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Teach and extend text structures with clarity and confidence using this comprehensive 33-slide teaching sequence designed to move students beyond identification and into analysis, planning, and purposeful text creation.

This curriculum-aligned slide deck explicitly teaches how authors adapt stages and phases to suit different purposes, including to entertain, inform, and persuade.

Structured using the Gradual Release of Responsibility model, the lesson moves from teacher modelling, to guided analysis, and finally to independent application — supporting students to transfer their understanding into their own writing.

This teacher resource includes:

• Clear learning intentions and success criteria
• Modelled examples examining authorial choices across different texts
• Guided comparison task analysing how similar text types are structured differently
• Opportunities for whole-text and sentence-level analysis
• Independent application activities focused on purposeful text creation
• Mid-lesson check-ins for formative assessment
  

Students explore complete texts through worked examples, choral reading opportunities, and structured comparison tasks. They analyse how and why authors organise ideas differently, and how these decisions impact clarity, engagement, and meaning. Students then apply this understanding using scaffolded planning approaches to begin constructing their own texts with clear stages and purposeful phases.

Built-in check-ins for learning allow teachers to gauge understanding throughout the lesson, while the reflective exit ticket supports targeted follow-up and differentiation.

Perfect for upper primary classrooms, this slide deck supports students to analyse, compare, and apply text structures with increasing independence—strengthening their ability to plan and create clear, cohesive, and purpose-driven texts aligned to AC9E6LA03.

Format: PowerPoint Slides

Aligned to Australian Curriculum Outcome: 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. (AC9E6LA03)

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