Embedded Files
Learning Intention: Students are learning to identify the audience and purpose of text.
Learning Intention: Students are learning to identify the audience and purpose of text.
Success Criteria:
Success Criteria:
Students can:
Students can:
- retell events from a familiar text
- retell events from a familiar text
- use information, including titles and illustrations, to predict types of texts
- use information, including titles and illustrations, to predict types of texts
- ask questions using who, what, where and when
- ask questions using who, what, where and when
- use prepositional phrases that indicate time
- use prepositional phrases that indicate time
- use nouns in own writing
- use nouns in own writing
- write simple sentences with a subject-verb-object structure
- write simple sentences with a subject-verb-object structure
- use words to describe the shape, size and texture of an object.
- use words to describe the shape, size and texture of an object.
Re-read The Very Hungry Caterpillar. Explain that authors use prepositional language to give information about when (time) or where (place) something is happening.
Re-read The Very Hungry Caterpillar. Explain that authors use prepositional language to give information about when (time) or where (place) something is happening.
When did the caterpillar eat different items of food?
When did the caterpillar eat different items of food?
Explain that the days of the week tell us when something is happening. For example, on Monday, on Tuesday. Explain that these are prepositional phrases and that the author has used these to show the reader when the events of the text are taking place. They show us that the text occurs over the period of a week.
Explain that the days of the week tell us when something is happening. For example, on Monday, on Tuesday. Explain that these are prepositional phrases and that the author has used these to show the reader when the events of the text are taking place. They show us that the text occurs over the period of a week.
Write the days of the week on an anchor chart.
Write the days of the week on an anchor chart.
Highlight the use of the capital letter for the days of the week.
Highlight the use of the capital letter for the days of the week.
Discuss the different types of activities students participate in throughout the week, either at school or at home, listing these under the day when they occur.
Discuss the different types of activities students participate in throughout the week, either at school or at home, listing these under the day when they occur.
For example, going to the library, assembly, swimming lessons, dance class, soccer training.
For example, going to the library, assembly, swimming lessons, dance class, soccer training.
Model an oral sentence using prepositional language and one of the activities, for example:
Model an oral sentence using prepositional language and one of the activities, for example:
On Monday l go swimming.
On Monday l go swimming.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Explain that students will be writing a sentence using a prepositional phrase (day of the week) describing when they do something.
Explain that students will be writing a sentence using a prepositional phrase (day of the week) describing when they do something.
Students draw a picture of themselves participating in an activity on a particular day, then write a sentence to match it. Encourage students to use the anchor chart and other words on display to support their writing.
Students draw a picture of themselves participating in an activity on a particular day, then write a sentence to match it. Encourage students to use the anchor chart and other words on display to support their writing.
Too hard? Provide students with a sentence frame allowing them to write words or draw pictures in the blank space. For example, ‘On __ I go to __.’
Too hard? Provide students with a sentence frame allowing them to write words or draw pictures in the blank space. For example, ‘On __ I go to __.’
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