Building Oral Sentences

Overview

In this fifth lesson of First, Then, Next, students use talk to plan and rehearse a clear three-step explanation of a familiar routine, such as getting ready for school. They build complete oral sentences and use the sequence words first, then and next to connect their ideas.

Learning intentions

• WALT plan a short explanation by talking through each idea before writing.
• WALT create complete oral sentences about a familiar routine.
• WALT use first, then and next to show the order of events.
• WALT listen to a partner and improve an explanation.

Success criteria

• I can say three complete sentences about a routine.
• I can use first, then and next in the correct order.
• I can explain what happens clearly enough for my partner to understand.
• I can listen, give helpful feedback and try again.

Curriculum links

• English — Writing Processes: Planning: planning a short series of sentences through talk, thinking carefully about each sentence before writing it.
• English — Writing Processes: Planning: working towards a specific writing goal to improve the quality of writing.
• English — Composition: Sentence structures, grammar and punctuation: developing complete sentences and appropriate sentence structures across the first two years.
• English — Oral language: speaking clearly, listening carefully and responding to others in familiar contexts.

Lesson structure (30 minutes)

1. 0–4 min · Hook and connect. Open with the routine picture hook and discussion prompt showing a mixed-up morning routine; ask, “What would happen if we put these events in the wrong order?” Students turn and talk, then help place the events in a sensible order using first, then and next.

2. 4–9 min · Model complete sentences. Use the sentence-building slides to model: “First, I get dressed. Then, I eat breakfast. Next, I pack my bag.” Think aloud about who is doing the action, what they do and how each sentence begins. Students listen for the action words and identify which part makes each idea a complete sentence.

3. 9–14 min · Shared rehearsal. Invite students to suggest a different familiar routine, such as brushing teeth or feeding a pet. Record three ideas on the board and orally rehearse each one, prompting with: “Who?” “Does what?” “What happens next?” Students say the sentences with a partner, using actions or fingers to show the three steps.

4. 14–22 min · Partner planning and speaking. Distribute the three-step oral explanation planner. Students choose a familiar routine and draw or write one idea in each of the three boxes. They practise saying their explanation to a partner, using the sequence words. Partners listen and check whether there are three complete sentences and whether the order is clear.

5. 22–27 min · Share and improve. Revisit the partner feedback and sharing slide. Invite several students to share their explanations with the class or a small group. After each example, ask listeners to identify the three steps and give one kind, specific response, such as “I could understand your order” or “You could add what you did next.”

6. 27–30 min · Plenary and exit response. Display the final reflection slide and ask students to tell a partner one sentence beginning with First, Then or Next. Collect the worksheet or quickly conference with selected students, noting who can produce three ordered, complete oral sentences independently.

Resources

• the routine sentence-building slide deck
• the three-step oral explanation planner
• Whiteboard and whiteboard pens
• Pencils and crayons
• Timer
• Optional familiar routine images for students who need visual choices

Assessment

• During modelling and shared rehearsal, listen for complete sentences containing a clear subject and action. Note students who give labels or fragments rather than sentences.
• During partner speaking, check the use and order of first, then and next, and whether the explanation contains three connected ideas.
• Use the final oral response and worksheet to identify a next step: sequencing, sentence completeness, vocabulary, clarity or confidence when speaking.

Differentiation

• Support students with a choice of familiar routines, picture prompts and oral sentence frames: “First, I ___.” “Then, I ___.” “Next, I ___.” Rehearse each sentence with the teacher or a supportive partner before sharing.
• Allow students to draw their ideas first, use gestures, or explain in a home language before selecting English words. Pair multilingual learners with a patient model speaker and pre-teach key action words such as dress, eat, pack and brush.
• For students with speech, language or working-memory needs, practise one sentence at a time and provide extra wait time. Accept pointing or drawing as planning, while encouraging the student to repeat the sentence orally.
• Extend confident speakers by adding a detail to each sentence, such as where, when or how: “Then, I carefully pack my school bag.” They may use after that as an additional linking phrase while retaining the target sequence words.