Writing
Planning a story
A good story starts with a plan. Think of an idea, maybe based on real-life experiences, for example, the first day of school, an adventure in the park, a trip to the seaside or a visit to a castle. Create characters (child, adult, or even an animal) and a setting. Think about the plot (the beginning, middle and end). Produce a story map or story path (see examples by typing ‘story map template’ or ‘story path template’ into an internet search engine.
Writing a story
Writing your own story can be great fun, especially if you let your imagination run freely and let your creativity blossom. All good children’s stories have a beginning, middle and end. For older children, a story could include five stages - introduction, build up, climax (problem/conflict), resolution and ending. Have a go at writing different genre, for example, fairy tale, fantasy, real-life, romance, adventure, sci-fi, mystery or graphic fiction (comics).
Retelling
Retelling stories promotes comprehension skills and helps children to understand story structure, plots, characterisation and use of effective language. With your child, pick a familiar story that they enjoy reading. As the story has already been written, the children can picture the characters and the story line in their head. A story plan is a useful starting point to draw out the main events in the story and help structure the writing.
Innovating a story
Children love to take a well known story, for example, a fairy tale, and innovate it by making changes to create something different. Characters’ names and place names can be changed. The story could be told from a different character’s point of view, take place in a different setting or time whilst reusing the basic story pattern. The story could be rewritten as a diary, letter or news report. Once written, compare and contrast the story to the original.
Story box or story bag
A story box is a tactile approach to bring a story to life. All you need is a small box (shoe-box size) or bag to place a small collection of objects. As a stimulus for writing, place three or four objects in the box or bag, for example, a key, cookie, teddy bear and a ball. Let the imagination flow and create an interesting story (either verbally or written) that incorporates these objects.
Letter or postcard
Letter writing is an essential skill. Your child could write a letter or postcard to a friend or family member to share a recent activity or event, to say thank you or to congratulate them. They could also write an imaginary letter to persuade or convince someone of their stance on a current, topical issue or write to an historical figure, famous person or character from a book to ask them questions. The possibilities are endless.
Write your own non-fiction book
Children love to write their own non-fiction books. Incorporate this activity with research to develop the ability to locate and retrieve information from a range of sources. Look carefully at the layout and features of non-fiction books. Identify what needs to be included, for example: headings, subheadings, information, illustrations, captions, page numbers, contents page and index. Ask your child to design and create their own front and back cover (including illustrations, author’s name, publisher and blurb). Maybe even include a barcode and price.
All about me poster
Creating this eye catching and informative poster is lots of fun and helps a child realise that every person is unique and special. Start with the basics: name, date and place of birth, immediate family members and pets. Add a ‘Did you know…’ section and ask your child to think of unique and fascinating facts about themselves, such as, “I can count to ten in three different languages”. Other sections may include: favourite things (colour, food, animal); hobbies; achievements; hopes and dreams. Fill the poster with words, photographs or mementos that are unique to them.
Autobiography
Having made an ‘all about me’ poster, your child could write an autobiography, detailing their life story. Start with an opening statement introducing themselves, such as, their name, place and date of birth, immediate family members, close friends and school they attend. The main body of text (organised into paragraphs) draws on significant events and memories, written in chronological order. Remember to include any achievements. In the closing statement, your child my reflect on some of the events and may include their hopes and plans for the future.
Write a set of instructions
An instruction text explains how to make or do something, for example, making a lego model or a recipe for cooking or baking. An effective set of instructions has the following layout and features: title, list of things you will need, numbered steps in chronological order, use of time connects (then, next, after that), use of imperative (bossy) verbs (get, put, place, fetch), labelled diagrams or illustrations to provide clarity for the reader. When your child has written their instruction text, ask him/her to try them out and evaluate whether they are useful and effective.
Recount text
A recount text is popular among children as they are drawing upon a real-life activity or event. Before writing, ask the children to identify, in chronological order, the key events that happened. Make a list of a range of effective connectives that can be used to join events together (firstly, secondly, then, next, after that, shortly after, meanwhile, etc). Avoid the repetitious use of ‘then’ and encourage varied and interesting vocabulary. As a conclusion, your child may wish to add an opinion/viewpoint about the event they are recounting.
Write an argument/discussion text
With your child, select an issue that they are knowledgeable and passionate about, for example: recycling, homework, bullying, school uniform. Turn the subject into a question, such as, ‘Should children be made to wear school uniform?’ Take a piece of paper and fold it in half vertically. Write ‘For’ on one side and ‘Against’ on the other. Ask your child to list the arguments for and against the issue (this will be used as a plan for the writing). Ask your child to write the argument/discussion text. The layout and features include: title, subtitles -‘arguments for' and ‘arguments against’ and ‘conclusion’ (which considers both sides of the argument before stating a personal viewpoint).