Year 2 English · AC9E2LA03

Identify how texts across the curriculum are organised differently and use language features depending on purposes

Texts are organised to help them do a job. Stories often follow events, procedures use ordered steps, and information texts group facts under headings

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Learning goalsSay it simply

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

Key conceptTeach from the board

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

  1. Sort and notice — Sort sample pages into story, procedure, report and recount.
  2. Build or improve — Turn a mixed set of instructions into a clear ordered procedure.
  3. Explain your choice — Use the words purpose, structure, feature to explain what you changed and why.
Clean visual examplesOne-page board

Clean one-page examples

AC9E2LA03 - Identify how texts across the curriculum are organised differently and use language features depending on purposes
Example 1

Story: beginning–problem–ending Procedure: goal–materials–steps Report: heading–facts–diagram Recount: events in time order

Example 2

first, next, finally once upon a time facts and labels yesterday, then, later

Example 3

Compare common text structures Story: beginning–problem–ending Procedure: goal–materials–steps Report: heading–facts–diagram Recount: events in time order Structure and language features work together to suit purpose.

Example 4

Match features to purpose first, next, finally once upon a time facts and labels yesterday, then, later Look for several clues rather than one word only.

Curriculum examplesCurriculum examples

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
Questions and answersWith answers

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.
Practice and reviewReady for practice

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

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
Curriculum alignmentStart here

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

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