Word Cline Worksheet

Resources

English Language for Expressing & Developing Ideas Analysing, Interpreting & Evaluating Creating Texts Language for Interacting With Others

View Curriculum Codes

Description

Worksheets to support the Teach This Word Cline lesson plan.

Use these worksheets to have a go at creating word clines. Students will learn the importance of using sophisticated adjectives. Use along with the Teach This 5 Senses song, as well as the lesson plan and presentation.

Suitable for

Fast Finishers
Relief Teachers
Parents

Lesson Structure

Individual Activity
Rotations / Group Work
Class Activity

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Curriculum Codes

AC9EFLA05 9

Recognise that sentences are key units for expressing ideas

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

AC9E2LA09 9

Experiment with and begin to make conscious choices of vocabulary to suit the topic

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

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)

AC9E1LA01 9

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

AC9EFLA08 9

Recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school

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

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

AC9E1LY05 9

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

AC9E1LA09 9

Recognise the vocabulary of learning area 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

ACELA1454 8.4

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

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)

ACELY1660 8.4

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

ACELY1651 8.4

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

ACELA1435 8.4

Recognise that sentences are key units for expressing ideas

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

ACELA1787 8.4

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions

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

ACELA1470 8.4

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

ACELA1437 8.4

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

EN1-9B old

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

ENe-9B old

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

EN1-7B old

Identifies how language use in their own writing differs according to their purpose, audience and subject matter

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

ENe-6B old

Recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language

ENe-2A old

Composes simple texts to convey an idea or message

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

EN1-6B old

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

EN1-1A old

Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations

ENE-OLC-01 new

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

ENE-VOCAB-01 new

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

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-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

ENE-CWT-01 new

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

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

EN1-SPELL-01 new

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

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-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-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

VCELA202

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

VCELY160

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

VCELY186

VCELA179

VCELY161

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

VCELA199

Understand that language is used in combination with other means of communication

VCELY163

Construct texts using software including word processing programs

VCELA167

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

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

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

VCELA200

Understand that there are different ways of asking for information, making offers and giving commands

VCELA143

Recognise that sentences are key units for expressing ideas

VCELA237

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

VCELY230

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

VCELA201

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions

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