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WS01 - Responding to the news: Letter to the Editor

English, Year 6

By the end of Year 6, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts. For particular purposes and audiences, they share, develop, explain and elaborate on ideas from topics or texts. They use and vary text structures to organise, develop and link ideas. They use and vary language features including topic-specific vocabulary and literary devices, and/or multimodal features and features of voice.

 

They read, view and comprehend different texts created to inform, influence and/or engage audiences. They identify similarities and differences in how ideas are presented and developed including through characters, settings and/or events, and how texts reflect contexts. They identify how texts have similar and different text structures to reflect purpose. They explain how language features including literary devices, and visual features influence audiences.

 

They create written and/or multimodal texts, including literary texts, for particular purposes and audiences, developing, explaining and elaborating on relevant ideas from topics or texts. They use text structures and vary paragraphs to organise, develop and link ideas. They use and vary language features including sentence structures, topic-specific vocabulary and literary devices, and/or multimodal features.  They spell using phonic, morphemic and grammatical knowledge.

Language | Text structure and organisation

AC9E6LA03

explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features

Language | Text structure and organisation

AC9E6LA04

understand that cohesion can be created by the intentional use of repetition, and the use of word associations

Language | Language for expressing and developing ideas

AC9E6LA05

understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas

Language | Language for expressing and developing ideas

AC9E6LA06

understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups

Language | Language for expressing and developing ideas

AC9E6LA07

identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning

Language | Language for expressing and developing ideas

AC9E6LA08

identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole

Language | Language for expressing and developing ideas

AC9E6LA09

understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue

Literature | Creating literature

AC9E6LE05

create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices

Literacy | Creating texts

AC9E6LY06

plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features

Annotations

 

1. Shows awareness of audience and addresses the reader (“your”, “you”) to draw them into the issue. 

 

2. Selects an adverb (“strongly”) to emphasise the argument. 

 

3. Expands the argument by offering an alternative point of view. 

 

4. Asks a question to engage the reader. 

 

5. Refers to evidence to support the argument. 

 

6. Uses a list to emphasise and clarify alternatives, and strengthen the point of view (“hospitals, schools, saving endangered animals ...”). 

 

7. Selects first person pronouns (“we”) to engage the reader.  

8. Chooses emotive language (“poor, helpless, innocent”) to persuade readers to the writer’s point of view. 

 

9. Shows a clear understanding of paragraph structure and uses a powerful persuasive sentence to conclude.