Grammar Charts - Black and White
This resource includes descriptions of Conjunctions, Nouns, Verbs and Adjectives. These worksheets are suitable to hand to students as a guide when introducing these grammatical features of text.
Learning goals
- 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 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 that verbs are doing, thinking, saying and relating words and that time is represented through verb tense, e.g. she arrived, she is arriving.
- We are learning to understand that texts are made cohesive through the use of pronouns, e.g. ‘she’, ‘he’, ‘they’, determiners, e.g. ‘this’, ‘that’, ‘these’, ‘those’, ‘the’ and text connectives that link, e.g. ‘however’, ‘in addition’, ‘therefore’ and that indicate time, e.g. ‘firstly’, ‘then’, ‘next’, ‘finally’.
- 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 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 that verbs are doing, thinking, saying and relating words.
- We are learning that time is represented through verb tense, e.g. she arrived, she is arriving.
- We are learning to understand that texts are made cohesive through the use of pronouns, e.g. ‘she’, ‘he’, ‘they’, determiners, e.g. ‘this’, ‘that’, ‘these’, ‘those’, ‘the’ and text connectives that link, e.g. ‘however’, ‘in addition’, ‘therefore’ and that indicate time, e.g. ‘firstly’, ‘then’, ‘next’, ‘finally’.
- We are learning to understand past, present and future tenses and their impact on meaning in a sentence, e.g. informative texts are usually written in present tense.
Curriculum alignment
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
AC9E3LA07
9
Understand how verbs represent different processes for doing, feeling, thinking, saying and relating
AC9E3LA08
9
Understand that verbs are anchored in time through tense
AC9E4LA04
9
Identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas
AC9E4LA09
9
Understand past, present and future tenses and their impact on meaning in a sentence
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
ACELA1568
8.4
Understand conventions for citing others, and how to reference these in different ways
ACELA1491
8.4
Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives
ACELA1482
8.4
Understand that verbs represent different processes, for example: doing, thinking, saying, and relating and that these processes are anchored in time through tense
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)
EN2-9B
old
Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
EN2-8B
old
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
EN2-4A
old
Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and 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
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
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
VCELA262
Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense
VCELA290
Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives
VCELY258
Analyse how different texts use verb groups to represent different processes (action, thinking, feeling, saying, relating)
VCELA246
Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences
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
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)
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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