Grammar - Sentence types

https://sites.google.com/view/hsc-minimum-standard/reading/sentence-types

Grammar

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Definition

A sentence is defined as “a unit of written language consisting of one or more clauses that are grammatically linked. A
written sentence begins with a capital letter and ends with a full stop, question mark or exclamation mark. A sentence
contains a verb. There are different types of sentences: simple, compound and complex. (NSW English K-10 Glossary)

On this page

Teaching and learning activities

PLAN2 Areas of focus

Relevance to reading test marking

Connections with ACSF Level 3 descriptors

Connections with National Literacy Learning Progression

Teaching and learning activities

The resources below provide targeted teaching strategies to support student improvement in this skill.

Each downloadable lesson activity includes:

 learning intentions

 a list of required resources

 a step-by-step lesson sequence

 printable classroom materials

Select the download all icon to download all available activities or select each activity separately.
Understanding sentence typesNotes on clauses, simple, compound and complex sentences with activities to support
student recognition of different sentence types
Find the sentence types Activity where students highlight and label the sentence types used in a text
Add to the sentence Multiple choice questions on recognising sentence types and their structures
Download all (ZIP)Download the resource pack containing all activities.
PLAN2 Areas of focus

An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning
area.

Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library
tab within the Plan menu, and customise it for your students’ needs.

For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with
PLAN2 page.

Relevance to reading test marking

The feedback for a Level 3 performance in the HSC minimum standard online reading test states:

Individuals performing at this level typically “recognise the distinguishing features of common types of
texts” and “locate, integrate and interpret information in detailed written material, charts, diagrams and tables”.

In the reading test, students apply their understanding of sentence types to recognise the correct structure of simple,
compound and complex sentences.

Connections with ACSF Level 3 descriptors

The relevant Level 3 ACSF descriptors for reading are shown here to demonstrate how sentence types are assessed in
the HSC minimum standard online test. The performance features identified show what a student is able to do in order
to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this
skill.

Reading Indicator .03: Audience, purpose and meaning-making

Focus area: Complexity

Level 3 performance features:

 identifies the main messages in texts that incorporate some complex and compound sentences and dependent
clauses, and may involve the use of some abstract language and the use of the passive voice.

Reading Indicator .03: Audience, purpose and meaning-making

Focus area: Critical reading and text analysis

Level 3 performance features:

  recognises that authors select structure, tone and language to achieve specific purposes

Reading Indicator .04: Reading strategies

Focus area: Text navigation

Level 3 performance features:

 recognises the structures and distinguishing features of a range of familiar text types

 begins to use knowledge of text structures and features as an aid to skimming and scanning

Reading Indicator .04: Reading strategies

Focus area: Syntax and language patterns

Level 3 performance features:

 recognises introductory phrases which indicate that an opinion or a fact is being offered

 identifies some signalling devices, including those that refer to words or phrases in previous clauses or
sentences, e.g. although, when, if, while, the second point is.

Connections with National Literacy Learning Progression

The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression
sub-elements, levels and indicators relevant to sentence types are provided here to assist teachers to identify students’
capabilities and needs to support targeted teaching.

Element: Reading and viewing

Sub-elements: Understanding texts (UnT)

UnT7 — Comprehension

 monitors the development of ideas using language and visual features (e.g. topic sentences, key verbs, graphs)

UnT7 — Processes

 integrates phonic knowledge, word recognition skills, grammatical and contextual knowledge to read
predictable texts (see Phonic knowledge and word recognition and Fluency)

 identifies language and text features that signal purpose in a predictable text (e.g. diagrams, dialogue)

 navigates texts using common signposting devices such as headings, subheadings, paragraphs, navigation bars
and links
UnT8 — Processes

 monitors reading for meaning using grammatical and contextual knowledge (see Fluency)

 identifies language features used to present opinions or points of view

 uses sophisticated punctuation to support meaning (e.g. commas to separate clauses in complex sentences)

UnT9 — Processes

 uses processes such as predicting, confirming predictions, monitoring, and connecting relevant elements of the
text to build or repair meaning

 uses knowledge of a broader range of cohesive devices to track meaning (e.g. word associations) (see Grammar)