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Primary English · Year 2Chapter 12 · Writing for a purpose
Year 2 · Chapter 12

Writing for a purpose

By the end of this chapter you will be able to

  • Choose the right kind of writing for a purpose
  • Write about a real event, in order, with time words and the past tense
  • Write instructions, starting each step with a command
  • Use labels, captions, headings and lists
  • Write a short letter with a greeting and a sign-off, and give facts clearly
  • Check my writing, and use the forms of Standard English

You should already know

  • Sentences, capital letters and end marks (Chapters 6 and 7)
  • Past and present tense (Chapter 5)
  • Writing stories with a plan, and reading back what I wrote (Chapter 11)

Where this leads

  • Writing letters, instructions and reports in Year 3 English (the next book)

National Curriculum for England, Key Stage 1 English, Year 2. Content: Develop positive attitudes to writing, and stamina for writing, for different purposes: real events, instructions, labels, captions, letters and information, Use headings and lists, and write about real events (recounts), Proof-read to check for errors in spelling, grammar and punctuation, Use some features of written Standard English, Use and understand the grammatical terminology when discussing writing.

Exercise P  Do you remember?

1
FWhich mark ends this sentence? Where is the park
2
FWrite the plural of bus.
3
FWrite the past tense of play.
4
FWhich describing word is in the red ball?
5
FWrite I am as one short word with an apostrophe.
12.1

Choosing the right purpose

Year 2
Write for a purpose: recounts, instructions, labels, captions, letters and information, Keep going: build my stamina for writing, Feel positive about writing
Video lesson: Choosing the right purposeComing soon
A school. Every piece of writing has a reason, or a purpose.

Every piece of writing has a purpose. The purpose is the reason you write. Before you write, ask yourself: Why am I writing this?

This chapter has six kinds of writing:

Writing takes stamina. Stamina means you keep going, even when it is hard. Start small, then write a little more each time.

Key ideas

  • Every piece of writing has a purpose.
  • Choose the kind of writing that fits the purpose.
  • Keep going: write a little more each time.
  • Writing can be about real things, or about things you imagine.
Worked example 12.1.1
Which purpose is this? Put on your coat, then zip it up. Recount, instructions, label or letter?

Method. Look for the words that tell you what to do.

  1. Read the words. Put and zip are commands: they tell you what to do.
    Put on your coat, then zip it up.
  2. Choose the purpose. Writing that tells how to do something is instructions.
    instructions
  3. Write the answer.
    instructions

Check. Check it against the text. ✓

Watch out. Commands start with a verb, such as put or zip.

Worked example 12.1.2
Which purpose is this? Yesterday we played in the snow. Recount, instructions, label or letter?

Method. Look at the verb, and think about when it happened.

  1. Read the sentence. Yesterday tells us the writing is about the past.
    Yesterday we played in the snow.
  2. Choose the purpose. Writing about something real that happened, in order, is a recount.
    recount
  3. Write the answer.
    recount

Check. Check it against the text. ✓

Watch out. A recount uses the past tense, such as played.

Worked example 12.1.3
Which purpose is this? Dear Sam, Thank you for the card. Love from Priya. Recount, letter, label or caption?

Method. Look for a greeting and a sign-off.

  1. Read the first line. Dear Sam is a greeting, to say hello to a person.
    Dear Sam, Thank you for the card.
  2. Read the last line. Love from Priya is a sign-off, at the end of a letter.
    Love from Priya.
  3. Choose the purpose. Writing to a person, with a greeting and a sign-off, is a letter.
    letter
  4. Write the answer.
    letter

Check. Check it against the text. ✓

Watch out. A letter starts with a greeting and ends with a sign-off.

Watch out

Watch out: a letter is not a recount, even when it tells about your day. A letter starts with a greeting and ends with a sign-off.

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

• Choose one thing you did this week. Say which purpose fits it best: a recount, a letter or a list.

• Write one sentence about it on paper, then add one more sentence. Say which one was easier.

Exam tip

Grown-up tip. Ask: “Why are we writing this?” before any writing starts. Praise each sentence your child writes, and say: “Can you add one more?” to build stamina a little at a time.

Exercise 12A  Choosing the right purpose

1
FWhich purpose is this? Hedgehogs eat beetles, worms and slugs. Write recount, instructions, label, caption, letter or information.
2
FWhich purpose is this? Yesterday we went to the beach and paddled in the sea. Write recount, instructions, label, caption, letter or information.
3
FWhich purpose is this? Shake the bottle, then pour the juice into a cup. Write recount, instructions, label, caption, letter or information.
4
FWhich purpose is this? The word lamb, written under a picture of a lamb. Write label, caption or letter.
5
FWhich purpose is this? Dear Nan, Thank you for my present. Love from Sam. Write recount, instructions, letter or information.
6
FWhich purpose is this? The rabbit hops across the grass. The sentence is under a picture of a rabbit. Write label or caption.
7
FBen wants to tell his friend how to make a sandwich, one step at a time. Which purpose should he use? Write the word.
8
FPriya wants to tell Gran what she did at the park last Saturday. Which purpose should she use? Write recount or label.
9
PSAva writes 3 sentences on Monday, 4 on Tuesday and 5 on Wednesday. How many more sentences does she write on Wednesday than on Monday?
10
PSSam has a picture of a cat. He wants to say what the cat is doing, in one sentence. Which purpose should he use? Write label or caption.
11
RAli says a letter and a recount are the same kind of writing. Is Ali right? Write yes or no.
12.2

Recounts: writing about real events

Year 2
Write about real events, in order, with time words, Use the past tense in a recount
Video lesson: Recounts: writing about real eventsComing soon
A farm. A recount tells about a real trip, such as this one.

A recount tells what really happened, in the order it happened. Use the past tense for things that have already happened: we went, we saw, we ate.

A good recount has three parts. It starts by saying who, where and when. Then it tells the events in order, with time words: first, next, then, after that, finally. It ends with a closing comment, which tells how you felt.

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

Our Trip to the Farm

1 On Monday, our class went on a trip to a farm.

2 First, the farmer met us at the gate.

3 Next, we fed the lambs with a bottle of milk.

4 Then Noah saw a tiny chick in the hay.

5 After that, we walked to the big barn.

6 We sat on bales of straw and ate our lunch.

7 Finally, we waved goodbye and got on the bus.

8 I liked the lambs best, because they were soft and white.

Key ideas

  • A recount is about something that really happened.
  • Start by saying who, where and when.
  • Tell the events in order, with time words.
  • Use the past tense: went, saw, ate.
  • End with a closing comment about how you felt.

What a good recount includes

  • A clear beginning: who, where and when.
  • Events in order, with time words.
  • Verbs in the past tense.
  • A closing comment about how the writer felt.
Worked example 12.2.1
Which sentence tells who, where and when? Write its number.

Method. Find the sentence that tells who, where and when.

  1. Find the words in the recount. This sentence tells us who, where and when.
    “On Monday, our class”
  2. Read the number in front of the sentence. The number tells you which sentence it is.
    Sentence 1
  3. Write the answer.
    1

Check. Check it against the text. ✓

Worked example 12.2.2
Which time word starts sentence 4?

Method. Find the time word at the start of sentence 4.

  1. Read the sentence. Read it slowly, one word at a time.
    Then Noah saw a tiny chick in the hay.
  2. Find the word that is asked for. The time word is at the start of sentence 4.
    “Then”
  3. Write the answer.
    Then

Check. Check it against the text. ✓

Worked example 12.2.3
Which sentence is the closing comment? Write its number.

Method. Find the sentence that tells how the writer felt.

  1. Find the words in the recount. This sentence tells us how the writer felt.
    “I liked the lambs best”
  2. Read the number in front of the sentence. The number tells you which sentence it is.
    Sentence 8
  3. Write the answer.
    8

Check. Check it against the text. ✓

Watch out

Watch out: keep the verbs in the past. Write we went and we saw, not we go or we see.

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

• Draw three boxes: Who, where and when, What happened and How I felt.

• Say one thing for each box, aloud, to your child. Then write the events in order on paper, one line each.

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

1. Read the recount aloud, one sentence at a time. Your child listens.

2. Ask: “Which sentence tells us who, where and when?” Your child points to it.

3. Ask: “Which time word tells us what came next?” Then talk about how the writer felt.

Exam tip

Grown-up tip. Read the recount aloud with your child. Ask which sentence says who, where and when, and which words show the order. Ask your child to say one closing comment about a real trip, before writing it.

Exercise 12B  Writing about real events

1
FWhich sentence starts with the word First? Write its number.
2
FWhich word starts sentence 3?
3
FWhich sentence tells us the last thing that happened? Write its number.
4
FRead this line from a recount: Then Noah see a tiny chick in the hay. What should see change to, to show it happened before now?
5
FPut these time words in the order they come in the recount: finally, first, then. Write them in order.
6
FHow many sentences are in the recount?
7
FWhich joining word is in sentence 8?
8
FWhich words in sentence 5 name the place the class walked to?
9
PSMia writes: Yesterday we go to the park. Which word should change, to be right for a recount? Write the correct word.
10
FWhich animal in the recount is a baby bird? Write its name.
11
RWhy does a recount end with a closing comment? Say your reason aloud.
12.3

Instructions: telling someone how to do something

Year 2
Write instructions, starting each step with a command, Put the steps in the right order with time words
Video lesson: Instructions: telling someone how to do somethingComing soon
A kitchen. Instructions tell you how to do a job, step by step.

Instructions tell someone how to do something, step by step. Each step starts with a command: a verb that tells you what to do, such as wet, put, rub, rinse or dry.

Time words show the order: first, next, then, after that, finally. Keep each step short, with one action in it.

Read the instructions below. They have a title, a line about what you need, and then the steps.

How to Wash Your Hands

You need warm water, soap and a clean towel. An adult should be with you.

1. First, wet your hands with warm water.

2. Next, put some soap on your palms.

3. Then rub your palms together, and rub the backs of your hands.

4. Rub between your fingers for a slow count of twenty.

5. After that, rinse your hands under the water.

6. Finally, dry your hands with a clean towel.

Key ideas

  • Instructions tell someone how to do something.
  • Each step starts with a command, such as wet or dry.
  • Use time words to show the order.
  • Keep each step short, with one action in it.

What good instructions include

  • A title at the top.
  • A line about what you need.
  • Numbered steps, in the right order.
  • A command at the start of each step.
Worked example 12.3.1
Which verb tells you what to do in step 1? Write the word.

Method. Find the verb in step 1.

  1. Read the sentence. Read it slowly, one word at a time.
    First, wet your hands with warm water.
  2. Find the word that is asked for. Wet is the command that tells you the first thing to do.
    “wet”
  3. Write the answer.
    wet

Check. Check it against the text. ✓

Worked example 12.3.2
Which step tells you to dry your hands? Write its number.

Method. Find the step with the word dry in it.

  1. Read the steps. Each step has a number in front of it.
    Step 6: Finally, dry your hands with a clean towel.
  2. Read the number. The number tells you which step it is.
    step 6
  3. Write the answer.
    6

Check. Check it against the text. ✓

Watch out. The last step is the one that dries your hands.

Worked example 12.3.3
Put these three commands in the order of the steps: dry, wet, rinse. Write them in order.

Method. Find each command in the steps, and put them in the order of the steps.

  1. Find wet. Wet is step 1, the first thing to do.
    step 1: wet
  2. Find rinse. Rinse is step 5.
    step 5: rinse
  3. Find dry. Dry is step 6, the last step.
    step 6: dry
  4. Write the answer.
    wet, rinse, dry

Check. Check it against the text. ✓

Watch out. Wet comes first, and dry comes last.

Watch out

Watch out: the steps must be in the right order. Wet your hands before you put on soap, and dry them last.

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

• Copy the title of the instructions, then copy step 1, on paper.

• Write one simple instruction of your own, for a job you know well, using a command at the start.

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

1. Read the steps aloud, one at a time. Your child listens.

2. Ask: “Which step do you do first?” Your child says the first command.

3. Ask: “What happens if we do the steps in the wrong order?” Talk about it together.

Exam tip

Grown-up tip. Do the job together, with the instructions in front of you, so your child can check each step. With a grown-up at the sink, follow the steps for real. Ask: “Which word tells you what to do?”

Exercise 12C  Instructions: commands, order and checking

1
FWhich words start step 5?
2
FWhich verb starts step 4?
3
FWhich step tells you to rinse your hands? Write its number.
4
FWhich word is the verb in step 2, Next, put some soap on your palms?
5
FHow many steps are in the instructions?
6
FRead this line: Rinse you hands under the water. Which word should change? Write the correct word.
7
FWhich kind of sentence is Dry your hands on a clean towel.? Write statement, question, exclamation or command.
8
FWhich step comes last: Dry your hands or Rinse your hands?
9
FWhich time word tells you the last step?
10
PSA friend says: First, rinse your hands. Is this the right first step? Write yes or no.
11
RWhy are the steps in instructions short? Say your reason aloud.
12.4

Labels, captions, headings and lists

Year 2
Use labels and captions for pictures, Use headings and lists
Video lesson: Labels, captions, headings and listsComing soon
A shop. Shops use labels, headings and lists so that you can find things quickly.

Some writing is short, but it still has a job to do. Here are four kinds:

Look at the labels first. Each label names one thing.

book
pencil
ruler
bottle

Now look at a caption. It tells about the picture in a sentence.

The duck swims on the pond.

Here is a list with a heading. The heading names what the list is about.

Things for the Beach

  • A sun hat
  • A towel
  • A bucket
  • A spade
  • A bottle of water
  • A ball

Key ideas

  • A label names one thing, in one or two words.
  • A caption tells about a picture, in a sentence.
  • A heading tells what the text or the list is about.
  • Commas go between list items, but not before and.
Worked example 12.4.1
Which one is a label: ruler or The ruler is long.? Write the label.

Method. Read both, and choose the one that is a label.

  1. Read A. A is one word, and it names a thing.
    ruler
  2. Read B. B is a whole sentence, so it is a caption, not a label.
    The ruler is long.
  3. Choose the label. The label is one word that names the thing.
    ruler
  4. Write the answer.
    ruler

Check. Check it against the text. ✓

Watch out. A label names the thing. A caption tells about it in a sentence.

Worked example 12.4.2
What is the heading of the list? Write it.

Method. Find the title at the top of the list.

  1. Read the heading. The heading is the bold title above the list.
    Things for the Beach
  2. Check it tells the topic. It tells what the list is about, the beach.
    Things for the Beach
  3. Write the answer.
    Things for the Beach

Check. Check it against the text. ✓

Watch out. The heading comes first, above the items in the list.

Worked example 12.4.3
A list of 6 things is written in a sentence, with no comma before and. How many commas does it need?

Method. Count the commas that a list needs.

  1. Count the items. Count each thing in the list.
    6 items
  2. Count the commas. There is one gap between each pair of items. The last gap has and, not a comma, so take one away.
    6 items - 2 = 4 commas
  3. Write the answer.
    4

Check. Check it against the text. ✓

Watch out. There is no comma before the word and.

Watch out

Watch out: a label is not a caption. A caption is a sentence, so it needs a capital letter and a full stop.

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

• Draw a picture of a school bag. Write one label for each thing in it, on paper.

• Write a heading for a list of three things you would take to the park, and write the list under it.

Exam tip

Grown-up tip. Look at a shop label or a food label together. Ask: “Is this a label or a caption?” Your child says the reason. Then ask about the heading: “What is this list about?”

Exercise 12D  Labels, captions, headings and lists

1
FWhich one is a caption? A: kite. B: The kite flies high in the sky. Write A or B.
2
FWhich label names the thing you draw a straight line with? book, ruler or bottle?
3
FWhich heading fits a list of a sun hat, a towel and a ball? Things for the Beach or Things to Eat?
4
FHow many commas does a list of six things need, if there is no comma before and?
5
FWhich word in this label list is spelled wrongly? ruler, bottel, book
6
FThis caption has a mistake at the start: the duck swims on the pond. Write the correct first word.
7
FWhat mark should a caption end with? Write its name.
8
PSWrite the label that fits each clue.
(a)a label for a thing you write with
(b)a label for a thing you read
(c)a label for a thing you drink from
9
PSWhich is a heading, above a list of days? Write the heading: My Week, or My week was fun.?
10
PSIn the sentence We packed bread, cheese, apples and juice. how many commas are there?
11
RWhy is Things for the Beach a good heading for the list? Say your reason aloud.
12.5

Letters and information

Year 2
Write a simple letter with a greeting and a sign-off, Write simple information, with a heading and facts
Video lesson: Letters and informationComing soon
A garden. A letter is a way to say hello to someone who is not with you.

A letter says something to a person who is not with you. A letter often has:

Read the model letter below.

12 October

Dear Gran,

Thank you for my book about foxes.

I like the picture on the front best.

On Saturday, Dad and I went to the park.

We fed the ducks, and they came quickly.

I hope you are well.

Love from

Priya

Information writing gives facts for a reader. It often has a heading, and short facts written in the present tense: Hedgehogs eat beetles.

Read the information card below.

Hedgehogs

  • Hedgehogs eat beetles, worms and slugs.
  • They are most active at night.
  • A hedgehog curls into a ball to keep safe.
  • Some hedgehogs sleep through the winter.

Key ideas

  • A letter starts with a greeting, such as Dear Gran,
  • Put a comma after the greeting.
  • A letter ends with a sign-off and your name.
  • Information gives facts, in the present tense.
  • A heading tells what the information is about.

What a good letter and information card include

  • A date and a greeting.
  • Short sentences about what you want to say.
  • A sign-off and your name.
  • Facts with a heading, and written in the present tense.
Worked example 12.5.1
Which mark comes after the greeting Dear Gran? Write its name.

Method. Look at the greeting, and find the mark after it.

  1. Read the greeting. The greeting is the words that say hello.
    Dear Gran,
  2. Name the mark. A comma comes after the greeting.
    comma
  3. Write the answer.
    comma

Check. Check it against the text. ✓

Watch out. The greeting is followed by a comma, then the letter starts.

Worked example 12.5.2
On which day did Priya go to the park? Write the day.

Method. Read the sentence about the park.

  1. Read the sentence. The sentence tells us the day they went to the park.
    On Saturday, Dad and I went to the park.
  2. Find the day. Saturday is the day in the sentence.
    Saturday
  3. Write the answer.
    Saturday

Check. Check it against the text. ✓

Watch out. A day name starts with a capital letter, such as Saturday.

Worked example 12.5.3
What is the heading of the information card? Write it.

Method. Look at the heading at the top of the card.

  1. Read the top. The heading tells what the card is about.
    Hedgehogs
  2. Name the heading. The heading is Hedgehogs.
    Hedgehogs
  3. Write the answer.
    Hedgehogs

Check. Check it against the text. ✓

Watch out. The heading is the first thing you read on the card.

Watch out

Watch out: write names with a capital letter, such as Gran, Dad and Priya. The greeting Dear Gran, has a comma after it.

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

• Copy the date, the greeting and the sign-off of the model letter onto paper, in the same places.

• Write one short sentence to a person you know, then write your name. Check the capital letters and the comma.

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

1. Read the letter aloud, slowly, with your child.

2. Ask: “Who is the letter for?” and “What did Priya do at the park?”

3. Ask: “Who would you like to write a letter to?” Then talk about what to say.

Exam tip

Grown-up tip. Ask your child to say who the letter is for and who it is from. Then talk about the greeting and the sign-off. Read the information card aloud, and ask: “What is this card about?”

Exercise 12E  Letters and information

1
FWho is the letter for? Write the name.
2
FWho is the letter from? Write the name at the end.
3
FWhat two words come before Priya’s name at the end of the letter?
4
FWhat is the date at the top of the letter?
5
FWhat does Priya say she likes best about the book?
6
FWhat did Priya and Dad feed at the park?
7
FThe greeting says Dear gran,. Which word should have a capital letter? Write it as it should be.
8
FHow many facts are in the information card about hedgehogs?
9
FWhich fact tells when hedgehogs are most awake? Write the words from the card.
10
PSWhich tense is the information card written in? Write past or present.
11
RWhy does a letter to Gran start with Dear Gran,? Say your reason aloud.
12.6

Proof-reading, Standard English and the words we use

Year 2
Proof-read to check spelling, grammar and punctuation, Use some features of written Standard English, Use and understand the grammatical terms for writing
Video lesson: Proof-reading, Standard English and the words we useComing soon
A classroom. Good writers read their work again before they share it.

Proof-reading means reading your writing slowly, to find and fix mistakes. Read it one line at a time. Check the capital letters, the full stops, the question marks, the commas and the apostrophes. Check the tricky words, and check the verbs are in the right tense.

Read the first draft below. It has mistakes to find.

A first draft, with mistakes to find

Line 1 on saturday we went too the park.

Line 2 the sun was hot and we ate our lunch under a tree

Line 3 dad said, “lets go home now.”

Use this checklist each time you proof-read:

My proof-reading checklist

  • Does every sentence start with a capital letter?
  • Does every sentence end with a full stop, a question mark or an exclamation mark?
  • Do names and days start with a capital letter?
  • Are the tricky words spelled the way I learned them?
  • Are the verbs in the right tense, past or present?
  • Is there a comma between the items in a list?
  • Is there an apostrophe in words such as don’t, and in Dad’s book?

In written Standard English, some verbs take a special form. Speech can sound different, and that is fine, but in writing use the forms in the table.

Check and changeWrite
We was happy.We were happy.
I seen the ducks.I saw the ducks.
They done their work.They did their work.

These words help you talk about writing:

recountinstructionslabelcaptionheadinglistletterinformationverbtenseadjectiveadverb

Key ideas

  • Read your writing slowly, one line at a time.
  • Check the capital letters, the full stops and the question marks.
  • Check the tricky words, and the verbs in the right tense.
  • In writing, use We were, I saw and They did.

What good proof-reading finds

  • A capital letter for every sentence and every name.
  • A full stop, question mark or exclamation mark at the end.
  • Commas in a list, and apostrophes in words such as don’t.
  • Verbs in the right tense, in writing Standard English.
Worked example 12.6.1
In Put the bag over their, which word is wrong? Write the correct word.

Method. Read the line, and find the word that is wrong.

  1. Read the line. Their shows that something belongs to people. Here we mean a place.
    Put the bag over their
  2. Choose the right word. Over there is the place, so the word is there.
    over there
  3. Write the answer.
    there

Check. Check it against the text. ✓

Watch out. Their shows that something belongs to people. There shows a place.

Worked example 12.6.2
Which word is the verb in The duck swims on the pond?

Method. Find the action word.

  1. Read the sentence. Swims is the action word, which tells you what the duck does.
    The duck swims on the pond.
  2. Name the word class. A word that shows an action is a verb.
    swims
  3. Write the answer.
    swims

Check. Check it against the text. ✓

Watch out. A verb shows an action, such as swims or runs.

Worked example 12.6.3
In We was happy, which word should change to match written Standard English? Write the word.

Method. Read the sentence, and change it to written Standard English.

  1. Read the sentence. We was does not match we in writing.
    We was happy.
  2. Change the verb. In writing, we use were with we.
    we were
  3. Write the answer.
    were

Check. Check it against the text. ✓

Watch out. In writing, use We were, not We was.

Watch out

Watch out: a spelling mistake can change the meaning. Too means also, and to means towards a place. Check each one.

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

• Read the first draft aloud. Circle each mistake with a pencil, but do not write on the screen.

• Check your own writing for three things: capital letters, full stops and tricky words.

Exam tip

Grown-up tip. Read the draft together. Ask your child to find one mistake on each line, then tick the checklist. Praise the mistakes found, not only the perfect lines.

Exercise 12F  Proof-reading, Standard English and the words we use

1
FLine 1 says went too the park. What should too be? Write the word.
2
FLine 1 has a day name with a small letter. Write the day with a capital letter.
3
FLine 2 has no full stop at the end. Which mark should go there? Write its name.
4
FLine 3 has a word with a missing apostrophe: lets. Write the correct word.
5
FLine 3 has a name with a small letter: dad. Write the name correctly.
6
FWhich is in written Standard English? A: We was happy. B: We were happy. Write A or B.
7
FChange I seen the ducks to match written Standard English. Write the verb.
8
FWhich word is the verb in The rabbit hops across the grass?
9
FWhich word is an adjective in a tall tree?
10
FWhich word is an adverb in The duck swam quickly?
11
RWhy must you check your full stops and capital letters? Say your reason aloud.

Chapter summary

SkillMethod
Choosing a purposeAsk why you are writing. Choose recount, instructions, label, caption, letter or information.
RecountSay who, where and when. Tell the events in order with time words. Use the past tense. End with how you felt.
InstructionsA title, then numbered steps. Start each step with a command, such as wet or dry.
Labels and captionsA label is one or two words. A caption is a sentence about a picture.
Headings and listsA heading names the topic. Put commas between items in a list, but not before and.
LettersDate, greeting with a comma, short sentences, sign-off and your name.
InformationA heading and facts, written in the present tense.
Proof-readingRead slowly, one line at a time. Check capitals, marks, spellings and verb tense.
Standard EnglishIn writing, use We were, I saw and They did.

Can you…?

  • I can choose the right kind of writing for a purpose
  • I can write about a real event, in order, with time words and the past tense
  • I can write instructions, with a command at the start of each step
  • I can use labels, captions, headings and lists
  • I can write a short letter with a greeting and a sign-off
  • I can write simple information with a heading and facts
  • I can proof-read my writing for spelling, grammar and punctuation
  • I can keep going with my writing, and write a little more each time

Key terms

purpose
the reason you write
stamina
keeping going with a task, even when it is hard
recount
writing that tells what really happened, in order
closing comment
the last sentence of a recount, which tells how you felt
instructions
writing that tells someone how to do something, step by step
command
a verb that tells you what to do, such as wet or dry
label
one or two words that name one thing
caption
a sentence that tells about a picture
heading
a title that tells what the text or the list is about
list
several things, one on each line, or with commas in a sentence
letter
writing to a person, with a greeting and a sign-off
greeting
the words that say hello, such as Dear Gran,
sign-off
the words before your name at the end of a letter, such as Love from
information
facts for a reader
proof-reading
reading your writing slowly to find and fix mistakes
Standard English
the forms of English used in writing, such as we were and I saw
verb
a word that shows an action, such as run or swim
tense
when the verb happens: past (went) or present (goes)

Exercise 12Z  Check-up

1
Which purpose is this? Put the lid on the jar, then shake it. Write the word.
2
Which sentence number in Our Trip to the Farm is the closing comment? Write the number.
3
Which time word starts sentence 2 of the recount?
4
Which kind of sentence is Did you enjoy the farm?? Write statement, question, exclamation or command.
5
What is a label? Say your answer aloud.
6
What is a caption? Say your answer aloud.
7
How many commas does a list of four things need, if there is no comma before and?
8
What goes after the greeting Dear Sam? Write its name.
9
Which is in written Standard English? A: They was late. B: They were late. Write A or B.
10
What do hedgehogs eat? Write the three words from the card.

Total 12 marks. Allow about 12 minutes.

Exercise 12X  End-of-chapter quiz

1
FWhich purpose is this? Dear Nan, Thank you for the card. Write the word.[1 mark]
2
FWhich word starts sentence 1 of the recount?[1 mark]
3
FWhich time word starts the last event of the recount?[1 mark]
4
FThe recount line says Then Noah see a tiny chick. What should see change to, in the past tense?[1 mark]
5
FWhich step in the instructions tells you to dry your hands? Write its number.[1 mark]
6
FThe instructions say Rinse you hands. Write the correct word for you.[1 mark]
7
FWhich purpose is this? Hedgehogs eat worms and slugs. Write the word.[1 mark]
8
FWhich word is the verb in The hen runs fast?[1 mark]
9
RWrite two things you check when you proof-read.[2 marks]
10
FWhat are the words before your name at the end of a letter? Write them.[2 marks]
← Chapter 11: Writing stories

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