Year4-IndependentWritingActivities 4 Independent... · Writing assessment guidelines: levels 2 and 3 Pupil name Class/Group Date AF5 vary sentences for clarity, purpose and effect

page 1

NarrativeThe Other WorldStimulus 4Planning notes 5Final Written Work 6

The EvacueesStimulus 7Planning notes 8Final Written Work 9

Keep Out of the MudStimulus 10Planning notes 11Final Written Work 12

Play ScriptThe New FamilyStimulus 13Planning notes 14Final Written Work 15

The Empty HouseStimulus 16Planning notes 17Final Written Work 18

RecountHealthy Schools WeekStimulus 19Planning notes 20Final Written Work 21

Playtime ActivitiesStimulus 22Planning notes 23Final Written Work 24

Information TextHow Seeds are ScatteredStimulus 25Planning notes 26Final Written Work 27

The HelifishStimulus 28Planning notes 29Final Written Work 30

ExplanationPush-Along CartStimulus 31Planning notes 32Final Written Work 33

How to Look After a PetStimulus 34Planning notes 35Final Written Work 36

PersuasionSchool UniformStimulus 37Planning notes 38Final Written Work 39

Choco Power!Stimulus 40Planning notes 41Final Written Work 42

PoetryNight / Morning PoemStimulus 43Planning notes 44Final Written Work 45

Acrostic PoetryStimulus 46Planning notes 47Final Written Work 48

IntroductionThis book of ‘Independent WritingActivities’ covers the genres for the8 to 9 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: 978-1-907269-02-8

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

Index

Year 4 - Independent Writing Activities

http://www.topical-resources.co.uk/

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Year 4 Narrative Stimulus

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

Task

Read the following extract:Emma and Tom are walking along the cliffs high above the sea when avery strange event takes place.

Emma looked ahead. Tom was there one minute and the next he was gone.She ran to the spot shouting.“Tom! Stop messing about. Where are you?”All of a sudden she felt herself falling downwards and with a thud shelanded on the damp floor of a cave.Tom was busy brushing mud and moss from his clothes.“Where on earth are we?” asked Emma?“I don’t know,” answered Tom, “but it sure feels very strange.”They walked to the entrance of the cave and found themselves in a placeunlike any they had ever seen before.

Your task is to continue the story describing the place, who they meet andfinally how they get back.

TThhee OOtthheerr WWoorrllddTThhee OOtthheerr WWoorrlldd

Year 4 Narrative Planning Notes

Name Date

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

The Other World

Useful descriptive words and phrases:

How did they get home?

Who do the children meet?

What is the place like?

The characters in this story are:

Final Written WorkYear 4 Narrative


Name Date

The Other WorldEmma and Tom are walking along the cliffs high above the sea when a verystrange event takes place.

Emma looked ahead. Tom was there one minute and the next he was gone.She ran to the spot shouting.“Tom! Stop messing about. Where are you?” All of a sudden she felt herself falling downwards and with a thud shelanded on the damp floor of a cave.Tom was busy brushing mud and moss from his clothes.“Where on earth are we?” asked Emma?“I don’t know,” answered Tom, “but it sure feels very strange.”They walked to the entrance of the cave and found themselves in a placeunlike any they had ever seen before.


Task


Your task is to write the story which follows this passage. You need towrite about the new life the children experience on the farm, the familythey are staying with and their eventual return home.

During the Second WorldWar children wereevacuated. This means theywere taken out of the citiesto go and live in the countryto keep them safe fromaircraft bombing raids.

The children’s parents didnot go with them - they wentalone.

Read the following extract inwhich two children fromLondon arrive in the smallcountry village of Suddum.

The Evacuees

The train pulled to a halt. Mary and John were led with the otherchildren from the station to the village hall. A number of local villagersand farmers had gathered to choose who they would look after. A largeburly farmer and his wife who had a smiley face beamed down at Maryand John.

“ You two are to come with us to stay at Greengate Farm,” said thefarmer.

The two children, weary from their long journey, looking small and lost,picked up their bags and followed the couple outside.


How long are the children evacuated for? How do they feel when theyhave to return home?

Name Date


Text

The Evacuees

What tasks are the children given on the farm? How is it different fromtheir normal home in the city?

How did the children feel when they arrived? What did the family feelabout the children?

Characters: What were the children like? What was the family theystayed with like?

Where is the story set? What was the farm/village like?



Name Date

The Evacuees



Task

Your task is to write a story with the title ‘Keep Out of the Mud’. It tellshow George tries to join his friends to help build the den and look afterAlfie at the same time – possibly with a disastrous result!

George has a little brother who is just four years old. His motherneeded to visit his grandma who was sick. She asked George to lookafter Alfie for the afternoon. However, George had planned to build aden with his friends in Bluebell Wood.

His mother’s last words to George were, “Whatever you do, don’t letAlfie get dirty. He is to go to a birthday party at four o’clock and Iwon’t have time to get him changed.”

Keep Out of the Mud


Name Date


What does George do to resolve the problem?

What happens when his mother comes home?

What happens to Alfie when the boys are building a den? Why?

The story begins when George is left alone with Alfie. What do theydecide to do?

Characters:

George:_________________________________________________

Alfie: __________________________________________________

Friend 1: ________________________________________________

Friend 2: ________________________________________________

Story Setting: Where is the den to be built?.

Keep Out of the MudName Date



Name Date

Keep Out of the Mud

Year 4 Stimulus


Task

Your task is to write a play script continuing the conversation between thetwo boys in which they talk about things they enjoy doing, their feelingsand school.

Suraj: (Shyly leaning on the fence) Have you just moved in?

Dominic: (Pleased to have someone to talk to) Yes. My name is Dominic.What’s your name?

Suraj: My name’s Suraj. Do you like football?

A new family has moved in next door to Suraj. The new boy, Dominic, is ofa similar age to Suraj. The two boys see each other for the first timewhen they meet in the gardens behind their houses. They have thefollowing conversation over the fence…

The New FamilyPlay Script

Year 4 Planning Notes

Name Date


Who does each boy live with? Do the boys have any family of similar ages? If so, what are they like?

What does each boy like doing? Do they like the same things or do theylike different things?

The New FamilyThink about the characters in the play. What are they like?

Suraj:

Dominic:

Play Script

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

Final Written WorkYear 4

Name Date

The New Family

Suraj: (Shyly leaning on the fence) Have you just moved in?

Dominic: (Pleased to have someone to talk to) Yes. My name is Dominic.What’s your name?

Suraj: My name’s Suraj. Do you like football?

Play Script

page 15

Year 4 Stimulus


Billy: (Nervously) Do you think we dare go inside?Cara: (Looking excited and brave) Oh come on, let’s go in. I’m sure it’s

empty.Billy: What do you think we will find?Cara: You never know, there might be treasure!

Task

Your task is to write a play script continuing the conversation between thefriends as they explore the house but discover it is not as empty as theythought!

The Empty House

Two friends decide to go and explore an empty house. The beginning ofthe conversation is in the box below…

Play Script


Name Date


The Empty House

Why is the house not as empty as they thought?

What do they see inside the house?

Think about the characters in the play. What are they like?

Billy:

Cara:

Play Script



Name Date

Billy: (Nervously) Do you think we dare go inside?Cara: (Looking excited and brave) Oh come on, let’s go in. I’m sure it’s

empty.Billy: What do you think we will find?Cara: You never know, there might be treasure!

The Empty House

Play Script

Year 4 Stimulus


Task

Healthy Schools WeekRead the box below. Here are some of the activities and events that tookplace at Green Street School during the ‘Healthy Schools Week’.

Your task is to write a magazine article reporting on the events that tookplace at Green Street School during Healthy Schools Week. You will needto include some events you have made up yourself.

Recount


Name Date


Useful words and phrases for your magazine report:

Other events that may have taken place during Healthy Schools Week:

Healthy Schools Week

Snappy title:

Recount



Name Date

Healthy Schools Week

Recount

page 21

Year 4 Stimulus


Playtime ActivitiesThe Parents and Friends Association at your school have given a largeamount of money to be spent on playground activities and equipment.

Task

Your task is to write a report for the school newsletter explaining whatthe money has been used for and how the children feel about it.

Recount


Name Date


How the children feel about the new activities:

Items bought for children to play with during a wet playtime:

Items bought for children to play with on the playground at break time:

Snappy title:

Playtime Activities

Recount



Name Date

Playtime Activities

Recount

Year 4 Stimulus


Task

How Seedsare Scattered

Your task is to write an information sheet to explain the different ways seeds are scattered.

Look at the diagrams below, which explain thedifferent ways in which seeds are scattered.

Information Text


Name Date


How Seeds are Scattered

Seeds scattered by water:

Seeds scattered by explosion:

Seeds scattered by animals:

Seeds scattered by the wind:

Introduction:

Title:

Information Text



Name Date

How Seeds are Scattered

Information Text

page 27

Year 4 Stimulus


The Helifish

Task

Your task is to write an information sheet for a website which explains thefollowing: How the Helifish was discovered, what the creature looks like,where it is found, what it eats, how it moves and is it dangerous tohumans?

Here is a picture of the newly discovered Helifish.

Information Text


Name Date


The Helifish

Is it dangerous to humans and if so, how?

How it moves:

Where it is found/what it eats:

What it looks like:

Introduction/how it was discovered:

Title:

Information Text



Name Date

The Helifish

Information Text

Year 4 Stimulus


Task

Push-Along Cart

Your task is to write an information leaflet which explains what it is andhow it works. Remember to include a simple labelled diagram.

Explanation

Here is a picture of a push-along cart with wooden bricks inside.Young children often use these when they are learning to walk.


Name Date


Labels for your diagram:

Push-Along Cart

Uses for the toy:

How the toy works and what it is made of:

Introduction explaining what the toy does and who would use it:

Title:

Explanation



Name Date

Push-Along Cart

Explanation

page 33

Year 4 Stimulus


Here is a picture of a pet dog with information about how to look after it.

Task

Your task is to write an information leaflet on how to look after a pet ofyour choice. Remember to include where it sleeps, what and how often itshould be fed, exercise required and how to keep it healthy.

How to Look After a Pet

Explanation


Name Date


Exercise/keeping it healthy:

What and how often it should be fed:

Where it sleeps/lives:

Introduction:

Title:


Explanation



Name Date


Explanation

Year 4 Stimulus


Task

School UniformHere is a piece of persuasive writing suggesting the point of view that school uniform is very important.

Your task is to create a piece of persuasive writing that argues againsthaving school uniform. Make your leaflet as persuasive as possible.

It is vital that we keep school uniformand maintain a tradition that has beenin existence for years. It istraditions like these whichmake the British Educationalsystem the envy of the world!

School uniform bringsdiscipline, encourages goodbehaviour and setsstandards which willensure pupils give oftheir best. Thegarments are simple,easily replaced and keptclean.

They prevent ‘Mr Rich’s’son from becoming thehero just because he hasthe right designer label.

School uniform is a way ofgiving everyone the samechance, the same opportunity, of making everyone equal.

Whatever happens schooluniform must stay!

Persuasion


Name Date

Reasons fornot

having a school uniform


Persuasion

School Uniform

Persuasive words and phrases:



Name Date

School Uniform

Persuasion

page 39

Year 4 Stimulus

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

Task

Your task is to design an advertising poster to persuade as many people aspossible to buy a bar of ‘Choco Power!’ Think about the ingredients, howhealthy it is, the cost, the taste and where you can buy it.

Here is a picture of a new chocolate bar.

Choco Power!Persuasion

page 40


Name Date


Persuasion

Choco Power!

Imaginative and persuasive words:

Ingredients Healthy?

The cost and whereyou can buy it

Taste words

Main features of ‘Choco Power!’



Name Date

Choco Power!

Persuasion

Year 4 Stimulus

TaskText


Task

Your task is to write a poem similar in style and content with the title ‘Morning’.

Read the poem below:NightCats howlingCar doors bangingBabies wailingWind whistlingCurtains flappingGrandma snoringFootsteps tappingVoices whisperingPeople laughingOwls hootingStairs creakingDogs barkingClocks chimingNight

Night Poem

Poetry


Name Date


Poetry

Morning Poem

Morning

Descriptive words and phrases:

Sounds Sights

Tastes Events



Name Date

Morning Poem

Poetry

page 45

Year 4 Stimulus


Acrostic Poetry

Jewels and gems gleam in bright coloured broochesUseless broken chairs carelessly piled on grubby rugsNothing new, everything oldKnick-knacks, bric a brac from dusty attics

Statues of music composers and chipped garden gnomesHairy teddies slightly bald from years of cuddlesOld cups and saucers chipped and crackedPeople rummaging, looking for bargains

Task

Your task is to write a poem using one of the following acrostics:• BIRTHDAY• CHRISTMAS• SATURDAY

Poetry

Read the Acrostic poem below. The poem is about a junk shop. The title can be seen in the capital letters at the beginning ofeach line of the poem.


Name Date


Poetry

Acrostic PoetryYour Title: Collect descriptive words and phrases



Name Date

Acrostic Poetry

Poetry

Documents

Year4-IndependentWritingActivities 4 Independent... · Writing assessment guidelines: levels 2 and 3 Pupil name Class/Group Date AF5 vary sentences for clarity, purpose and effect