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Learning Intention: Students are learning to create informative sentences using information from texts.
Learning Intention: Students are learning to create informative sentences using information from texts.
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.
Open The Big Book of Bugs to page 8, re-read the section entitled ‘Bug Spotters’.
Open The Big Book of Bugs to page 8, re-read the section entitled ‘Bug Spotters’.
These are prepositional phrases that show where (place) an object is in relation to something else. Brainstorm and record other position words. For example, in, on, under, above, and in between.
These are prepositional phrases that show where (place) an object is in relation to something else. Brainstorm and record other position words. For example, in, on, under, above, and in between.
Activity: students will become ‘bug detectives’, exploring different parts of the school grounds, locating and recording different types of bugs and where they have been found.
Activity: students will become ‘bug detectives’, exploring different parts of the school grounds, locating and recording different types of bugs and where they have been found.
Remind students about insect safety, explaining that students should not touch any of the insects. It is important that detectives view and monitor, rather than touch and interact.
Remind students about insect safety, explaining that students should not touch any of the insects. It is important that detectives view and monitor, rather than touch and interact.
In pairs or small groups, students use magnifying glasses (if available) to explore and identify different bugs in the playground. Students use iPads to take photos of the bugs and where they have been found.
In pairs or small groups, students use magnifying glasses (if available) to explore and identify different bugs in the playground. Students use iPads to take photos of the bugs and where they have been found.
Discussion: Back in the classroom, students share their findings. These may be recorded with words and illustrations on a T-chart with the headings ‘what’ and ‘where’. For example, under the ‘what’ column draw and write ‘a slater’ (revise that these are nouns), then under the ‘where’ column draw and write ‘under a rock’ (revise that these are prepositional phrases). This will support independent writing in the next activity.
Discussion: Back in the classroom, students share their findings. These may be recorded with words and illustrations on a T-chart with the headings ‘what’ and ‘where’. For example, under the ‘what’ column draw and write ‘a slater’ (revise that these are nouns), then under the ‘where’ column draw and write ‘under a rock’ (revise that these are prepositional phrases). This will support independent writing in the next activity.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model writing a sentence using a noun and a prepositional phrase to indicate place. For example, ‘The slater is under a rock.’
Model writing a sentence using a noun and a prepositional phrase to indicate place. For example, ‘The slater is under a rock.’
Students use their photos from activity 5 to independently write a sentence using a noun and prepositional phrase.
Students use their photos from activity 5 to independently write a sentence using a noun and prepositional phrase.
Too hard? Provide students with the sentence frame, ‘I saw a __.’
Too hard? Provide students with the sentence frame, ‘I saw a __.’
Too easy? Students use a descriptive word to describe the noun in their sentence. For example, ‘The slimy worm is in the soil.’
Too easy? Students use a descriptive word to describe the noun in their sentence. For example, ‘The slimy worm is in the soil.’
Remind students about the text, The Very Hungry Caterpillar. Discuss how these 2 texts are the same or different.
Remind students about the text, The Very Hungry Caterpillar. Discuss how these 2 texts are the same or different.
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