SENTENCES AND CLAUSES
ACTIVITIES AND IDEAS FOR THE CLASSROOM
Manipulation of text: Students are encouraged to move and manipulate written text (written on cardboard) with the intention of enhancing student understanding of sentence structure through visual and kinesthetic measures. This activity could be carried out as a whole class, small groups, pairs or indivudally. A newspaper article, magazine, information text or novel could be used in this activity (Curnow, 2009). (ACELA1490) (ACELA1491).
Educator-led writing demonstration: This entails students observing the teacher engaging in the writing of a text. During this demonstration, the teacher indicates grammatical features of the sentences constructed, demonstrating to students how to change sentences around with the intention of best achieving text meaning and purpose. Following the activity students apply what they have learnt by creating their own text (Fellows, 1997). The 'penta plan model' could also be applied to this activity. (ACELA1490) (ACELA1504) (ACELA1521)
Joint construction: This involves the educator and students working collaboratively to create a piece of text. Similar to educator-led demonstration, students are assisted in better understanding how to use grammar knowledge to create a refined meaningful writing. This activity could use the 'penta plan model'. Additionally, during this stimulus could be placed on the interactive whiteboard to ignite students imagination (Fellows, 1997).
Reading (individually, pairs, small groups and whole class): Students require regular opportunities to hear language being used. The reading of fiction and non-fictional literature supports and enriches students’ comprehension of grammatical features in different text. Additionally it assists students to develop their knowledge about the structure, cohesion, along with patterns of sentences and whole text (Fellows, 1997). (ACELA1491) (ACELA1518) (ACELY1680) (ACELY1694) (ACELY1701)
Educator-led writing demonstration: This entails students observing the teacher engaging in the writing of a text. During this demonstration, the teacher indicates grammatical features of the sentences constructed, demonstrating to students how to change sentences around with the intention of best achieving text meaning and purpose. Following the activity students apply what they have learnt by creating their own text (Fellows, 1997). The 'penta plan model' could also be applied to this activity. (ACELA1490) (ACELA1504) (ACELA1521)
Joint construction: This involves the educator and students working collaboratively to create a piece of text. Similar to educator-led demonstration, students are assisted in better understanding how to use grammar knowledge to create a refined meaningful writing. This activity could use the 'penta plan model'. Additionally, during this stimulus could be placed on the interactive whiteboard to ignite students imagination (Fellows, 1997).
Reading (individually, pairs, small groups and whole class): Students require regular opportunities to hear language being used. The reading of fiction and non-fictional literature supports and enriches students’ comprehension of grammatical features in different text. Additionally it assists students to develop their knowledge about the structure, cohesion, along with patterns of sentences and whole text (Fellows, 1997). (ACELA1491) (ACELA1518) (ACELY1680) (ACELY1694) (ACELY1701)