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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 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 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 . ? ! © HarperCollins Publishers 2015 What we may find in fairy tales. Story map 1 Year 2, Sequence 1 © HarperCollins Publishers 2015 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 © HarperCollins Publishers 2015 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 © HarperCollins Publishers 2015 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 © HarperCollins Publishers 2015 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. © HarperCollins Publishers 2015 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 © HarperCollins Publishers 2015 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