Where We Can Go

Overview

In this whole-class writing lesson, students orally rehearse and write a sentence about a familiar place or activity. They will build on their work with sentence trains by adding where and how information, then draw to show meaning and track each word as they reread their sentence.

Learning intentions

• WALT say a sentence aloud before writing it.
• WALT add where and how details to make a sentence more interesting.
• WALT draw a picture that matches our sentence.
• WALT reread and track our writing to check it makes sense.

Success criteria

• I can plan my ideas by talking, drawing if useful, or using a three-sentence frame.
• I can write at least three sentences about the same place, activity, or scene.
• I can connect my sentences with a simple starter word such as Then…, Also…, or It….
• I can use this frame: 1. Introduce who or what and the place. 2. Say what happens next using “Then…”. 3. Add another detail using “Also…” or “It…”.
• I can say each sentence aloud before I write it.
• I can use a capital letter at the beginning and a full stop at the end of each sentence.
• I can point to each word and reread my writing to check it makes sense. Approximations are acceptable while I am learning to connect my sentences.

Curriculum links

• English — Writing Processes: planning writing through talk and determining the precise wording of each sentence before writing.
• English — Writing Processes: planning writing by saying a sentence to the teacher.
• English — Writing Processes: saying each sentence aloud before writing to choose words and organise ideas clearly.
• English — Writing Processes: identifying and working towards a specific writing goal.

Lesson structure (50 minutes)

1. 0–5 min · Connect and wonder. Teacher shows a striking picture of children moving through a familiar place, such as a playground, park, or sports field, using the opening picture slide, and asks, “What is happening? Where are they? How are they moving?” Students turn and talk, using actions or gestures to show possible ideas.

2. 5–12 min · Revisit sentence building and connection. Teacher displays the sentence train example and orally builds: “The girl runs.” Add details: “The girl runs quickly.” “The girl runs quickly across the field.” Briefly explain that quickly tells how and across the field tells where. Then explain that writers can connect separate sentences about the same scene. Students echo each sentence, clap once for each word, and identify the action, how, and where parts.

3. 12–21 min · Teacher models three sentences becoming a connected sequence. Teacher shows a familiar scene and first writes three separate sentences: “The boy is at the park. He kicks a ball. The ball rolls on the grass.” Think aloud: “These sentences are all about the same scene, so they stay on the same topic.” Model revising them as a connected sequence: “The boy is at the park. Then he kicks a ball. Also, the ball rolls on the grass.” Point out that using a connecting word is today’s learning goal; approximations are acceptable for Year 1 writers. Model saying each sentence aloud, pointing to each word, leaving spaces, and using a capital letter and full stop.

4. 21–28 min · Shared sentence rehearsal. Teacher presents a new familiar image on the shared writing picture slide. Invite suggestions and record three related class sentences using the frame: 1. Introduce who or what and the place. 2. Say what happens next using “Then…”. 3. Add another detail using “Also…” or “It…”. Ask, “Are all three sentences about the same scene? Which starter word could connect the next idea?” Students rehearse the sequence to a partner, then the class says it together while tracking the teacher’s words.

5. 28–45 min · Plan, draw, write, and reread. Teacher reminds students to write a minimum of three sentences about the same familiar place, activity, or scene. Students talk through their ideas, draw if useful, and use: 1. I can see ___ at/in/on ___. 2. Then ___ . 3. Also ___ / It ___ . Students orally rehearse each sentence before writing. Prompt them to use a connecting word in the second or third sentence; accept approximations such as “Then ball go.” Students reread by pointing to each word, checking capitals and full stops, and checking that the sentences stay on the same topic. Stronger writers may add detail or another connected sentence. Confer with students individually or in groups of three.

6. 45–48 min · Partner share and check. Teacher models respectfully reading the writing. Partners take turns pointing to the words while the writer reads all three sentences, then check: “Are there at least three sentences? Are they about the same topic? Did the writer use a connecting word such as Then, Also, or It? Does each sentence start with a capital letter and end with a full stop where appropriate? Does it make sense?” Partners give one specific response, and writers make one small improvement, such as adding or attempting a connecting word.

7. 48–50 min · Plenary and goal. Teacher asks, “How did a word such as Then, Also, or It help connect your ideas?” Students share one learning and complete, “I connected my sentences by ___.” Celebrate examples showing different levels of Year 1 writing, including approximations.

Resources

• the complete sentence-building slide deck
• the draw-and-write sentence train sheet
• Whiteboard and markers
• Pencils, crayons, and erasers
• A pointer, reading finger, or craft stick for tracking
• Familiar photograph or illustration of a playground, park, sports field, or other local place

Assessment

• During planning and oral rehearsal, check that each student can choose a familiar scene or topic and rehearse at least three sentences about it.
• During writing, check for a minimum of three sentences that stay on the same topic and an attempt to connect the second or third sentence with Then…, Also…, or It…. The connecting word is the learning goal; accept plausible Year 1 approximations.
• Check that meaning is clear, words are separated, and capitals and full stops are used where appropriate. Do not expect a polished connected paragraph.
• Ask each student to point to and reread all three sentences. Note whether the student can identify the connecting word or add one after prompting, and whether the writing matches the drawing or oral plan.
• During the partner check and final reflection, identify each student’s next goal: keeping sentences on one topic, attempting a connecting word, oral rehearsal, recording words, sentence boundaries, adding detail, or rereading for meaning.

Differentiation

• Support every student to produce three same-topic sentences with the frame: 1. I can see ___ at/in/on ___. 2. Then ___ . 3. Also ___ / It ___ . Students may draw each idea, use picture or word cards, and orally rehearse each sentence before writing.
• Work with a small group to choose one scene, say three connected ideas, and write one sentence at a time. Use sentence starters and a word bank on the board: Then, Also, It, runs, jumps, kicks, walks, quickly, slowly, outside, near the goal, on the grass.
• For students developing English or needing language support, use gestures, picture prompts, partner rehearsal, home-language discussion where possible, and repeated modelling of how the sentences stay on the same topic.
• Accept approximations such as “Then he jump” or “Also ball roll” when the student is attempting to connect ideas. Prompt the student to say the sentence again and record it, rather than requiring a polished form.
• Check that supported writing still contains at least three related sentences and an attempt at a connecting word; accept drawing as planning support, but prompt students to orally rehearse and record each sentence.
• Extend confident writers by inviting them to add precise verbs, extra how or where details, conjunctions, or additional connected sentences while keeping the sequence on the same topic.