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NarrativeBreakfast in BedStimulus 4Planning notes 5Final Written Work 6
The Magical BirdStimulus 7Planning notes 8Final Written Work 9
Goldilocks and the Three BearsStimulus 10Planning notes 11Final Written Work 12
Labels, Lists andCaptionsBirthday FoodStimulus 13Planning notes 14Final Written Work 15
Toy ShopStimulus 16Planning notes 17Final Written Work 18
InstructionsHow to Plant a BulbStimulus 19Planning notes 20Final Written Work 21
How to Make a Bowl of CerealStimulus 22Planning notes 23Final Written Work 24
RecountA Special EventStimulus 25Planning notes 26Final Written Work 27
The Day OutStimulus 28Planning notes 29Final Written Work 30
Information TextLooking After a PetStimulus 31Planning notes 32Final Written Work 33
Looking After My BodyStimulus 34Planning notes 35Final Written Work 36
PoetryPattern PoemsStimulus 37Planning notes 38Final Written Work 39
More Pattern PoemsStimulus 40Planning notes 41Final Written Work 42
IntroductionThis book of ‘Independent WritingActivities’ covers the genres for the5 to 6 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.
Copyright © 2009 Heather BellFirst Published September 2009.ISBN: 978-1-907269-05-9
Illustrated by John Hutchinson,Art Works, Fairhaven, 69 Worden Lane,Leyland, Preston
Designed by Paul Sealey, PS3 Creative,3 Wentworth Drive, Thornton, Lancashire.
Printed in the UK for ‘Topical Resources’by T. Snape and Co Ltd., Boltons Court,Preston, Lancashire.
For the latest catalogue
Tel 01772 863158Fax 01772 866153email: [email protected]
Visit our Website at:www.topical-resources.co.uk
Index
Year 1 - Independent Writing Activities
page 2
Pup
ilna
me
Cla
ss/G
roup
Dat
e
AF5
–va
ryse
nten
ces
forc
larit
y,pu
rpos
ean
def
fect
AF6
–w
rite
with
tech
nica
lacc
urac
yof
synt
axan
dpu
nctu
atio
nin
phra
ses,
clau
ses
and
sent
ence
s
AF3
–or
gani
sean
dpr
esen
twho
lete
xts
effe
ctiv
ely,
sequ
enci
ngan
dst
ruct
urin
gin
form
atio
n,id
eas
and
even
ts
AF4
–co
nstr
uct
para
grap
hsan
dus
eco
hesi
onw
ithin
and
betw
een
para
grap
hs
AF1
–w
rite
imag
inat
ive,
inte
rest
ing
and
thou
ghtfu
ltex
ts
AF2
–pr
oduc
ete
xts
whi
char
eap
prop
riate
tota
sk,r
eade
rand
purp
ose
AF7
–se
lect
appr
opria
tean
def
fect
ive
voca
bula
ry
AF8
–us
eco
rrec
tspe
lling
Han
dwrit
ing
and
pres
enta
tion
Leve
l2
Inso
me
form
sof
writ
ing:
som
eva
riatio
nin
sent
ence
open
ings
,e.
g.no
talw
ays
star
ting
with
nam
eor
pron
oun
mai
nly
sim
ple
sent
ence
sw
ithan
dus
edto
conn
ect
clau
ses
past
and
pres
ent
tens
ege
nera
llyco
nsis
tent
Inso
me
form
sof
writ
ing:
clau
sest
ruct
ure
mos
tlygr
amm
atic
ally
corr
ect
sent
ence
dem
arca
tion
with
capi
tall
ette
rsan
dfu
llst
ops
usua
llyac
cura
te
som
eac
cura
teus
eof
ques
tion
and
excl
amat
ion
mar
ks,
and
com
mas
inlis
ts
Inso
me
form
sof
writ
ing:
som
eba
sic
sequ
enci
ngof
idea
sor
mat
eria
l,e.
g.tim
e-re
late
dw
ords
orph
rase
s,lin
ebr
eaks
,he
adin
gs,n
umbe
rs
open
ings
and/
orcl
osin
gsso
met
imes
sign
alle
d
Inso
me
form
sof
writ
ing:
idea
sin
sect
ions
grou
ped
byco
nten
t,so
me
linki
ngby
sim
ple
pron
ouns
Inso
me
form
sof
writ
ing:
mos
tlyre
leva
ntid
eas
and
cont
ent,
som
etim
esre
petit
ive
orsp
arse
som
eap
twor
dch
oice
scr
eate
inte
rest
brie
fcom
men
ts,
ques
tions
abou
tev
ents
orac
tions
sugg
estv
iew
poin
t
Inso
me
form
sof
writ
ing:
som
eba
sic
purp
ose
esta
blis
hed,
e.g.
mai
nfe
atur
esof
stor
y,re
port
som
eap
prop
riate
feat
ures
ofth
egi
ven
form
used
som
eat
tem
pts
toad
opta
ppro
pria
test
yle
Inso
me
form
sof
writ
ing:
sim
ple,
ofte
nsp
eech
-like
voca
bula
ryco
nvey
sre
leva
ntm
eani
ngs
som
ead
vent
urou
sw
ord
choi
ces,
e.g.
oppo
rtune
use
ofne
wvo
cabu
lary
Inso
me
form
sof
writ
ing:
usua
llyco
rrec
tspe
lling
of:
ohi
ghfre
quen
cygr
amm
atic
alfu
nctio
nw
ords
oco
mm
onsi
ngle
-mor
phem
eco
nten
t/lex
ical
wor
ds
likel
yer
rors
:
oin
flect
eden
ding
s,e.
g.pa
stte
nse,
plur
als,
adve
rbs
oph
onet
icat
tem
pts
atvo
wel
digr
aphs
Inso
me
form
sof
writ
ing:
lette
rsge
nera
llyco
rrec
tlysh
aped
but
inco
nsis
tenc
ies
inor
ient
atio
n,si
zean
dus
eof
uppe
r/low
erca
sele
tters
clea
rlet
terf
orm
atio
n,w
ithas
cend
ers
and
desc
ende
rsdi
stin
guis
hed,
gene
rally
uppe
rand
low
erca
sele
tters
not
mix
edw
ithin
wor
ds
Leve
l1
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
relia
nce
onsi
mpl
eph
rase
san
dcl
ause
s
som
ese
nten
ce-li
kest
ruct
ures
form
edby
chai
ning
clau
ses
toge
ther
,e.g
.ser
ies
ofid
eas
join
edby
repe
ated
use
of‘a
nd’
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
mos
tlygr
amm
atic
ally
accu
rate
clau
ses
som
eaw
aren
ess
ofus
eof
full
stop
san
dca
pita
llet
ters
,e.g
.be
ginn
ing/
end
ofse
nten
ce
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
som
efo
rmul
aic
phra
ses
indi
cate
star
t/end
ofte
xt,e
.g.o
nce
upon
atim
e,on
eda
y,th
een
d
even
ts/id
eas
som
etim
esin
appr
opria
teor
der,
e.g.
actio
nslis
ted
intim
ese
quen
ce,i
tem
snu
mbe
red
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
sim
ple
conn
ectio
nsbe
twee
nid
eas,
even
ts,e
.g.
repe
ated
noun
s,pr
onou
nsre
late
tom
ain
idea
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
basi
cin
form
atio
nan
did
eas
conv
eyed
thro
ugh
appr
opria
tew
ord
choi
ce,e
.g.
rela
teto
topi
c
som
ede
scrip
tive
lang
uage
,e.g
.co
lour
,siz
e,si
mpl
eem
otio
n
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
som
ein
dica
tion
ofba
sic
purp
ose,
parti
cula
rfor
mor
awar
enes
sof
read
er,
e.g.
stor
y,la
bel,
mes
sage
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
mos
tlysi
mpl
evo
cabu
lary
com
mun
icat
esm
eani
ngth
roug
hre
petit
ion
ofke
yw
ords
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
usua
llyco
rrec
tspe
lling
ofsi
mpl
ehi
gh-fr
eque
ncy
wor
ds
phon
etic
ally
plau
sibl
eat
tem
pts
atw
ords
with
digr
aphs
and
doub
lele
tters
suffi
cien
tnum
bero
fre
cogn
isab
lew
ords
forw
ritin
gto
bere
adab
le,i
nclu
ding
,e.g
.us
eof
lette
rnam
esto
appr
oxim
ate
sylla
bles
and
wor
ds
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
mos
tlet
ters
corre
ctly
form
edan
dor
ient
ated
spac
esbe
twee
nw
ords
uppe
rand
low
erca
seso
met
imes
dist
ingu
ishe
d
use
ofIC
T,e.
g.us
eke
yboa
rdto
type
own
nam
e
BL IE Ove
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2009
page 3
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iona
lStra
tegi
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forl
itera
cyan
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athe
mat
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copy
right
2008
Writ
ing
asse
ssm
entg
uide
lines
:lev
els
2an
d3
Pup
ilna
me
Cla
ss/G
roup
Dat
e
AF5
vary
sent
ence
sfo
rcla
rity,
purp
ose
and
effe
ct
AF6
writ
ew
ithte
chni
cala
ccur
acy
ofsy
ntax
and
punc
tuat
ion
inph
rase
s,cl
ause
san
dse
nten
ces
AF3
orga
nise
and
pres
entw
hole
text
sef
fect
ivel
y,se
quen
cing
and
stru
ctur
ing
info
rmat
ion,
idea
san
dev
ents
AF4
cons
truc
tpa
ragr
aphs
and
use
cohe
sion
with
inan
dbe
twee
npa
ragr
aphs
AF1
writ
eim
agin
ativ
e,in
tere
stin
gan
dth
ough
tful
text
s
AF2
prod
uce
text
sw
hich
are
appr
opri
ate
tota
sk,
read
eran
dpu
rpos
e
AF7
sele
ctap
prop
riate
and
effe
ctiv
evo
cabu
lary
AF8
use
corr
ects
pelli
ngH
andw
ritin
gan
dpr
esen
tatio
n
Leve
l3
Inm
ostw
ritin
g·
relia
nce
mai
nly
onsi
mpl
yst
ruct
ured
sent
ence
s,va
riatio
nw
ithsu
ppor
t,e.
g.so
me
com
plex
sent
ence
s·
and,
but,
soar
eth
em
ostc
omm
onco
nnec
tives
,su
bord
inat
ion
occa
sion
ally
·so
me
limite
dva
riatio
nin
use
ofte
nse
and
verb
form
s,no
talw
ays
secu
re
Inm
ostw
ritin
g·
stra
ight
forw
ard
sent
ence
sus
ually
dem
arca
ted
accu
rate
lyw
ithfu
llst
ops,
capi
tall
ette
rs,
ques
tion
and
excl
amat
ion
mar
ks·
som
e,lim
ited,
use
ofsp
eech
punc
tuat
ion
·co
mm
asp
licin
gev
iden
t,pa
rticu
larly
inna
rrat
ive
Inm
ostw
ritin
g·
som
eat
tem
ptto
orga
nise
idea
sw
ithre
late
dpo
ints
plac
edne
xtto
each
othe
r·
open
ings
and
clos
ings
usua
llysi
gnal
led
·so
me
atte
mpt
tose
quen
ceid
eas
orm
ater
iall
ogic
ally
Inm
ostw
ritin
g·
som
ein
tern
alst
ruct
ure
with
inse
ctio
nsof
text
e.g.
one-
sent
ence
para
grap
hsor
idea
slo
osel
yor
gani
sed
·w
ithin
para
grap
hs/s
ectio
ns,
som
elin
ksbe
twee
nse
nten
ces,
e.g.
use
ofpr
onou
nsor
ofad
verb
ials
·m
ovem
entb
etw
een
para
grap
hs/s
ectio
nsso
met
imes
abru
ptor
disj
oint
ed
Inm
ostw
ritin
g·
som
eap
prop
riate
idea
san
dco
nten
tin
clud
ed·
som
eat
tem
ptto
elab
orat
eon
basi
cin
form
atio
nor
even
ts,
e.g.
noun
sex
pand
edby
sim
ple
adje
ctiv
es·
atte
mpt
toad
opt
view
poin
t,th
ough
ofte
nno
tmai
ntai
ned
orin
cons
iste
nt,e
.g.
attit
ude
expr
esse
d,bu
tw
ithlit
tleel
abor
atio
n
Inm
ostw
ritin
g·
purp
ose
esta
blis
hed
ata
gene
rall
evel
·m
ain
feat
ures
ofse
lect
edfo
rmso
met
imes
sign
alle
dto
the
read
er·
som
eat
tem
pts
atap
prop
riate
styl
e,w
ithat
tent
ion
tore
ader
Inm
ostw
ritin
g·
sim
ple,
gene
rally
appr
opria
tevo
cabu
lary
used
,lim
ited
inra
nge
·so
me
wor
dsse
lect
edfo
ref
fect
oroc
casi
on
Inm
ostw
ritin
g·
corr
ects
pelli
ngof
som
eco
mm
ongr
amm
atic
alfu
nctio
nw
ords
com
mon
cont
ent/l
exic
alw
ords
with
mor
eth
anon
em
orph
eme,
incl
udin
gco
mpo
und
wor
ds·
likel
yer
rors
som
ein
flect
eden
ding
s,e.
g.pa
stte
nse,
com
para
tives
,adv
erbs
som
eph
onet
ical
lypl
ausi
ble
atte
mpt
sat
cont
ent/l
exic
alw
ords
Inm
ostw
ritin
g·
legi
ble
style
,sho
ws
accu
rate
and
cons
iste
ntle
tter
form
atio
n,so
met
imes
join
ed
Leve
l2
Inso
me
form
sof
wri
ting
·so
me
varia
tion
inse
nten
ceop
enin
gs,
e.g.
nota
lway
sst
artin
gw
ithna
me
orpr
onou
n·
mai
nly
sim
ple
sent
ence
sw
ithan
dus
edto
conn
ect
clau
ses
·pa
stan
dpr
esen
tte
nse
gene
rally
cons
iste
nt
Inso
me
form
sof
writ
ing
·cl
ause
stru
ctur
em
ostly
gram
mat
ical
lyco
rrec
t·
sent
ence
dem
arca
tion
with
capi
tall
ette
rsan
dfu
llst
ops
usua
llyac
cura
te·
som
eac
cura
teus
eof
ques
tion
and
excl
amat
ion
mar
ks,
and
com
mas
inlis
ts
Inso
me
form
sof
wri
ting
·so
me
basi
cse
quen
cing
ofid
eas
orm
ater
ial,
e.g.
time-
rela
ted
wor
dsor
phra
ses,
line
brea
ks,
head
ings
,num
bers
·op
enin
gsan
d/or
clos
ings
som
etim
essi
gnal
led
Inso
me
form
sof
writ
ing
·id
eas
inse
ctio
nsgr
oupe
dby
cont
ent,
som
elin
king
bysi
mpl
epr
onou
ns
Inso
me
form
sof
wri
ting
·m
ostly
rele
vant
idea
san
dco
nten
t,so
met
imes
repe
titiv
eor
spar
se·
som
eap
twor
dch
oice
scr
eate
inte
rest
·br
iefc
omm
ents
,qu
estio
nsab
oute
vent
sor
actio
nssu
gges
tvi
ewpo
int
Inso
me
form
sof
wri
ting
·so
me
basi
cpu
rpos
ees
tabl
ishe
d,e.
g.m
ain
feat
ures
ofst
ory,
repo
rt·
som
eap
prop
riate
feat
ures
ofth
egi
ven
form
used
·so
me
atte
mpt
sto
adop
tapp
ropr
iate
styl
e
Inso
me
form
sof
writ
ing
·si
mpl
e,of
ten
spee
ch-li
kevo
cabu
lary
conv
eys
rele
vant
mea
ning
s·
som
ead
vent
urou
sw
ord
choi
ces,
e.g.
oppo
rtune
use
ofne
wvo
cabu
lary
Inso
me
form
sof
writ
ing
·us
ually
corr
ects
pelli
ngof
high
frequ
ency
gram
mat
ical
func
tion
wor
dsco
mm
onsi
ngle
mor
phem
eco
nten
t/lex
ical
wor
ds·
likel
yer
rors
infle
cted
endi
ngs,
e.g.
past
tens
e,pl
ural
s,ad
verb
sph
onet
icat
tem
pts
atvo
wel
digr
aphs
Inso
me
form
sof
wri
ting
·le
tters
gene
rally
corr
ectly
shap
edbu
tin
cons
iste
ncie
sin
orie
ntat
ion,
size
and
use
ofup
per/l
ower
case
lette
rs·
clea
rlet
terf
orm
atio
n,w
ithas
cend
ers
and
desc
ende
rsdi
stin
guis
hed,
gene
rally
uppe
rand
low
erca
sele
tters
not
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Year 1 Narrative Stimulus
page 4 ©Topical Resources. May be photocopied for classroom use only.
Task
Your task is to write the story of what happened usingthe pictures to help you.
Breakfast in BedTom wanted to give his Mum a surprise by making herbreakfast in bed. Look at the pictures to find outwhat happened.
1 2
3 4
Year 1 Narrative Planning Notes
Name Date
page 5©Topical Resources. May be photocopied for classroom use only.
Breakfast in Bed
What happened in picture 4?
What happened in picture 3?
What happened in picture 2?
What happened in picture 1?
Final Written WorkYear 1 Narrative
page 6 ©Topical Resources. May be photocopied for classroom use only.
Name Date
Breakfast in Bed
Year 1 Narrative Stimulus
Task
page 7©Topical Resources. May be photocopied for classroom use only.
Here is a picture of an amazing magical bird, whichcan carry you anywhere you would like to go.
Your task is to write a story telling where the birdtakes you.
The Magical Bird
Year 1 Narrative Planning Notes
Name Date
How does your story end? How do you get home?
page 8 ©Topical Resources. May be photocopied for classroom use only.
The Magical Bird
How do you feel?
Where do you go?
What does the magical bird look like?
page 9©Topical Resources. May be photocopied for classroom use only.
Final Written WorkYear 1 Narrative
Name Date
The Magical Bird
Year 1 Narrative Stimulus
page 10 ©Topical Resources. May be photocopied for classroom use only.
Task
Your task is to write captions for the pictures.
Look at the pictures in the story below.Goldilocks and the Three Bears
1 2
3 4
5 6
Year 1 Narrative Planning Notes
Name Date
page 11©Topical Resources. May be photocopied for classroom use only.
Text
Text
Text
Goldilocks and the Three BearsName Date
Words about the Three Bears
Words about Goldilocks
Final Written WorkYear 1 Narrative
page 12 ©Topical Resources. May be photocopied for classroom use only.
Name Date
Goldilocks and the Three Bears1 2
3 4
5 6
Year 1 Labels, Lists and Captions Stimulus
page 13©Topical Resources. May be photocopied for classroom use only.
Task
Your task is to write the shopping list for the birthdayfood. Remember to include some things you really like.
Tom and Sophie are having a birthday party. Look atthe picture of some of the food they would like.
Birthday Food
Year 1 Planning Notes
Name Date
page 14 ©Topical Resources. May be photocopied for classroom use only.
Birthday FoodDraw and label some birthday foods.
Labels, Lists and Captions
©Topical Resources. May be photocopied for classroom use only.
Final Written WorkYear 1
Name Date
My List of Birthday Food
Labels, Lists and Captions
My food pictures:
page 15
Year 1 Labels, Lists and Captions Stimulus
page 16 ©Topical Resources. May be photocopied for classroom use only.
Task
Your task is to write a list of what either Fiona or Johnchooses for their birthday.
Toy ShopIt will soon be Fiona and John’s birthdays. They lookin the toyshop window. Look at what they see.
Year 1 Labels, Lists and Captions Planning Notes
Name Date
page 17©Topical Resources. May be photocopied for classroom use only.
Toy ShopDraw and label the things you would choose if you wereeither Fiona or John.
Year 1 Labels, Lists and Captions Final Written Work
page 18 ©Topical Resources. May be photocopied for classroom use only.
Name Date
Toy Shop List
My pictures of toys:
Year 1 Stimulus
page 19©Topical Resources. May be photocopied for classroom use only.
Task
How to Plant a BulbEmma’s class have planted some bulbs. Look at thepictures to find out what they did.
Your task is to write the instructions for planting bulbs.
Instructions
1 2
3 4
Year 1 Planning Notes
Name Date
page 20 ©Topical Resources. May be photocopied for classroom use only.
How to Plant a Bulb
Instructions
Draw and label what you will need.
©Topical Resources. May be photocopied for classroom use only.
Final Written WorkYear 1
List what you need:
What you will need to do:
1.
Name Date
How to Plant a Bulb
Instructions
page 21
Year 1 Stimulus
page 22 ©Topical Resources. May be photocopied for classroom use only.
How to Make a Bowl of CerealJohn’s mum was ill in bed. He had to make his own breakfast.
Task
Your task is to write the instructions for making a bowl ofbreakfast cereal.
Instructions
1 2
3 4
Year 1 Planning Notes
Name Date
page 23©Topical Resources. May be photocopied for classroom use only.
How to Make a Bowl of Cereal
Instructions
Draw and label what you will need.
Final Written WorkYear 1
What you will need:
What you will need to do:
1
2
3
4
page 24 ©Topical Resources. May be photocopied for classroom use only.
Name Date
How to Make a Bowl of Cereal
Instructions
Year 1 Stimulus
page 25©Topical Resources. May be photocopied for classroom use only.
Task
A Special Event
Your task is to write a recount of a special event thathas happened in your school.
Last Tuesday a storyteller came to Sam’s school.This is what Sam wrote about the event.
Recount
Story Teller in School
Last Tuesday a storyteller came to school. He read
us a funny story that he hadwritten about a dog
that was always getting intotrouble. The best part
was when he brought in his dog and I got to stroke
it. I felt really happy.
Year 1 Planning Notes
Name Date
page 26 ©Topical Resources. May be photocopied for classroom use only.
A Special Event
Recount
How I felt …
The best part was …
What happened?
Title:
©Topical Resources. May be photocopied for classroom use only.
Final Written WorkYear 1
Title:
Name Date
A Special Event
Recount
page 27
Year 1 Stimulus
page 28 ©Topical Resources. May be photocopied for classroom use only.
The Day Out
Task
Your task is to write about a special day out you have had.
Emily went on a special day out with her family. This iswhat she wrote about…
Recount
A Trip to the Fun Fair
On Saturday I went in the car to the Fun Fair.I went with my family. I went on lots of rides.I liked the Log Flume. We had tea in the café.We went home when it got dark. The best partwas when I won a teddy.
Year 1 Planning Notes
Name Date
page 29©Topical Resources. May be photocopied for classroom use only.
How you felt about it:
The Day Out
Recount
What you liked best:
What you did:
How you got there:
Title:
Final Written WorkYear 1
page 30 ©Topical Resources. May be photocopied for classroom use only.
Name Date
The Day Out
Recount
Your Title:
Year 1 Stimulus
page 31©Topical Resources. May be photocopied for classroom use only.
Task
Looking After a Pet
Your task is to write about looking after a pet.
Information Text
Here is some information Tom wrote about lookingafter his rabbit.
Looking After a RabbitPet rabbits live in a hutch with a run.
They eat dried food and fresh vegetables. They need tobe fed twice a day.
Their hutch must be cleaned out often and fresh strawput in. They must have fresh water to drink. This shouldbe checked every day.
Rabbits need a large run in which to exercise and play.
Year 1 Information Text Planning Notes
Name Date
Drawing
Where it lives…
What it eats and drinks …
How to keep it clean …
The exercise it needs …
What kind of pet?
page 32 ©Topical Resources. May be photocopied for classroom use only.
Looking After a Pet
Year 1 Information Text
© Topical Resources. May be photocopied for classroom use only.
Final Written Work
Name Date
Looking After a Pet
page 33
Year 1 Information text Stimulus
page 34 ©Topical Resources. May be photocopied for classroom use only.
Class 2 are learning about how to keep healthy.This is what Billy wrote about looking after his body.
Task
Your task is to write about how to look after your teeth.
Looking After My Body
Looking After My Body
To stay well we need to eat healthyfood like fruit, vegetables, meat,milk, eggs and cheese.
It is important to takeexercise such as walking,swimming or riding a bike.
Keeping clean is also important.We must wash or shower often.
Our body also needs lots ofsleep each night.
Year 1 Information text Planning Notes
Name Date
page 35©Topical Resources. May be photocopied for classroom use only.
Looking After My Body
Why we need teeth…
How to keep teeth clean…
Foods which keep teeth healthy…
Visiting the dentist…
Picture of smiling face with lots of teeth…
Title: Teeth
Year 1 Information text Final Written Work
page 36 ©Topical Resources. May be photocopied for classroom use only.
Name Date
Looking After My Body - Teeth
Year 1 Stimulus
page 37©Topical Resources. May be photocopied for classroom use only.
Task
Your task is to write a poem of your own with the samepattern as the one above. Write about other creaturesand their homes.
Poetry
Pattern Poems
Buzz, buzz, buzz went the beeAs she flew into the hive.
Bark, bark, bark went the dogAs he ran into his kennel.
Baa, baa, baa went the sheepAs it skipped into the field.
Read the poem carefully.
Year 1 Planning Notes
Name Date
page 38 ©Topical Resources. May be photocopied for classroom use only.
Poetry
Pattern PoemsCreature Sound Home
©Topical Resources. May be photocopied for classroom use only.
Final Written WorkYear 1
Name Date
Pattern Poems
Poetry
Buzz, buzz, buzz went the beeAs she flew into the hive.
Bark, bark, bark went the dogAs he ran into his kennel.
Baa, baa, baa went the sheepAs it skipped into the field.
page 39
Year 1 Stimulus
© Topical Resources. May be photocopied for classroom use only.
Task
Your task is to write a poem of your own, with the samepattern as the one above, about five little cats.
More Pattern PoemsPoetry
Five Little MiceFive little mice played on the floor,
One hurt its leg and then there were four.
Four little mice slept under a tree,One saw the cat and then there were three.
Three little mice hid in a shoe,One found a piece of cheese and then there were two.
Two little mice having lots of fun,One heard its mother shout and then there was one.
One little mouse felt too hot in the sun,Ran back into its hole and then there were none.
Here is a rhyming pattern poem. Read it carefully.
page 40
Year 1 Planning Notes
Name Date
page 41©Topical Resources. May be photocopied for classroom use only.
Poetry
More Pattern Poems
Words that rhyme with none…
Words that rhyme with one…
Words that rhyme with two…
Words that rhyme with three…
Words that rhyme with four…
Final Written WorkYear 1
Five little cats sitting by the door,
One
four.
Four little cats swimming in the sea,
One
three.
Three little cats hiding in a shoe,
One
two.
Two little cats ,
One
one.
One little cat ,
none.
page 42 ©Topical Resources. May be photocopied for classroom use only.
Name Date
More Pattern Poems
Poetry