Writing stories

Method. Find the words that tell when.

1. Find the key words in the question. These words tell us where to look: when.
   when
2. Find the words in the text that answer it. The text says:
   On a cold winter morning
3. Write the answer.
   On a cold winter morning

Check. The words say when the walk happened. ✓

Method. Find the people in the sentence.

1. Find the key words in the question. These words tell us where to look: characters.
   characters
2. Find the words in the text that answer it. The text says:
   Leo and his grandad
3. Write the answer.
   Leo and his grandad

Check. Leo and his grandad are the characters. ✓

Method. Find the place where the fox is.

1. Find the key words in the question. These words tell us where to look: setting.
   setting
2. Find the words in the text that answer it. The text says:
   the dark forest
3. Write the answer.
   the dark forest (also accept: the forest)

Check. The fox is in the dark forest. ✓

Method. Look for what goes wrong.

1. Find what goes wrong. The bike had a flat tyre, so it cannot race well.
   had a flat tyre
2. Name the problem. The problem is the flat tyre.
   a flat tyre
3. Write the answer.
   a flat tyre

Check. The flat tyre is the problem. ✓

Watch out. Also accept: a flat tyre just before the race.

Method. Think about the order of the plot.

1. Find the first event. The story starts with the kite flying high.
   The kite flew high above the trees.
2. Find the problem. Next, the kite is caught in a tree: this is the problem.
   The kite was caught in a tree.
3. Find the resolution. Last, the kite is put right, so this is the resolution.
   Mrs Hall lifted the kite free.
4. Write the answer.
   The kite flew high above the trees. The kite was caught in a tree. Mrs Hall lifted the kite free.

Check. The problem comes before the resolution. ✓

Method. Think about how the problem could be put right.

1. Think about the problem. The fox wants the grapes but cannot reach them.
   cannot reach the grapes
2. Think about a way to put it right. The fox can jump higher, or give up and go home.
   jump higher; give up
3. Write the answer.
   Accept any sensible resolution, for example: The fox jumped higher and ate the grapes. Also accept: The fox gave up and walked home.

Check. The resolution puts the problem right. ✓

Method. A setting has a place and a time.

1. Choose a place. The story needs somewhere the puppy could be lost.
   a busy market
2. Choose a time. The time tells the reader when the story happens.
   on a Saturday morning
3. Write the answer.
   Accept any place and time, for example: a busy market on a Saturday morning.

Check. A place and a time make a setting. ✓

Method. A character is a person or an animal in the story.

1. Think about each word. Forest, shop and field are places, so they are settings.
   forest; shop; field
2. Find the person. Kofi is a name for a person, so Kofi is a character.
   Kofi
3. Write the answer.
   Kofi

Check. Only Kofi is a person. ✓

Method. Think about what keeps a reader reading.

1. Think about the reader. A reader wants to know how the problem will end.
   how the problem will end
2. Think about the plot. The plot moves from the problem to the resolution.
   problem to resolution
3. Write the answer.
   Accept any: so the reader wants to find out what happens next, and the plot has something to solve.

Check. Without a problem there is no plot to follow. ✓

Watch out. Also accept: so there is something for the characters to put right.

Method. Check the plan against the four parts.

1. Check the parts. The plan has a setting and characters, but not a problem or a resolution.
   missing: problem, resolution
2. Decide. Without a problem and a resolution there is no plot, so the plan is not complete.
   not complete
3. Write the answer.
   No. Accept any answer that says a plan needs a problem and a resolution to make a plot.

Check. A complete plan has all four parts. ✓

Method. Write one labelled line for each part.

1. Write the setting and the character. The story needs a place, a time and a person.
   a windy playground; Sam
2. Write the problem and the resolution. The problem is what goes wrong, and the resolution puts it right.
   hat blows away; friend catches it
3. Write the answer.
   Accept any plan with four labelled lines, for example: Setting: a windy playground at school. Character: Sam. Problem: Sam's hat blows away. Resolution: Sam's friend catches it.

Check. Each of the four parts has its own line. ✓

Method. Think about the first part of a story.

1. Think about the start. The first paragraph tells the reader where and when, and who is in the story.
   where, when and who
2. Name the job. So the opening introduces the setting and the characters.
   the setting and the characters
3. Write the answer.
   To introduce the setting and the characters.

Check. The opening sets the scene. ✓

Watch out. Also accept: to set the scene and introduce the characters.

Method. Find the paragraph where the problem is put right.

1. Find the key words in the question. These words tell us where to look: ending.
   ending
2. Find the words in the text that answer it. The text says:
   Carefully, she lifted the kite free.
3. Write the answer.
   Paragraph 4

Check. The kite is freed in paragraph 4, which is the ending. ✓

Method. Look at the first words of paragraph 2.

1. Find the key words in the question. These words tell us where to look: second paragraph.
   second paragraph
2. Find the words in the text that answer it. The text says:
   At first, the kite flew high above the trees.
3. Write the answer.
   At first

Check. The second paragraph starts with At first. ✓

Method. Find the sentence about how Ruby feels.

1. Find the key words in the question. These words tell us where to look: felt.
   felt
2. Find the words in the text that answer it. The text says:
   Ruby felt upset.
3. Write the answer.
   upset

Check. Ruby felt upset. ✓

Method. Check each sentence against the idea of the paragraph.

1. Check A and B. The kite was red, and Ruby held the string: both are about the kite.
   A and B are about the kite
2. Check C. We ate pizza for lunch is about a different idea, so it does not belong.
   a different idea
3. Write the answer.
   C: We ate pizza for lunch.

Check. Only C is about a different idea. ✓

Method. Look for the time words that show the order.

1. Find the first word. First shows the start of the events.
   First, Ruby ran across the grass.
2. Find the next word, then the last word. Next comes before At last, which shows the finish.
   Next, the wind lifted the kite. / At last, the kite came down.
3. Write the answer.
   First, Ruby ran across the grass. Next, the wind lifted the kite. At last, the kite came down.

Check. First, next and at last show the order. ✓

Method. A resolution shows how the problem is put right.

1. Look at A. Ruby felt upset is a feeling about the problem, not how it is put right.
   a feeling
2. Look at B. Mrs Hall lifted the kite free: the problem is put right.
   lifted the kite free
3. Write the answer.
   B: Carefully, Mrs Hall lifted the kite free.

Check. Only B puts the problem right. ✓

Method. A middle paragraph tells the problem and the events that follow.

1. Write the problem. The first sentence says what goes wrong: the ball is lost.
   the ball is lost
2. Write the next event. The second sentence says what the character does next.
   he looks for it
3. Write the answer.
   Accept any two sentences that describe the problem and what happens next, for example: Sam kicked the ball too hard, and it rolled into the pond. He ran around the pond to look for it.

Check. The middle shows the problem, then an event. ✓

Method. Think about what paragraph 2 does.

1. Look at paragraph 2. Paragraph 2 ends with the kite tangled in a tree, so the problem is still there.
   still tangled
2. Decide. A story needs a resolution, so it cannot end before the problem is put right.
   needs a resolution
3. Write the answer.
   No. Accept any answer that says the problem is not solved yet, so the reader needs the resolution.

Check. The problem is solved in paragraph 4. ✓

Method. Think about what the opening does and what the middle does.

1. Think about the opening. The opening sets the scene and introduces the characters.
   sets the scene
2. Think about the middle. Paragraphs 2 and 3 show the problem and the events that follow it.
   the problem and the events
3. Write the answer.
   Accept any: because the problem happens and the events continue, instead of setting the scene.

Check. The middle is where the problem and events happen. ✓

Method. An opening sets the scene and introduces a character.

1. Name the setting. The first sentence names where and when the story happens.
   On a windy morning
2. Introduce a character. The second sentence introduces the character, and what they have.
   Sam had a new red hat
3. Write the answer.
   Accept any two sentences that name a setting and one character, for example: On a windy morning, Sam walked to school. Sam had a new red hat, and it felt warm.

Check. The opening names a setting and a character. ✓

Method. Find the first event in the story.

1. Find the key words in the question. These words tell us where to look: first.
   first
2. Find the words in the text that answer it. The text says:
   At first, nothing happened.
3. Write the answer.
   At first

Check. At first, nothing happened. ✓

Method. Find the sentence where the flowers appear.

1. Find the key words in the question. These words tell us where to look: flower.
   flower
2. Find the words in the text that answer it. The text says:
   After a while, the shoot grew into a tall plant with three yellow flowers.
3. Write the answer.
   After a while

Check. After a while comes before the flowers. ✓

Method. Look at the word in its sentence.

1. Look at the sentence. Meanwhile, the sun shone through the window while the seed was growing.
   while the seed grew
2. Give the meaning. Meanwhile means at the same time.
   at the same time
3. Write the answer.
   at the same time

Check. Meanwhile links two things that happen together. ✓

Watch out. Also accept: during the same time.

Method. Choose a word that tells the reader when the next event happens.

1. Read the first sentence. Pip finished his lunch, so the next event comes after it.
   ate his lunch
2. Choose a time connective. Then tells the reader the next thing happened.
   Then
3. Write the answer.
   Accept any time connective, for example: Then, Next, Afterwards.

Check. Then shows the order of the two events. ✓

Method. Think about each connective.

1. Think about meanwhile. Meanwhile means at the same time, so it is not the end.
   at the same time
2. Think about in the end. In the end shows the last part of a long process.
   the last part
3. Write the answer.
   in the end

Check. In the end is the finish. ✓

Method. Think about when each one happens.

1. Find the first. At first is the start of the story.
   At first
2. Find the last. In the end is the finish, and Later comes between them.
   Later; In the end
3. Write the answer.
   At first; Later; In the end

Check. The order runs from the start to the finish. ✓

Method. Put the time connective at the start, and add a comma.

1. Find the time connective. After a while tells the reader that time has passed.
   After a while
2. Put it in front of the second idea. The shoot grew after Ava had waited.
   After a while, the shoot grew.
3. Write the answer.
   Accept any sentence with After a while, a comma and the shoot growing, for example: Ava waited. After a while, the shoot grew.

Check. Time has passed before the shoot grew. ✓

Method. Look at the event before the gap.

1. Find the first event. The bell rang first.
   The bell rang.
2. Find the next event. The children left the hall after the bell, so a connective that shows the next step fits.
   Next, the children left the hall.
3. Write the answer.
   Accept any time connective that comes after the bell, for example: Then, Next, Soon.

Check. The connective shows the order of the events. ✓

Method. Write the first sentence, then add the second with meanwhile.

1. Write the first sentence. A simple sentence about the plant starts the idea.
   The plant had green leaves.
2. Add the connective. Meanwhile shows that a second thing happens at the same time, with a comma after it.
   Meanwhile, the roots grew down.
3. Write the answer.
   Accept any two sentences, with meanwhile in the second, followed by a comma, for example: The plant had green leaves. Meanwhile, the roots grew down into the soil.

Check. Meanwhile links the two things that happen together. ✓

Method. Think about when the sun shines compared with the shoot.

1. Look at the sentence. Meanwhile, the sun shone through the window.
   the sun shone
2. Compare the timing. The sun shone at the same time that the shoot was growing, so Then would be wrong.
   the same time
3. Write the answer.
   Accept any: because the sun shines at the same time as the shoot grows, not after it.

Check. Meanwhile shows the two things happen together. ✓

Method. Think about what the phrase tells the reader.

1. Read the phrase. After a while tells the reader that some time has gone by.
   some time has gone by
2. Explain the effect. The reader knows the plant has been growing for a while, not just for a moment.
   growing for a while
3. Write the answer.
   Accept any answer that says time has passed, so the reader knows the plant has been growing for some time.

Check. The phrase shows that time has passed. ✓

Method. Find the words before the comma.

1. Find the key words in the question. These words tell us where to look: fronted adverbial.
   fronted adverbial
2. Find the words in the text that answer it. The text says:
   Later that day
3. Write the answer.
   Later that day

Check. Later that day comes first, then a comma. ✓

Method. Find the fronted adverbial at the start.

1. Find the fronted adverbial. Slowly tells how the sun rose, so it is a fronted adverbial.
   Slowly
2. Put in the comma. A comma goes after the fronted adverbial, before the main clause.
   Slowly, the sun rose
3. Write the answer.
   Slowly, the sun rose over the hill.

Check. The comma follows Slowly. ✓

Method. Find the words that tell where the ducks rested.

1. Find the key words in the question. These words tell us where to look: place.
   place
2. Find the words in the text that answer it. The text says:
   Under the bridge
3. Write the answer.
   Under the bridge

Check. Under the bridge tells us where. ✓

Method. Find the fronted adverbial of time.

1. Find it. On Monday tells when the visit happened.
   On Monday
2. Add the comma. The comma goes after Monday, before we.
   On Monday, we visited the zoo.
3. Write the answer.
   On Monday, we visited the zoo.

Check. The comma comes after the time phrase. ✓

Method. Look at what the sentence asks the reader to do.

1. Look at the verb. Run is a verb in the imperative, so it tells the reader to do something.
   run
2. Name the type. A sentence that gives an order is a command.
   a command
3. Write the answer.
   a command

Check. Run to the shop is an order. ✓

Method. A compound sentence has two main clauses joined by and, but, or or so.

1. Look at A. Ava planted a seed has one main clause, so it is simple.
   one main clause
2. Look at B. Ava planted a seed and the rain watered it are two main clauses joined by and.
   joined by and
3. Write the answer.
   B

Check. B has two main clauses joined by and. ✓

Method. Look for a subordinate clause that starts with a word such as because.

1. Find the subordinate clause. Because it rained is a subordinate clause, because it starts with because.
   Because it rained
2. Find the main clause. The match was cancelled is the main clause.
   the match was cancelled
3. Write the answer.
   complex

Check. A main clause and a subordinate clause make a complex sentence. ✓

Method. Add a time phrase to the start of the sentence.

1. Choose a time phrase. After school tells the reader when Ben ran home.
   After school
2. Add the comma. Put a comma after the fronted adverbial, then the main clause.
   After school, Ben ran home.
3. Write the answer.
   Accept any sentence with a time phrase, a comma and Ben ran home, for example: After school, Ben ran home.

Check. The time phrase is fronted, then a comma. ✓

Method. Choose a word that tells how the dog wagged.

1. Choose a word. Happily tells how the dog wagged its tail.
   Happily
2. Add the comma. Put a comma after the fronted adverbial.
   Happily, the dog wagged its tail.
3. Write the answer.
   Accept any manner word or phrase with a comma, for example: Happily, the dog wagged its tail.

Check. Happily tells how the dog moved. ✓

Method. A question ends with a question mark.

1. Start with the fronted adverbial. Later tells the reader when.
   Later,
2. Ask the question. The sentence asks the reader something, so it ends with a question mark.
   will you come to the park?
3. Write the answer.
   Accept any question with Later and a comma, for example: Later, will you come to the park?

Check. The sentence asks a question and ends with a question mark. ✓

Method. Think about a short fronted adverbial, such as Later.

1. Look at a short one. Later, Ava waved: the comma is still needed.
   Later, Ava waved
2. Decide. A comma goes after every fronted adverbial, so Mia is wrong.
   every fronted adverbial
3. Write the answer.
   No. Accept any answer that says a comma goes after any fronted adverbial, even short ones such as Later or Soon.

Check. Length does not change the rule. ✓

Method. Find the noun: the word the other words describe.

1. Find the key words in the question. These words tell us where to look: noun.
   noun
2. Find the words in the text that answer it. The text says:
   bright red kite
3. Write the answer.
   kite

Check. Kite is the noun, and the others describe it. ✓

Method. The noun is the thing that the other words describe.

1. Find the thing described. Fluffy and white describe the rabbit.
   fluffy white rabbit
2. Name the noun. Rabbit is the noun.
   rabbit
3. Write the answer.
   rabbit

Check. Rabbit is the noun. ✓

Method. Find the noun phrase at the start of the sentence.

1. Find the key words in the question. These words tell us where to look: prepositional phrase.
   prepositional phrase
2. Find the words in the text that answer it. The text says:
   The cup on the table
3. Write the answer.
   The cup on the table

Check. On the table tells which cup. ✓

Method. Choose an adjective that describes the cat.

1. Choose the adjective. Fluffy describes what the cat looks like.
   fluffy
2. Write the noun phrase. The adjective goes before the noun cat.
   the fluffy cat
3. Write the answer.
   Accept any adjective, for example: the fluffy cat.

Check. The adjective comes before cat. ✓

Method. Think about which word paints a clearer picture.

1. Think about nice. Nice could describe almost anything, so it tells the reader very little.
   almost anything
2. Think about sparkling. Sparkling shows how the lake looks in the sun.
   shines in the sun
3. Write the answer.
   sparkling

Check. Sparkling is the more precise word. ✓

Method. Add an adjective, then a prepositional phrase.

1. Add an adjective. Tall tells the reader what the tree is like.
   the tall tree
2. Add a prepositional phrase. With twisted branches tells the reader which tree, and what it looks like.
   the tall tree with twisted branches
3. Write the answer.
   Accept any noun phrase with an adjective and a prepositional phrase, for example: the tall tree with twisted branches.

Check. Tall describes the tree, and with twisted branches adds more detail. ✓

Method. Count the words that describe the noun.

1. Look at A. The dog has no words to describe it.
   no description
2. Look at B. Scruffy, brown and with one floppy ear all describe the dog.
   scruffy, brown, floppy ear
3. Write the answer.
   B

Check. B gives the most detail about the dog. ✓

Method. Choose a word that tells the reader something specific.

1. Think about the picnic. A picnic can be sunny, cosy or delicious.
   sunny; cosy; delicious
2. Choose one word. A precise word tells the reader what the picnic was like.
   a sunny picnic
3. Write the answer.
   Accept any precise adjective, for example: a sunny picnic, a cosy picnic or a delicious picnic.

Check. A precise word paints a clearer picture. ✓

Method. Make the noun phrase longer with adjectives and a prepositional phrase.

1. Add adjectives. Tiny and brown tell the reader what the mouse is like.
   tiny brown
2. Add a prepositional phrase. With a long tail tells the reader more about the mouse.
   with a long tail
3. Write the answer.
   Accept any expanded noun phrase, for example: the tiny brown mouse with a long tail.

Check. The noun phrase names one thing and describes it. ✓

Method. Think about what the reader knows from each phrase.

1. Look at the short phrase. The tree could be any tree, so the reader knows very little.
   any tree
2. Look at the long phrase. Tall and twisted tell the reader what the tree looks like, so they can picture it.
   they can picture it
3. Write the answer.
   Accept any answer that says it tells the reader what the tree looks like, so they can picture it.

Check. Description helps the reader picture the tree. ✓

Method. Think about how long phrases affect the reader.

1. Think about a long sentence. Too many adjectives can make a sentence hard to follow.
   hard to follow
2. Decide. Choose only the words that give useful detail.
   only useful detail
3. Write the answer.
   No. Accept any answer that says too many words can make a sentence hard to follow, and that a good noun phrase has only the detail the reader needs.

Check. Useful detail improves a sentence; piled-up words do not. ✓

Method. Look for a word that could describe almost anything.

1. Find the key words in the question. These words tell us where to look: vague.
   vague
2. Find the words in the text that answer it. The text says:
   It was a nice day.
3. Write the answer.
   nice

Check. Nice tells the reader very little. ✓

Method. Compare the verb with came, which is past tense.

1. Find the key words in the question. These words tell us where to look: tense.
   tense
2. Find the words in the text that answer it. The text says:
   She came with a pole and gets it down.
3. Write the answer.
   gets

Check. Gets is present, so it should be past. ✓

Method. Look at the other verbs in the draft.

1. Look at the other verbs. The draft uses came, went and was, which are all past tense.
   came; went; was
2. Change gets. The past tense of get is got.
   got
3. Write the answer.
   got

Check. She came with a pole and got it down. ✓

Method. Look for a name that comes back again and again.

1. Find the key words in the question. These words tell us where to look: repeated.
   repeated
2. Find the words in the text that answer it. The text says:
   Ruby got her kite out / Ruby was sad / Ruby said thank you to her
3. Write the answer.
   Ruby

Check. Ruby appears three times in these sentences. ✓

Method. Replace the pronoun with the noun.

1. Find the pronoun. Her is not clear, because the draft has more than one person in it.
   her
2. Name the keeper. The noun the keeper tells the reader who was thanked.
   the keeper
3. Write the answer.
   Ruby thanked the keeper. Accept any sentence that names the keeper, for example: Ruby thanked the park keeper.

Check. Naming the keeper makes the sentence clear. ✓

Method. Put the spoken words in inverted commas, and use a comma before the speech tag.

1. Find the spoken words. The words that Ruby says are thank you.
   thank you
2. Add the inverted commas. The spoken words go inside the inverted commas, then a comma, then said Ruby.
   Thank you, said Ruby.
3. Write the answer.
   Accept any direct speech with the words in inverted commas and a comma, for example: 'Thank you,' said Ruby.

Check. The spoken words are in inverted commas. ✓

Method. Look for the point where the idea changes.

1. Find the problem. The problem starts with Then the wind got it stuck in a tree.
   Then the wind
2. Find the solution. Kofi ran to get the keeper, which starts the way the problem is solved.
   Kofi ran
3. Write the answer.
   Accept Then (when the problem starts) or Kofi (when the solution starts).

Check. A new paragraph starts when the idea changes. ✓

Method. Choose adjectives that paint a clearer picture.

1. Choose the adjectives. Bright and windy tell the reader what the day was like.
   bright; windy
2. Write the noun phrase. The adjectives go before the noun day.
   a bright, windy day
3. Write the answer.
   Accept any precise noun phrase, for example: a bright, windy day.

Check. A bright, windy day is precise. ✓

Method. Think about what a reader would notice.

1. Think about the meaning. Listening shows whether the story makes sense.
   makes sense
2. Think about the grammar. Listening also shows whether the tense or the pronouns are wrong.
   tense or pronouns
3. Write the answer.
   Accept any two, for example: whether the sentences make sense; the tense; the pronouns; the speech marks.

Check. Reading aloud shows meaning and grammar. ✓

Method. Think about the feeling in each part of the story.

1. Choose pauses. A pause builds up a moment, such as the kite going up high.
   pause after the kite
2. Choose quiet places. Reading more quietly shows a sad or calm moment, such as Ruby was sad.
   Ruby was sad
3. Write the answer.
   Accept any two pauses and two quiet places, with a reason, for example: pause after the kite went up high, because it is an important moment.

Check. Tone and pauses show the feeling of the story. ✓

Method. Think about the good and the bad side of a pronoun.

1. Think about the good side. A pronoun such as she avoids repeating a name, so the writing flows.
   avoids repetition
2. Think about the bad side. If two people could be meant, the reader cannot tell which one is meant.
   two people could be meant
3. Write the answer.
   Accept any answer that says a pronoun avoids repetition, but it must be clear which person or thing it means.

Check. A pronoun must point clearly to one person or thing. ✓

Method. Think about the parts in your story plan.

1. Think about where and when. The setting tells where and when the story happens.
   setting
2. Think about who, what goes wrong, and how it is put right. Characters, a problem and a resolution complete the plan.
   characters; problem; resolution
3. Write the answer.
   Setting, characters, problem and resolution (in any order).

Check. Four parts make a complete plan. ✓

Method. Think about the job of the first part of a story.

1. Think about the start. The opening sets the scene at the start of the story.
   the start
2. Name the paragraph. So the opening paragraph introduces the setting and the characters.
   the opening paragraph
3. Write the answer.
   The opening paragraph (the first paragraph).

Check. The opening introduces the setting and characters. ✓

Watch out. Also accept: paragraph 1.

Method. Think about a connective that shows time passing.

1. Read the first sentence. Lucy waited for a long time, so the next event comes after a while.
   waited for a long time
2. Choose a connective. At last shows that the bus came after the waiting.
   At last
3. Write the answer.
   Accept any time connective, for example: At last, Finally or After a while.

Check. The connective shows the bus came after the waiting. ✓

Method. Find the words before the comma.

1. Find the comma. The comma comes after the fronted adverbial.
   Under the bridge,
2. Copy the words. The fronted adverbial is the words before the comma.
   Under the bridge
3. Write the answer.
   Under the bridge

Check. The words before the comma tell where. ✓

Method. Look for a subordinate clause that starts with a word such as because.

1. Find the subordinate clause. Because it was late is a subordinate clause.
   Because it was late
2. Find the main clause. We ran home is the main clause, so the sentence is complex.
   we ran home
3. Write the answer.
   complex

Check. Main clause plus subordinate clause makes a complex sentence. ✓

Method. Add an adjective, then a prepositional phrase.

1. Add an adjective. Red tells the reader what colour the car is.
   the red car
2. Add a prepositional phrase. With a dent in its door tells the reader which car.
   the red car with a dent in its door
3. Write the answer.
   Accept any, for example: the red car with a dent in its door.

Check. Adjective and prepositional phrase both added. ✓

Method. Choose a word that tells the reader how the cake tastes or looks.

1. Think about nice. Nice tells the reader very little about the cake.
   very little
2. Choose a precise word. Delicious tells the reader how the cake tastes.
   a delicious cake
3. Write the answer.
   Accept any precise adjective, for example: delicious.

Check. Delicious is precise. ✓

Method. The spoken words go in inverted commas, then a comma and the speech tag.

1. Find the spoken words. The spoken words are I can see the kite.
   I can see the kite
2. Add the inverted commas. Put inverted commas round the spoken words, with the comma inside them.
   'I can see the kite,' said Ali.
3. Write the answer.
   'I can see the kite,' said Ali.

Check. The spoken words are in inverted commas. ✓

Method. Look for the word that joins the two ideas.

1. Find the joining word. Because joins the two ideas: "we stayed inside" and "it rained".
   because
2. Check the meaning. It explains the reason, so because is a connective.
   the reason
3. Write the answer.
   because

Check. Because links the two ideas. ✓

Method. Think about what you hear when a story is read aloud.

1. Think about the meaning. Hearing the story shows whether it makes sense.
   makes sense
2. Think about the mistakes. Reading aloud also shows punctuation and tense mistakes.
   punctuation and tense
3. Write the answer.
   Accept any: to hear whether the sentences make sense and flow, and to find mistakes in meaning or punctuation.

Check. Reading aloud finds problems that eyes miss. ✓

Method. Find the words before the comma.

1. Find the key words in the question. These words tell us where to look: fronted adverbial.
   fronted adverbial
2. Find the words in the text that answer it. The text says:
   Later that evening
3. Write the answer.
   Later that evening

Check. Later that evening is the fronted adverbial. ✓

Method. Think about which connective means at the same time.

1. Think about each choice. Then and finally show one thing after another.
   after another
2. Choose the right one. Meanwhile means at the same time, so the smell filled the kitchen while the bread baked.
   at the same time
3. Write the answer.
   meanwhile

Check. Meanwhile links the two things that happen together. ✓

Method. A resolution shows how the problem is put right.

1. Look at (a). The tent blew away, so this sentence shows the problem.
   the problem
2. Look at (b). Ben found his tent, so the problem is put right.
   found his tent
3. Write the answer.
   (b)

Check. Sentence (b) puts the problem right. ✓

Method. Add adjectives before the noun.

1. Choose two adjectives. Little and blue tell the reader what the boat is like.
   little; blue
2. Write the noun phrase. The adjectives go before the noun boat.
   the little blue boat
3. Write the answer.
   Accept any, for example: the little blue boat.

Check. Two adjectives describe the noun. ✓

Method. Choose a place phrase, then add a comma before the main clause.

1. Choose a place phrase. Under the old bridge tells where the ducks slept.
   Under the old bridge
2. Add the comma and the main clause. The comma goes after the place phrase, then the main clause.
   Under the old bridge, the ducks slept.
3. Write the answer.
   Accept any sentence that starts with a place phrase followed by a comma, for example: Under the old bridge, the ducks slept.

Check. The place phrase tells where, and the comma follows it. ✓

Method. A compound sentence has two main clauses joined by and, but, or or so.

1. Look at A. Ava swam and Ben ran are two main clauses joined by and.
   joined by and
2. Look at B. After she swam is a subordinate clause, so B is complex.
   subordinate clause
3. Write the answer.
   A

Check. A is compound; B is complex. ✓

Method. Change each present tense verb to the past tense.

1. Change runs. The past tense of run is ran.
   ran
2. Change waits. The past tense of wait is waited.
   waited
3. Write the answer.
   Sam ran to the bus stop and waited.

Check. Both verbs are now in the past tense. ✓

Method. Check each sentence against the idea of the paragraph.

1. Check (a) and (b). Both are about the dog on its walk.
   the dog on its walk
2. Check (c). Baking a cake is a different idea, so it does not belong.
   a different idea
3. Write the answer.
   (c) We baked a sponge cake.

Check. Only (c) is about a different idea. ✓

Method. A resolution shows how the problem is put right.

1. Write the resolution. The sledge must be put right, so the story can end happily.
   the sledge is mended
2. Name the part of the plot. The sentence shows how the problem is solved, so it is the resolution.
   the resolution
3. Write the answer.
   Accept any resolution that puts the broken sledge right, for example: Tom's grandad mended the sledge with tape, so they went sledging together. It is the resolution.

Check. The resolution puts the problem right. ✓

Method. Add the three parts, one at a time.

1. Add a fronted adverbial of time. After lunch tells the reader when, and it is followed by a comma.
   After lunch,
2. Expand the noun phrase. The scruffy brown dog is an expanded noun phrase: adjectives and a noun.
   the scruffy brown dog
3. Write the sentence. Put the three parts together in one sentence.
   After lunch, the scruffy brown dog barked loudly at the postman.
4. Write the answer.
   Accept any sentence with a time phrase, a comma and an expanded noun phrase, for example: After lunch, the scruffy brown dog barked loudly at the postman.

Check. All three parts are in the sentence. ✓