Step 1: Explicit Teaching & Modelling
Define the outcome-specific metalanguage (purpose, language, text structure) and model how to identify the feature, select evidence and explain or use it.
Learning goals
1. Outcome Overview & Core Concepts
Students learn to describe how texts across the curriculum use different language features and structures relevant to their purpose. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include purpose, language, text structure, literary, argument.
Learning target: describe how texts across the curriculum use different language features and structures relevant to their purpose
4-Step Instructional Sequence
4. 4-Step Instructional Sequence
Step 2: Guided Analysis
Work through a second example together: What is the choice or feature? Where is the evidence? What does it do here?
Step 3: Collaborative / Independent Practice
Students annotate, compare, read, edit, speak or compose with a fresh example, then apply the concept independently.
Step 4: Formative Assessment
Use an unseen micro-text, oral task or creation task. Require precise evidence plus a justified explanation or deliberate crafting choice.
Subject-Specific Content & Key Examples
2. Subject-Specific Content & Key Examples
Structure follows purpose
A procedure uses ordered steps because sequence matters; a story may organise events to build tension; an information report groups related facts under headings.
Cohesion across sentences
Compare “Mia found a shell. Mia washed the shell.” with “Mia found a shell. She washed it.” The pronoun connects ideas without unnecessary repetition.
Paragraph focus
A paragraph is easier to follow when its sentences develop one main idea rather than jumping between unrelated points.
Transfer
Give a short mixed-up text. Students choose one structural or cohesive change, make it, and explain how it helps the reader.
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 stages of a basic argument such as introduction, argument one, argument 2 and conclusion
- E2: describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describe their purposes
Common Student Misconceptions
3. Common Student Misconceptions
- Feature spotting: Explain how the exact feature shapes meaning, communication or response.
- Retelling: Select precise evidence and analyse it rather than repeating content.
- Automatic effect: Interpret choices through audience, purpose, context and surrounding text.
- Vague explanation: Replace “this makes it better” with the exact feature, evidence and likely effect.
Practice Thought & Formative Assessment
Practice Thought & Formative Assessment
Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.
🎥 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: Informational Writing for Kids - Episode 1: What Is It?
Teaching Without Frills — Recognise features that help an informative text explain a topic.
As you watch: How would an informative book differ from a made-up story about the same animal?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Choose an animal and list two features you would include in an information page and two you would use in a story.
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 use different language features and...
Mapped skill: describe how texts across the curriculum use different language features and structures relevant to their purpose
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 | AC9E3LA03 · Year 3 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E3LA03 · Level 3 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN2-RECOM-01 · Stage 2 |
| United States (USA) | Common Core State Standards for English Language Arts | Grade 3 |
| Canada (Ontario) | Ontario Curriculum — English | Grade 3 |
| United Kingdom (England) | National Curriculum in England — English | Year 4, Key Stage 2 |
| India | NCERT / CBSE — English | Class 3 |
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: AC9E3LA03 — AC9E3LA03: Describe how texts across the curriculum use different language features and structures relevant to their purpose
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