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Writing Word Prompts
F 1 2 Pre & Primary Essentials Resources Classroom Displays English Language for Expressing & Developing Ideas Language for Interacting With Others 7 Pages

Writing Word Prompts

Encourage writing in your classroom with these word cards. These can be used in a variety of ways, ranging from a visual dictionary, as writing prompts or a word wall.

Vocabulary is included for: 
Verbs
Characters
Feelings
School
Food
Adjectives
Verbs
 

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Learning goals

  • We are learning that sentences are used to express ideas and that the order of words in a sentence is important for meaning.
  • We are learning that sentences are used to express ideas and that the order of words in a sentence is important for meaning.
  • We are learning that in narrative and informative texts, the words and pictures work together to create meaning.
  • We are learning that in narrative and informative texts, the words and pictures work together to create meaning.
  • 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 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 understand new and familiar vocabulary and to make suitable vocabulary choices to suit the audience and purpose.
  • We are learning to understand new and familiar vocabulary and to make suitable vocabulary choices to suit the audience and purpose.
  • We are learning to identify the different text structures and language features of different types of texts, e.g. narratives, recounts, information reports, simple procedures, expression of opinion and responses to texts.
  • We are learning to innovate on familiar texts by experimenting with character, setting or plot and by adding prepositional phrases to improve descriptions.
  • 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.

Curriculum alignment

AC9EFLA05 9 Recognise that sentences are key units for expressing ideas AC9E2LE05 9 Create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools AC9E2LA03 9 Identify how texts across the curriculum are organised differently and use language features depending on purposes 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 AC9E2LA09 9 Experiment with and begin to make conscious choices of vocabulary to suit the topic 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 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 AC9EFLA07 9 Explore the contribution of images and words to meaning in stories and informative texts 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) 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 ACELA1786 8.4 Explore the different contribution of words and images to meaning in stories and informative texts ACELA1470 8.4 Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose ACELA1435 8.4 Recognise that sentences are key units for expressing ideas
ENe-8B old Demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter 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 EN1-7B old Identifies how language use in their own writing differs according to their purpose, audience and subject matter ENe-9B old Demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts ENE-UARL-01 new Understands and responds to literature read to them ENE-RECOM-01 new Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect EN1-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas EN1-OLC-01 new Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions 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 EN1-CWT-01 new Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure 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
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) 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 VCELA178 Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances VCELA145 Explore the different contribution of words and images to meaning in stories and informative texts VCELA237 Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose VCELA143 Recognise that sentences are key units for expressing ideas

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

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