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Better Word Choices - Feelings

Better Word Choices - Feelings
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Description

These charts have a myriad of uses in the classroom. They can be used to help students express their own emotions. The visual aspect of these emotions makes them perfect for students on the autism spectrum. They are also a non-threatening way for students who have difficulty reading larger words, to recognise the correct word for their feeling.

Encourage students to use these charts extensively in recounts and imaginative writing.

Curriculum Codes

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

AC9EFLA02 9

Explore different ways of using language to express preferences, likes and dislikes

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

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

AC9E1LA02 9

Explore language to provide reasons for likes, dislikes and preferences

ACELY1683 8.4

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

ACELY1662 8.4

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

ACELY1672 8.4

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

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

EN2-3A old

Uses effective handwriting and publishes texts using digital technologies

EN2-2A old

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

EN2-UARL-01 new

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

EN1-VOCAB-01 new

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

EN1-SPELL-01 new

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

EN1-PHOKW-01 new

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

EN1-CWT-01 new

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

EN1-HANDW-01 new

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

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

EN2-HANDW-02 new

Uses digital technologies to create texts

EN2-SPELL-01 new

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

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-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

EN2-OLC-01 new

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

VCELY233

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

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

VCELY231

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

VCELY230

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

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

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

Differentiation

Modifications

For lower students, you may wish to place a gold star sticker beside the one or two best words you'd like them to focus on for each chart. Taking this one step further, you can create a reward chart for individual students where you reward them with a star on their personal chart for each time they take the initiative to use one of the words from the classroom charts. For students on the autism spectrum, take a photo of the student holding the reward they will earn and attach this to their reward chart so they can see what they are working towards.

EXTENSIONS

To make a quick game, split students into teams, give them a few seconds to look at one of the posters before you take it away. Challenge groups to write each of the synonyms for that feeling. Award points for the number each group accurately recalled.

Linked Resources & Worksheets
Reviews
Deborah Shepherd
Posted 5 years ago
VIC, Australia
Another great display to build student vocabulary and make more interesting word choices.