Curriculum Focus
Browse our resources by your curriculum
View Curriculum
Try our FREE Teaching Resources
Get Access

Build a Better Sentence- Colour Version

Build a Better Sentence- Colour Version
View Curriculum Codes   
Description

This resource is a must have for any primary school classroom. This activity will scaffold students to build better and more descriptive sentences in their writing. 

Depending on their year and ability level, students will improve sentences by adding in different components of a sentence (adjectives, verbs, adverbs or adverbial and prepositional phrases) to make them more interesting.

This activity can be used in small groups, rotational activities or as a whole class!

Included in the pack is teacher instructions, differentiated student templates, a teacher reference and 30 Starter Sentences.
 

Suitable for
  • Fast Finishers
  • Relief Teachers
  • Parents
Lesson Structure
  • Individual Activity
  • Rotations / Group Work
  • Class Activity
Curriculum Codes

AC9E3LA07 9

Understand how verbs represent different processes for doing, feeling, thinking, saying and relating

AC9E4LA06 9

Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality

AC9E3LA08 9

Understand that verbs are anchored in time through tense

AC9E4LA09 9

Understand past, present and future tenses and their impact on meaning in a sentence

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)

AC9E1LA06 9

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

AC9E2LA07 9

Understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups

AC9E4LA08 9

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity

AC9E3LA06 9

Understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree

AC9E5LA06 9

Understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea

AC9E3LE05 9

Create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts

AC9E2LA03 9

Identify how texts across the curriculum are organised differently and use language features depending on purposes

AC9E2LE05 9

Create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools

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

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

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

ACELA1481 8.4

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement

ACELA1482 8.4

Understand that verbs represent different processes, for example: doing, thinking, saying, and relating and that these processes are anchored in time through tense

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)

ACELA1468 8.4

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

ACELA1493 8.4

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases

ACELA1495 8.4

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity

ACELA1508 8.4

Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea

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

EN2-9B old

Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts

EN3-6B old

Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies

EN2-8B old

Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter

EN3-RECOM-01 new

Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension

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

EN2-UARL-01 new

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

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-RECOM-01 new

Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension

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

VCELA262

Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense

VCELA280

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity

VCELA292

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases

VCELA216

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

VCELA323

Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause

VCELA261

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement

VCELA179

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)

VCELA246

Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences

VCELY258

Analyse how different texts use verb groups to represent different processes (action, thinking, feeling, saying, relating)

VCELA178

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

VCELA324

Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea

Differentiation

EXTENSIONS

Have students use the template where multiple adjectives are used to describe the noun and adverbial or prepositional phrases that are required to build a better sentence.
 

Linked Resources & Worksheets