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7 — Patterns in sentences: Part 2

Cover of the book One Hungry Spider with a drawing of a boy and girl standing behind a spider's web looking towards the reader, with their gaze on the spider in the centre of the web

Above: Cover of One Hungry Spider by Jeannie Baker, Scholastic, Lindfield, 2006 reproduced with permission of Scholastic publishing.

Sequence focus points

Modelled reading

Read One Hungry Spider by Jeannie Baker to the class, asking the students to look out for patterns in the book. Remind them of the patterns discovered in previous picture books they have read for this unit and ask them to look out for new patterns. Patterns identified may include:

Use attempts at reading the verbs in some sentences to model strategies for reading new and unfamiliar words by looking at the beginning letter, looking at the picture and thinking aloud about what would make sense, to ensure reading for meaning occurs.  ACELY1649,  ACELY1650

Activity 1: Responding to literature

Allow the students to respond to the book at a personal level. For example, ask them to recall the insects they noticed in the book. Encourage them to comment on the insects and spiders they have seen in previously read books, their own gardens, or the school playground and share their knowledge and experience of spiders and insects.  ACELT1575,  ACELT1783,  ACELT1578,  ACELY1646

Activity 2: Language focus

Draw the students’ attention to the pattern of ascending numbers in the picture book. Ask them to locate the digit and corresponding number word on each page opening. Use the Digit and number word cards to assist the students where necessary.

Count the insects that are the focus of each page. Point out the way that the numbers increase by one on each page. Compare this book to The Very Hungry Caterpillar and how the amount of fruit eaten by the caterpillar increases as the week progresses.

Activity 3: Close reading – capital letters and full stops revision

Draw the students’ attention to the capital letters on each page and comment on their location at the beginning of sentences. Explain that the location of these words means they are written with capital letters. Compare this to the cards with the number words written on them. Practise the correct letter formation of the capital letters and lower case letters by ‘air writing’ or on individual whiteboards. Ask the students to locate the end of each sentence and discuss the purpose of full stops as indicating that a complete message or idea has been written.  ACELA1432,  ACELA1440,  ACELY1653

Activity 4: Modelled and jointly constructed writing – sentence construction

Display the digit and number word cards and model how to write a sentence to include one of the numbers (for example, ‘The spider hid from three birds’). Use student contributions to jointly construct further sentences and display them for the class to see. Demonstrate correct punctuation and use of onset and rime to spell unfamiliar words.  ACELA1435,  ACELA1438,  ACELA1439,  ACELA1440

Activity 5: Scaffolded writing – independent sentence construction

Use either the Sentence building worksheet or Sentence writing worksheet to ask students to make their own sentences about spiders, depending on the learning needs of individual students. Sentences can be paraphrased from the book or invented by the students, depending on the level of scaffolding needed. The students may work in small groups, with teacher support or independently, depending on individual needs. Encourage the students to articulate their thinking as they work.  ACELA1432,  ACELA1435,  ACELY1651

Independent reading

Ask the students to read their sentences to the class, independently or with assistance from you. Highlight the use of capital letters and full stops and the words that tell us ‘what is happening’.  ACELA1432,  ACELA1435,  ACELA1440,  ACELY1650,  ACELA1434

Follow-up activities

Conduct a hands-on mathematics lesson using small plastic insects or counters to make groups to match the number cards. Read other counting books, such as Seadragon Sea by Margaret Spurling and Danny Snell, One Less Fish by Kim Michelle Toft and Allan Sheather, or One Ted Falls Out of Bed by Julia Donaldson and Anna Currey, and compare the ascending and descending number patterns.

Three groups of insects collected on a table, with the number in each group articulated in a card beside the group.

Above: Groups of plastic insects with their corresponding number cards, photo by Jennifer Asha