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A lesson plan designed to teach your class about word clines.
Use the lesson plan to support a lesson with your class about word clines. Students will learn the importance of using sophisticated adjectives. Use along with the Teach This 5 Senses song, as well as presentation and supporting worksheets.
Recognise that sentences are key units for expressing ideas
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
Experiment with and begin to make conscious choices of vocabulary to suit the topic
Understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups
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)
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
Recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school
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
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
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
Recognise the vocabulary of learning area topics
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge
Recognise that sentences are key units for expressing ideas
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions
Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives
Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school
Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
Composes texts using letters of consistent size and slope and uses digital technologies
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
Recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language
Composes simple texts to convey an idea or message
Produces most lower case and upper case letters and uses digital technologies to construct texts
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
Communicates effectively by using interpersonal conventions and language with familiar peers and adults
Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts
Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
Creates written texts that include at least 2 related ideas and correct simple sentences
Applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts
Produces all lower-case and upper-case letters to create texts
Understands and responds to literature read to them
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning
Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops
Understand that language is used in combination with other means of communication
Construct texts using software including word processing programs
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements
Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation
Construct texts that incorporate supporting images using software including word processing programs
Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives
Understand that there are different ways of asking for information, making offers and giving commands
Recognise that sentences are key units for expressing ideas
Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
Reread and edit text for spelling, sentence-boundary punctuation and text structure
Construct texts featuring print, visual and audio elements using software, including word processing programs
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions