A Sentence Has…

Description

This useful poster is a visual representation and great anchor chart explaining the basic features of a sentence. Display this in your class, refer to this when you are writing and ensure your students can use this helpful poster as a point of reference when structuring and writing sentences.

Suitable for

Relief Teachers

Lesson Structure

Class Activity

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Curriculum Codes

AC9EFLA06 9

Recognise that sentences are made up of groups of words that work together in particular ways to make meaning

AC9E1LA07 9

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)

AC9EFLA05 9

Recognise that sentences are key units for expressing ideas

AC9EFLY06 9

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

AC9E3LY06 9

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

AC9E1LY06 9

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

AC9E1LA06 9

Understand that a simple sentence consists of a single independent clause representing a single event or idea

AC9E2LY06 9

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

AC9E2LA06 9

Understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction

AC9E1LA10 9

Understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns

ACELY1652 8.4

Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops

ACELY1651 8.4

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge

ACELA1434 8.4

Recognise that texts are made up of words and groups of words that make meaning

ACELA1435 8.4

Recognise that sentences are key units for expressing ideas

ACELA1452 8.4

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)

ACELY1661 8.4

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

ACELY1662 8.4

Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation

ACELY1683 8.4

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation

ACELA1451 8.4

Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances

ACELA1467 8.4

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction

ACELA1449 8.4

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands

ACELY1672 8.4

Re-read and edit text for spelling, sentence-boundary punctuation and text structure

ACELY1671 8.4

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

ENe-3A old

Produces most lower case and upper case letters and uses digital technologies to construct texts

EN1-4A old

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

EN1-9B old

Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts

EN1-2A old

Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers

EN1-3A old

Composes texts using letters of consistent size and slope and uses digital technologies

ENe-9B old

Demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts

EN2-2A old

Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

EN2-3A old

Uses effective handwriting and publishes texts using digital technologies

ENe-2A old

Composes simple texts to convey an idea or message

EN2-CWT-02 new

Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-CWT-01 new

Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-VOCAB-01 new

Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words

ENE-SPELL-01 new

Applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts

ENE-HANDW-01 new

Produces all lower-case and upper-case letters to create texts

ENE-UARL-01 new

Understands and responds to literature read to them

EN2-CWT-03 new

Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-UARL-01 new

Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts

EN2-OLC-01 new

Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting

EN2-SPELL-01 new

Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts

EN2-HANDW-02 new

Uses digital technologies to create texts

ENE-CWT-01 new

Creates written texts that include at least 2 related ideas and correct simple sentences

ENE-RECOM-01 new

Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect

EN1-UARL-01 new

Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose

EN1-OLC-01 new

Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions

EN1-REFLU-01 new

Sustains reading unseen texts with automaticity and prosody and self-corrects errors

ENE-VOCAB-01 new

Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts

EN1-HANDW-01 new

Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts

EN1-PHOKW-01 new

Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts

EN1-SPELL-01 new

Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts

EN1-RECOM-01 new

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

EN1-CWT-01 new

Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure

ENE-OLC-01 new

Communicates effectively by using interpersonal conventions and language with familiar peers and adults

EN1-VOCAB-01 new

Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas

VCELY233

Construct texts featuring print, visual and audio elements using software, including word processing programs

VCELY231

Reread and edit text for spelling, sentence-boundary punctuation and text structure

VCELA178

Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances

VCELA214

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction

VCELY163

Construct texts using software including word processing programs

VCELY160

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge

VCELY266

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose

VCELY267

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation

VCELY269

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements

VCELA190

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands

VCELY161

Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops

VCELY197

Construct texts that incorporate supporting images using software including word processing programs

VCELY195

Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation

VCELA143

Recognise that sentences are key units for expressing ideas

VCELA179

VCELY194

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

VCELA144

Recognise that texts are made up of words and groups of words that make meaning

VCELY230

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