Year3-IndependentWritingActivities 3 lndependent... · page 2 P u p i l n a m e C l a s s / G r o u...
Transcript of Year3-IndependentWritingActivities 3 lndependent... · page 2 P u p i l n a m e C l a s s / G r o u...
NarrativeFlying SaucerStimulus 5Planning notes 6Final Written Work 7
In Search of the Magic RingStimulus 8Planning notes 9Final Written Work 10
The Sweet ShopStimulus 11Planning notes 12Final Written Work 13
Authors and LettersBook WeekStimulus 14Planning notes 15Final Written Work 16
Letter to a FriendStimulus 17Planning notes 18Final Written Work 19
Play ScriptThe Big WheelStimulus 20Planning notes 21Final Written Work 22
The HolidayStimulus 23Planning notes 24Final Written Work 25
ReportsZoo AnimalsStimulus 26Planning notes 27Final Written Work 28
HobbiesStimulus 29Planning notes 30Final Written Work 31
InstructionsHow to Make My FavouriteSandwichStimulus 32Planning notes 33Final Written Work 34
How to Play My FavouritePlayground GameStimulus 35Planning notes 36Final Written Work 37
Information Text‘Let’s Party!’Stimulus 38Planning notes 39Final Written Work 40
Letter to Father ChristmasStimulus 41Planning notes 42Final Written Work 43
Performance PoetryTen Little School ChildrenStimulus 44Planning notes 45Final Written Work 46
Shape PoemsStimulus 47Planning notes 48Final Written Work 49
IntroductionThis book of ‘Independent WritingActivities’ covers the genres for the7 to 8 year old age group. It hasbeen written to the UK NationalStrategy Primary Framework forLiteracy.
It contains at least two independentwriting activities for each genre typeand is an ideal vehicle for assessingpupil progress in writing when usedwith the different Levels found in theWriting Assessment Guidelines,which accompany the PrimaryFramework for Literacy. (Theappropriate levels for this age grouphave been reproduced under licenceat the beginning of this book.)
The author has also used thisapproach successfully with childrento embed the features of each genre.This was achieved by re-visiting apreviously studied genre later in theterm, so that the children practised itonce again. This ensured that thefeatures of that particular type ofwriting remained firmly embedded inthe children’s memory. Thus whenthe children were tested or came towrite in that particular genre at a laterdate it was not just a distant memory.
There are six similar books in thisseries covering the work of pupilsfrom Year 1 through to Year 6 (ages5 to 11). PDF or Download versionsare also available of these books foruse on Interactive Whiteboards.
Topical Resources publishes a range ofEducational Materials for use in PrimarySchools and Pre-School Nurseries andPlaygroups.
Copyright © 2009 Heather BellFirst Published September 2009.ISBN: 978-1-907269-03-5
Illustrated by John Hutchinson,Art Works, Fairhaven, 69 Worden Lane,Leyland, Preston
Designed by Paul Sealey, PS3 Creative,3 Wentworth Drive, Thornton, Lancashire.
Printed in the UK for ‘Topical Resources’by T. Snape and Co Ltd., Boltons Court,Preston, Lancashire.
For the latest catalogueTel 01772 863158Fax 01772 866153email: [email protected]
Visit our Website at:www.topical-resources.co.uk
IndexYear 3 - Independent Writing Activities
page 2
Pup
ilna
me
Cla
ss/G
roup
Dat
e
AF5
–va
ryse
nten
ces
forc
larit
y,pu
rpos
ean
def
fect
AF6
–w
rite
with
tech
nica
lacc
urac
yof
synt
axan
dpu
nctu
atio
nin
phra
ses,
clau
ses
and
sent
ence
s
AF3
–or
gani
sean
dpr
esen
twho
lete
xts
effe
ctiv
ely,
sequ
enci
ngan
dst
ruct
urin
gin
form
atio
n,id
eas
and
even
ts
AF4
–co
nstr
uct
para
grap
hsan
dus
eco
hesi
onw
ithin
and
betw
een
para
grap
hs
AF1
–w
rite
imag
inat
ive,
inte
rest
ing
and
thou
ghtfu
ltex
ts
AF2
–pr
oduc
ete
xts
whi
char
eap
prop
riate
tota
sk,r
eade
rand
purp
ose
AF7
–se
lect
appr
opria
tean
def
fect
ive
voca
bula
ry
AF8
–us
eco
rrec
tspe
lling
Han
dwrit
ing
and
pres
enta
tion
Leve
l2
Inso
me
form
sof
writ
ing:
som
eva
riatio
nin
sent
ence
open
ings
,e.
g.no
talw
ays
star
ting
with
nam
eor
pron
oun
mai
nly
sim
ple
sent
ence
sw
ithan
dus
edto
conn
ect
clau
ses
past
and
pres
ent
tens
ege
nera
llyco
nsis
tent
Inso
me
form
sof
writ
ing:
clau
sest
ruct
ure
mos
tlygr
amm
atic
ally
corr
ect
sent
ence
dem
arca
tion
with
capi
tall
ette
rsan
dfu
llst
ops
usua
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te
som
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ques
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and
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mar
ks,
and
com
mas
inlis
ts
Inso
me
form
sof
writ
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som
eba
sic
sequ
enci
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idea
sor
mat
eria
l,e.
g.tim
e-re
late
dw
ords
orph
rase
s,lin
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,he
adin
gs,n
umbe
rs
open
ings
and/
orcl
osin
gsso
met
imes
sign
alle
d
Inso
me
form
sof
writ
ing:
idea
sin
sect
ions
grou
ped
byco
nten
t,so
me
linki
ngby
sim
ple
pron
ouns
Inso
me
form
sof
writ
ing:
mos
tlyre
leva
ntid
eas
and
cont
ent,
som
etim
esre
petit
ive
orsp
arse
som
eap
twor
dch
oice
scr
eate
inte
rest
brie
fcom
men
ts,
ques
tions
abou
tev
ents
orac
tions
sugg
estv
iew
poin
t
Inso
me
form
sof
writ
ing:
som
eba
sic
purp
ose
esta
blis
hed,
e.g.
mai
nfe
atur
esof
stor
y,re
port
som
eap
prop
riate
feat
ures
ofth
egi
ven
form
used
som
eat
tem
pts
toad
opta
ppro
pria
test
yle
Inso
me
form
sof
writ
ing:
sim
ple,
ofte
nsp
eech
-like
voca
bula
ryco
nvey
sre
leva
ntm
eani
ngs
som
ead
vent
urou
sw
ord
choi
ces,
e.g.
oppo
rtune
use
ofne
wvo
cabu
lary
Inso
me
form
sof
writ
ing:
usua
llyco
rrec
tspe
lling
of:
ohi
ghfre
quen
cygr
amm
atic
alfu
nctio
nw
ords
oco
mm
onsi
ngle
-mor
phem
eco
nten
t/lex
ical
wor
ds
likel
yer
rors
:
oin
flect
eden
ding
s,e.
g.pa
stte
nse,
plur
als,
adve
rbs
oph
onet
icat
tem
pts
atvo
wel
digr
aphs
Inso
me
form
sof
writ
ing:
lette
rsge
nera
llyco
rrec
tlysh
aped
but
inco
nsis
tenc
ies
inor
ient
atio
n,si
zean
dus
eof
uppe
r/low
erca
sele
tters
clea
rlet
terf
orm
atio
n,w
ithas
cend
ers
and
desc
ende
rsdi
stin
guis
hed,
gene
rally
uppe
rand
low
erca
sele
tters
not
mix
edw
ithin
wor
ds
Leve
l1
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
relia
nce
onsi
mpl
eph
rase
san
dcl
ause
s
som
ese
nten
ce-li
kest
ruct
ures
form
edby
chai
ning
clau
ses
toge
ther
,e.g
.ser
ies
ofid
eas
join
edby
repe
ated
use
of‘a
nd’
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
mos
tlygr
amm
atic
ally
accu
rate
clau
ses
som
eaw
aren
ess
ofus
eof
full
stop
san
dca
pita
llet
ters
,e.g
.be
ginn
ing/
end
ofse
nten
ce
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
som
efo
rmul
aic
phra
ses
indi
cate
star
t/end
ofte
xt,e
.g.o
nce
upon
atim
e,on
eda
y,th
een
d
even
ts/id
eas
som
etim
esin
appr
opria
teor
der,
e.g.
actio
nslis
ted
intim
ese
quen
ce,i
tem
snu
mbe
red
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
sim
ple
conn
ectio
nsbe
twee
nid
eas,
even
ts,e
.g.
repe
ated
noun
s,pr
onou
nsre
late
tom
ain
idea
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
basi
cin
form
atio
nan
did
eas
conv
eyed
thro
ugh
appr
opria
tew
ord
choi
ce,e
.g.
rela
teto
topi
c
som
ede
scrip
tive
lang
uage
,e.g
.co
lour
,siz
e,si
mpl
eem
otio
n
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
som
ein
dica
tion
ofba
sic
purp
ose,
parti
cula
rfor
mor
awar
enes
sof
read
er,
e.g.
stor
y,la
bel,
mes
sage
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
mos
tlysi
mpl
evo
cabu
lary
com
mun
icat
esm
eani
ngth
roug
hre
petit
ion
ofke
yw
ords
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
usua
llyco
rrec
tspe
lling
ofsi
mpl
ehi
gh-fr
eque
ncy
wor
ds
phon
etic
ally
plau
sibl
eat
tem
pts
atw
ords
with
digr
aphs
and
doub
lele
tters
suffi
cien
tnum
bero
fre
cogn
isab
lew
ords
forw
ritin
gto
bere
adab
le,i
nclu
ding
,e.g
.us
eof
lette
rnam
esto
appr
oxim
ate
sylla
bles
and
wor
ds
Inso
me
writ
ing,
usua
llyw
ithsu
ppor
t:
mos
tlet
ters
corre
ctly
form
edan
dor
ient
ated
spac
esbe
twee
nw
ords
uppe
rand
low
erca
seso
met
imes
dist
ingu
ishe
d
use
ofIC
T,e.
g.us
eke
yboa
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Pup
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Cla
ss/G
roup
Dat
e
AF5
vary
sent
ence
sfo
rcla
rity,
purp
ose
and
effe
ct
AF6
writ
ew
ithte
chni
cala
ccur
acy
ofsy
ntax
and
punc
tuat
ion
inph
rase
s,cl
ause
san
dse
nten
ces
AF3
orga
nise
and
pres
entw
hole
text
sef
fect
ivel
y,se
quen
cing
and
stru
ctur
ing
info
rmat
ion,
idea
san
dev
ents
AF4
cons
truc
tpa
ragr
aphs
and
use
cohe
sion
with
inan
dbe
twee
npa
ragr
aphs
AF1
writ
eim
agin
ativ
e,in
tere
stin
gan
dth
ough
tful
text
s
AF2
prod
uce
text
sw
hich
are
appr
opri
ate
tota
sk,
read
eran
dpu
rpos
e
AF7
sele
ctap
prop
riate
and
effe
ctiv
evo
cabu
lary
AF8
use
corr
ects
pelli
ngH
andw
ritin
gan
dpr
esen
tatio
n
Leve
l3
Inm
ostw
ritin
g·
relia
nce
mai
nly
onsi
mpl
yst
ruct
ured
sent
ence
s,va
riatio
nw
ithsu
ppor
t,e.
g.so
me
com
plex
sent
ence
s·
and,
but,
soar
eth
em
ostc
omm
onco
nnec
tives
,su
bord
inat
ion
occa
sion
ally
·so
me
limite
dva
riatio
nin
use
ofte
nse
and
verb
form
s,no
talw
ays
secu
re
Inm
ostw
ritin
g·
stra
ight
forw
ard
sent
ence
sus
ually
dem
arca
ted
accu
rate
lyw
ithfu
llst
ops,
capi
tall
ette
rs,
ques
tion
and
excl
amat
ion
mar
ks·
som
e,lim
ited,
use
ofsp
eech
punc
tuat
ion
·co
mm
asp
licin
gev
iden
t,pa
rticu
larly
inna
rrat
ive
Inm
ostw
ritin
g·
som
eat
tem
ptto
orga
nise
idea
sw
ithre
late
dpo
ints
plac
edne
xtto
each
othe
r·
open
ings
and
clos
ings
usua
llysi
gnal
led
·so
me
atte
mpt
tose
quen
ceid
eas
orm
ater
iall
ogic
ally
Inm
ostw
ritin
g·
som
ein
tern
alst
ruct
ure
with
inse
ctio
nsof
text
e.g.
one-
sent
ence
para
grap
hsor
idea
slo
osel
yor
gani
sed
·w
ithin
para
grap
hs/s
ectio
ns,
som
elin
ksbe
twee
nse
nten
ces,
e.g.
use
ofpr
onou
nsor
ofad
verb
ials
·m
ovem
entb
etw
een
para
grap
hs/s
ectio
nsso
met
imes
abru
ptor
disj
oint
ed
Inm
ostw
ritin
g·
som
eap
prop
riate
idea
san
dco
nten
tin
clud
ed·
som
eat
tem
ptto
elab
orat
eon
basi
cin
form
atio
nor
even
ts,
e.g.
noun
sex
pand
edby
sim
ple
adje
ctiv
es·
atte
mpt
toad
opt
view
poin
t,th
ough
ofte
nno
tmai
ntai
ned
orin
cons
iste
nt,e
.g.
attit
ude
expr
esse
d,bu
tw
ithlit
tleel
abor
atio
n
Inm
ostw
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g·
purp
ose
esta
blis
hed
ata
gene
rall
evel
·m
ain
feat
ures
ofse
lect
edfo
rmso
met
imes
sign
alle
dto
the
read
er·
som
eat
tem
pts
atap
prop
riate
styl
e,w
ithat
tent
ion
tore
ader
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g·
sim
ple,
gene
rally
appr
opria
tevo
cabu
lary
used
,lim
ited
inra
nge
·so
me
wor
dsse
lect
edfo
ref
fect
oroc
casi
on
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corr
ects
pelli
ngof
som
eco
mm
ongr
amm
atic
alfu
nctio
nw
ords
com
mon
cont
ent/l
exic
alw
ords
with
mor
eth
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em
orph
eme,
incl
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g.pa
stte
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com
para
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mpt
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ords
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legi
ble
style
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and
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met
imes
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Leve
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Inso
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ting
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mai
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sim
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ence
sw
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rally
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em
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mat
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sent
ence
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arca
tion
with
capi
tall
ette
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te·
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eof
ques
tion
and
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amat
ion
mar
ks,
and
com
mas
inlis
ts
Inso
me
form
sof
wri
ting
·so
me
basi
cse
quen
cing
ofid
eas
orm
ater
ial,
e.g.
time-
rela
ted
wor
dsor
phra
ses,
line
brea
ks,
head
ings
,num
bers
·op
enin
gsan
d/or
clos
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som
etim
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gnal
led
Inso
me
form
sof
writ
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·id
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nsgr
oupe
dby
cont
ent,
som
elin
king
bysi
mpl
epr
onou
ns
Inso
me
form
sof
wri
ting
·m
ostly
rele
vant
idea
san
dco
nten
t,so
met
imes
repe
titiv
eor
spar
se·
som
eap
twor
dch
oice
scr
eate
inte
rest
·br
iefc
omm
ents
,qu
estio
nsab
oute
vent
sor
actio
nssu
gges
tvi
ewpo
int
Inso
me
form
sof
wri
ting
·so
me
basi
cpu
rpos
ees
tabl
ishe
d,e.
g.m
ain
feat
ures
ofst
ory,
repo
rt·
som
eap
prop
riate
feat
ures
ofth
egi
ven
form
used
·so
me
atte
mpt
sto
adop
tapp
ropr
iate
styl
e
Inso
me
form
sof
writ
ing
·si
mpl
e,of
ten
spee
ch-li
kevo
cabu
lary
conv
eys
rele
vant
mea
ning
s·
som
ead
vent
urou
sw
ord
choi
ces,
e.g.
oppo
rtune
use
ofne
wvo
cabu
lary
Inso
me
form
sof
writ
ing
·us
ually
corr
ects
pelli
ngof
high
frequ
ency
gram
mat
ical
func
tion
wor
dsco
mm
onsi
ngle
mor
phem
eco
nten
t/lex
ical
wor
ds·
likel
yer
rors
infle
cted
endi
ngs,
e.g.
past
tens
e,pl
ural
s,ad
verb
sph
onet
icat
tem
pts
atvo
wel
digr
aphs
Inso
me
form
sof
wri
ting
·le
tters
gene
rally
corr
ectly
shap
edbu
tin
cons
iste
ncie
sin
orie
ntat
ion,
size
and
use
ofup
per/l
ower
case
lette
rs·
clea
rlet
terf
orm
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Year 3 Stimulus
Task
page 5©Topical Resources. May be photocopied for classroom use only.
Your task is to continue the story explaining what happens when the flyingsaucer lands.
Read the following extract:It was late evening, almost dark.“I think I left my ball in the playground. Let’s just go and get it beforewe go home,” said Tom to Suraj.They squeezed through the gap in the fence into the playground. It wasa great safe place to kick a football round without people complainingabout it hitting their cars.“What on earth is that!” exclaimed Suraj.A bright green light filled the sky just above the playground and itseemed to be dropping down in front of them.“Flying saucer! It’s a flying saucer!” gasped Tom.
FFllyyiinngg SSaauucceerrNarrative
Year 3 Narrative / Familiar SettingsYear 3 Narrative Planning Notes
Name Date
Flying Saucer
page 6 ©Topical Resources. May be photocopied for classroom use only.
How the story ends:
What happens next?
Opening Sentence:
Year 3 Narrative / Familiar SettingsYear 3 Narrative
page 7©Topical Resources. May be photocopied for classroom use only.
Name Date
Flying Saucer
Final Written Work
Year 3 Narrative - Quest / LegendYear 3 Narrative Stimulus
Task
The magic ring has wonderful powers. You and your friends havebeen given a simple map, which shows where it can be found.
Your task is to write the story of the journey from landing at Safe Harbour to finding the magic ring.
page 8 ©Topical Resources. May be photocopied for classroom use only.
In Search of theMagic Ring
Year 3 Narrative - Quest / LegendYear 3 Narrative Planning Notes
Name Date
Text
In Search of the Magic Ring
page 9©Topical Resources. May be photocopied for classroom use only.
How the story ends:
Your journey to find the magic ring and what happens to you on the way:
How the story begins:
Year 3 Narrative Final Written Work
In Search of the Magic Ring
page 10 ©Topical Resources. May be photocopied for classroom use only.
Name Date
Year 3 Narrative Stimulus
Task
Your task is to continue the story. You must decide what Zain does next.
page 11©Topical Resources. May be photocopied for classroom use only.
Zain couldn’t make up his mind if he really liked Sam. He was different toZain’s other friends. As they walked down the main road which led to the estate where they lived, Zain said to Sam, “Let’s go to the sweet shop.”As he spoke Sam kicked a can noisily across the pavement. The two boys went into the shop.“Quick! While he’s not looking, put this bag of sweets in your pocket!” saidSam to Zain.
The Sweet ShopZain has been asked by his teacher to look after a new boy whohas just joined his class as they live near each other. Read thepassage below to find out what happens.
Year 3 Narrative Planning Notes
How does the story end?
What happens next in the story?
Characters:
Zain:_______________________________________________________
Sam:_______________________________________________________
Name Date
The Sweet Shop
page 12 ©Topical Resources. May be photocopied for classroom use only.
Year 3 Narrative
© Topical Resources. May be photocopied for classroom use only.
Final Written Work
Name Date
The Sweet Shop
page 13
Play ScriptYear 3 Authors and Letters Stimulus
Task
Your task is to write a letter to the author of a book you have enjoyed,inviting him/her to come to talk to the class. Remember to tell the authorabout one of his/her books that you have read saying why you haveenjoyed it.
page 14 ©Topical Resources. May be photocopied for classroom use only.
Your class are having a Book Week. They have decided towrite to a famous author asking them to visit the school.
Book Week
Play ScriptYear 3 Authors and Letters Planning Notes
Parts of the book you liked best:
Name Date
Book Week
page 15©Topical Resources. May be photocopied for classroom use only.
Characters you liked:
Book you have enjoyed:
Author’s name:
How will you begin your letter?
How will you end your letter?
Year 3 Authors and Letters Final Written Work
Book Week
page 16 ©Topical Resources. May be photocopied for classroom use only.
Name Date
Year 3 Authors and Letters Stimulus
Task
Your task is to write a letter to a friend who lives a long way away to tellthem about the book you have just read. Think about the story, thecharacters in it, the most exciting parts and why you enjoyed it.
page 17©Topical Resources. May be photocopied for classroom use only.
Letter to a Friend
Think about a book you have really enjoyed.
Year 3 Authors and Letters Planning Notes
Name Date
Letter to a Friend
page 18 ©Topical Resources. May be photocopied for classroom use only.
Why you liked the book:
The most exciting part of the book:
Characters in the book:
The name of the book you have enjoyed:
How will you begin your letter?
How will you end your letter?
Play ScriptYear 3 Play ScriptYear 3 Authors and Letters Final Written Work
page 19©Topical Resources. May be photocopied for classroom use only.
Name Date
Letter to a Friend
InstructionsYear 3 Play Script Stimulus
Task
The Big WheelDominic and Molly had been taken to the fairground for Molly’sbirthday treat. They decide to go on the Big Wheel. Read the scriptbelow to find out what happens to them.
Your task is to continue the script explaining what happens to the childrenand how they get back down again.
page 20 ©Topical Resources. May be photocopied for classroom use only.
The children climb into their seats and the fairground attendant locks thesafety bar in place. The Big Wheel starts to move.Dominic (excitedly) We are moving. This is brilliant!Molly Wow! Look at the view!
The Big Wheel takes the children to the highest point above thefairground.Dominic Oh, we’ve stopped.Molly (patiently) Don’t worry, it will start again in a minute.Dominic We’ve been up here ages. I think we’re stuck!
Year 3 InstructionsYear 3 Play Script Planning Notes
How does the story end?
What happens next?
Name Date
The Big Wheel
Characters: What are the two children like?
Dominic:
Molly:
page 21©Topical Resources. May be photocopied for classroom use only.
Year 3 Play Script Final Written Work
The Big Wheel
page 22 ©Topical Resources. May be photocopied for classroom use only.
Name Date
The children climb into their seats and the fairground attendant locks thesafety bar in place. The Big Wheel starts to move.Dominic (excitedly) We are moving. This is brilliant!Molly Wow! Look at the view!
The Big Wheel takes the children to the highest point above thefairground.Dominic Oh, we’ve stopped.Molly (patiently) Don’t worry, it will start again in a minute.Dominic We’ve been up here ages. I think we’re stuck!
Year 3 Play Script Stimulus
The HolidayOliver and Amy aregoing on holiday withtheir family. Read theplay script below asthe children preparefor their trip.
page 23©Topical Resources. May be photocopied for classroom use only.
Task
Your task is to continue the conversation in which the children talk aboutthe things they are going to take with them and what they are lookingforward to doing.
Oliver and Amy are collecting together the things they want to take onholiday and are chatting excitedly about the trip.The children rush into their bedroom.
Oliver (excitedly) I’m going to put everything in this bag.Amy I mustn’t forget Pop the Monkey or I will never get to sleep.
Year 3 Play Script Planning Notes
What are they looking forward to doing on holiday?
What do the children want to take with them?
Name Date
The Holiday
page 24 ©Topical Resources. May be photocopied for classroom use only.
Oliver:
Amy:
Oliver:
Amy:
InstructionsYear 3 Play Script
© Topical Resources. May be photocopied for classroom use only.
Final Written Work
Name Date
The HolidayOliver and Amy are collecting together the things they want to take onholiday and are chatting excitedly about the trip.The children rush into their bedroom.
Oliver (excitedly) I’m going to put everything in this bag.Amy I mustn’t forget Pop the Monkey or I will never get to sleep
page 25
ReportsYear 3 Reports Stimulus
Task
Zoo AnimalsYour class has just visited the Zoo. Here is a short report on oneof the animals.
Your task is to write a report about three other creatures you saw atthe zoo. (Remember it could be a fish, a bird or a reptile. You may wishto research the facts you need.)
page 26 ©Topical Resources. May be photocopied for classroom use only.
The elephant is a very big animal. I
t has a long trunk, tusks and
large ears. It is so strong it can lif
t a tree trunk. An elephant
feeds on large amounts of leaves, g
rass and bark. Elephants live
in groups called herds and can live
as long as eighty years!
Year 3 Planning Notes
Name Date
Notes about________________
Notes about________________
Notes about________________
page 27©Topical Resources. May be photocopied for classroom use only.
Zoo Animals
Reports
Year 3 Reports Final Written Work
Zoo AnimalsIntroduction:
Information About:
Introduction:
Information About:
Introduction:
Information About:
page 28 ©Topical Resources. May be photocopied for classroom use only.
Name Date
Year 3 Reports Stimulus
Hobbies
Task
Your task is to write a report about three other hobbies. Remember itcould be drama, music, art and craft or another sport.
page 29©Topical Resources. May be photocopied for classroom use only.
Your class is making an information book about different hobbieschildren enjoy.
Football is a popular sport. It is enjoyed by both boys and
girls. Practices are held to improve skills. Matches are play
ed
against other teams. Football kit is worn by each player.
Year 3 Planning Notes
Name Date
Notes about:______________________
Notes about:______________________
Notes about:______________________
page 30 ©Topical Resources. May be photocopied for classroom use only.
Reports
Hobbies
ReportsYear 3 Reports Final Written Work
page 31©Topical Resources. May be photocopied for classroom use only.
Name Date
HobbiesIntroduction:
Information About:
Introduction:
Information About:
Introduction:
Information About:
ExplanationYear 3 Instructions Stimulus
Task
HHooww ttoo MMaakkee MMyyFFaavvoouurriittee SSaannddwwiicchh
Your task is to write instructions to make your favourite sandwich.
page 32 ©Topical Resources. May be photocopied for classroom use only.
Think about different sandwiches.
Year 3 Planning Notes
Name Date
page 33©Topical Resources. May be photocopied for classroom use only.
My Favourite Sandwich
Typeof Bread
Spread
FillingEquipmentNeeded
Instructions
How to Make My Favourite Sandwich
Year 3 Instructions Final Written Work
How to Make My Favourite SandwichWhat You Need:
Instructions:
1.
page 34 ©Topical Resources. May be photocopied for classroom use only.
Name Date
Year 3 Instructions Stimulus
Task
Your task is to write instructions telling how to play your favouriteplayground game.
page 35©Topical Resources. May be photocopied for classroom use only.
How to Play My FavouritePlayground Game
Think about differentplayground games.
Year 3 Instructions Planning Notes
Name Date
How to Play My Favourite Playground Game
page 36 ©Topical Resources. May be photocopied for classroom use only.
My Favourite Game
Numberof Players
EquipmentNeeded
What you do How to win
Year 3 Instructions
© Topical Resources. May be photocopied for classroom use only.
Final Written Work
What You Need:
Instructions:
1.
Name Date
How to Play My Favourite Playground Game
page 37
Year 3 PersuasionYear 3 Information Text Stimulus
‘Let’s Party!’
page 38 ©Topical Resources. May be photocopied for classroom use only.
Task
Your task is to put down your ideas in note form for the food, drink,entertainment and party games you would like to see at the event.
Your teacher has decided, as your class has worked so well this term,to organise an end of term party. She has asked everyone to contributetheir ideas about what should happen at the party.
Persuasion PersuasionYear 3 Information Text Planning Notes
Name Date
page 39©Topical Resources. May be photocopied for classroom use only.
Let’s Party!
Foodand Drink Decorations
Entertainment Party Games
‘Let’s Party!’
Year 3 Information Text Final Written Work
‘Let’s Party!’ – My NotesFood and Drink:
Decorations:
Entertainment:
Party Games:
page 40 ©Topical Resources. May be photocopied for classroom use only.
Name Date
Year 3 Information Text Stimulus
Task
Your task is to write a letter to Father Christmas using the notes thetwins made. The letter could be from either Anna or Tom.
page 41©Topical Resources. May be photocopied for classroom use only.
On the following page are the notes that the twins Anna andTom made before writing their letters to Father Christmas.
Letter to FatherChristmas
Year 3 Information Text Planning Notes
Name Date
Anna’s Notes
Painting Set
Jacqueline Wilson book
Football
Computer Game
Pencil Case
Coloured Pencils
Scissors
Glue
Coloured Paper
Watch
page 42 ©Topical Resources. May be photocopied for classroom use only.
Letter to Father Christmas
Tom’s Notes
Train Set
Horrid Henry book
Cricket Bat
Camera
Set of Drums
Roller Boots
Lego Set
Bike
Felt tip pens
Basket Ball
PersuasionYear 3 Information Text
© Topical Resources. May be photocopied for classroom use only.
Final Written Work
Dear Father Christmas,
Name Date
Letter to Father Christmas
page 43
PoetryYear 3 Performance Poetry Stimulus
Task
Your task is to continue the poem until only one child is left. Remember tomake your poem rhyme in the same way as above.
page 44 ©Topical Resources. May be photocopied for classroom use only.
Ten Little School Children
Read the beginning of the poem below:
Ten little school children standing in a line,One caught cold, then there were nine.
Nine little school children standing near the gate,One tripped over, then there were eight.
Year 3 Performance Poetry Planning Notes
Name Date
Ten Little School Children
page 45©Topical Resources. May be photocopied for classroom use only.
Seven – heaven, Devon, eleven
Six – fix, ticks
Five –
Four –
Three –
Two –
One -
Collect as many words as you can which rhyme with these numbers:
Year 3 Performance Poetry Final Written Work
Ten Little School Children
page 46 ©Topical Resources. May be photocopied for classroom use only.
Name Date
Year 3 Performance Poetry Stimulus
ShapePoemsLook at the shape poems below:
Task
Your task is to write a shape poem similar to the ones above. You maywrite about anything you like. Some examples might be a spider, a plane, a bus, a school etc.
page 47©Topical Resources. May be photocopied for classroom use only.
SnailThesnail slip
s, slithe
rs and slides leavingasilver
shiningtrailbehind
himashe
goes.
Dipping, diving
, duckin
g, the r
oller coaster flies, making passengers scream with fear
The Roller Coaster
Year 3 Planning Notes
Name Date
Sketch of a simple shape for your poem.
Descriptive words and phrases:
What subject have you chosen for your poem?
page 48 ©Topical Resources. May be photocopied for classroom use only.
Performance Poetry
Shape Poems
PoetryYear 3 Performance Poetry
© Topical Resources. May be photocopied for classroom use only.
Final Written Work
Name Date
Shape Poems
page 49