8 — Patterns in sentences: Part 3
Sequence focus points
- Literature: focus text – One Hungry Spider by Jeannie Baker; class library suggestions – imaginative and informative texts with the theme of spiders and insects.
- Patterns: patterns in sentence writing – words that tell us ‘what is happening’, ‘who or what is involved’ and ‘other information’; patterns in words – onset and rime, and ‘ed’ to indicate past tense.
- Reading: reading words that tell us ‘what is happening’.
- Writing: modelled joint construction and independent writing of sentences using words that tell us ‘what is happening’; sentence punctuation and using onset and rime as a spelling strategy.
Re-read or revisit One Hungry Spider. Explain that there is a language pattern in this book that will be investigated in this lesson. ACELY1650
Activity 1: Language focus – the pattern of action words or words that tell us ‘what is happening’
Play a game of charades. First, model for the students how to mime an action and ask the class to watch and work out what your action is. Give each student an action to mime while the class guesses what they are doing (for example, running, jumping, skipping and crawling). Write the action on the interactive whiteboard or a large sheet of paper as each mime is guessed. ACELY1784
Activity 2: Language focus – reading words that tell us ‘what is happening’
Read One Hungry Spider again, asking the students to find the words that tell us ‘what is happening’ or the actions on each page, using both the images and written text (for example, spun, flew, landed, broke, touched, blew, took, fluttered, hummed, hid, buzzed, pulled and ate). Explain that all these words refer to actions that took place in the past. They are in the past tense. Some words have ‘ed’ at the end to show they happened in the past (for example, landed, fluttered and pulled). Ask the students to read aloud the words ending in ‘ed’. ACELA1434, ACELA1439
Display these sentences for the students and ask them to locate the action words. Colour code the sentences as in Sequence 6: red for the part of the sentence that tells ‘who’, green for the part that tells ‘what is happening’ and blue for ‘other information’. Ask the students to mime each action as the part of the sentence that tells us ‘what is happening’ is read out. ACELA1435, ACELA1434
Activity 3: Language focus – writing words that tell us ‘what is happening’
Ask students to supply actions for the sentences on a blank caterpillar cloze worksheet. Use either the Blank caterpillar cloze worksheet that has no support for finding the word, the Caterpillar cloze worksheet with initial sounds supplied or the Caterpillar cloze worksheet with missing words supplied, and conduct the activity as a whole class, small group or individual activity according to the abilities of individual students. ACELA1435, ACELA1434, ACELY1651
Create hand-print spiders by printing students’ left and right hands in black paint on white card. Once these are dry, draw a black outline around the fingers of each hand and cut the hands out. Overlap the palms of the two handprints to create a spider shape. Attach string to each spider to display them. Label the spiders with facts about spiders such as, ‘Some spiders spin webs’ or ‘Some spiders eat insects’. Highlight the verbs in green to create a display of words that tell us ‘what is happening’. ACELA1435, ACELA1434