See the skill in action
STOP sign → safety messagePicture book → storyWeather page → information
Key vocabulary
- text — something made to communicate a message
- form — the kind or shape a text takes, such as a sign, book or screen page
- message — the idea or information being communicated
- purpose — the job a text is made to do
- audience — the people a text is made for
Key concept
I can recognise different kinds of texts and what they show or tell.
Learning goal: I can recognise different kinds of texts and what they show or tell.
I am ready when I can
- I can recognise several forms of text.
- I can find the message a text communicates.
- I can explain a familiar text purpose.
- I can tell text form from text purpose.
- I can represent one message in another text form.
See it, then try it
See the skill in action
STOP sign → safety messagePicture book → storyWeather page → information
Follow one message across different forms
Door sign: Library closed todaySpoken announcement: The library is closed todayScreen message: Closed today
Follow one message across different forms
Door sign: Library closed todaySpoken announcement: The library is closed todayScreen message: Closed today
Australian Curriculum elaborations
E1: Compare images in informative and imaginative texts
Images in informative and imaginative texts can show the same subject, but they may do different jobs: one may explain real features while another helps invent a story world.
Both: whale + finsInformative: labelled body partsImaginative: flying story event
Think: Name what both images show. Find one feature that is the same. Find one difference and connect it to information or imagination.
Try: A labelled whale diagram and a story picture of a whale flying above a town both show a whale. What is one similarity and one difference?
A strong answer: Complete the modelled response and use the example to show: gives an observable similarity and difference, then links the diagram to explaining or the story image to imagining.
Check: The learner gives an observable similarity and difference, then links the diagram to explaining or the story image to imagining.
If you are stuck: Use two hoops labelled Same and Different and place one picture clue in each before discussing purpose.
E2: Compare a sign with a set of instructions
The same topic can be presented in different text forms because a quick sign and a step-by-step instruction text serve different reading needs.
Sign: Wash handsInstructions: 1 wet • 2 soap • 3 scrub • 4 rinse • 5 drySame topic • different form
Think: Name the information both texts share. Notice how each form organises it. Explain when each form would be useful.
Try: What does a one-picture Wash hands sign do quickly, and what do numbered handwashing instructions add?
A strong answer: Complete the modelled response and use the example to show: identifies the shared handwashing message and explains that the instructions add an ordered process.
Check: The learner identifies the shared handwashing message and explains that the instructions add an ordered process.
If you are stuck: Act out the sign as one reminder, then walk through the numbered cards one at a time.
E3: Find text forms at school, home and in the community
Signs, labels and directions are texts when people use them to communicate a message in a place.
School: direction → find the libraryHome: label → identify the productCommunity: sign → move safely
Think: Notice a made message in the place. Name its form, such as sign, label or direction. Explain what it helps people know or do.
Try: A red pedestrian symbol stands near a crossing, a name label is on a lunchbox and arrows point to the library. What message does each text communicate?
A strong answer: Complete the modelled response and use the example to show: identifies at least two forms and explains a place-specific message for each.
Check: The learner identifies at least two forms and explains a place-specific message for each.
If you are stuck: Use a three-column mat labelled Place, Text form and Message, and sort one example together.
E4: Listen to and view an attributed First Nations story
Many First Nations Australian stories and cultural accounts are shared through oral narration and may also use authorised images; oral and visual forms carry meaning and are not incomplete versions of a written book.
Named and approved sourceListen: oral narrationView: authorised imageConnect meaning in this story
Think: Name the storyteller, creator or approved source. Listen for meaning in the oral narration. Notice how authorised images add to or support that meaning.
Try: In this named, approved story, what do you learn from listening, and what does one authorised image help you notice?
A strong answer: Complete the modelled response and use the example to show: refers to the selected source, distinguishes an oral clue from a visual clue and avoids treating one story as a rule for all First Nations cultures.
Check: The learner refers to the selected source, distinguishes an oral clue from a visual clue and avoids treating one story as a rule for all First Nations cultures.
If you are stuck: Replay one permitted short section, pause at one approved image and use the frames I heard this clue and I noticed this image clue.
Common misconceptions
- Only books are texts — Compare a book, sign and digital message and identify the message communicated by each one.
- Any object is automatically a text — Ask whether someone made or used the object to communicate a message; a plain object and a labelled object are different.
- Text form and purpose mean the same thing — Name the form first, such as sign, then name its job, such as warning or informing.
Explain and apply
Find the message
Look at a sign, food label, picture book or weather page. What message does it communicate?
Answer and teaching guidance
A text is made to communicate. The learner should name the message, not only the object.
Name the form
A red road sign says STOP. What form of text is it?
Answer and teaching guidance
It is a sign. The form helps readers know how to use the text quickly.
Match form and purpose
Match picture book, food label and weather page to the job each one usually does.
Answer and teaching guidance
Picture books can tell stories, food labels name or describe food, and weather pages share forecasts.
Change speech into print
Turn Pack away now into a simple printed classroom text.
Answer and teaching guidance
A valid answer keeps the message but changes the form, such as a classroom sign with words and a picture cue.
Try these
- Text hunt — Find three classroom texts, such as a label, book and screen notice. Name each form.label • book • screen notice
- Message match — Match each found text to the message it communicates.text form → message
- Change the form — Turn a spoken pack-away reminder into a small sign or picture message.spoken reminder → visual sign
Check your understanding
Quick checks
- Which item is a text made to communicate a message?
- Which is a digital text?
- Which text would you most likely find on a food packet?
- Which text helps people know how to wash their hands?
Mastery evidence
- Which item is a text made to communicate a message?
- Which is a digital text?
- Which text would you most likely find on a food packet?
- Which text helps people know how to wash their hands?
- The learner gives an observable similarity and difference, then links the diagram to explaining or the story image to imagining.
- The learner identifies the shared handwashing message and explains that the instructions add an ordered process.
- The learner identifies at least two forms and explains a place-specific message for each.
- The learner refers to the selected source, distinguishes an oral clue from a visual clue and avoids treating one story as a rule for all First Nations cultures.
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: Parts of a Book | Print Awareness
Khan Academy Kids — Exploring a book as one kind of text. The lesson also introduces signs and digital texts.
As you watch: How can you tell that this is a book?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Find a book, a sign and a digital message with an adult. Explain one thing each helps a reader do.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
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