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Descriptive Writing Cards

Descriptive Writing Cards
View Curriculum Codes   
Description

Use these charts to help guide students through descriptive writing or oral presentations, including Show and Tell. There is one chart for each of the senses: look, hear, touch, taste and smell.

Curriculum Codes

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

AC9EFLY07 9

Create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume

AC9E1LY07 9

Create and deliver short oral and/or multimodal presentations on personal and learnt topics, which include an opening, middle and concluding statement; some topic-specific vocabulary and appropriate gesture, volume and pace

AC9E2LY07 9

Create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace

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

ACELY1657 8.4

Make short presentations using some introduced text structures and language, for example opening statements

ACELY1647 8.4

Deliver short oral presentations to peers

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

ACELY1667 8.4

Rehearse and deliver short presentations on familiar and new topics

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-1A old

Communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction

EN1-3A old

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

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

EN1-6B old

Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken 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

ENE-UARL-01 new

Understands and responds to literature read to them

EN1-HANDW-01 new

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

EN1-OLC-01 new

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

EN1-VOCAB-01 new

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

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-REFLU-01 new

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

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

VCELY211

Make short presentations, speaking clearly and using appropriate voice and pace, and using some introduced text structures and language

VCELY175

Deliver short oral presentations to peers, using appropriate voice levels, articulation, body language, gestures and eye contact

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

VCELY195

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

VCELY197

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

VCELY245

Rehearse and deliver short presentations on familiar and new topics, speaking clearly and varying tone, volume and pace appropriately, and using supportive props

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

VCELY231

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

VCELY233

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

Linked Resources & Worksheets
Reviews
Kate Evans
Posted 12 years ago
QLD, Australia
Great for lower school descriptive writing. You could use these cards for assisting students with writing interesting sentences in their narratives.
Tracy Heath
Posted 12 years ago
QLD, Australia
Used in a science unit on senses to accompany C2C unit -great stimulus
Tamara Simpkins
Posted 12 years ago
QLD, Australia
These would also be great visuals to use in lower-mid primary Science to prompt students to describe what they are experiencing through their senses.