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How to write a Sentence Handout
F 1 Pre & Primary Essentials Resources Language for Expressing & Developing Ideas Creating Texts 1 Page

How to write a Sentence Handout

Provide a simple and easily followed chart for students to access when writing sentences. Use the chart as a reminder prior to beginning any writing pieces, so that students are constantly reinforcing the important components of constructing a sentence. 

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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 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 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, pronouns, verbs, adjectives and adverbs to structure a sentence and make it more vivid.
  • We are learning to recognise parts of speech used to structure a sentence.
  • We are learning to recognise punctuation in written text, such as capital letters used for names and for beginning a sentence and punctuation marks, such as full stops, signal the end.

Curriculum alignment

AC9EFLA09 9 Identify punctuation as a feature of written text different from letters; recognise that capital letters are used for names, and that capital letters also signal the beginning of sentences while punctuation marks signal the end 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) 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 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 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 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 ACELA1434 8.4 Recognise that texts are made up of words and groups of words that make meaning
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 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 ENE-UARL-01 new Understands and responds to literature read to them 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-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas 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-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 ENE-HANDW-01 new Produces all lower-case and upper-case letters to create texts ENE-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts ENE-CWT-01 new Creates written texts that include at least 2 related ideas and correct simple sentences 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-OLC-01 new Communicates effectively by using interpersonal conventions and language with familiar peers and adults
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 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 VCELA144 Recognise that texts are made up of words and groups of words that make meaning

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

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