Expressive and Sensory Language

EnglishReading ComprehensionAges 6–9

Recognise recurring literary language in stories and poetry, identify words and phrases that suggest feelings or appeal to the senses, and discuss favourite words and phrases

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Teaching Table

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Notice story formulas and explain how sensory language works.

Activity

Follow this model in an accessible mode before attempting independent work. Graph ordering is not learner mastery; revisit prerequisites if the guided task still needs full modeling.

Policy

Check readiness rather than assuming source graph order establishes attainment.

Read the complete original mini-texts; learner can decline personal feeling disclosure and discuss the character instead. Open Show (S), then Guided (G), then Try (T). Hide earlier work and keys before Try. Use only the supplied stage material; do not invent additional cards. Pause or split the session if needed.

Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.

What this lesson covers and its limits

These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.

partial: Recognise recurring literary language in stories and poetry, identify words and phrases that suggest feelings or appeal to the senses, and discuss favourite words and phrases
Short original texts only; no requirement to share private feelings or claim one correct emotional response.
partial: Spot recurring story language such as 'Once upon a time' and 'happily ever after'
Short original texts only; no requirement to share private feelings or claim one correct emotional response.
partial: Identify sensory words and phrases in a poem: 'the icy wind howled'
Short original texts only; no requirement to share private feelings or claim one correct emotional response.
partial: Share a favourite word or phrase from a story and explain why it appeals
Short original texts only; no requirement to share private feelings or claim one correct emotional response.
partial: When {{name}} reads a poem or a story with vivid language, can they pick out a phrase they really liked — and tell you why it works well or how it made them feel?
Short original texts only; no requirement to share private feelings or claim one correct emotional response.

Short original texts only; no requirement to share private feelings or claim one correct emotional response.

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Notice story formulas and explain how sensory language works.

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Check understanding

Spot recurring story language such as 'Once upon a time' and 'happily ever after'
Identify sensory words and phrases in a poem: 'the icy wind howled'
Share a favourite word or phrase from a story and explain why it appeals

“When your child reads a poem or a story with vivid language, can they pick out a phrase they really liked — and tell you why it works well or how it made them feel?”

Curriculum record

Type: Conceptual
Subject: English
Domain: Reading Comprehension
Age range: Ages 6–9

Standards

ccss-ela:RI.3.4ccss-ela:RL.1.4ccss-ela:RL.2.4ccss-ela:RL.3.4uk-nc-2013:Eng/KS1/Y2/C/1euk-nc-2013:Eng/KS1/Y2/C/1guk-nc-2013:Eng_LKS2_Read_Comp_7