Escolar Documentos
Profissional Documentos
Cultura Documentos
Introduction Index
This book of Independent Writing Narrative Information Text
Activities covers the genres for the The Other World How Seeds are Scattered
8 to 9 year old age group. It has Stimulus 4 Stimulus 25
been written to the UK National Planning notes 5 Planning notes 26
Strategy Primary Framework for Final Written Work 6 Final Written Work 27
Literacy.
The Evacuees The Helifish
It contains at least two independent Stimulus 7 Stimulus 28
writing activities for each genre type Planning notes 8 Planning notes 29
and is an ideal vehicle for assessing Final Written Work 9 Final Written Work 30
pupil progress in writing when used
with the different Levels found in the Keep Out of the Mud
Writing Assessment Guidelines, Stimulus 10
which accompany the Primary Planning notes 11
Explanation
Framework for Literacy. (The Final Written Work 12 Push-Along Cart
appropriate levels for this age group Stimulus 31
have been reproduced under licence Planning notes 32
at the beginning of this book.) Final Written Work 33
Play Script
The author has also used this The New Family How to Look After a Pet
approach successfully with children Stimulus 13 Stimulus 34
to embed the features of each genre. Planning notes 14 Planning notes 35
This was achieved by re-visiting a Final Written Work 15 Final Written Work 36
previously studied genre later in the
term, so that the children practised it The Empty House
once again. This ensured that the Stimulus 16
Planning notes 17
Persuasion
features of that particular type of
Final Written Work 18 School Uniform
writing remained firmly embedded in
Stimulus 37
the childrens memory. Thus when
Planning notes 38
the children were tested or came to
Final Written Work 39
write in that particular genre at a later Recount
date it was not just a distant memory. Healthy Schools Week Choco Power!
Stimulus 19 Stimulus 40
There are six similar books in this Planning notes 20 Planning notes 41
series covering the work of pupils Final Written Work 21 Final Written Work 42
from Year 1 through to Year 6 (ages
5 to 11). PDF or Download versions Playtime Activities
are also available of these books for Stimulus 22
use on Interactive Whiteboards. Planning notes 23 Poetry
Final Written Work 24 Night / Morning Poem
Stimulus 43
Planning notes 44
Final Written Work 45
Acrostic Poetry
Stimulus 46
Planning notes 47
Final Written Work 48
Topical Resources publishes a range of Illustrated by John Hutchinson, For the latest catalogue
Educational Materials for use in Primary Art Works, Fairhaven, 69 Worden Lane, Tel 01772 863158
Schools and Pre-School Nurseries and Leyland, Preston
Playgroups. Fax 01772 866153
Designed by Paul Sealey, PS3 Creative, email: sales@topical-resources.co.uk
Copyright 2009 Heather Bell 3 Wentworth Drive, Thornton, Lancashire.
First Published September 2009. Visit our Website at:
ISBN: 978-1-907269-02-8 Printed in the UK for Topical Resources www.topical-resources.co.uk
by T. Snape and Co Ltd., Boltons Court,
Preston, Lancashire.
page 1
The National Strategies | Primary | Primary Framework for literacy and mathematics
Assessment guidelines for writing L2, L3
page 2
Writing assessment guidelines: levels 2 and 3
AF5 vary sentences AF6 write with AF3 organise and AF4 construct AF1 write imaginative, AF2 produce texts AF7 select AF8 use correct spelling Handwriting and
for clarity, purpose technical accuracy of present whole texts paragraphs and use interesting and which are appropriate and presentation
and effect syntax and effectively, cohesion within and thoughtful texts appropriate to task, effective
punctuation in sequencing and between paragraphs reader and purpose vocabulary
phrases, clauses and structuring
sentences information, ideas
and events
Level In most writing In most writing In most writing In most writing In most writing In most writing In most writing In most writing In most writing
3 reliance mainly on straightforward some attempt to some internal structure some appropriate purpose simple, generally correct spelling of legible style, shows
simply structured sentences usually organise ideas with within sections of text ideas and content established at a appropriate some common accurate and
sentences, variation demarcated related points e.g. one-sentence included general level vocabulary used, grammatical function consistent letter
with support, e.g. accurately with full placed next to paragraphs or ideas some attempt to main features of limited in range words formation, sometimes
some complex stops, capital letters, each other loosely organised elaborate on basic selected form some words common content/lexical joined
sentences question and openings and within information or events, sometimes selected for words with more than
and, but, so are the exclamation marks closings usually paragraphs/sections, e.g. nouns expanded signalled to the effect or one morpheme, including
most common some, limited, use of signalled some links between by simple adjectives reader occasion compound words
connectives, speech punctuation some attempt to sentences, e.g. use of attempt to adopt some attempts at likely errors
subordination comma splicing sequence ideas or pronouns or of viewpoint, though often appropriate style, some inflected endings,
occasionally evident, particularly material logically adverbials not maintained or with attention to e.g. past tense,
some limited in narrative movement between inconsistent, e.g. reader comparatives, adverbs
variation in use of paragraphs/sections attitude expressed, but some phonetically
tense and verb sometimes abrupt or with little elaboration plausible attempts at
forms, not always disjointed content/lexical words
secure
Level In some forms of In some forms of In some forms of In some forms of writing In some forms of In some forms of In some forms of In some forms of writing In some forms of
2 writing writing writing ideas in sections writing writing writing usually correct spelling of writing
some variation in clause structure some basic grouped by content, mostly relevant ideas some basic simple, often high frequency letters generally
sentence openings, mostly grammatically sequencing of some linking by simple and content, purpose speech-like grammatical function correctly shaped but
e.g. not always correct ideas or material, pronouns sometimes repetitive established, e.g. vocabulary words inconsistencies in
starting with name or sentence e.g. time-related or sparse main features of conveys relevant common single orientation, size and
pronoun demarcation with words or phrases, some apt word choices story, report meanings morpheme use of upper/lower
mainly simple capital letters and full line breaks, create interest some appropriate some content/lexical words case letters
sentences with and stops usually headings, numbers features of the adventurous likely errors clear letter formation,
brief comments,
used to connect accurate openings and/or questions about events given form used word choices, inflected endings, e.g. with ascenders and
clauses some accurate use closings or actions suggest some attempts to e.g. opportune past tense, plurals, descenders
past and present of question and sometimes viewpoint adopt appropriate use of new adverbs distinguished,
tense generally exclamation marks, signalled style vocabulary phonetic attempts at generally upper and
consistent and commas in lists vowel digraphs lower case letters not
mixed within words
BL
IE
Key: BL Below level IE Insufficient evidence
Overall assessment (tick one box only) Low 2 Secure 2 High 2 Low 3 Secure 3 High 3
Level In most writing In most writing In most writing In most writing In most writing In most writing In most writing In most writing In most writing
3 reliance mainly on straightforward some attempt to some internal structure some appropriate purpose simple, generally correct spelling of legible style,
simply structured sentences usually organise ideas within sections of text e.g. ideas and content established at a appropriate some common grammatical shows accurate
sentences, variation demarcated with related points one-sentence paragraphs included general level vocabulary used, function words and consistent
with support, e.g. some accurately with full placed next to or ideas loosely organised some attempt to main features of limited in range common content/lexical letter formation,
complex sentences stops, capital each other within elaborate on basic selected form some words words with more than one sometimes
and, but, so are the letters, question openings and paragraphs/sections, information or events, sometimes selected for effect morpheme, including joined
most common and exclamation closings usually some links between e.g. nouns expanded signalled to the or occasion compound words
connectives, marks signalled sentences, e.g. use of by simple adjectives reader likely errors
subordination some, limited, use some attempt to pronouns or of adverbials attempt to adopt some attempts at some inflected endings, e.g.
occasionally of speech sequence ideas or movement between viewpoint, though appropriate style, past tense, comparatives,
some limited variation in punctuation material logically paragraphs/sections often not maintained with attention to adverbs
use of tense and verb comma splicing sometimes abrupt or or inconsistent, e.g. reader some phonetically plausible
forms, not always evident, particularly disjointed attitude expressed, attempts at content/lexical
secure in narrative but with little words
elaboration
BL
IE
Key: BL Below level IE Insufficient evidence
Overall assessment (tick one box only) Low 3 Secure 3 High 3 Low 4 Secure 4 High 4
QCA Crown copyright 2008
page 3
Back to Contents
Back to Contents
Year 4 Narrative Stimulus
T he O t he r Wo r l d
Read the following extract:
Emma and Tom are walking along the cliffs high above the sea when a
very strange event takes place.
Emma looked ahead. Tom was there one minute and the next he was gone.
She ran to the spot shouting.
Tom! Stop messing about. Where are you?
All of a sudden she felt herself falling downwards and with a thud she
landed on the damp floor of a cave.
Tom was busy brushing mud and moss from his clothes.
Where on earth are we? asked Emma?
I dont know, answered Tom, but it sure feels very strange.
They walked to the entrance of the cave and found themselves in a place
unlike any they had ever seen before.
Task
Your task is to continue the story describing the place, who they meet and
finally how they get back.
Emma and Tom are walking along the cliffs high above the sea when a very
strange event takes place.
Emma looked ahead. Tom was there one minute and the next he was gone.
She ran to the spot shouting.
Tom! Stop messing about. Where are you?
All of a sudden she felt herself falling downwards and with a thud she
landed on the damp floor of a cave.
Tom was busy brushing mud and moss from his clothes.
Where on earth are we? asked Emma?
I dont know, answered Tom, but it sure feels very strange.
They walked to the entrance of the cave and found themselves in a place
unlike any they had ever seen before.
The train pulled to a halt. Mary and John were led with the other
children from the station to the village hall. A number of local villagers
and farmers had gathered to choose who they would look after. A large
burly farmer and his wife who had a smiley face beamed down at Mary
and John.
You two are to come with us to stay at Greengate Farm, said the
farmer.
The two children, weary from their long journey, looking small and lost,
picked up their bags and followed the couple outside.
Task
Your task is to write the story which follows this passage. You need to
write about the new life the children experience on the farm, the family
they are staying with and their eventual return home.
The Evacuees
Name Date
Characters: What were the children like? What was the family they
stayed with like?
How did the children feel when they arrived? What did the family feel
about the children?
What tasks are the children given on the farm? How is it different from
their normal home in the city?
How long are the children evacuated for? How do they feel when they
have to return home?
The Evacuees
Name Date
George has a little brother who is just four years old. His mother
needed to visit his grandma who was sick. She asked George to look
after Alfie for the afternoon. However, George had planned to build a
den with his friends in Bluebell Wood.
His mothers last words to George were, Whatever you do, dont let
Alfie get dirty. He is to go to a birthday party at four oclock and I
wont have time to get him changed.
Task
Your task is to write a story with the title Keep Out of the Mud. It tells
how George tries to join his friends to help build the den and look after
Alfie at the same time possibly with a disastrous result!
Characters:
George:_________________________________________________
Alfie: __________________________________________________
Friend 1: ________________________________________________
Friend 2: ________________________________________________
The story begins when George is left alone with Alfie. What do they
decide to do?
What happens to Alfie when the boys are building a den? Why?
A new family has moved in next door to Suraj. The new boy, Dominic, is of
a similar age to Suraj. The two boys see each other for the first time
when they meet in the gardens behind their houses. They have the
following conversation over the fence
Suraj: (Shyly leaning on the fence) Have you just moved in?
Task
Your task is to write a play script continuing the conversation between the
two boys in which they talk about things they enjoy doing, their feelings
and school.
Think about the characters in the play. What are they like?
Suraj:
Dominic:
What does each boy like doing? Do they like the same things or do they
like different things?
Who does each boy live with? Do the boys have any family of similar ages?
If so, what are they like?
Suraj: (Shyly leaning on the fence) Have you just moved in?
Task
Your task is to write a play script continuing the conversation between the
friends as they explore the house but discover it is not as empty as they
thought!
Think about the characters in the play. What are they like?
Billy:
Cara:
Task
Your task is to write a magazine article reporting on the events that took
place at Green Street School during Healthy Schools Week. You will need
to include some events you have made up yourself.
Snappy title:
Other events that may have taken place during Healthy Schools Week:
Name Date
Playtime Activities
The Parents and Friends Association at your school have given a large
amount of money to be spent on playground activities and equipment.
Task
Your task is to write a report for the school newsletter explaining what
the money has been used for and how the children feel about it.
Playtime Activities
Name Date
Snappy title:
Items bought for children to play with on the playground at break time:
Playtime Activities
Name Date
How Seeds
are Scattered
Look at the diagrams below, which explain the
different ways in which seeds are scattered.
Task
Your task is to write an information sheet to explain the different ways
seeds are scattered.
Title:
Introduction:
The Helifish
Here is a picture of the newly discovered Helifish.
Task
Your task is to write an information sheet for a website which explains the
following: How the Helifish was discovered, what the creature looks like,
where it is found, what it eats, how it moves and is it dangerous to
humans?
The Helifish
Name Date
Title:
How it moves:
The Helifish
Name Date
Push-Along Cart
Here is a picture of a push-along cart with wooden bricks inside.
Young children often use these when they are learning to walk.
Task
Your task is to write an information leaflet which explains what it is and
how it works. Remember to include a simple labelled diagram.
Push-Along Cart
Name Date
Title:
Introduction explaining what the toy does and who would use it:
Push-Along Cart
Name Date
How to Look
After a Pet
Here is a picture of a pet dog with information about how to look after it.
Task
Your task is to write an information leaflet on how to look after a pet of
your choice. Remember to include where it sleeps, what and how often it
should be fed, exercise required and how to keep it healthy.
Title:
Introduction:
Where it sleeps/lives:
Exercise/keeping it healthy:
School Uniform
Here is a piece of persuasive writing suggesting the
point of view that school uniform is very important.
School Uniform
Name Date
Reasons for
not
having a school uniform
School Uniform
Name Date
Task
Your task is to design an advertising poster to persuade as many people as
possible to buy a bar of Choco Power! Think about the ingredients, how
healthy it is, the cost, the taste and where you can buy it.
Choco Power!
Name Date
Ingredients Healthy?
Main features of
Choco Power!
Choco Power!
Name Date
Text
Task
Task
Your task is to write a poem similar in style and content with
the title Morning.
Morning Poem
Name Date
Sounds Sights
Morning
Tastes Events
Morning Poem
Name Date
Read the Acrostic poem below. The poem is about a junk shop.
The title can be seen in the capital letters at the beginning of
each line of the poem.
Acrostic Poetry
Name Date
Acrostic Poetry
Name Date