Description
This pack of three part sentences is designed to challenge students to consider meaning when they are reading. They can have fun making sentences that are silly [not making sense] or making sentences that are sensible[it makes sense]. They will also learn about punctuation in sentences such as capital letters, commas and full stops/periods. This activity is for students who are more fluent readers and is suitable for small group work and partner work.
It is complimented by:
- Silly Sentences
- Initial Sound Sentences
- Blend Sentences
- Mixed Bag Sentences Games Pack
This pack contains:
- Six different three part silly sentence cards
- One task card – [This card may be too difficult for students to read but assists
support workers or teachers in explaining the task] - One goal card which states the learning goal and the success criteria for meeting
that goal
[please note that two pages are from ‘Learning Centres to Support Guided Reading – Book One’ and two pages are from ‘Learning Centres to Support Guided Reading - Book Two’. They have been bundled like this for your convenience]
Highlights
Description
This pack of three part sentences is designed to challenge students to consider meaning when they are reading. They can have fun making sentences that are silly [not making sense] or making sentences that are sensible[it makes sense]. They will also learn about punctuation in sentences such as capital letters, commas and full stops/periods. This activity is for students who are more fluent readers and is suitable for small group work and partner work.
It is complimented by:
- Silly Sentences
- Initial Sound Sentences
- Blend Sentences
- Mixed Bag Sentences Games Pack
This pack contains:
- Six different three part silly sentence cards
- One task card – [This card may be too difficult for students to read but assists
support workers or teachers in explaining the task] - One goal card which states the learning goal and the success criteria for meeting
that goal
[please note that two pages are from ‘Learning Centres to Support Guided Reading – Book One’ and two pages are from ‘Learning Centres to Support Guided Reading - Book Two’. They have been bundled like this for your convenience]




