of well-structured texts about
familiar and new experience.
2.12 - Uses strategies for planning, composing and reviewing own texts and for consistently making
informed attempts at spelling.
Essential Learnings: Key Competencies:
Identity – a sense of personal and group identity KC1 – using information
Thinking – a sense of creativity, wisdom and enterprise KC2 – communicating ideas
Interdependence – a sense of being connected with KC3 – planning & organising
others and their world KC4 – working in teams
Futures – a sense of optimism about their ability to shape KC5 – using maths
their futures KC6 – solving problems
Communication – a sense of the power and potential of KC7 - using technology
literacy, numeracy and ICT
Key Questions:
What is an instructional text used for?
Where do I see instructional texts?
How is an instructional text set out?
What language is used in an instructional text?
Provide students with a jumbled procedure (How to grow radishes) and have them put it in order
Begin to create a word chart for each type of word (action verbs, adverbs etc), to be displayed in the
classroom
Have the students highlight the language features in “How to boil an egg”. Use different colours
??Use pictures, have students place in order, then write the procedure.
http://activemindsactivebodies.wikispaces.com/Procedural+Writing
Tues/Wed??
View some websites with instructional texts, discuss whether the instructions were good, why/why
not. How could they be better?
Board Games
Show instructions for a board game
Point out the structure
Have the students work in pairs to record in their own words, how to play the game. Possibly use a
template
Share instructions and compare different instructions for the same game. Which instructions would
be better to use if you needed to know how to play the game?
Provide students with examples of instructions for the board games. Have the students identify the
structure and language features
Learning Outcomes:
By the end of this unit of work all students will be able to explain what an instructional text is used
for, where they may find an instructional text in their everyday lives and they will be able to write
instructional texts. They will present their instructional text in the appropriate structure for their level
of understanding (goal/aim (title), materials in order of use and method is step by step) and use the
language features that are also appropriate for their level of understanding (action verbs and
adverbs).
Equipment/Resources:
Display procedural text structure
??Template