Year4-IndependentWritingActivities

1 Page1 NarrativeThe Other WorldStimulus4 Planning notes5 Final Written Work6 The EvacueesStimulus7 Planning notes8 Final Written Work9 Keep Out of the MudStimulus10 Planning notes11 Final Written Work12 Play ScriptThe New FamilyStimulus13 Planning notes14 Final Written Work15 The Empty HouseStimulus16 Planning notes17 Final Written Work18 RecountHealthy Schools WeekStimulus19 Planning notes20 Final Written Work21 Playtime ActivitiesStimulus22 Planning notes23 Final Written Work24 Information TextHow Seeds are ScatteredStimulus25 Planning notes26 Final Written Work27 The HelifishStimulus28 Planning notes29 Final Written Work30 ExplanationPush-Along CartStimulus31 Planning notes32 Final Written Work33 How to Look After a PetStimulus34 Planning notes35 Final Written Work36 PersuasionSchool UniformStimulus37 Planning notes38 Final Written Work39 Choco Power!Stimulus40 Planning notes41 Final Written Work42 PoetryNight / Morning PoemStimulus43 Planning notes44 Final Written Work45 Acrostic PoetryStimulus46 Planning notes47 Final Written Work48 IntroductionThis book of Independent WritingActivities covers the genres for the8 to 9 year old age group.

2 It hasbeen written to the UK NationalStrategy Primary Framework contains at least two independentwriting activities for each genre typeand is an ideal vehicle for assessingpupil progress in writing when usedwith the different Levels found in theWriting Assessment Guidelines,which accompany the PrimaryFramework for Literacy. (Theappropriate levels for this age grouphave been reproduced under licenceat the beginning of this book.)The author has also used thisapproach successfully with childrento embed the features of each was achieved by re-visiting apreviously studied genre later in theterm, so that the children practised itonce again. This ensured that thefeatures of that particular type ofwriting remained firmly embedded inthe children s memory. Thus whenthe children were tested or came towrite in that particular genre at a laterdate it was not just a distant are six similar books in thisseries covering the work of pupilsfrom Year 1 through to Year 6 (ages5 to 11).

3 PDF or Download versionsare also available of these books foruse on Interactive Resources publishes a range ofEducational Materials for use in PrimarySchools and Pre-School Nurseries 2009 Heather BellFirst Published September : 978-1-907269-02-8 Illustrated by John Hutchinson,Art Works, Fairhaven, 69 Worden Lane,Leyland, PrestonDesigned by Paul Sealey, PS3 Creative,3 Wentworth Drive, Thornton, in the UK for Topical Resources by T. Snape and Co Ltd., Boltons Court,Preston, the latest catalogueTel 01772 863158 Fax 01772 866153email: our Website 4 - Independent Writing Activitiespage2 The National Strategies | Primary | Primary Framework for literacy and mathematicsAssessment guidelines for writing L2, L3 QCA Crown copyright 2008 Writing assessment guidelines: levels 2 and 3 Pupil nameClass/GroupDateAF5 vary sentencesfor clarity, purposeand effectAF6 write withtechnical accuracy ofsyntax andpunctuation inphrases, clauses andsentencesAF3 organise andpresent whole textseffectively,sequencing andstructuringinformation, ideasand eventsAF4 constructparagraphs and usecohesion within andbetween paragraphsAF1 write imaginative,interesting andthoughtful textsAF2 produce textswhich areappropriate to task,reader and purposeAF7 selectappropriate andeffectivevocabularyAF8 use correct spellingHandwriting andpresentationLevel3In most writing reliance mainly onsimply structuredsentences, variationwith support, complexsentences and,but,soare themost commonconnectives,subordinationoccasiona lly some limitedvariation in use oftense and verbforms, not alwayssecureIn most writing straightforwardsentences usuallydemarcatedaccurately with fullstops, capital letters,question andexclamation marks some, limited.

4 Use ofspeech punctuation comma splicingevident, particularlyin narrativeIn most writing some attempt toorganise ideas withrelated pointsplaced next toeach other openings andclosings usuallysignalled some attempt tosequence ideas ormaterial logicallyIn most writing some internal structurewithin sections of one-sentenceparagraphs or ideasloosely organised withinparagraphs/sections,some links betweensentences, use ofpronouns or ofadverbials movement betweenparagraphs/sectionssometimes abrupt ordisjointedIn most writing some appropriateideas and contentincluded some attempt toelaborate on basicinformation or events, nouns expandedby simple adjectives attempt to adoptviewpoint, though oftennot maintained orinconsistent, expressed, butwith little elaborationIn most writing purposeestablished at ageneral level main features ofselected formsometimessignalled to thereader some attempts atappropriate style,with attention toreaderIn most writing simple, generallyappropriatevocabulary used,limited in range some wordsselected foreffect oroccasionIn most writing correct spelling ofsome commongrammatical functionwordscommon content/lexicalwords with more thanone morpheme, includingcompound words likely errorssome inflected endings, past tense,comparatives, adverbssome phoneticallyplausible attempts atcontent/lexical wordsIn most writing legible style, showsaccurate andconsistent letterformation, sometimesjoinedLevel2In some forms ofwriting some variation insentence openings, not alwaysstarting with name orpronoun mainly simplesentences withandused to connectclauses past and presenttense generallyconsistentIn some forms ofwriting clause structuremostly grammaticallycorrect sentencedemarcation withcapital letters and fullstops usuallyaccurate some accurate useof question andexclamation marks.

5 And commas in listsIn some forms ofwriting some basicsequencing ofideas or material, time-relatedwords or phrases,line breaks,headings, numbers openings and/orclosingssometimessignalledIn some forms of writing ideas in sectionsgrouped by content,some linking by simplepronounsIn some forms ofwriting mostly relevant ideasand content,sometimes repetitiveor sparse some apt word choicescreate interest brief comments,questions about eventsor actions suggestviewpointIn some forms ofwriting some basicpurposeestablished, features ofstory, report some appropriatefeatures of thegiven form used some attempts toadopt appropriatestyleIn some forms ofwriting simple, oftenspeech-likevocabularyconveys relevantmeanings someadventurousword choices, opportuneuse of newvocabularyIn some forms of writing usually correct spelling ofhigh frequencygrammatical functionwordscommon singlemorphemecontent/lexical words likely errorsinflected endings, tense, plurals,adverbsphonetic attempts atvowel digraphsIn some forms ofwriting letters generallycorrectly shaped butinconsistencies inorientation, size anduse of upper/lowercase letters clear letter formation,with ascenders anddescendersdistinguished,generally upper andlower case letters notmixed within wordsBLIEKey:BLBelow levelIE Insufficient evidenceOverall assessment(tick one box only)Low 2 Secure 2 High 2 Low 3 Secure 3 High 3page3 The National Strategies | Primary | Primary Framework for literacy and mathematicsAssessment guidelines for writing L3, L4 QCA Crown copyright 2008 Writing assessment guidelines.

6 Levels 3 and 4 Pupil nameClass/GroupDateAF5 vary sentences forclarity, purpose andeffectAF6 write withtechnicalaccuracy ofsyntax andpunctuation inphrases, clausesand sentencesAF3 organise andpresent wholetexts effectively,sequencing andstructuringinformation,ideas and eventsAF4 constructparagraphs and usecohesion within andbetween paragraphsAF1 writeimaginative,interesting andthoughtful textsAF2 producetexts which areappropriate totask, reader andpurposeAF7 selectappropriate andeffectivevocabularyAF8 use correct spellingHandwriting andpresentationLevel4 Across a range of writing some variety in length,structure or subject ofsentences use of somesubordinatingconnectives, if,when, becausethroughout the text some variation,generally accurate, intense and verb formsAcross a range ofwriting sentencesdemarcatedaccuratelythroughout the text,including questionmarks speech marks todenote speechgenerally accurate,with some otherspeech punctuation commas used inlists andoccasionally tomark clauses,although notalways accuratelyAcross a range ofwriting ideas organisedby clusteringrelated points orby time sequence ideas areorganised simplywith a fittingopening andclosing,sometimes linked ideas or materialgenerally inlogical sequencebut overalldirection of writingnot always clearlysignalledAcross a range of writing paragraphs/sections helpto organise content, idea usuallysupported or elaboratedby following sentences withinparagraphs/sections,limited range ofconnections betweensentences, over-useof also or pronouns some attempts toestablish simple linksbetweenparagraphs/sections notalways maintained, , nextAcross a range ofwriting relevant ideas andcontent chosen some ideas andmaterial developed indetail, byadverbial andexpanded nounphrases straightforwardviewpoint generallyestablished andmaintained.

7 In role ormaintaining aconsistent stanceAcross a range ofwriting main purpose ofwriting is clear butnot alwaysconsistentlymaintained main features ofselected form areclear andappropriate topurpose style generallyappropriate totask, thoughawareness ofreader not alwayssustainedAcross a range ofwriting some evidence ofdeliberatevocabularychoices some expansionof generalvocabulary tomatch topicAcross a range of writing correct spelling ofmost common grammaticalfunction words, includingadverbs with-lyformationregularly formedcontent/lexical words,including those with multiplemorphemesmost past and present tenseinflections, plurals likely errorshomophones of somecommon grammaticalfunction wordsoccasional phoneticallyplausible spelling incontent/lexical wordsLevel3In most writing reliance mainly onsimply structuredsentences, variationwith support, somecomplex sentences and,but,soare themost commonconnectives,subordinationoccasiona lly some limited variation inuse of tense and verbforms, not alwayssecureIn most writing straightforwardsentences usuallydemarcatedaccurately with fullstops, capitalletters, questionand exclamationmarks some, limited, useof speechpunctuation comma splicingevident, particularlyin narrativeIn most writing some attempt toorganise ideaswith related pointsplaced next toeach other openings andclosings usuallysignalled some attempt tosequence ideas ormaterial logicallyIn most writing some internal structurewithin sections of paragraphsor ideas loosely organised withinparagraphs/sections,some links betweensentences, use ofpronouns or of adverbials movement betweenparagraphs/sectionssometimes abrupt ordisjointedIn most writing some appropriateideas and contentincluded some attempt toelaborate on basicinformation or events, nouns expandedby simple adjectives attempt to adoptviewpoint, thoughoften not maintainedor inconsistent.

8 Expressed,but with littleelaborationIn most writing purposeestablished at ageneral level main features ofselected formsometimessignalled to thereader some attempts atappropriate style,with attention toreaderIn most writing simple, generallyappropriatevocabulary used,limited in range some wordsselected for effector occasionIn most writing correct spelling ofsome common grammaticalfunction wordscommon content/lexicalwords with more than onemorpheme, includingcompound words likely errorssome inflected endings, tense, comparatives,adverbssome phonetically plausibleattempts at content/lexicalwordsIn most writing legible style,shows accurateand consistentletter formation,sometimesjoinedBLIEKey:BLBelow levelIE Insufficient evidenceOverall assessment(tick one box only)Low 3 Secure 3 High 3 Low 4 Secure 4 High 4 Year 4 NarrativeStimuluspage4 Topical be photocopied for classroom use the following Tom! Whereoneartharewe? askedEmma? Idon tknow, answeredTom, butitsurefeelsverystrange.

9 , OOtthheerr WWoorrllddTThhee OOtthheerr WWoorrllddYear 4 NarrativePlanning NotesNameDatepage 5 Topical Resources. May be photocopied for classroom use only. The Other WorldUseful descriptive words and phrases:How did they get home?Who do the children meet?What is the place like?The characters in this story are:Final Written WorkYear 4 Narrativepage 6 Topical Resources. May be photocopied for classroom use only. NameDateThe Other WorldEmma and Tom are walking along the cliffs high above the sea when a verystrange event takes looked ahead. Tom was there one minute and the next he was 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 shelanded on the damp floor of a was busy brushing mud and moss from his clothes. Where on earth are we? asked Emma? I don t know, answered Tom, but it sure feels very strange. They walked to the entrance of the cave and found themselves in a placeunlike any they had ever seen 4 NarrativeStimulusTaskpage 7 Topical Resources.

10 May be photocopied for classroom use only. your task is to write the story which follows this passage. You need towrite about the new life the children experience on the farm, the familythey are staying with and their eventual return the Second WorldWar children wereevacuated. This means theywere taken out of the citiesto go and live in the countryto keep them safe fromaircraft bombing raids. The children s parents didnot go with them - they wentalone. Read the following extract inwhich two children fromLondon arrive in the smallcountry village of EvacueesThe train pulled to a halt. Mary and John were led with the otherchildren from the station to the village hall. A number of local villagersand farmers had gathered to choose who they would look after. A largeburly farmer and his wife who had a smiley face beamed down at Maryand John. You two are to come with us to stay at Greengate Farm, said two children, weary from their long journey, looking small and lost,picked up their bags and followed the couple 4 NarrativePlanning NotesHow long are the children evacuated for?