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6 — Patterns in sentences: Part 1

Sequence focus points

drawing of a spider

Above: Drawing of a spider, photo by Jennifer Asha

Introduction 

Revisit and re-read the sentences written during the previous sequence. Reproduce the sentences on coloured card, demonstrating the parts of a sentence. For example, red for the part of the sentence that tells ‘who or what is involved’, green for the part of the sentence that tells ‘what is happening’ and blue for ‘other information’. Read the colour coded sentences aloud to the class and explain the coding.

The colour-coded sentence, 'We (in red) found (in green) patterns (in red) in the playground (in blue)

Activity 1: Writing for a purpose

Remind the students of the reading they have been doing during independent reading and the information they have been discovering about caterpillars and butterflies. The KWL chart (what we Know, what we Want to know, what we Learnt) is a graphic organiser that allows students to activate their prior knowledge, focus their research and reinforce new learning. Use the KWL chart to record what is known about spiders and spiders’ webs (the K part of the chart), and jointly decide what the students want to know about spiders and their webs (the W part of the chart). Tell the students that they will complete the L section after they have gathered more information.  ACELY1646,  ACELY1651

A KWL (or what is Known, what we Want to know, what we Learnt) chart is a graphic organiser that allows students to activate their prior knowledge, focus their research and reinforce new learning.

Activity 2: Modelled reading – reading for information

Use an informative text about spiders to model reading for information with the students. Pose questions such as:

Model making predictions based on headings, sub-headings and diagrams or illustrations.  ACELY1648,  ACELY1650

Activity 3: Jointly constructed writing – recording information

Re-read the KWL chart ‘W’ column and ask the students what they have learnt. Fill in the ‘L’ section of the chart. This could refer to the book they have read and include joint construction and spelling skills of sounding out using onset and rime. Remind the students of the use of capital letters and full stops in sentences.  ACELA1432,  ACELA1435,  ACELA1438ACELA1440ACELT1578

Activity 4: Language focus – sentence grammar

Refer back to the colour coded sentences and reproduce some of the sentences in the ‘L’ column of the KWL chart in a similar manner. Read the sentences together and briefly discuss the sentence level grammar of each sentence, asking questions such as: