Writing

Year 1

Module 1

We began our module exploring the story of, ‘The Three Little Pigs’ and developing our describing skills. We drew pictures of the characters and used noun phrases to label and describe them.

We read ‘The Deep Dark Woods’ and compared it to other stories we had read. We used props and percussion instruments to create a ‘deep dark wood’ setting and orally rehearsed our sentences before writing them to create a setting description.

We then explored questions to help us think about characters and getting to know them before writing a character description.

N.C. Pupils should be taught to: write sentences by: saying out loud what they are going to write about composing a sentence orally before writing it sequencing sentences to form short narratives re-reading what they have written to check that it makes sense discuss what they have written with the teacher or other pupils read aloud their writing clearly enough to be heard by their peers and the teacher.

We began this week asking questions to find out more about a character, creating and describing characters, sequencing stories and creating longer sentences using joining words.

This week, we wrote our first stories based on, 'The Deep Dark Woods'. We tried our best to include capital letters, full stops, adjectives, 'and', a scary character and a beginning, middle and end.

We had great fun learning about instructions by following a recipe to bake biscuits. We looked at lots of examples, learnt about bossy verbs, topic words and how to order the method. We then used our hands on experience to write our own instructions.

Module 2

Our first writing focus this module is, 'diary entries' so we began by exploring a range of diary entries and looking for key features. We then compared these examples with examples of stories we have read. We thought carefully about the features they shared and those which were different.

We then used the story, 'Bob the Man on the Moon' to inpsire us to create diary enteries for Bob. We made sure we wrote in first person, retold the events of his lunch time and tried to include words to describe how he was feeling.

We then read, 'Lost in the Toy Museum' and sequenced the main plot points of the story. We then experimented with emotive language and learnt about, 'shades of meaning'. We then used the emotive language we had learnt to plot an, 'emotion' graph to show how the main character was feeling throughout the story.

Next, we 'became' Bunting (the main character) and wrote diary entries from his perspective. We thought carefully about how he would feel and the events that had unfolded so that we could plan our diaries before we wrote them. We then had our first try at editing our work to make it even better.

Module 3

This module we have immersed ourselves in the world of, 'Quest' written by Aaron Becker. We used the picture book to inspire us to create our own settings and imaginative modes of transport using our 'magic crayons'. We then planned and created our own story books.

N.C. Pupils should be taught to: write sentences by: saying out loud what they are going to write about composing a sentence orally before writing it sequencing sentences to form short narratives re-reading what they have written to check that it makes sense discuss what they have written with the teacher or other pupils read aloud their writing clearly enough to be heard by their peers and the teacher.

We then used our scientific learning this term to create information texts based on the seasons. We learnt about about features of fiction and non fiction texts and compared them. We then used this to plan and create our own information texts.

N.C. Pupils should be taught to: develop their understanding of leaving spaces between words joining words and joining clauses using and beginning to punctuate sentences using a capital letter and a full stop.

Module 4

This module we have been linking our writing to or lines of inquiry and thinking about the impact our locality can have on us by studying, 'The Tin Forest'. We have been describing gloomy and positive settings, using suffixes to describe actions and list animals and planning our own version on the story.