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Primary English · Year 2Chapter 11 · Writing stories
Year 2 · Chapter 11

Writing stories

By the end of this chapter you will be able to

  • Plan a story with a story map: beginning, middle and end
  • Say my ideas aloud, and write down key words, including new words
  • Write one idea in each sentence, with a capital letter and an end mark
  • Check my writing, and make one simple change with a grown-up or friend
  • Read my writing aloud, and let my voice follow the marks
  • Write a sentence from memory after a grown-up reads it aloud

You should already know

  • Sentences, with capital letters, full stops and question marks (Chapters 6 and 7)
  • Reading stories, and saying what happens in them (Chapter 8)
  • Non-fiction and fiction, and the words I like best (Chapters 9 and 10)

Where this leads

  • Writing for a purpose, such as instructions, captions and letters (Chapter 12)

National Curriculum for England, Key Stage 1 English, Year 2. Content: Plan or say aloud what to write before beginning, with a story map of a beginning, middle and end, Write down ideas and key words, including new vocabulary, Encapsulate what I want to say, sentence by sentence, with one idea in each sentence, Make simple additions, revisions and corrections after checking my writing, Read aloud what I have written, with appropriate intonation, Write dictated sentences from memory, using the sounds and tricky words I have learned.

Exercise P  Do you remember?

1
FWrite the past tense of hop.
2
FWrite the plural of city.
3
FWhich mark ends a question?
4
FWrite do not as one short word with an apostrophe.
5
FWhich word is the naming word in The big dog ran.
11.1

Planning a story with a story map

Year 2
Plan a story with a story map: beginning, middle and end, Say my ideas aloud before I write
Video lesson: Planning a story with a story mapComing soon
A park. Many stories start in a place, with a character and something that begins to happen.

Good writers plan before they write. A plan helps you know what happens first, next and last.

You can draw a story map on paper, or say your story aloud to a grown-up. A story map has three parts: beginning, middle and end.

Read the model story below. Its sentences are numbered, so you can talk about them.

Aisha and the Red Hat

1 Aisha went to the park on a sunny Saturday.

2 She took a bag of bread for the ducks.

3 Then a gust of wind blew her red hat into the pond.

4 The hat floated away from the edge.

5 Aisha did not go near the water on her own.

6 So she ran to find her dad, and he came quickly.

7 Together, they found a long, thin stick and pulled the hat back.

8 Aisha put her hat back on, and she smiled at the ducks.

9 The ducks ate every crumb, so Aisha felt happy.

Now look at the story map. Each part has questions to help you plan it.

Beginning

Who is the story about? Where and when does it happen? What starts to happen?

Middle

What goes wrong? What does the character do about it?

Happy!

End

How does the story finish? How does the character feel?

Key ideas

  • A story map has three parts: beginning, middle and end.
  • Plan before you write. Draw the map, or say it aloud.
  • The beginning tells who, where and when.
  • The middle tells what goes wrong.
  • The end tells how the story finishes.
Worked example 11.1.1
Which part of the story map is sentence 1 in? Sentence 1 says where Aisha goes.

Method. Find the sentence, then decide which part of the story map it is in.

  1. Find the sentence in the model story. Each sentence has a number in front of it.
    Sentence 1: “Aisha went to the park on a sunny Saturday.”
  2. Decide which part of the map it is in. The beginning tells who the story is about, where and when it happens, and what starts.
    Beginning
  3. Write the answer.
    Beginning

Check. Check it against the text. ✓

Watch out. Ask: does this sentence start the story, tell the problem, or finish the story?

Worked example 11.1.2
Which part of the story map is sentence 3 in? Sentence 3 is about something going wrong.

Method. Find the sentence, then decide which part of the story map it is in.

  1. Find the sentence in the model story. Each sentence has a number in front of it.
    Sentence 3: “Then a gust of wind blew her red hat into the pond.”
  2. Decide which part of the map it is in. The middle tells what goes wrong, and what the character does about it.
    Middle
  3. Write the answer.
    Middle

Check. Check it against the text. ✓

Watch out. Ask: does this sentence start the story, tell the problem, or finish the story?

Worked example 11.1.3
What can you do before you write, if you have no paper yet?

Method. Plan first, then write.

  1. Think about the choices. You can draw a map, or say your story aloud.
    draw a map, or say it aloud
  2. Choose the first thing to do. Say your plan aloud, so you know what happens first.
    Say it aloud
  3. Write the answer.
    Say it aloud

Check. Also accept: draw a story map, plan it first. ✓

Watch out. A plan can be spoken or drawn. Both help you before you write.

Watch out

Watch out: the end is not where the problem starts. Sentence 3 starts the trouble, so it is in the middle.

Practise on paper (for the grown-up). Your child does this on paper, not on the screen.

• Draw three boxes, one under the other. Write Beginning, Middle and End in them.

• Say one thing for each box, aloud, to your child. Your child points to the matching sentence in the model.

Exam tip

Grown-up tip. Read the model story aloud. Ask your child to point to each sentence number, then ask: “Which part of the story map is this in?” Your child should say the plan aloud before any writing begins.

Exercise 11A  Planning with a story map

1
FHow many parts does a story map have? Write the number.
2
FWhich part of the story map tells how the story finishes?
3
FWhich part of the story map asks: What goes wrong?
4
FWhich part of the story map tells who the story is about, and where and when it happens?
5
FWhich part of the story map is each sentence in? Write Beginning, Middle or End.
(a)Sentence 2: She took a bag of bread for the ducks.
(b)Sentence 5: Aisha did not go near the water on her own.
(c)Sentence 8: Aisha put her hat back on, and she smiled at the ducks.
(d)Sentence 6: So she ran to find her dad, and he came quickly.
6
FWhich sentence number tells the first problem in the story? Write the number.
7
FWhich sentence number tells how Aisha feels at the end? Write the number.
8
FWhich question helps you plan the beginning? Write A or B.
A: Where and when does it happen?   B: How does it end?
9
FPut each question in the right part. Write Beginning, Middle or End.
(a)Who is the story about?
(b)What goes wrong?
(c)How does it end?
10
FWhat should you do first, before you write a story? Write one word.
11
PSA friend has planned a beginning and an end for a story about a cat. Which part is still missing?
12
PSWhich sentence number is in the end part of the model: 2 or 8? Write the number.
13
RSay a plan for a story about a dog. Why does a story map help you write it in order? Say your reason aloud.
11.2

Writing down ideas and key words

Year 2
Write down ideas and key words, including new vocabulary
Video lesson: Writing down ideas and key wordsComing soon
A classroom. Many children write down their ideas and key words before a story.

Before you write, write down your ideas and key words. An idea is a thought. A key word names something important in the story, such as a person, a place, a thing or a time.

A new word is a word you have just learned. Write it down with what it means, so you can use it in your story.

These are the key words from the model story:

AishaDadparkSaturdaybreadduckshatpondstick

These are the new words in the model story:

New words in the model

gust: a sudden, strong burst of wind.

floated: moved on top of the water, and did not sink.

edge: the side or border of something.

crumb: a tiny bit of bread or cake.

thin: not wide or fat.

Key ideas

  • Write down ideas and key words as words, not whole sentences.
  • A key word names a person, a place, a thing or a time.
  • Write each new word with its meaning, so you can use it.
  • Ask a grown-up what a word means, if you are not sure.
Worked example 11.2.1
What does gust mean? Write A or B.
A: a sudden, strong burst of wind.   B: a small bird.

Method. Read both meanings, and choose the right one.

  1. Read meaning A. A is about a strong wind.
    A: a sudden, strong burst of wind
  2. Read meaning B. B is about an animal, not the wind.
    B: a small bird
  3. Choose the meaning of gust. The new words box says a gust is a sudden, strong burst of wind.
    A
  4. Write the answer.
    A

Check. Check it against the text. ✓

Watch out. Check the meaning in the new words box, and then say the word in a sentence.

Worked example 11.2.2
Which key word is a thing that blew away: pond, hat or Saturday?

Method. Find the thing that blew away.

  1. Read the middle of the story. The wind blew the hat into the pond.
    Then a gust of wind blew her red hat into the pond.
  2. Find the key word for the thing. The hat is the thing that blew away.
    hat
  3. Write the answer.
    hat

Check. Check it against the text. ✓

Watch out. A key word for a thing names it, such as hat or stick. Pond is a place.

Worked example 11.2.3
Which key word tells the time of the story? Write one word.

Method. Find the key word for the time.

  1. Read the first sentence. It tells us the day of the story.
    Aisha went to the park on a sunny Saturday.
  2. Find the key word for the time. Saturday names the time of the story.
    Saturday
  3. Write the answer.
    Saturday

Check. Check it against the text. ✓

Watch out. A time word names a day, a month or a time of day.

Watch out

Watch out: a key word is one word or a short name, not a whole sentence. Write pond, not the pond was wet.

Practise on paper (for the grown-up). Your child does this on paper, not on the screen.

• On paper, write four headings: Person, Place, Thing and Time.

• Under each heading, write one key word from the model. Read the list aloud to your child.

Exam tip

Grown-up tip. Ask your child to choose the best key word for each part of the story. Ask: “What is one new word you learned today? What does it mean?” Use the word in a sentence together.

Exercise 11B  Ideas, key words and new words

1
FWhich key word tells where the story begins?
2
FWhich key word names the main character?
3
FWhat does floated mean? Write A, B or C.
A: sank to the bottom.   B: moved on top of the water.   C: ran fast.
4
FWhat does edge mean? Write A, B or C.
A: the middle.   B: the side or border.   C: the very top.
5
FWhich word means a sudden, strong burst of wind: gust, crumb or thin?
6
FSort these key words. Write place, thing or time for each one.
(a)pond
(b)hat
(c)Saturday
7
FWhich new word means a tiny bit of bread?
8
PSAisha’s hat blew into the pond. Which two key words tell what blew, and where it went?
9
FWho helped Aisha get her hat back? Write one key word.
10
FWhat did Aisha take to the park for the ducks?
11
RWhy is gust a better key word than wind for this story? Say your reason aloud.
12
PSPlan: for a story about a dog and a ball, write one key word for the place.
11.3

One idea in each sentence

Year 2
Encapsulate what I want to say, sentence by sentence, Use joining words and describing words
Video lesson: One idea in each sentenceComing soon
A playground. Each sentence in a story tells one small part of what happens.

Each sentence should tell one idea. Write your story one sentence at a time, and check that each one makes sense on its own.

A joining word, such as and, so, but or because, can join two short ideas.

An expanded noun phrase adds describing words to a naming word, such as a long, thin stick.

Read the model story again. Count the words in each sentence to see how long each one is.

Aisha and the Red Hat

1 Aisha went to the park on a sunny Saturday.

2 She took a bag of bread for the ducks.

3 Then a gust of wind blew her red hat into the pond.

4 The hat floated away from the edge.

5 Aisha did not go near the water on her own.

6 So she ran to find her dad, and he came quickly.

7 Together, they found a long, thin stick and pulled the hat back.

8 Aisha put her hat back on, and she smiled at the ducks.

9 The ducks ate every crumb, so Aisha felt happy.

Key ideas

  • One sentence tells one idea.
  • Start each sentence with a capital letter.
  • End each sentence with a full stop, a question mark or an exclamation mark.
  • Joining words link two ideas: and, so, but, because.
Worked example 11.3.1
How many words are in sentence 4?

Method. Count the words in the sentence, one at a time.

  1. Read the sentence. Each word counts, even small words such as a and the.
    Sentence 4: The hat floated away from the edge.
  2. Count the words, one at a time. Do not count the full stop.
    The · hat · floated · away · from · the · edge
  3. Write the total. The total is the number of words in the sentence.
    7 words
  4. Write the answer.
    7

Check. Check it against the text. ✓

Watch out. Do not count the full stop as a word. Count small words, such as a, the and of.

Worked example 11.3.2
Which joining word is in sentence 9?

Method. Read the sentence, and find the joining word.

  1. Read sentence 9. Read it slowly, one word at a time.
    The ducks ate every crumb, so Aisha felt happy.
  2. Find the word that is asked for. This word joins the idea about the ducks to the idea about Aisha.
    “so”
  3. Write the answer.
    so

Check. Check it against the text. ✓

Worked example 11.3.3
Which noun phrase in sentence 7 has two describing words?

Method. Find the noun phrase that has two describing words.

  1. Read sentence 7. Look for the naming word and the words before it.
    Together, they found a long, thin stick and pulled the hat back.
  2. Find the phrase with two describing words. Long and thin describe the stick, so the phrase is a long, thin stick.
    a long, thin stick
  3. Write the answer.
    a long, thin stick

Check. Also accept: a long thin stick. ✓

Watch out. Describing words come before the naming word: a long, thin stick.

Watch out

Watch out: a long sentence can have two ideas, or more. Split it into two sentences if it is hard to read in one breath.

Practise on paper (for the grown-up). Your child does this on paper, not on the screen.

• Choose one sentence from the model. Copy it on paper, and count the words with your child.

• Say which idea each sentence has. If there are two ideas, split it into two sentences.

Exam tip

Grown-up tip. Ask: “How many ideas are in this sentence?” Let your child say the idea aloud, then point to the joining word, if there is one. Count the words together, and do not count the full stop.

Exercise 11C  One idea, joining words and counting

1
FHow many words are in sentence 1?
2
FHow many words are in sentence 3?
3
FWhich sentence is the shortest? Write its number.
4
FWhich sentence has more words: sentence 6 or sentence 9? Write the number.
5
FWhich joining word is in sentence 7?
6
FWhich joining word starts sentence 6?
7
FWhich noun phrase in sentence 3 tells us which hat, and what colour it is?
8
FWrite the end mark for each sentence.
(a)Can you see the ducks
(b)What a lovely day
(c)Aisha went to the park
9
PSWhich one is one idea? Write A or B.
A: Aisha went to the park.   B: Aisha went to the park, and the ducks ate the bread, and the hat blew away.
10
PSSplit this long sentence into shorter ones. Aisha ran to the pond and her hat was in the water and she felt sad. Write the first new sentence.
11
FWhat must every sentence start with?
12
FRead sentence 5 aloud. Does it tell one idea? Write yes or no.
13
RWhat is the best reason to use because? Write A, B or C.
A: to join two ideas that go together.   B: to start a new story.   C: to end a sentence.
11.4

Checking, changing and reading aloud

Year 2
Make simple additions, revisions and corrections after checking, Read aloud what I have written, with intonation
Video lesson: Checking, changing and reading aloudComing soon
A bedroom. A story is checked, and then it is read aloud, before it is finished.

After you write, check your story. Read it again. Does it make sense? Are there capital letters and end marks?

Then show it to a grown-up or a friend. Listen to their ideas, and make a simple change. You can add a word, change a word, or add a mark.

Read the first draft below. It has mistakes to find. Look at each line, and say what should change.

A first draft (written by someone else, with mistakes to find)

Line 1 Aisha went to park.

Line 2 The hat float away.

Line 3 Aisha pulled the hat back and the ducks came to see

Line 4 can you see the ducks

Line 5 the ducks ate every crumb, so aisha felt happy.

Talk together (for the grown-up and your child).

1. Read the first draft aloud, one line at a time. Your child listens.

2. Ask: “Does this line make sense?” Your child says what is wrong.

3. Your child says one simple change. Then you both read the new line aloud.

Now read a story aloud with expression. The marks tell you how to say each line:

Key ideas

  • Read it again. Does it make sense?
  • Check the capital letters and the end marks.
  • Ask a grown-up or friend, then make one simple change.
  • Read it aloud, and let your voice follow the marks.

What a good story includes

  • A character with a name
  • A place, a time, and a beginning, a middle and an end
  • A problem in the middle, and a clear ending
  • Words in order: first, next, then, after that, finally
  • Joining words, such as and, so, but and because
  • Describing words, such as a long, thin stick
  • Capital letters, full stops and other end marks

Checklist for the model story

  • Does the model have a beginning, a middle and an end?
  • Does each sentence tell one idea?
  • Does each sentence start with a capital and end with a mark?
  • Does it use a joining word, and a describing phrase?
  • Does it read well aloud, with the marks followed?
Worked example 11.4.1
Line 1 says: Aisha went to park. Which small word is missing?

Method. Read line 1 aloud, and listen for the missing word.

  1. Read line 1 aloud. Listen for a word that is missing.
    Aisha went to park.
  2. Find the small word that is missing. We say the park, not park.
    the
  3. Write the answer.
    the

Check. Check it against the text. ✓

Watch out. Read the line aloud, and listen for the gap. A small word like the is easy to miss.

Worked example 11.4.2
Line 2 says: The hat float away. The story is in the past. What should the word float change to?

Method. Read line 2 aloud, and think about when the story happens.

  1. Read line 2 aloud. The story happened before now, so it needs the past tense.
    The hat float away.
  2. Change float to the past tense. Add -ed to float to tell what happened: floated.
    float + ed = floated
  3. Write the answer.
    floated

Check. Check it against the text. ✓

Watch out. Add -ed to tell what happened. The hat floated away.

Worked example 11.4.3
Read this line aloud: What a lovely sunny day! Which mark tells you to use an excited voice?

Method. Read it aloud with a strong feeling, then find the mark.

  1. Read it aloud. Your voice is excited, because the sentence shows a strong feeling.
    What a lovely sunny day!
  2. Find the mark that shows a strong feeling. An exclamation mark shows an excited, strong voice.
    !
  3. Write the answer.
    !

Check. Also accept: exclamation mark. ✓

Watch out. An exclamation mark shows a strong feeling, so say it with an excited voice.

Watch out

Watch out: a simple change must make the story clearer. Change one word, or add one mark, then read the line again.

Exam tip

Grown-up tip. Read the story aloud together, slowly. Stop at each full stop, lift your voice at each question mark, and use an excited voice for each exclamation mark. Ask: “Which line sounds best?” Practise on paper: copy line 1 of the draft with the missing word, then join the words with a line.

Exercise 11D  Checking, revising and reading aloud

1
FLine 3 of the draft has no mark at the end. Which mark should go there? Write its name.
2
FLine 4 of the draft is can you see the ducks. What two things must change?
3
FLine 5 of the draft has two words that need capital letters. Which two words are they?
4
FWhich joining word joins these two ideas? Aisha liked the ducks. She gave them bread.
5
FWhich line should be read with an excited voice? Write A or B.
A: Aisha went to the park.   B: What a lovely day!
6
FWhich mark tells you to make your voice go up at the end?
7
FWhich mark tells you to pause for a short moment, but not stop?
8
FWhich mark tells you to stop, and let your voice drop?
9
PSRead this line aloud: The duck float on the pond. Which word must change so it is right?
10
PSA friend says the problem in the story is not clear. Which part of the story map is the problem in?
11
RRead sentence 9 aloud with feeling. Which word do you say with the most feeling?
12
RWhich is the kinder way to give a friend an idea? Write A or B.
A: That is rubbish.   B: I like the wind. Could you say more about the hat?
13
FWhich is a simple revision? Write A or B.
A: add a word.   B: write a new story from the start.
14
RTalk together. Your grown-up reads your story aloud. What should you both listen for? Say it aloud.
11.5

Writing sentences from memory

Year 2
Write dictated sentences from memory, using the sounds and tricky words I have learned
Video lesson: Writing sentences from memoryComing soon
A school. In dictation, your grown-up reads a sentence aloud, and you write it from memory.

Dictation means a grown-up reads a sentence aloud, and you write it down from memory. Say the sentence in your head first. Then write it.

Use the sounds you know. Write tricky words the way you learned them, such as the, was, said and because.

Then check: the capital letter at the start, the end mark, and the spelling of each tricky word.

Key ideas

  • Say the sentence in your head, then write it.
  • Write tricky words the way you learned them.
  • Check the capital letter, the end mark and the commas in a list.
  • The grown-up reads each sentence aloud. Do not look first.
Worked example 11.5.1
Dictation: write this sentence from memory.

For the grown-up to read aloud. Do not show this to your child first.

What a lovely sunny day!

Read it aloud twice, slowly. Your child writes it on paper, from memory.

Method. Say it in your head, write it on paper, then check it.

  1. Say the whole sentence in your head. Hear each word before you write it.
    What · a · lovely · sunny · day
  2. Write it on paper, from memory. Start with a capital letter and leave a space between words.
    capital letter at the start
  3. Check the end mark and the tricky words. Read it back, then check each word against the sentence.
    What a lovely sunny day!
  4. Write the answer.
    What a lovely sunny day!

Check. Check it against the text. ✓

Watch out. Write the tricky words the way you learned them. Do not sound them out.

Worked example 11.5.2
Dictation: write this sentence from memory.

For the grown-up to read aloud. Do not show this to your child first.

Can you see the ducks on the pond?

Read it aloud twice, slowly. Your child writes it on paper, from memory.

Method. Say it in your head, write it on paper, then check it.

  1. Say the whole sentence in your head. Hear each word before you write it.
    Can · you · see · the · ducks · on · the · pond
  2. Write it on paper, from memory. Start with a capital letter and leave a space between words.
    capital letter at the start
  3. Check the end mark and the tricky words. Read it back, then check each word against the sentence.
    Can you see the ducks on the pond?
  4. Write the answer.
    Can you see the ducks on the pond?

Check. Check it against the text. ✓

Watch out. Write the tricky words the way you learned them. Do not sound them out.

Worked example 11.5.3
Dictation: write this sentence from memory.

For the grown-up to read aloud. Do not show this to your child first.

Mum said the water was cold.

Read it aloud twice, slowly. Your child writes it on paper, from memory.

Method. Say it in your head, write it on paper, then check it.

  1. Say the whole sentence in your head. Hear each word before you write it.
    Mum · said · the · water · was · cold
  2. Write it on paper, from memory. Start with a capital letter and leave a space between words.
    capital letter at the start
  3. Check the end mark and the tricky words. Read it back, then check each word against the sentence.
    Mum said the water was cold.
  4. Write the answer.
    Mum said the water was cold.

Check. Check it against the text. ✓

Watch out. Said and was are tricky words. Write them the way you learned them.

Watch out

Watch out: a tricky word does not follow the usual sound. said is spelled s-a-i-d, and was is spelled w-a-s. Write them as you learned them.

Practise on paper (for the grown-up). Your child does this on paper, not on the screen.

• Read one sentence from the model story aloud. Your child listens, then writes it on paper from memory.

• Your child reads it back. Check the capital letter, the end mark and the tricky words together.

Exam tip

Grown-up tip. Read the box aloud, slowly, twice. Your child writes the sentence on paper without looking. Only then click Show answer, and check together. Ask: “What is the first sound?” and “Which word is a tricky word?”

Exercise 11E  Dictation from memory

1
FDictation: write this sentence from memory.

For the grown-up to read aloud. Do not show this to your child first.

The dog ran after the ball.

Read it aloud twice, slowly. Your child writes it on paper, from memory.

2
FDictation: write this sentence from memory.

For the grown-up to read aloud. Do not show this to your child first.

Dad found his red hat by the door.

Read it aloud twice, slowly. Your child writes it on paper, from memory.

3
PSDictation: write this sentence from memory.

For the grown-up to read aloud. Do not show this to your child first.

We bought apples, pears and plums.

Read it aloud twice, slowly. Your child writes it on paper, from memory.

4
PSDictation: write this sentence from memory.

For the grown-up to read aloud. Do not show this to your child first.

It's time for bed, Tom.

Read it aloud twice, slowly. Your child writes it on paper, from memory.

5
PSDictation: write this sentence from memory.

For the grown-up to read aloud. Do not show this to your child first.

Grandad could not climb the hill.

Read it aloud twice, slowly. Your child writes it on paper, from memory.

6
RDictation: write this sentence from memory.

For the grown-up to read aloud. Do not show this to your child first.

Every child must wash their hands.

Read it aloud twice, slowly. Your child writes it on paper, from memory.

7
FAfter you write a dictated sentence, what do you check first?
8
FA dictated sentence asks a question. Which mark ends it?
9
PSFill the gap with a tricky word: The ducks were happy ___ they had bread.
10
PSA list of three things, such as cats, dogs and fish, needs how many commas?
11
FWhich letter is silent in knock?
12
RWhy must you say the sentence in your head before you write it? Explain.

Chapter summary

SkillMethod
Story mapThree parts: beginning (who, where, when), middle (what goes wrong), end (how it finishes).
PlanningPlan before you write. Draw a story map, or say your story aloud.
Ideas and key wordsWrite down key words for a person, a place, a thing or a time. Write new words with their meaning.
One idea in each sentenceEach sentence tells one idea. Join two ideas with and, so, but or because.
Checking and revisingRead it again. Make one simple change, such as adding the or a mark.
Reading aloudStop at a full stop, go up at a question mark, and sound excited at an exclamation mark.
DictationSay the sentence in your head, write it from memory, then check the capital letter, the end mark and the tricky words.

Can you…?

  • I can plan a story with a story map: beginning, middle and end
  • I can say my ideas aloud before I write
  • I can write down ideas and key words, including new words
  • I can write one idea in each sentence, with a capital letter and an end mark
  • I can check my writing and make one simple change
  • I can read my writing aloud, and let my voice follow the marks
  • I can write a sentence from memory after a grown-up reads it aloud

Key terms

story map
a plan with three parts: beginning, middle and end
beginning
the part of a story that tells who, where and when
middle
the part of a story where something goes wrong
end
the part of a story that tells how it finishes
idea
a thought, or one part of what you want to say
key word
a word that names a person, a place, a thing or a time
new word
a word you have just learned, which you write with its meaning
joining word
a word such as and, so, but or because, which joins two ideas
expanded noun phrase
a naming word with describing words, such as a long, thin stick
draft
a first try at writing, which can be checked and changed
revision
a change that makes writing clearer, such as adding a word
expression
the feeling and the voice you use when you read aloud
dictation
a grown-up reads a sentence aloud, and you write it down from memory
tricky word
a word that does not follow the usual sound, so you learn how to spell it

Exercise 11Z  Check-up

1
Which part of a story map is the problem in?
2
Which part of the story map is sentence 8 in?
3
Which sentence number shows the hat going into the pond? Write the number.
4
What does gust mean?
5
How many words are in sentence 5?
6
Which joining word is in sentence 8?
7
Which mark ends a sentence that asks a question?
8
What should you do before you write a story?
9
What is a key word?
10
Which is the naming word in sentence 1: Aisha, went or sunny?
11
Which mark ends sentence 9 of the model story?

Total 13 marks. Allow about 13 minutes.

Exercise 11X  End-of-chapter quiz

1
FWhich part of the story map is sentence 5 in?[1 mark]
2
FWrite the number of the sentence that tells the first problem in the model story.[1 mark]
3
FWhich joining word is in sentence 9?[1 mark]
4
FHow many words are in sentence 2?[1 mark]
5
FWhich new word means a tiny bit of bread?[1 mark]
6
FAfter you write a sentence from dictation, write two things you check.[2 marks]
7
FWhich mark makes your voice go up at the end?[1 mark]
8
FLine 4 of the draft is can you see the ducks. What two changes must it have?[2 marks]
9
FWhich noun phrase in sentence 7 has two describing words?[1 mark]
10
PSDictation: write this sentence from memory after your grown-up reads it aloud.

For the grown-up to read aloud. Do not show this to your child first.

Most people like the sunny beach.

Read it aloud twice, slowly. Your child writes it on paper, from memory.

[2 marks]
← Chapter 10: Reading non-fictionChapter 12: Writing for a purpose →

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