Download TH_TG_Y2_Resource sheets.indd

My writing checklist
Name:
Writing checklist
I have written a fictional narrative about the personal
experiences of others.
I have written poetry using repetitive phrases, rhymes and
interesting words.
I have written non-fiction for different purposes, for
example recount diary, information report, explanation,
instructions.
I thought about what I wanted to write before writing it
down.
I have planned and said aloud what I am going to write.
I have written down ideas and / or keywords for my writing.
I said what I wanted to write, sentence by sentence, before
I wrote it down.
I have used subordination and co-ordination words in my
sentences.
I have used expanded noun phrases to make my writing
more interesting.
I have written statements, command sentences, question
sentences and exclamation sentences correctly.
I have used full stops, capital letters, exclamation marks
and question marks correctly.
I have used present tense or past tense correctly in my
writing.
I have used commas to separate items in a list.
I have used apostrophes correctly to show where letters
are missing in spelling, for example I don't
© HarperCollins Publishers 2015
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
My writing checklist (continued)

Writing checklist
I have used apostrophes correctly to show single
ownership in nouns, for example Tom’s lion
I have checked to see that my sentences make sense.
I have checked that the words are spelt correctly.
© HarperCollins Publishers 2015
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My writing checklist
(blank)
Name:
Title:

Writing checklist
© HarperCollins Publishers 2015

Year 2, Sequence 1
Expanding noun phrases
Cut out the word cards and table for the children to encourage them to create
their own noun phrases.
✂
girl
boy
cat
wolf
giant
woman
an
the
a
angry
old
sad
kind
nasty
happy
with silver hair
with big teeth
with large
green eyes
who wore
a crown
with shiny
boots
who liked birds
© HarperCollins Publishers 2015
Year 2, Sequence 1
Fairy-tale planner / writing frame
Three characters
Setting
Keywords and phrases
Beginning
Middle (the entrapment)
Middle (rescue and escape)
End (happy ending)
© HarperCollins Publishers 2015
Year 2, Sequence 1
Punctuation marks
.
?
!
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What we may find in fairy tales.
Story map 1
Year 2, Sequence 1
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Year 2, Sequence 2
Making -er and -est words
Cut out the word cards for the children to encourage them to write -er and
-est words.
✂
slow
slow
quick
quick
loud
loud
warm
warm
deep
deep
high
high
cold
cold
small
small
tall
tall
© HarperCollins Publishers 2015
Story map 2: ‘The Great Chapatti Chase’
Year 2, Sequence 2
© HarperCollins Publishers 2015
Year 2, Sequence 2
Traditional-story planner
Characters
Setting
Main character:
Four chasing characters:
Character at the end of the story:
Repeating chasing sentence and answering rhyme.
Other keywords or phrases
Beginning
1st chase
2nd chase
3rd chase
4th chase
Problem for our
main character
The trick by our
last character
Ending
© HarperCollins Publishers 2015
Year 2, Sequences 3, 11, 12
Story planner / writing frame
Characters
Setting
Keywords and phrases
Beginning
Middle
End
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Year 2, Sequence 3
Right or wrong spellings
Cut out the word cards for the children to sort into right and wrong spellings.
✂
swan
swon
want
wont
squash
squosh
swallow
swollow
watch
wotch
quality
quolity
wash
wosh
© HarperCollins Publishers 2015
Year 2, Sequence 4
Match the spellings to the sounds
•
•
•
Read and sound out the words.
Write them in the correct box.
Add more one or two more words to each box.
word
warm
brother
squash
all
worm
mother
wander
donkey
warn
valley
Monday
watch
hall
world
key
tall
award
/or/ sound spelt a before /or/ sound spelt ar
l and ll
after w
ball
war
/er/ sound spelt or
after w
work
/u/ sound spelt o
/ee/ sound spelt -ey
other
money
/o/ sound spelt a after
w and qu
want
quantity
© HarperCollins Publishers 2015
Year 2, Sequence 4
Nonsense poem planner
Verse 1
1. Who are our characters?
2. Where are they going?
3. How are they getting there?
4. What have they packed?
5. Repeating verse at the end
Verse 2
1. What is the place like?
2. What do they do there?
3. Repeating verse at the end
Keywords / nonsense words / rhyming words
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Year 2, Sequence 4
Nonsense poem writing frame
Verse 1
The characters and where they are going
The type of transport (in, on, by ...)
What they took (They took ...)
Repeating verse
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Nonsense poem writing frame (continued)
Verse 2
How they got there (They landed …, They came to …, They got off ...)
What they did there (They climbed the trees …, They swam in ...)
Repeating verse
© HarperCollins Publishers 2015
Year 2, Sequence 5
Creature poem planner
Verse 1
The title and first line
Where are you (creature) doing your action?
Why do I like you (creature)?
Verse 2
Two descriptions of what you do or how you do it.
Verse 3
A question I would like to ask you (creature).
Your answer
Word bank
Description words:
Rhyming words:
Keywords:
© HarperCollins Publishers 2015
Year 2, Sequence 5
Poem writing frame
© HarperCollins Publishers 2015
Year 2, Sequence 5
Spider-web verb tenses
Cut out the word cards for the children to sort into present tense verbs and
irregular verb tenses.
Present tense verbs
✂
Irregular verb tenses
spin
spun
hang
hung
string
strung
throw
threw
grow
grew
fly
flew
run
ran
swim
swam
see
saw
drink
drank
© HarperCollins Publishers 2015
Year 2, Sequence 6
Animal poem planner
Word box for our poem
Words or phrases to describe the animal’s movements:
Words or phrases to describe part of the animal’s body:
Other keywords or rhyming words:
Verse 1
Two fun words:
Words or short phrases for the actions of the animal:
© HarperCollins Publishers 2015
Animal poem planner (continued)
Verse 2
Two fun words:
Description of part of the animal’s body:
Verse 3
Question about the animal’s food:
Answer
© HarperCollins Publishers 2015
Year 2, Sequence 6
Snappy words
This word has one syllable or beat.
It ends with one vowel letter and then a consonant letter.
We double the last consonant letter when we add -y on the end.
snap
snappy
Follow the same rule to add -y onto these words
nut
fun
zip
bag
mud
mum
dad
fog
fur
© HarperCollins Publishers 2015
snap
snap
snappy
Year 2, Sequence 7
Instruction writing frame
Title:
What you need:
1.
2.
3.
4.
5.
6.
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Year 2, Sequence 8
Explanation text planner
Title:
Opening sentence idea:
Stage 1: Caterpillar eats
Stage 2: Building a cocoon
Stage 3: Pupa (chrysalis)
Stage 4: Butterfly
Word box / vocabulary we could use:
Diagram or flowchart ideas:
© HarperCollins Publishers 2015
Year 2, Sequence 8
Making subordination sentences
because
if
when
that
First part of the sentence
Subordination
Second part of the
sentence
Frogs don't need to drink
water
they get water through
their skins.
A giraffe uses its rough
tongue
it eats thorny trees.
A river could flood
there is too much water.
I told my teacher
I liked going on nature
trails.
Owls come out to hunt
it gets dark.
You can get very hot
you go into the desert.
Rabbits are good at
hearing
they have big ears.
I could see
the bees were collecting
nectar.
© HarperCollins Publishers 2015
Year 2, Sequences 9, 14
Information / report planner
Title:
Introduction sentence or sentences:
Information box 1
Information box 2
Information box 3
Information box 4
Ideas for diagrams or flowchart:
© HarperCollins Publishers 2015
Year 2, Sequence 10
Recount / diary planner
Day and date at the top
For example: Monday 6th June
Retell events that happened on the day in the right time order.
Retell an event about something you did or saw on that day.
For example:
Dear diary,
Today, my grandad took me to a theme park.
In the morning, I went on the Big Dipper and the dodgem cars.
Then we had a picnic lunch by the model village. Everything looked so small.
Later, I slid down the water slide and played under the water jets. Grandad joined in!
Write one or two sentences about how you felt about the event.
For example: It was a great day. I really liked the water jets. Grandad and I got very wet!
Write in a chatty way as if you are talking to a good friend.
For example: I had a great time at the theme park today.
When we are retelling about something that has already happened we
make sure that we use past tense verbs.
For example:
Past tense – I played in the park. 
Present tense – I am playing in the park. 
Future tense – I am going to play in the park. 
© HarperCollins Publishers 2015
Year 2, Sequence 10
Diary writing frame (option 1)
Monday
Dear diary,
Tuesday
Dear diary,
Wednesday
Thursday
Friday
Saturday
Sunday
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Year 2, Sequence 10
Diary writing frame (option 2)
Dear diary,
Dear diary,
© HarperCollins Publishers 2015
Year 2, Sequence 11
Investigating -er and -est
big red fat sad thin hot wet fit mad mud
Add -er and -est to words with a single consonant letter after a
single vowel letter.
Double the last letter of the root word. One has been done for you.
Root word
-er
-est
big
bigger
biggest
nice wave brave close huge large strange
wise ripe rude tame loose lame
Add -er and -est to words ending in -e with a consonant before it.
Double the -e at the end of the root word. One has been done for you.
Root word
-er
-est
nice
nicer
nicest
© HarperCollins Publishers 2015
Year 2, Sequence 12
Contractions word cards
✂
didn’t
did not
there’s
there is
don’t
do not
we’re
we are
doesn’t
does not
can’t
cannot
what’s
what is
it’ll
it will
you’re
you are
you’ll
you will
you’ve
you have
I’m
I am
haven’t
have not
where’s
where is
© HarperCollins Publishers 2015
Year 2, Sequence 13
Homophone sentences
Add the right homophone words into the sentences.
1.
sea
see
(a)
I can
(b)
Let’s go sailing on the
2.
night
a green caterpillar.
knight
(a)
The
(b)
It was a very dark and stormy
3.
one
(a)
I have
(b)
Which
4.
son
.
rode his horse to the castle.
.
won
a medal.
would you like?
sun
(a)
Plants need
(b)
My
and water to grow.
is a policeman.
Write two sentences for these two homophone words:
(a)
(b)
© HarperCollins Publishers 2015
right
write
Year 2, Sequence 13
Letter-writing planner / writing frame
Dear (who is it to),
Duncan’s first response to the crayon’s letter. (For example: I’m very
sorry to hear that you are unhappy.)
Sentences to suggest ways to solve a problem or make things better.
(For example: There are two ways we could sort this out.)
Last sentence or comment (For example: Let’s meet for a chat; I hope this
works.)
Ending of the letter (For example: Your friend)
Name (For example: Duncan)
© HarperCollins Publishers 2015
Year 2, Sequence 14
‘ar’ words
Cut out the word cards for the children to sort out the ‘ar’ spellings and their
alternative sounds.
✂
warm
dark
swarm
arm
war
spark
wart
guard
award
sharp
warble
hard
ward
park
warn
farm
‘ar’ words with the /or/ sound
‘ar’ words with the /ar/ sound
© HarperCollins Publishers 2015
Year 2, Sequence 15
Monster adjectives
Cut out the word cards for children to match to an appropriate monster.
✂
dainty
clumsy
giggly
loud
shy
polite
naughty
kind
mean
smelly
greedy
lively
cheeky
tearful
toothy
werewolf
goblin
troll
ogre
alien
mummies
dragon
dinosaur
ghost
© HarperCollins Publishers 2015
Year 2, Sequence 15
‘If’ verse writing frame
If you can
Draw a picture of your monster and its human form.
Monster
Human
© HarperCollins Publishers 2015