AC9E2LY06: Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words

1. Outcome Overview & Core Concepts

Writers match structure, sentences, vocabulary, punctuation and images to purpose and audience, then edit the draft for meaning and accuracy.

Learning target: create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words

Big idea: Create short imaginative, informative and persuasive texts for familiar audiences

Learning routine: Choose purpose → Plan structure → Draft → Add language features → Edit

4. 4-Step Instructional Sequence

2. Subject-Specific Content & Key Examples

Guided practice

1. Sort and notice — Sort planning cards for imaginative, informative and persuasive texts.
2. Build or improve — Draft one paragraph, then complete a focused edit for meaning and sentence quality.
3. Explain your choice — Use the words purpose, draft, edit to explain what you changed and why.

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: creating written texts so that readers follow the sequence of ideas or events
• E2: using vocabulary, including topic-specific vocabulary, appropriate to the purpose
• E3: using digital tools to create texts
• E4: using simple and compound sentences correctly and flexibly to express and combine ideas
• E5: editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one
• E6: reviewing sentences for grammatical accuracy; for example, use of pronouns

3. Common Student Misconceptions

• Starting without purpose: Name the text type, purpose and audience first.
• Editing only spelling: Also revise ideas, order, sentences and vocabulary.
• 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 comes before drafting?
• How does purpose affect structure?
• What is a compound sentence?
• What should be edited first?

Mastery evidence

• Plan for purpose
• Use suitable structure
• Write varied sentences
• Use topic vocabulary

Revision Notes

• Remember: Create short imaginative, informative and persuasive texts for familiar audiences
• Use the routine: Choose purpose → Plan structure → Draft → Add language features → Edit
• 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.

Curriculum equivalents for And edit short imaginative, informative and persuasive written and/or multimodal...

Mapped skill: create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words

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.

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.

• Australian Curriculum Version 9.0
• Victorian Curriculum F-10
• NSW Curriculum
• Common Core State Standards
• England National Curriculum
• New Zealand Curriculum
• NCERT textbooks

• AC9E2LA01: Investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions
• AC9E2LA02: Explore how language can be used for appreciating texts and providing reasons for preferences
• AC9E2LA03: Identify how texts across the curriculum are organised differently and use language features depending on purposes
• AC9E2LA04: Understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred
• AC9E2LA05: Navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links
• AC9E2LA06: Understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction
• AC9E2LA07: Understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups
• AC9E2LA08: Understand that images add to or multiply the meanings of a text