Oz-e-writing Years F-6

Oz-e-writing Foundation Persuasive is a writing unit for Foundation students. It aligns with the Australian Curriculum V9.0:

• Explore different ways of using language to express preferences, likes and dislikes. (AC9EFLA02)
• Understand that texts can take many forms, such as signs, books and digital texts. (AC9EFLA03)
• Recognise that sentences are key units for expressing ideas. (AC9EFLA05)
• Recognise that sentences are made up of groups of words that work together in particular ways to make meaning. (AC9EFLA06)
• Recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school. (AC9EFLA08)
• Identify punctuation as a feature of written text different from letters; recognise that capital letters are used for names, and that capital letters also signal the beginning of sentences while punctuation marks signal the end. (AC9EFLA09)
• Read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge. (AC9EFLY04)
• Create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly. (AC9EFLY07)
• Create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume. (AC9EFLY08)
• Form most lower-case and upper-case letters using learnt letter formations. (AC9EFLY09)
• Recognise and name all upper- and lower-case letters (graphs) and know the most common sound that each letter represents. (AC9EFLY011)
• Use knowledge of letters and sounds to spell words. (AC9EFLY013)
• Read and write some high-frequency words and other familiar words. (AC9EFLY014)
• Understand that words are units of meaning and can be made of more than one meaningful part. (AC9EFLY015)

In lessons 1 to 45, students learn to express an opinion on the following topics:

• Food.
• Pets.
• Games.

• Students identify the structure of a persuasive text.
• Students identify their opinion on a topic.
• Students identify the reason for their opinion on a topic.
• Students jointly write a persuasive text with an opinion and a reason.
•  Students will construct a persuasive text with an opinion and a reason.
• Students will verbally express their opinions with a reason.
• Students will use vocabulary to persuade.
• Students will identify other people’s opinions and reasons.
• Students will identify who they want to share their opinions with.

Progress Tests

Progress Tests are conducted in weeks 3 and 6, allowing teachers to monitor student understanding and to identify where reteaching is needed.

The Teaching Guide contains the testing questions and answers, and the Student Assessment Booklet has a section where students write their answers. Marking guides are provided in the PowerPoints, Student Assessment Booklet and the Teaching Guide.

 End-of-Unit Assessment

The end of unit assessment is an application of writing skills taught in the unit combined with content covered throughout the unit.

APPLE questions throughout lessons provide teachers with the opportunity to assess student understanding and drive classroom discussions.

Oz-e-writing Year 1 Persuasive is a writing unit for Year 1 students. It aligns with the Australian Curriculum V9.0:

• Understand how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands. (AC9E1LA01)
• Explore language to provide reasons for likes, dislikes and preferences. (AC9E1LA02)
• Explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain. (AC9E1LA03)
• Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs). (AC9E1LA07)
• Recognise the vocabulary of learning area topics. (AC9E1LA09)
• Understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns (AC9E1LA10)
• Discuss different texts and identify some features that indicate their purposes. (AC9E1LY01)
• Use interaction skills, including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions. (AC9E1LY02)
• Read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitor meaning using context and grammatical knowledge. (AC9E1LY04)
• Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures. (AC9E1LY05)
• Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words. (AC9E1LY06)
• Create and deliver short oral and/or multimodal presentations on personal and learnt topics, which include an opening, middle and concluding statement; some topic-specific vocabulary and appropriate gesture, volume and pace. (AC9E1LY07)
• Write words using unjoined lower-case and upper-case letters (AC9E1LY08)
• Use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words. (AC9E1LY11)
• Spell one- and two-syllable words with common letter patterns. (AC9E1LY13)
• Read and write an increasing number of high-frequency words. (AC9E1LY14)

In lessons 1 to 45, students learn the following.

• Points of view
• Comparing points of view
• Points of view that are the same and differ
• Supporting points of view with a reason
• Writing points of view
• Sharing points of views orally.

• Understand my view, your view, and someone else’s view.
• Understand my points of view, your points of view, and someone else’s points of view.
• Understand that we have views because of our experiences.
• Understand and write our points of view.
• Identify and understand points of view that are shared and points of view that differ.
• Identify and brainstorm points of view and our reasons for them.
• Jointly write an opinion and reason about toys we like and dislike.
• Write an opinion and reason about toys, sports, and seasons that we like and dislike.
• Write and orally share persuasive texts using opinion, reason, and opinion structure.

Progress Tests

Progress Tests are conducted in weeks 3 and 6, allowing teachers to monitor student understanding and to identify where reteaching is needed.

The Teaching Guide contains the testing questions and answers, and the Student Assessment Booklet has a section where students write their answers. Marking guides are provided in the PowerPoints, Student Assessment Booklet and the Teaching Guide.

 End-of-Unit Assessment

The end of unit assessment is an application of writing skills taught in the unit combined with content covered throughout the unit.

APPLE questions throughout lessons provide teachers with the opportunity to assess student understanding and drive classroom discussions.

Oz-e-writing Unit 2 Persuasive is a writing unit for Year 2 students. It aligns with the Australian Curriculum V9.0:

• Students identify how texts across the curriculum are organised differently and use language features depending on purposes. (AC9E2LA03)
• Students recognise that capital letters are used in titles and that commas are used to separate items in lists. (AC9E2LA10)
• Students identify the purpose and audience of imaginative, informative and persuasive texts. (AC9E2LY03)
• Students 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. (AC9E2LY06)
• Students learn to experiment with and begin to make conscious choices of vocabulary to suit the topic. (AC9E2LA09)
• Students understand that images add to or multiply the meanings of a text. (AC9E2LA08)
• Students learn to create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools. (AC9E2LE05)
• Students learn to write words legibly and with growing fluency using unjoined upper-case and lower-case letters. (AC9E2LY08)
• Students identify features of literary texts, such as characters and settings, and give reasons for personal preferences. (AC9E2LE02)
• Students use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions. (AC9E2LY02)

In lessons 1 to 45, students learn about:

• Difference between opinions and facts.
• How to form an opinion.
• Persuasive Structure:
  • Opinion
  • Reason
  • Example
  • Opinion Restated
• How to form a strong reason to support your opinion.
• Preference.
• Examples link to the reason.
• Examples can be:
  • Historical events
  • Real-life situations
  • Things that have happened to us

• Share what we think about the worst things on the planet.
• Understand that what we think is our opinion.
• Identify an opinion.
• Understand that opinions can be the same or different.
• Jointly write an opinion about the worst thing on the planet.
• Independently write an opinion about the worst thing on the planet.
• Tell your opinion about the worst thing on the planet.
• Understand that reasons support an opinion.
• Identify a reason.
• Understand that we can have a preference between two things.
• Write a preference between two different things.
• Jointly construct a reason for an opinion about the worst thing on the planet.
• Write a reason for an opinion about the worst thing on the planet.
• Understand why you have the opinions you have.
• Identify a reason to support an opinion about the worst thing on the planet.
• Understand the purpose of persuasive arguments.
• Jointly construct an opinion and reason for the worst thing on the planet.
• Share what you think about the best way to get to school.
• Jointly write an opinion about the best way to get to school.
• Independently write an opinion about the best way to get to school.
• Identify strong and weak reasons for opinion about the best way to get to school.
• Write a strong reason to support an opinion about the best way to get to school.
• Understand that an example supports a reason.
• Identify an example.
• Jointly construct an opinion, reason and example about the best way to get to school.

Progress Tests

Progress Tests are conducted in weeks 3 and 6, allowing teachers to monitor student understanding and to identify where reteaching is needed.

The Teaching Guide contains the testing questions and answers, and the Student Assessment Booklet has a section where students write their answers. Marking guides are provided in the PowerPoints, Student Assessment Booklet and the Teaching Guide.

 End-of-Unit Assessment

The end of unit assessment is an application of writing skills taught in the unit combined with content covered throughout the unit.

APPLE questions throughout lessons provide teachers with the opportunity to assess student understanding and drive classroom discussions.

Oz-e-writing Foundation Persuasive is a writing unit for Year 3 students. It aligns with the Australian Curriculum V9.0:

• Identify the structure of a persuasive text. Identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes. (AC9E4LA03)
• Identify, plan and write an opinion: identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text. (AC9E4LY03)
• Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming. (AC9E5LY04)
• Understand that cooperation with others depends on a shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality. (AC9E3LA01)
• Describe how texts across the curriculum use different language features and structures relevant to their purpose. (C9E3LA03)
• Recognise how texts can be created for similar purposes but different audiences. (AC9E3LY01)
• 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. (AC9E3LY06)

In lessons 1 to 45, students learn about the following.

• Their connection to home shapes who they care.
• Their connection to their community shapes who they are.
• Their connections to others at school shape who they are.
• Celebrations in the community create unity.
• Clubs in the community create unity.
• Including different cultures in the community creates unity.
• Creating an inclusive community makes sure everyone has a voice.

• Identify the purpose and structure of a persuasive text.
• Plan and write a persuasive argument.
• Identify, plan and write an opinion.
• Identify, plan and write a reason.
• Identify, plan and write an example.
• Identify, plan and write an opinion restated.
• Use formal speaking behaviours to present opinions. (volume, pitch, pace).
• Develop listening behaviours, including acknowledging and extending others’ contributions.
• Research a topic to prepare an oral presentation.

Progress Tests

Progress Tests are conducted in weeks 3 and 6, allowing teachers to monitor student understanding and to identify where reteaching is needed.

The Teaching Guide contains the testing questions and answers, and the Student Assessment Booklet has a section where students write their answers. Marking guides are provided in the PowerPoints, Student Assessment Booklet and the Teaching Guide.

 End-of-Unit Assessment

The end of unit assessment is an application of writing skills taught in the unit combined with content covered throughout the unit.

APPLE questions throughout lessons provide teachers with the opportunity to assess student understanding and drive classroom discussions.

Oz-e-Writing Year 4 is an English unit for Year 4 students.
It aligns with version 9.0 of the Australian Curriculum:

• Identify the structure of a persuasive text: identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes (AC9E4LA03).
• Identify, plan and write an opinion: identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (AC9E4LY03).
• Participate in a debate: plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume (AC9E4LY07).

In lessons 1 to 10, students learn the following.

• Democracy and different forms of government
• Features of democracy.
• The structure of a persuasive text about democracy being the best form of government.
• Jointly construct opinions and reasons about democracy.
• Independently write an opinion and reason about democracy
• Democracy in their local community.
• The structure of a persuasive text about democracy in their local community.
• How to give an example for a reason in a persuasive text.
• How to jointly construct a persuasive text about democracy in our local community.
• How to independently write a persuasive text democracy in your local community.

• Identify the purpose and structure of a persuasive text.
• Plan and write a persuasive argument.
• Identify, plan and write an opinion.
• Identify, plan and write a reason.
• Identify, plan and write an example.
• Participate in a debate.
• Use formal speaking behaviours to present opinions (volume, pitch, pace).
• Develop listening behaviours, including acknowledging and extending others’ contributions.

Progress Test
Progress Tests are conducted after Lesson 15 and 30. They allow teachers to monitor student understanding of the concepts taught over the past five lessons and to identify where reteaching is needed.
The Teaching Guide contains the Progress Test script and there is a handout for students to write their answers on.

End-of-Unit Assessment
Week 9 is the End-of-Unit Assessment which has the same variety of question formats as the Progress Tests (e.g., multiple choice, filling in blanks/punctuation, editing, constructing, and improving sentences) to assess student mastery of sentence level writing development from the unit.
The Teaching Guide contains the testing questions and the End-of-Unit Assessment handout for students to write their answers on.

Oz-e-writing Year 5 Persuasive (Civics) is a writing unit for Year 5 students.
It aligns to the Australian Curriculum V9.0.:

• Describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts (AC9E5LA03).
• Use appropriate interaction skills, including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea (AC9E5LY02).
• Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming (AC9E5LY04).
• Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas (AC9E5LY05).
• Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation, including dialogue punctuation (AC9E5LY06).
• The key values and features of Australia’s democracy, including elections, and the roles and responsibilities of elected representatives (AC9HS5K06).
• How citizens (members of communities) with shared beliefs and values work together to achieve a civic goal (AC9HS5K07).

In Lessons 1 to 45, students learn about:

•  The Australian Constitution
•  Democracy in Australia
• The Foundational Maps of Australia
• The State and Territory Parliaments
• The Federal Parliament
• Citizenship
• Being a Citizen
• The High Court.

• Content and context development of the topic.
• Identify and understand key vocabulary.
• Identify the structure of a persuasive text.
• Identify the main idea.
• Rewrite the persuasive text.
• Joint construction of a persuasive text.
• Independent planning, writing and editing of a persuasive text.

Progress Tests
Progress Tests are conducted in weeks 2, 4, 6 and 9, allowing teachers to monitor student understanding of the concepts taught and to identify where reteaching is needed.
The Teaching Guide contains the testing questions and answers, and the Student Workbook has a section where students write their answers. Marking guides are provided in the PowerPoints and the Teaching Guide.

End-of-Unit Assessment
The end of unit assessment is an application of writing skills taught in the unit combined with HASS content covered throughout the unit.
APPLE questions provide teachers with the opportunity to assess student understanding and drive classroom discussions.

Unit 2: Persuasive – Year 6 is an English language strand unit for Year 6 students. It aligns to the Australian Curriculum: English Year Level Achievement Standards:

• Understand that language varies as levels of formality and social distance increase. (AC9E6LA01)
• Understand the uses of objective and subjective language and identify bias. (AC9E6LA02)
• Explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes and recognising how authors often adapt text structures and language features. (AC9E6LA03)
• Understand that cohesion can be created by the intentional use of repetition and the use of word associations. (AC9E6LA04)
• Understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas. (AC9E6LA05)
• Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups. (AC9E6LA06)
• Identify and explain how images and figures contribute to meaning, tables, diagrams, maps and graphs. (AC9E6LA07)
• Identify authors’ use of vivid and emotive vocabulary such as metaphors, similes, personification, idioms, imagery and hyperbole. (AC9E6LA08)
• Responses to characters and events in literary texts drawn from historical, social or cultural contexts by First Nations Australian, wide-ranging Australian and world authors. (AC9E6LE01)
• Explain the way authors use sound and imagery to create meaning and effect in poetry. (AC9E6LE04)
• Examine texts, including media texts that represent ideas and events, and identify how they reflect the context in which they were created. (AC9E6LY01)
• Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions. (AC9E6LY02)
• Analyse how text structures and language features work together to meet the purpose of a text and engage and influence audiences. (AC9E6LY03)
• Select, navigate and read texts for a range of purposes while monitoring meaning and evaluating the use of structural features; for example, table of contents, glossary, chapters, headings and subheadings. (AC9E6LY04)
• Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning and to connect and compare content from a variety of sources. (AC9E6LY05)
• 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. (AC9E6LY06)
• Plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features. (AC9E6LY07)
• The key institutions of Australia’s system of government, how it is based on the Westminster system, and the key values and beliefs of Western democracies. (AC9HS6K06)
• The roles and responsibilities of the three levels of government in Australia. (AC9HS6K07)

In lesson 1-45, students will learn to:

• Examine civics and citizenship subjects that are covered in exemplar texts.
  • Where do Australians come from?
• Investigate topics of Civics presented in informative exemplars:
  • Who are we?
  • Our Ancestors
  • Our Future Unborn
  • A Fair Go
  • Mateship
  • How do we live together?
  • Leadership
  • Who are we? Bridging Identities
•  Recognise the organisational principles of persuasive writing and transform informative text models into persuasive messages.
• Create convincing texts, express their viewpoints and rely on both their prior knowledge and latest information.

• Recognise and make use of essential vocabulary to demonstrate understanding of the instructive civics literature.
• Identify the main ideas of the educational civics text and make notes on them.
• Learn how to recognise civics information and apply it to persuasive writing.
• Joint construction of a civics persuasive text.
• Plan, draft, write and edit an effective civics text.

Progress Tests
A total of four Progress Tests worth a combined 40 per cent of the final grade are conducted in Weeks 2, 4, 6, and 9. Progress Tests enable teachers to keep track of their students’ learning of the material covered and to pinpoint areas that require additional instruction. The Student Workbook contains Progress Tests.

End-of-Unit Assessment
In Week 7, the End-of-Unit Assessment is given, and it contributes 60 per cent (30 per cent Writing – 30 per cent Civics) to the total grade. Each unit’s success criterion is addressed by this assessment, which is part of the Student Workbook.