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Look and Write Cards - Narrative Prompts
1 2 3 Pre & Primary Essentials Worksheets English Language for Expressing & Developing Ideas Text Structure & Organisation Literature & Contexts Creating Texts Language for Interacting With Others 10 Pages

Look and Write Cards - Narrative Prompts

The Look and Write resource cards have been created to encourage students to create extended noun groups, as well as extend their descriptions of people, places and things. They can be used in lower primary and work well in literacy rotations or as an activity for fast finishers.

Cards included in the Look and Write set:
- Around the Family
- Around the House
- Around the Shopping Centre
- At the Beach
- At the Fair
- At the Zoo
- At the Library
- Around my Suburb
- Around the Island
- Around the Playground
 

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Learning goals

  • 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 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 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 use different language features and structures of a variety of text types relevant to their purpose.
  • 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.
  • We are learning to recognise that capital letters signal proper nouns and commas are used to separate items in lists.

Curriculum alignment

AC9E1LA06 9 Understand that a simple sentence consists of a single independent clause representing a single event or idea AC9E4LA09 9 Understand past, present and future tenses and their impact on meaning in a sentence AC9E3LA03 9 Describe how texts across the curriculum use different language features and structures relevant to their purpose 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 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 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 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) 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 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) ACELA1478 8.4 Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) 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 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
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 EN2-9B 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 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 EN1-2A 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-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 EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting 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-HANDW-01 new Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts EN1-PHOKW-01 new Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating 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-CWT-01 new Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence 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 VCELY231 Reread and edit text for spelling, sentence-boundary punctuation and text structure VCELY233 Construct texts featuring print, visual and audio elements using software, including word processing programs VCELY197 Construct texts that incorporate supporting images using software including word processing programs 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 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 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) VCELA178 Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances VCELA262 Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense 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 VCELY195 Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation

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

Differentiation

Extensions

Have students read each other’s work and discuss possible changes to improve meaning, spelling and punctuation.
 

Teach it your way

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