Step 1: Explicit Teaching & Modelling
Define the outcome-specific metalanguage (audience, purpose, vocabulary) and model how to identify the feature, select evidence and explain or use it.
Learning goals
1. Outcome Overview & Core Concepts
Students learn to plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include audience, purpose, vocabulary, text structure, paragraph, sentence.
Learning target: plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words
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
Opinion plus reason
Move from “I liked the story” to “I found the ending effective because the repeated warning built suspense.” The second response gives a judgement and evidence.
Strength of judgement
Compare “might help”, “should help” and “will help”. The modal choice changes how certain or forceful the claim sounds.
Subjective and objective wording
“The brilliant new playground is exciting” evaluates; “the playground opened on Monday” reports a checkable fact. Discuss why a writer may choose either.
Transfer
Students underline one evaluative word in a fresh sentence, replace it with a weaker or stronger choice and explain the changed effect.
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: gathering information and ideas about a topic in preparation for writing, which may include online and digital sources
- E2: selecting appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience
- E3: using appropriate simple and compound sentences to express and combine ideas
- E4: using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose
- E5: using digital tools to plan, sequence, compose and edit texts
- E6: using print and online dictionaries, and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function; for example, “there” or “their” and “rain” or “reign”
- E7: checking for correct use of apostrophes for contractions and to indicate possession
Common Student Misconceptions
3. Common Student Misconceptions
- Sound-only guessing: Use both the spoken sound structure and the relevant grapheme/morpheme knowledge.
- Counting letters as sounds: Segment phonemes orally before mapping them to one or more letters.
- One rule fits every word: Use the taught pattern, morpheme or word origin and check exceptions in context.
- No verification: Read the word back in the sentence and check that spelling and meaning both fit.
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 3: Making a Plan
Teaching Without Frills — Plan an information text by choosing a topic and organising its main parts.
As you watch: How can a plan keep related facts together before you begin drafting?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Plan two short paragraphs about an animal: one about its habitat and one about its food. Add a useful labelled-picture idea.
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 Plan, create, edit and publish imaginative, informative and persuasive written...
Mapped skill: plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular 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.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E3LY06 · Year 3 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E3LY06 · Level 3 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN2-CWT-01 + EN2-CWT-02 + EN2-CWT-03 · 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: AC9E3LY06 — AC9E3LY06: Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words
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