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A Sentence Has…
P F 1 2 3 Pre & Primary Essentials Classroom Displays English Language for Expressing & Developing Ideas Text Structure & Organisation Creating Texts 1 Page

A Sentence Has…

This useful poster is a visual representation and great anchor chart explaining the basic features of a sentence. Display this in your class, refer to this when you are writing and ensure your students can use this helpful poster as a point of reference when structuring and writing sentences. 

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Learning goals

  • We are learning to recognise that different types of texts can use words, groups of words and images to make 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 that sentences are used to express ideas and that the order of words in a sentence is important for meaning.
  • 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 edit texts for meaning, spelling, capital letters and full stops, for ourselves and others.
  • We are learning to understand the purpose of punctuation in different sentence types.
  • We are learning to understand the purpose of punctuation in sentences.
  • We are learning to recognise parts of speech used to structure a sentence.
  • We are learning to recognise parts of speech used to structure a sentence.
  • 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 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 edit our texts and make changes to improve meaning, spelling and punctuation.
  • We are learning to create compound sentences by joining simple sentences with coordinating conjunctions.
  • We are learning to create compound sentences by joining simple sentences with coordinating conjunctions.
  • 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.
  • We are learning to re-read and edit text for spelling, sentence punctuation and text structure.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.

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 AC9E2LA06 9 Understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction 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 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 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 AC9EFLA05 9 Recognise that sentences are key units for expressing ideas 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) AC9E1LA10 9 Understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns AC9E1LA06 9 Understand that a simple sentence consists of a single independent clause representing a single event or idea AC9EFLA06 9 Recognise that sentences are made up of groups of words that work together in particular ways to make meaning ACELA1435 8.4 Recognise that sentences are key units for expressing ideas ACELY1662 8.4 Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation ACELY1683 8.4 Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation ACELY1672 8.4 Re-read and edit text for spelling, sentence-boundary punctuation and text structure ACELA1434 8.4 Recognise that texts are made up of words and groups of words that make meaning 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 ACELA1467 8.4 Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction ACELA1449 8.4 Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands ACELY1652 8.4 Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops ACELA1451 8.4 Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances 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) ACELY1651 8.4 Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge 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
EN1-3A old Composes texts using letters of consistent size and slope and uses digital technologies EN1-9B old Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing 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-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 EN1-2A 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 EN2-3A old Uses effective handwriting and publishes texts using digital technologies ENe-9B old Demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts 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 EN1-CWT-01 new Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure EN2-HANDW-02 new Uses digital technologies to create texts 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-HANDW-01 new Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts 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-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 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 ENE-OLC-01 new Communicates effectively by using interpersonal conventions and language with familiar peers and adults 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-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-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting EN1-REFLU-01 new Sustains reading unseen texts with automaticity and prosody and self-corrects errors ENE-VOCAB-01 new Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts 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-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 ENE-UARL-01 new Understands and responds to literature read to them
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 VCELA190 Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands VCELA178 Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances VCELA144 Recognise that texts are made up of words and groups of words that make meaning 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) VCELA143 Recognise that sentences are key units for expressing ideas VCELY269 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements VCELY267 Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation VCELY163 Construct texts using software including word processing programs 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 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 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 VCELY195 Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation VCELY197 Construct texts that incorporate supporting images using software including word processing programs VCELA214 Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction

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

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