teaching resource

Using Descriptive Adjectives - Sloth Writing Prompt

Updated: 25 May 2023

Write a descriptive paragraph about a sloth using the provided adjectives.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 2 - 5

Curriculum

ACELY1671

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose...
ACELY1682

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purposeElaborationsusing pri...
ACELT1606

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and punsElaborationsdefining spoonerisms, neologisms and puns and exploring ...
ACELY1704

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audienceElaborationsusing research from print and digital resources t...

VC2E2LY11

Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>
VC2E3LY11

Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>
VC2E4LE04

Explore the use of literary devices and deliberate wordplay, including grammar, in prose and poetry, and the ways that they shape meaning <ul> <li>defining neologisms and puns, and identifying how they are used by authors to create a sense of freshness, originality and playfulness</li> <li>discussing poetic language, including adjectives that engage readers emotionally and bring the poet’s subject matter to life</li> <li>exploring emotive language in texts</li> </ul>
VC2E5LY10

Create different types of texts, written and spoken, with relevant, elaborated and sequenced ideas, using text structure appropriate for topic, purpose and audience, and multimodal elements as appropriate <ul> <li>using research from print and digital resources to gather and organise information for writing</li> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals, to enhance audience engagement and understanding</li> <li>selecting an appropriate text structure for the writing purpose, and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement</li> <li>using vocabulary, including technical vocabulary, appropriate for purpose and context</li> <li>using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions</li> <li>writing letters in print and by email, demonstrating understanding of audience</li> </ul>

teaching resource

Using Descriptive Adjectives - Sloth Writing Prompt

Updated: 25 May 2023

Write a descriptive paragraph about a sloth using the provided adjectives.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 2 - 5

Write a descriptive paragraph about a sloth using the provided adjectives.

Descriptive Writing About a Sloth Worksheet

This worksheet has been designed to encourage your students to consolidate their descriptive writing skills and expand their vocabulary using adjectives describing a sloth. Words are provided on their worksheet and include:

slow
lazy
sleepy
shaggy
furry
three-toed
claws
drowsy
relaxed
calm
independent
herbivore

Not only is this a fun activity about sloths, but it’s also a great way to develop their writing skills and ability to express themselves through descriptive writing.

Tips for Differentiation + Scaffolding

To extend students, have them use the backside of the worksheet to write another description of a different animal.

For students who may need a little extra support, have them only pick one word or two words at a time and just focus on one or two sentences. Alternatively, use a voice recording device and have them say the sentences first and then write down what they have said into the voice recording device.

Easily Download & Print

Use the drop-down icon on the Download button to choose between the PDF or Google Slides version of this resource.

Turn this teaching resource into a sustainable activity by printing on cardboard and slipping it into a write-and-wipe sleeve. Students can record their answers with a whiteboard marker and then erase and reuse them.

Additionally, project the worksheet onto a screen and work through it as a class by having students record their answers in their notebooks.

This resource was created by Lisamarie Del Valle, a teacher and a Teach Starter collaborator.

Curriculum

ACELY1671

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose...
ACELY1682

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purposeElaborationsusing pri...
ACELT1606

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and punsElaborationsdefining spoonerisms, neologisms and puns and exploring ...
ACELY1704

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audienceElaborationsusing research from print and digital resources t...

VC2E2LY11

Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>
VC2E3LY11

Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>
VC2E4LE04

Explore the use of literary devices and deliberate wordplay, including grammar, in prose and poetry, and the ways that they shape meaning <ul> <li>defining neologisms and puns, and identifying how they are used by authors to create a sense of freshness, originality and playfulness</li> <li>discussing poetic language, including adjectives that engage readers emotionally and bring the poet’s subject matter to life</li> <li>exploring emotive language in texts</li> </ul>
VC2E5LY10

Create different types of texts, written and spoken, with relevant, elaborated and sequenced ideas, using text structure appropriate for topic, purpose and audience, and multimodal elements as appropriate <ul> <li>using research from print and digital resources to gather and organise information for writing</li> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals, to enhance audience engagement and understanding</li> <li>selecting an appropriate text structure for the writing purpose, and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement</li> <li>using vocabulary, including technical vocabulary, appropriate for purpose and context</li> <li>using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions</li> <li>writing letters in print and by email, demonstrating understanding of audience</li> </ul>

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