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Parts Of Speech Posters Traditional
1 2 3 4 5 6 Pre & Primary Essentials Classroom Displays Language for Expressing & Developing Ideas 26 Pages

Parts Of Speech Posters Traditional

The Parts of Speech posters include the followingL Nouns, Noun Groups, Qualifiers, Adjectives, Verbs, Verb Groups, Adverbs, Adverb Groups, Phrases, Prepositions, Adjectival Phrases, Adverbial Phrases

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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 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 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.
  • We are learning that time is represented through verb tense, e.g. she arrived, she is arriving.
  • 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 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 use adjectival and adverbial clauses to build descriptions in texts and understand that a complex sentence contains one independent clause and at least one dependent clause joined by a subordinating conjunction, e.g. because, if, that.
  • We are learning to use noun groups/phrases and verb groups/phrases and prepositional phrases to build descriptions in texts.
  • We are learning to understand how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state, e.g. at midnight (time), he rose slowly (manner) from the chair (place) and went upstairs (place).
  • We are learning to understand how noun groups/phrases and adjective groups/phrases are expanded to provide a fuller description, e.g. this very smelly cleaning cloth in the sink (noun group/phrase), as pretty as the flowers in May (adjective group/phrase).
  • We are learning to understand how noun groups/phrases and adjective groups/phrases are expanded to provide a fuller description, e.g. this very smelly cleaning cloth in the sink (noun group/phrase), as pretty as the flowers in May (adjective group/phrase).
  • We are learning to understand how to make an action more vivid through careful verb choice, elaborated tenses and to use adverb groups/phrases to provide important details about a happening or state.

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) AC9E3LA07 9 Understand how verbs represent different processes for doing, feeling, thinking, saying and relating 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 AC9E3LA08 9 Understand that verbs are anchored in time through tense AC9E4LA09 9 Understand past, present and future tenses and their impact on meaning in a sentence AC9E6LA06 9 Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups AC9E5LA06 9 Understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea AC9E4LA06 9 Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality AC9E4LA08 9 Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity 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 ACELA1523 8.4 Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1508 8.4 Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea ACELA1495 8.4 Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity ACELA1493 8.4 Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases 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)
EN1-9B old Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts EN3-6B old Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies EN2-8B old Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN2-9B 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 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 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 EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension 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
VCELA292 Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases VCELA323 Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause VCELA280 Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity 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) VCELA324 Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea 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 VCELA351 Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases VCELY258 Analyse how different texts use verb groups to represent different processes (action, thinking, feeling, saying, relating) 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

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

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