Step 1: Explicit Teaching & Modelling
Name the target in child-friendly language and demonstrate one concrete example connected to purpose, language.
Learning goals
1. Outcome Overview & Core Concepts
Texts are organised to help them do a job. Stories often follow events, procedures use ordered steps, and information texts group facts under headings.
Learning target: identify how texts across the curriculum are organised differently and use language features depending on purposes
Big idea: Identify how stories, procedures and information texts are organised
Learning routine: Identify purpose → Notice structure → Find language features → Explain
4-Step Instructional Sequence
4. 4-Step Instructional Sequence
Step 2: Guided Analysis
Compare or practise a second example together. Students point to, say or show the clue.
Step 3: Collaborative / Independent Practice
Create or analyse one example together, then use a fresh familiar example independently.
Step 4: Formative Assessment
Use a one-minute check with a new example; require observable evidence rather than a guess.
Subject-Specific Content & Key Examples
2. Subject-Specific Content & Key Examples
Compare common text structures
Story: beginning–problem–endingProcedure: goal–materials–stepsReport: heading–facts–diagramRecount: events in time order
Structure and language features work together to suit purpose.
Match features to purpose
first, next, finallyonce upon a timefacts and labelsyesterday, then, later
Look for several clues rather than one word only.
Sort and notice
Sort sample pages into story, procedure, report and recount.
Guided practice
- Sort and notice — Sort sample pages into story, procedure, report and recount.
- Build or improve — Turn a mixed set of instructions into a clear ordered procedure.
- Explain your choice — Use the words purpose, structure, feature to explain what you changed and why.
Curriculum Coverage & Elaborations
Curriculum Coverage & Elaborations
The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.
- E1: identifying the typical features of a text; for example, a typical introduction to a narrative or the use of dot points in instructions
- E2: identifying that different types of texts might have different forms; for example, an expression of opinion might be in the form of a poster, email or brochure
- E3: identifying the organisation and language features in texts such as narratives, recounts, information reports, simple procedures, expression of opinion and responses to texts (including poetry), and discuss their purposes
Common Student Misconceptions
3. Common Student Misconceptions
- Identifying by topic only: Two texts can share a topic but have different purposes and structures.
- Using one clue only: Check headings, order, sentence types and vocabulary together.
- Answer without evidence: Point to the word, sentence, image, sound pattern or text feature that supports the answer.
Practice Thought & Formative Assessment
Practice Thought & Formative Assessment
Use a fresh, code-aligned example. The student should show the exact word, sound, sentence, image feature, audience clue or text evidence that supports the answer.
Quick checks
- What structure suits a procedure?
- What feature helps organise facts?
- Can two texts share a topic but differ in purpose?
- Why do structures matter?
Mastery evidence
- Identify purpose
- Recognise story structure
- Recognise procedure structure
- Recognise information structure
Revision Notes
Revision Notes
- Remember: Identify how stories, procedures and information texts are organised
- Use the routine: Identify purpose → Notice structure → Find language features → Explain
- Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
- Self-check: change the example slightly and see whether the same reasoning still works.
🎥 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: Fiction and Nonfiction
Khan Academy Kids — Compare a made-up story with a book that gives factual information.
As you watch: What clues suggest that a book aims to tell a story or give information?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Choose a storybook and a factual book about animals. Compare their headings, pictures and kinds of sentences.
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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Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for How texts across the curriculum are organised differently and use...
Mapped skill: identify how texts across the curriculum are organised differently and use language features depending on purposes
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E2LA03 · Year 2 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E2LA03 · Level 2 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN1-RECOM-01 · Stage 1 |
| United States (USA) | Common Core State Standards for English Language Arts | Grade 2 |
| Canada (Ontario) | Ontario Curriculum — English | Grade 2 |
| United Kingdom (England) | National Curriculum in England — English | Year 3, Key Stage 2 |
| India | NCERT / CBSE — English | Class 2 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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Topic reference: AC9E2LA03 — AC9E2LA03: Identify how texts across the curriculum are organised differently and use language features depending on purposes
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