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Year 1 - Independent Writing Activities

Introduction Index
This book of ‘Independent Writing Narrative Recount
Activities’ covers the genres for the
Breakfast in Bed A Special Event
5 to 6 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 Magical Bird The Day Out
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
Goldilocks and the Three Bears
Writing Assessment Guidelines,
which accompany the Primary
Stimulus
Planning notes
10
11
Information Text
Framework for Literacy. (The Looking After a Pet
Final Written Work 12
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
Labels, Lists and
The author has also used this Captions Looking After My Body
approach successfully with children Stimulus 34
Birthday Food
to embed the features of each genre. Planning notes 35
Stimulus 13
This was achieved by re-visiting a Final Written Work 36
Planning notes 14
previously studied genre later in the
Final Written Work 15
term, so that the children practised it

Poetry
once again. This ensured that the
Toy Shop
features of that particular type of
Stimulus 16
writing remained firmly embedded in Pattern Poems
Planning notes 17
the children’s memory. Thus when Stimulus 37
Final Written Work 18
the children were tested or came to Planning notes 38
write in that particular genre at a later Final Written Work 39
date it was not just a distant memory.
Instructions More Pattern Poems
There are six similar books in this How to Plant a Bulb Stimulus 40
series covering the work of pupils Stimulus 19 Planning notes 41
from Year 1 through to Year 6 (ages Planning notes 20 Final Written Work 42
5 to 11). PDF or Download versions Final Written Work 21
are also available of these books for
use on Interactive Whiteboards. How to Make a Bowl of Cereal
Stimulus 22
Planning notes 23
Final Written Work 24

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page 1
Pupil name Class/Group Date

page 2
AF5 – vary sentences AF6 – write with AF3 – organise and AF4 – construct AF1 – write AF2 – produce texts AF7 – select AF8 – use correct spelling Handwriting and
for clarity, purpose and technical accuracy of present whole texts paragraphs and use imaginative, which are appropriate appropriate and presentation
effect syntax and punctuation effectively, sequencing cohesion within and interesting and to task, reader and effective vocabulary
in phrases, clauses and and structuring between paragraphs thoughtful texts purpose
sentences information, ideas and
events

Level 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 In some forms of writing: In some forms of
writing: writing: writing: writing: writing: writing: writing:
2 ƒ some basic sequencing ƒ usually correct spelling of:
ƒ some variation in ƒ clause structure mostly of ideas or material, e.g. ƒ ideas in sections ƒ mostly relevant ideas ƒ some basic purpose ƒ simple, often
o high frequency grammatical ƒ letters generally
sentence openings, grammatically correct time-related words or grouped by content, and content, established, e.g. speech-like correctly shaped but
function words
e.g. not always phrases, line breaks, some linking by sometimes repetitive main features of vocabulary conveys inconsistencies in
starting with name or ƒ sentence demarcation headings, numbers simple pronouns or sparse story, report relevant meanings o common single-morpheme orientation, size and
pronoun with capital letters and use of upper/lower
content/lexical words
full stops usually ƒ openings and/or ƒ some apt word ƒ some appropriate ƒ some adventurous case letters
ƒ mainly simple accurate closings sometimes choices create features of the given word choices, e.g. ƒ likely errors:
sentences with and signalled interest form used opportune use of ƒ clear letter formation,
used to connect ƒ some accurate use of new vocabulary o inflected endings, e.g. past with ascenders and
clauses question and ƒ brief comments, ƒ some attempts to tense, plurals, adverbs descenders
exclamation marks, questions about adopt appropriate distinguished,
ƒ past and present and commas in lists events or actions style o phonetic attempts at vowel
digraphs generally upper and
tense generally suggest viewpoint lower case letters not
consistent mixed within words

Level In some writing, In some writing, usually In some writing, usually In some writing, In some writing, In some writing, In some writing, In some writing, usually with In some writing, usually
usually with support: with support: with support: usually with support: usually with support: usually with support: usually with support: support: with support:
1
ƒ reliance on simple ƒ mostly grammatically ƒ some formulaic phrases ƒ simple connections ƒ basic information ƒ some indication of ƒ mostly simple ƒ usually correct spelling of ƒ most letters correctly
phrases and clauses accurate clauses indicate start/end of between ideas, and ideas conveyed basic purpose, vocabulary simple high-frequency words formed and orientated
text, e.g. once upon a events, e.g. through appropriate particular form or
ƒ some sentence-like ƒ some awareness of time, one day, the end repeated nouns, word choice, e.g. awareness of reader, ƒ communicates ƒ phonetically plausible ƒ spaces between words
structures formed by use of full stops and meaning through attempts at words with
chaining clauses capital letters, e.g. ƒ events/ideas sometimes
pronouns relate to relate to topic e.g. story, label,
repetition of key digraphs and double letters ƒ upper and lower case
main idea message sometimes
together, e.g. series beginning/end of in appropriate order, ƒ some descriptive words
of ideas joined by sentence e.g. actions listed in language, e.g. ƒ sufficient number of distinguished
recognisable words for writing
repeated use of ‘and’ time sequence, items colour, size, simple
to be readable, including, e.g. ƒ use of ICT, e.g. use
numbered emotion keyboard to type own
use of letter names to
approximate syllables and name
words

BL

IE

Overall assessment (tick one box only) Low 1 Secure 1 High 1 Low 2 Secure 2 High 2

QCA 00022-2009DWO-EN-01 © Crown copyright 2009


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The National Strategies | Primary | Primary Framework for literacy and mathematics
Assessment guidelines for writing L2, L3
Writing assessment guidelines: levels 2 and 3

Pupil name Class/Group Date

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

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QCA © Crown copyright 2008
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Breakfast in Bed
Year 1 Narrative Stimulus
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Tom wanted to give his Mum a surprise by making her


breakfast in bed. Look at the pictures to find out
what happened.
1 2

3 4

Task

Your task is to write the story of what happened using


the pictures to help you.

page 4 © Topical Resources. May be photocopied for classroom use only.


Year 1 Narrative Planning Notes
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Name Date

Breakfast in Bed
What happened in picture 1?

What happened in picture 2?

What happened in picture 3?

What happened in picture 4?

© Topical Resources. May be photocopied for classroom use only. page 5


Year 1 Narrative Final Written Work
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Name Date

Breakfast in Bed

page 6 © Topical Resources. May be photocopied for classroom use only.


The Magical Bird
Year 1 Narrative Stimulus
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Here is a picture of an amazing magical bird, which


can carry you anywhere you would like to go.

Task

Your task is to write a story telling where the bird


takes you.

© Topical Resources. May be photocopied for classroom use only. page 7


Year 1 Narrative Planning Notes
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Name Date

The Magical Bird


What does the magical bird look like?

Where do you go?

How do you feel?

How does your story end? How do you get home?

page 8 © Topical Resources. May be photocopied for classroom use only.


Year 1 Narrative Final Written Work
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Name Date

The Magical Bird

© Topical Resources. May be photocopied for classroom use only. page 9


Year 1 Narrative Stimulus
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Goldilocks and the Three Bears


Look at the pictures in the story below.

1 2

3 4

5 6

Task

Your task is to write captions for the pictures.

page 10 © Topical Resources. May be photocopied for classroom use only.


Year 1 Narrative Planning Notes
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Name Date

Goldilocks and the Three Bears


Text
Words about Goldilocks

Text

Words about the Three Bears

Text

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Year 1 Narrative Final Written Work
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Name Date

Goldilocks and the Three Bears


1 2

3 4

5 6

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Birthday Food
Year 1 Labels, Lists and Captions Stimulus
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Tom and Sophie are having a birthday party. Look at


the picture of some of the food they would like.

Task

Your task is to write the shopping list for the birthday


food. Remember to include some things you really like.

© Topical Resources. May be photocopied for classroom use only. page 13


Year 1 Labels, Lists and Captions Planning Notes
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Name Date

Birthday Food
Draw and label some birthday foods.

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Year 1 Labels, Lists and Captions Final Written Work
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Name Date

My List of Birthday Food

My food pictures:

© Topical Resources. May be photocopied for classroom use only. page 15


Year 1 Labels, Lists and Captions Stimulus
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Toy Shop
It will soon be Fiona and John’s birthdays. They look
in the toyshop window. Look at what they see.

Task

Your task is to write a list of what either Fiona or John


chooses for their birthday.

page 16 © Topical Resources. May be photocopied for classroom use only.


Year 1 Labels, Lists and Captions Planning Notes
Back to Contents

Name Date

Toy Shop
Draw and label the things you would choose if you were
either Fiona or John.

© Topical Resources. May be photocopied for classroom use only. page 17


Year 1 Labels, Lists and Captions Final Written Work
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Name Date

Toy Shop List

My pictures of toys:

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Year 1 Instructions Stimulus
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How to Plant a Bulb


Emma’s class have planted some bulbs. Look at the
pictures to find out what they did.

1 2

3 4

Task

Your task is to write the instructions for planting bulbs.

© Topical Resources. May be photocopied for classroom use only. page 19


Year 1 Instructions Planning Notes
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Name Date

How to Plant a Bulb

Draw and label what you will need.

page 20 © Topical Resources. May be photocopied for classroom use only.


Year 1 Instructions Final Written Work
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Name Date

How to Plant a Bulb

List what you need:

What you will need to do:

1.

© Topical Resources. May be photocopied for classroom use only. page 21


Year 1 Instructions Stimulus
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How to Make a Bowl of Cereal


John’s mum was ill in bed. He had to make his own breakfast.

1 2

3 4

Task

Your task is to write the instructions for making a bowl of


breakfast cereal.

page 22 © Topical Resources. May be photocopied for classroom use only.


Year 1 Instructions Planning Notes
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Name Date

How to Make a Bowl of Cereal


Draw and label what you will need.

© Topical Resources. May be photocopied for classroom use only. page 23


Year 1 Instructions Final Written Work
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Name Date

How to Make a Bowl of Cereal

What you will need:

What you will need to do:

page 24 © Topical Resources. May be photocopied for classroom use only.


Year 1 Recount Stimulus
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A Special Event
Last Tuesday a storyteller came to Sam’s school.
This is what Sam wrote about the event.

l
Story Teller in Schoo to school. He read
a st or yt e lle r ca m e
Last Tuesday
or y that h e h ad w ri tten about a dog
us a funny st le. The best part
in g in to tr ou b
that was always gett d I got to stroke
h t in h is d og an
was when he broug
it. I felt really happy.

Task

Your task is to write a recount of a special event that


has happened in your school.

© Topical Resources. May be photocopied for classroom use only. page 25


Year 1 Recount Planning Notes
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Name Date

A Special Event
Title:

What happened?

The best part was …

How I felt …

page 26 © Topical Resources. May be photocopied for classroom use only.


Year 1 Recount Final Written Work
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Name Date

A Special Event

Title:

© Topical Resources. May be photocopied for classroom use only. page 27


The Day Out
Year 1 Recount Stimulus
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Emily went on a special day out with her family. This is


what she wrote about…

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 part
was when I won a teddy.

Task

Your task is to write about a special day out you have had.

page 28 © Topical Resources. May be photocopied for classroom use only.


Year 1 Recount Planning Notes
Back to Contents

Name Date

The Day Out


Title:

How you got there:

What you did:

What you liked best:

How you felt about it:

© Topical Resources. May be photocopied for classroom use only. page 29


Year 1 Recount Final Written Work
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Name Date

The Day Out

Your Title:

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Year 1 Information Text Stimulus
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Looking After a Pet


Here is some information Tom wrote about looking
after his rabbit.

Looking After a Rabbit


Pet rabbits live in a hutch with a run.

They eat dried food and fresh vegetables. They need to


be fed twice a day.

Their hutch must be cleaned out often and fresh straw


put in. They must have fresh water to drink. This should
be checked every day.

Rabbits need a large run in which to exercise and play.


Task

Your task is to write about looking after a pet.

© Topical Resources. May be photocopied for classroom use only. page 31


Year 1 Information Text Planning Notes
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Name Date

Looking After a Pet


What kind of pet?

Where it lives…

What it eats and drinks …

How to keep it clean …

The exercise it needs …

Drawing

page 32 © Topical Resources. May be photocopied for classroom use only.


Year 1 Information Text Final Written Work
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Name Date

Looking After a Pet

© Topical Resources. May be photocopied for classroom use only. page 33


Year 1 Information text Stimulus
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Looking After My Body


Class 2 are learning about how to keep healthy.
This is what Billy wrote about looking after his body.

Looking After My Body

To stay well we need to eat healthy


food like fruit, vegetables, meat,
milk, eggs and cheese.

It is important to take
exercise such as walking,
swimming or riding a bike.

Keeping clean is also important.


We must wash or shower often.

Our body also needs lots of


sleep each night.

Task

Your task is to write about how to look after your teeth.

page 34 © Topical Resources. May be photocopied for classroom use only.


Year 1 Information text Planning Notes
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Name Date

Looking After My Body


Title: Teeth

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…

© Topical Resources. May be photocopied for classroom use only. page 35


Year 1 Information text Final Written Work
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Name Date

Looking After My Body - Teeth

page 36 © Topical Resources. May be photocopied for classroom use only.


Pattern Poems
Year 1 Poetry Stimulus
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Read the poem carefully.

Buzz, buzz, buzz went the bee


As she flew into the hive.

Bark, bark, bark went the dog


As he ran into his kennel.

Baa, baa, baa went the sheep


As it skipped into the field.

Task

Your task is to write a poem of your own with the same


pattern as the one above. Write about other creatures
and their homes.

© Topical Resources. May be photocopied for classroom use only. page 37


Year 1 Poetry Planning Notes
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Name Date

Pattern Poems
Creature Sound Home

page 38 © Topical Resources. May be photocopied for classroom use only.


Year 1 Poetry Final Written Work
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Name Date

Pattern Poems
Buzz, buzz, buzz went the bee
As she flew into the hive.

Bark, bark, bark went the dog


As he ran into his kennel.

Baa, baa, baa went the sheep


As it skipped into the field.

© Topical Resources. May be photocopied for classroom use only. page 39


More Pattern Poems
Year 1 Poetry Stimulus
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Here is a rhyming pattern poem. Read it carefully.

Five Little Mice


Five 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.
Task

Your task is to write a poem of your own, with the same


pattern as the one above, about five little cats.

page 40 © Topical Resources. May be photocopied for classroom use only.


Year 1 Poetry Planning Notes
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Name Date

More Pattern Poems


Words that rhyme with four…

Words that rhyme with three…

Words that rhyme with two…

Words that rhyme with one…

Words that rhyme with none…

© Topical Resources. May be photocopied for classroom use only. page 41


Year 1 Poetry Final Written Work
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Name Date

More Pattern Poems


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.