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Easter Sentence Builder
F 1 2 3 Pre & Primary Essentials Games & Activities Resources English Interacting with Others Analysing, Interpreting & Evaluating Creating Texts 16 Pages

Easter Sentence Builder

The Easter Sentence Builder is an interactive and engaging literacy resource designed to help students construct meaningful sentences while exploring Easter-themed vocabulary. Using colour-coded word cards, students piece together subjects, verbs, objects, and prepositions to build grammatically correct and descriptive sentences. The resource also includes sentence-building challenges, story extension tasks, and creative writing prompts to deepen language comprehension and encourage creativity.

•    Literacy Centres: Use as a hands-on sentence-building activity for small-group learning.
•    Creative Writing: Extend into a writing lesson by having students form sentences and develop short stories.
•    Grammar Practice: Reinforce parts of speech and sentence construction in an interactive way.

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Learning goals

  • 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 short imaginative, informative and persuasive multimodal texts using text structures, language and grammatical features appropriate to the audience and purpose.
  • 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 read short, decodable and authentic texts using phonic knowledge and monitor meaning.
  • We are learning to use comprehension strategies, such as visualising, predicting, connecting, summarising and questioning to make meaning.
  • We are learning to create and deliver short oral and multimodal presentations to peers, which include an opening, middle and concluding statement, appropriate vocabulary, gestures, volume and pace.
  • We are learning to structure, rehearse and present short oral presentations on new and familiar topics.
  • We are learning to read short, decodable and predictable texts with familiar vocabulary and supportive images to make meaning.
  • We are learning to use comprehension strategies, such as retelling, making inferences and finding key words to make meaning from multimodal texts.
  • 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 use software, e.g. MS Word to construct texts and add images.
  • We are learning to structure and make short presentations on familiar topics.
  • 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 use software, e.g. MS Word or PowerPoint to construct texts which include visual and audio elements.
  • 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.
  • We are learning to use software, e.g. MS Word or PowerPoint to plan, sequence, compose and edit multimodal texts featuring visual, print and audio elements.

Curriculum alignment

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 AC9EFLY04 9 Read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge AC9EFLY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently AC9E1LY07 9 Create and deliver short oral and/or multimodal presentations on personal and learnt topics, which include an opening, middle and concluding statement; some topic-specific vocabulary and appropriate gesture, volume and pace AC9E2LY07 9 Create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace 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 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 ACELY1649 8.4 Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge ACELY1657 8.4 Make short presentations using some introduced text structures and language, for example opening statements 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 ACELY1682 8.4 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 ACELY1672 8.4 Re-read and edit text for spelling, sentence-boundary punctuation and text structure ACELY1683 8.4 Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation ACELY1674 8.4 Construct texts featuring print, visual and audio elements using software, including word processing programs ACELY1664 8.4 Construct texts that incorporate supporting images using software including word processing programs ACELY1667 8.4 Rehearse and deliver short presentations on familiar and new topics ACELY1662 8.4 Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation ACELY1650 8.4 Use comprehension strategies to understand and discuss texts listened to, viewed or read independently 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 ACELY1685 8.4 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements
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 EN2-3A old Uses effective handwriting and publishes texts using digital technologies EN1-3A old Composes texts using letters of consistent size and slope and uses digital technologies EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN1-6B old Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts ENe-4A old Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies 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-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of 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-OLC-01 new Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions EN1-REFLU-01 new Sustains reading unseen texts with automaticity and prosody and self-corrects errors EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-HANDW-02 new Uses digital technologies to create texts EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting 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-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-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-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-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts EN1-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas EN1-PHOKW-01 new Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts ENE-RECOM-01 new Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect ENE-VOCAB-01 new Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts ENE-PHOKW-01 new Uses single-letter grapheme–phoneme correspondences and common digraphs to decode and encode words when reading and creating texts ENE-REFLU-01 new Reads decodable texts aloud with automaticity
VCELY269 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements 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 VCELY267 Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation VCELY245 Rehearse and deliver short presentations on familiar and new topics, speaking clearly and varying tone, volume and pace appropriately, and using supportive props 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 VCELY211 Make short presentations, speaking clearly and using appropriate voice and pace, and using some introduced text structures and language 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 VCELY153 Use comprehension strategies to understand and discuss texts listened to, viewed or read independently VCELY152 Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge

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

Differentiation

Modifications

•    Provide pre-arranged sentences for students needing additional support.
•    Allow students to use digital sentence-building tools for differentiation.

Extensions

•    Challenge students to combine two sentences to form a more complex sentence.
•    Have students illustrate their sentences for an extra creative element.

Teach it your way

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