The Easter Story Word Wall
The Easter Story Word Wall has been designed for the Christian community to use as part of the Easter celebrations.
For those in Christian schools, you could compare this set of vocabulary to our 'Easter Word Wall', which is not religion-based. Have a class discussion on those words that appear in one or another list and the differences between those lists.
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Learning goals
- We are learning to use and build vocabulary through speaking and listening and discussing new words on many topics.
- We are learning to use and build vocabulary through speaking and listening and discussing new words on many topics.
- 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 interaction skills to listen to and contribute to conversations, use positive statements to engage and appropriate language to disagree in group and class settings.
- We are learning to use active listening skills, appropriate tone, pace, pitch and volume to communicate and interact clearly with others.
Curriculum alignment
AC9EFLA08
9
Recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school
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
AC9E3LY02
9
Use interaction skills to contribute to conversations and discussions to share information and ideas
ACELA1437
8.4
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school
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
ACELY1792
8.4
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume
EN2-1A
old
Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
ENe-6B
old
Recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language
EN2-6B
old
Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
EN1-3A
old
Composes texts using letters of consistent size and slope and uses digital technologies
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-UARL-01
new
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
EN2-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
EN1-HANDW-01
new
Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts
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-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
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
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
VCELA167
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school
VCELY275
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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