Year4-IndependentWritingActivities 4 Independent... · Writing assessment guidelines: levels 2 and 3 Pupil name Class/Group Date AF5 vary sentences for clarity, purpose and effect
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NarrativeThe Other WorldStimulus 4Planning notes 5Final Written Work 6
The EvacueesStimulus 7Planning notes 8Final Written Work 9
Keep Out of the MudStimulus 10Planning notes 11Final Written Work 12
Play ScriptThe New FamilyStimulus 13Planning notes 14Final Written Work 15
The Empty HouseStimulus 16Planning notes 17Final Written Work 18
RecountHealthy Schools WeekStimulus 19Planning notes 20Final Written Work 21
Playtime ActivitiesStimulus 22Planning notes 23Final Written Work 24
Information TextHow Seeds are ScatteredStimulus 25Planning notes 26Final Written Work 27
The HelifishStimulus 28Planning notes 29Final Written Work 30
ExplanationPush-Along CartStimulus 31Planning notes 32Final Written Work 33
How to Look After a PetStimulus 34Planning notes 35Final Written Work 36
PersuasionSchool UniformStimulus 37Planning notes 38Final Written Work 39
Choco Power!Stimulus 40Planning notes 41Final Written Work 42
PoetryNight / Morning PoemStimulus 43Planning notes 44Final Written Work 45
Acrostic PoetryStimulus 46Planning notes 47Final Written Work 48
IntroductionThis book of ‘Independent WritingActivities’ covers the genres for the8 to 9 year old age group. It hasbeen written to the UK NationalStrategy Primary Framework forLiteracy.
It 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 genre.This 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 memory.
There are six similar books in thisseries covering the work of pupilsfrom Year 1 through to Year 6 (ages5 to 11). PDF or Download versionsare also available of these books foruse on Interactive Whiteboards.
Topical Resources publishes a range ofEducational Materials for use in PrimarySchools and Pre-School Nurseries andPlaygroups.
Read the following extract:Emma and Tom are walking along the cliffs high above the sea when avery 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 shelanded 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 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 before.
Your task is to continue the story describing the place, who they meet andfinally how they get back.
The Other WorldEmma and Tom are walking along the cliffs high above the sea when a verystrange 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 shelanded 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 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 before.
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 home.
During 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 Suddum.
The Evacuees
The 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 thefarmer.
The two children, weary from their long journey, looking small and lost,picked up their bags and followed the couple outside.
Year 4 Narrative Planning Notes
How long are the children evacuated for? How do they feel when theyhave to return home?
Your task is to write a story with the title ‘Keep Out of the Mud’. It tellshow George tries to join his friends to help build the den and look afterAlfie at the same time – possibly with a disastrous result!
George has a little brother who is just four years old. His motherneeded to visit his grandma who was sick. She asked George to lookafter Alfie for the afternoon. However, George had planned to build aden with his friends in Bluebell Wood.
His mother’s last words to George were, “Whatever you do, don’t letAlfie get dirty. He is to go to a birthday party at four o’clock and Iwon’t have time to get him changed.”
Your task is to write a play script continuing the conversation between thetwo boys in which they talk about things they enjoy doing, their feelingsand school.
Suraj: (Shyly leaning on the fence) Have you just moved in?
Dominic: (Pleased to have someone to talk to) Yes. My name is Dominic.What’s your name?
Suraj: My name’s Suraj. Do you like football?
A new family has moved in next door to Suraj. The new boy, Dominic, is ofa similar age to Suraj. The two boys see each other for the first timewhen they meet in the gardens behind their houses. They have thefollowing conversation over the fence…
Billy: (Nervously) Do you think we dare go inside?Cara: (Looking excited and brave) Oh come on, let’s go in. I’m sure it’s
empty.Billy: What do you think we will find?Cara: You never know, there might be treasure!
Task
Your task is to write a play script continuing the conversation between thefriends as they explore the house but discover it is not as empty as theythought!
The Empty House
Two friends decide to go and explore an empty house. The beginning ofthe conversation is in the box below…
Healthy Schools WeekRead the box below. Here are some of the activities and events that tookplace at Green Street School during the ‘Healthy Schools Week’.
Your task is to write a magazine article reporting on the events that tookplace at Green Street School during Healthy Schools Week. You will needto include some events you have made up yourself.
Playtime ActivitiesThe Parents and Friends Association at your school have given a largeamount of money to be spent on playground activities and equipment.
Task
Your task is to write a report for the school newsletter explaining whatthe money has been used for and how the children feel about it.
Your task is to write an information sheet for a website which explains thefollowing: How the Helifish was discovered, what the creature looks like,where it is found, what it eats, how it moves and is it dangerous tohumans?
Here is a picture of the newly discovered Helifish.
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 ofyour choice. Remember to include where it sleeps, what and how often itshould be fed, exercise required and how to keep it healthy.
School UniformHere is a piece of persuasive writing suggesting the point of view that school uniform is very important.
Your task is to create a piece of persuasive writing that argues againsthaving school uniform. Make your leaflet as persuasive as possible.
It is vital that we keep school uniformand maintain a tradition that has beenin existence for years. It istraditions like these whichmake the British Educationalsystem the envy of the world!
School uniform bringsdiscipline, encourages goodbehaviour and setsstandards which willensure pupils give oftheir best. Thegarments are simple,easily replaced and keptclean.
They prevent ‘Mr Rich’s’son from becoming thehero just because he hasthe right designer label.
School uniform is a way ofgiving everyone the samechance, the same opportunity, of making everyone equal.
Your task is to design an advertising poster to persuade as many people aspossible to buy a bar of ‘Choco Power!’ Think about the ingredients, howhealthy it is, the cost, the taste and where you can buy it.
Jewels and gems gleam in bright coloured broochesUseless broken chairs carelessly piled on grubby rugsNothing new, everything oldKnick-knacks, bric a brac from dusty attics
Statues of music composers and chipped garden gnomesHairy teddies slightly bald from years of cuddlesOld cups and saucers chipped and crackedPeople rummaging, looking for bargains
Task
Your task is to write a poem using one of the following acrostics:• BIRTHDAY• CHRISTMAS• SATURDAY
Poetry
Read the Acrostic poem below. The poem is about a junk shop. The title can be seen in the capital letters at the beginning ofeach line of the poem.