Easter Sentence Builder

Games & Activities Resources

English Interacting with Others Analysing, Interpreting & Evaluating Creating Texts

View Curriculum Codes

Description

The Easter Sentence Builder is an interactive and engaging literacy resource designed to help students construct meaningful sentences while exploring Easter-themed vocabulary. Using colour-coded word cards, students piece together subjects, verbs, objects, and prepositions to build grammatically correct and descriptive sentences. The resource also includes sentence-building challenges, story extension tasks, and creative writing prompts to deepen language comprehension and encourage creativity.

•    Literacy Centres: Use as a hands-on sentence-building activity for small-group learning.
•    Creative Writing: Extend into a writing lesson by having students form sentences and develop short stories.
•    Grammar Practice: Reinforce parts of speech and sentence construction in an interactive way.

Suitable for

Fast Finishers
Relief Teachers
Parents

Lesson Structure

Individual Activity
Rotations / Group Work
Class Activity

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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

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

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

AC9EFLY05 9

Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently

AC9EFLY04 9

Read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge

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

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

ACELY1662 8.4

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

ACELY1664 8.4

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

ACELY1683 8.4

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

ACELY1682 8.4

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

ACELY1650 8.4

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

ACELY1685 8.4

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

ACELY1657 8.4

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

ACELY1649 8.4

Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge

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

ACELY1672 8.4

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

ACELY1674 8.4

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

ACELY1667 8.4

Rehearse and deliver short presentations on familiar and new topics

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

ENe-4A old

Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on 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

EN2-3A old

Uses effective handwriting and publishes texts using 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

EN2-2A old

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

EN1-3A old

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

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

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-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-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-VOCAB-01 new

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

ENE-PHOKW-01 new

Uses single-letter grapheme–phoneme correspondences and common digraphs to decode and encode words when reading and creating texts

ENE-REFLU-01 new

Reads decodable texts aloud with automaticity

EN2-UARL-01 new

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

ENE-RECOM-01 new

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

EN1-REFLU-01 new

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

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

EN1-OLC-01 new

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

VCELY245

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

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

VCELY230

VCELY211

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

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

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

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

VCELY267

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

VCELY153

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

VCELY152

Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge

VCELY269

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

Differentiation

Modifications

• Provide pre-arranged sentences for students needing additional support.
• Allow students to use digital sentence-building tools for differentiation.

EXTENSIONS

• Challenge students to combine two sentences to form a more complex sentence.
• Have students illustrate their sentences for an extra creative element.

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