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5 Senses Word Cline
F 1 2 Pre & Primary Essentials Resources English Language for Expressing & Developing Ideas Analysing, Interpreting & Evaluating Creating Texts Language for Interacting With Others 5 Pages

5 Senses Word Cline

A lesson plan designed to teach your class about word clines. 

Use the lesson plan to support a lesson with your class about word clines. Students will learn the importance of using sophisticated adjectives. Use along with the Teach This 5 Senses song, as well as presentation and supporting worksheets.  
 

 

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Learning goals

  • We are learning that sentences are used to express ideas and that the order of words in a sentence is important for meaning.
  • We are learning that sentences are used to express ideas and that the order of words in a sentence is important for meaning.
  • We are learning to use and build vocabulary through speaking and listening and discussing new words on many topics.
  • We are learning to use and build vocabulary through speaking and listening and discussing new words on many topics.
  • We are learning to create and edit short written texts to record and report ideas and events using capital letters, punctuation and correct spelling of CVC words.
  • We are learning to create short imaginative, informative and persuasive texts to explore, record and report ideas using familiar words and beginning writing knowledge.
  • We are learning to recognise the impact that facial expressions and gestures have when asking for and providing information, making offers, exclaiming, requesting and giving commands.
  • We are learning to explore different ways of expressing emotions.
  • We are learning to use nouns, pronouns, verbs, adjectives and adverbs to structure a sentence and make it more vivid.
  • We are learning to use nouns, pronouns, verbs, adjectives and adverbs to structure a sentence and make it more vivid.
  • We are learning to use the appropriate vocabulary for various learning areas.
  • We are learning to recognise formal and informal language and understand the appropriate use of each.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts.
  • We are learning to create, re-read and edit short written and multimodal texts to report on a topic, express an opinion or recount an event using capital letters, punctuation and correct spelling.
  • We are learning to create texts for a purpose that show our understanding of the connection between writing, speech and images.
  • We are learning to use nouns to represent people, places, objects and ideas and to identify the articles and adjectives to build noun groups or to express verbs as verb groups.
  • We are learning to use common nouns, proper nouns and pronouns to represent people, places, objects and ideas, e.g. love, time, and beauty, and to use this knowledge of nouns and adjectives to build noun groups.
  • We are learning to understand new and familiar vocabulary and to make suitable vocabulary choices to suit the audience and purpose.
  • We are learning to understand new and familiar vocabulary and to make suitable vocabulary choices to suit the audience and purpose.
  • We are learning to create short imaginative, informative and persuasive multimodal texts using text structures, language and grammatical features appropriate to the audience and purpose.
  • We are learning to create short imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.

Curriculum alignment

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 AC9EFLA08 9 Recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school 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 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 AC9E1LA09 9 Recognise the vocabulary of learning area topics 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) 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 AC9E2LA09 9 Experiment with and begin to make conscious choices of vocabulary to suit the topic 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 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 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 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 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 ACELA1435 8.4 Recognise that sentences are key units for expressing ideas 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 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 ACELA1787 8.4 Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions ACELY1651 8.4 Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge 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) 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 ACELA1437 8.4 Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school
EN1-7B old Identifies how language use in their own writing differs according to their purpose, audience and subject matter ENe-3A old Produces most lower case and upper case letters and uses digital technologies to construct texts ENe-2A old Composes simple texts to convey an idea or message 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 EN1-9B old Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts EN1-6B old Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken 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 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-9B old Demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts 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 EN1-3A old Composes texts using letters of consistent size and slope and uses digital technologies EN1-PHOKW-01 new Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts EN1-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts 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-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 ENE-OLC-01 new Communicates effectively by using interpersonal conventions and language with familiar peers and adults EN1-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas EN1-OLC-01 new Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions ENE-RECOM-01 new Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect ENE-UARL-01 new Understands and responds to literature read to them ENE-VOCAB-01 new Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts 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
VCELA200 Understand that there are different ways of asking for information, making offers and giving commands VCELY186 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 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 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 VCELY160 Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge VCELY161 Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops 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 VCELA199 Understand that language is used in combination with other means of communication VCELA201 Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions 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 VCELY163 Construct texts using software including word processing programs VCELA179 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) 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 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 VCELA167 Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school 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 VCELA143 Recognise that sentences are key units for expressing ideas

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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