Appendix: Index of Text Level Work (part 2)
Index of work on particular types of texts
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Theme |
Activity/Skill/Knowledge |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Term 1 |
Term 2 |
Term 3 |
Term 1 |
Term 2 |
Term 3 |
Term 1 |
Term 2 |
Term 3 |
Term 1 |
Term 2 |
Term 3 |
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Explanations/Explanatory texts |
key features of explanatory texts; writing explanations (of a process) |
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reading a range of; features of; plan, compose, edit, refine |
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features of explanatory texts |
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Information texts |
read information texts; compare a variety of; identify main points of |
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make a simple record of information from texts read |
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write alphabetically ordered texts using information from books etc. |
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collect information from variety of sources and present it in one simple format |
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Instructions/Instructional texts |
read (and follow) instructional texts |
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compare/evaluate instructional texts; purposes of/organisation of |
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how instructions are organised; writing instructions using organisational devices |
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features of instructional texts; writing instructions coherently |
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writing clear instructions using appropriate conventions, link phrases & organisational devices |
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evaluate range of instructional texts; writing instructional texts |
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Letters |
reading letters written for a range of purposes |
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form and layout of letters; ways of starting, ending addressing; organise into paragraphs |
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write letters matched to intended reader; letters to authors about books |
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draft, write individual, group or class letters for real purposes |
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Newspaper reports |
see Reports |
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Non-chronological reports |
see Reports |
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Notes (see also summarising) |
making clear notes - purposes of/for notes; different audiences; key words/points |
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ways of writing ideas, messages, in shortened forms |
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note-making, revise/extend work from previous term; using abbreviations |
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writing notes matched to intended reader |
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note making by editing down a sentence |
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annotating and selecting key headings, words or sentences |
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making short notes; filling out brief notes into connected prose |
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using simple abbreviations in note making |
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note making for different purposes |
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discuss purposes of note-taking |
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using notes in their own writing or speaking |
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making notes as preparation for storytelling |
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making notes �in your own words�; when to copy, quote, adapt |
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converting personal notes into notes for others |
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filleting passages for relevant information |
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Persuasive writing |
features of; how style/vocabulary are used to convince reader |
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read & evaluate advertisements; compare/evaluate arguments and discussions |
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present a point of view, linking points persuasively (use writing frames if necessary) |
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design advertisement using linguistic/other features of adverts |
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construct/evaluate an argument in note form/full text to persuade others |
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reading text which informs and persuades |
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collect and investigate; identify how opinion can be disguised as fact |
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how arguments are constructed to be effective; writing effective arguments |
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writing a balanced report of a controversial issue |
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Playscripts |
read, prepare and present/perform a playscript |
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write playscripts based on reading/oral work |
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compare playscripts with prose |
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chart build-up of a scene in a play |
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compare organisation of scripts with stories |
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writing playscripts |
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writing playscripts, applying conventions |
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writing an evaluation |
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annotating a section of a playscript for performance |
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building tension, communicating character in words/gesture |
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conventions of scripting, writing, applying conventions |
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prepare a short section of story as a script |
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compare/evaluate printed version of a script with film/TV version |
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Poems: reading, reciting, performing |
read aloud & recite poems |
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choose, prepare, rehearse, perform poems |
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read/recite poems that play with language or entertain |
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clap out/count syllables in regular poetry |
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recognise simple forms of poetry and their uses |
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read further poems by a favourite writer |
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read work of significant poets |
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read a range of narrative poems |
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perform poems in a variety of ways |
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read, rehearse, modify performance of poems |
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read humorous verse |
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read challenging poems |
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Poems and rhyme |
distinguish rhyming & non-rhyming poetry |
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patterns of rhyme & verse |
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how a poet does/does not use rhyme |
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impact of sound patterns in poems |
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Poems: range, form, style, content of |
impact of layout in poems |
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write calligrams/shape poems |
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compare different views of same subject in poems |
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discuss choice of words/phrases |
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compare/contrast similar themes |
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recognise simple forms of poetry |
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analyse/compare poetic style; forms/themes used by significant poets |
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identify what is distinctive about style/content of poems by significant poets |
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narrative poems |
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identify typical features of different kinds, terms describing different kinds |
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poems from different cultures |
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identify cultural features by reference to the text |
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how messages, moods, feelings and attitudes are conveyed in poetry |
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how poets manipulate words, (sound, connotation, layers of meaning) |
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humorous verse |
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how linked poems relate to one another |
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Poetry: readers� response to |
express their views about poems, identify words/phrases to support view |
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build up class collections of pupils� poems |
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explain/justify personal tastes; respond to shades of meaning in poems |
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compile a class anthology of poems with commentaries |
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select poems and justify choices |
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consider/evaluate cultural features in relation to own experience |
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interpret challenging poems |
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comment critically on the overall impact of poems |
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Poetry - writing |
collect words/phrases to write poems; write calligrams/shape poems |
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writing new/extended verses for performance �performance� /oral poetry |
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writing poetry that uses sound to create effects; use onomatopoeia, alliteration |
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writing poems based on personal/imagined experience |
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writing poetry based on the structure and/or style of poems read |
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writing poems with different styles and structures |
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writing poems, revise and polish them |
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writing poems to convey feelings, reflections, moods |
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writing extensions to poems using poems� structures |
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writing poetry using performance poems as models |
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revise, redraft, present poetry |
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revising poems for reading aloud individually |
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writing own poems experimenting with active verbs & personification |
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writing a sequence of poems |
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Recounts |
recounting same event in a variety of ways |
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reading recounts; identify features of recounted texts; writing recounts |
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Reports (including non-chronological reports and newspaper reports) see also recounts |
writing non-chronological reports |
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writing simple non-chronological reports |
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main features of newspapers; predict stories from headlines; write newspaper style reports |
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non-chronological reports; writing using organisational devices |
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writing newspaper style reports and headlines |
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editing newspaper stories to fit a particular space |
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writing non-chronological reports, using organisational devices for conciseness |
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plan, compose, edit, refine non-chronological report |
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features of non-chronological reports, writing reports in other subjects |
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features of non-chronological reports |
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develop a journalistic style/use the styles/conventions of journalism |
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Stories - reading and comparing |
read and compare/investigate a range of stories (or features of the stories) |
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read traditional stories |
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read stories evoking imaginary worlds |
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read further stories/poems by a favourite writer |
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read stories from other cultures |
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widen reading experience |
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myths, legends, fables |
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read and compare different versions of the same story |
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older literature |
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to compare written version of story/play with film/TV version |
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read a range of literary texts |
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study in depth one genre |
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different works by the same author |
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Stories - story settings |
writing short descriptions; description in the style of a familiar story |
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compare descriptions; select words/phrases that describe scenes |
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how they are built, reader�s response |
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examine opening sentences that set scenes, capture interest, etc |
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compare/contrast across a range of stories |
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how they influence events/affect characters� behaviour |
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Stories - characters in stories |
characters identify and discuss characters; write character portraits |
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discuss characters feelings, behaviour, relationships |
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how characters are built, reader�s response to |
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main characteristics of characters, using information to predict actions |
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writing a character sketch to evoke sympathy or dislike |
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how characters deal with issues |
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examining characters relationships with other characters; how reader responds to them |
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how characters are presented through dialogue, action and description |
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perspectives from different characters; treatment of different characters |
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Stories: structure and organisation |
how dialogue is presented |
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identify typical story themes |
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examine opening sentences that set scenes, capture interest, etc |
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social, moral or cultural issues in |
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main stages of the story |
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chronology in narrative |
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compare organisation of scripts with stories |
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narrative order |
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narrative structure |
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how writers create imaginary worlds |
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compare pace, build-up, sequence, complication, resolution |
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compare structure of different stories;map out texts showing development and structure |
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openings; features of, experimenting with |
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treatment of different characters |
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how the passing of time is conveyed; time-handling, flashbacks, stories within stories, dreams |
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how paragraphs are structured, how paragraphs/chapters they are linked |
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Stories: point of view/ narrative view |
different voices in stories |
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investigate styles and voices of traditional story language |
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narrative viewpoint; perspectives from different characters |
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identify point of view from which a story is told; how this effects reader |
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change point of view/narrator |
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viewpoint in a novel, identifying the narrator; implicit/explicit points of view |
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explaining different points of view, influence on the reader�s view of events |
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Stories - writing |
generate ideas by brainstorming, word association |
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collect words/phrases/sentences for story openings/endings/short descriptions |
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write own passages of dialogue |
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write descriptions of known places; descriptions in the style of familiar story |
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write alternative sequels to traditional stories |
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identifying intended audience |
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write more extended stories |
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write openings to stories or chapters |
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use paragraphs to organise/sequence narrative |
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collaborate to write stories in chapters for particular audience |
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write own examples of descriptive, expressive language |
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write an alternative ending for a known story |
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write own longer stories |
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write a story about a dilemma |
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experiment with ways of opening a story |
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write own versions of legends, myths, fables |
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change point of view/narrator |
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write from another character�s point of view |
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manipulate narrative perspective |
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write own story using flashbacks/story within a story |
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write an extended story |
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Summarising: see also note making |
summarise the content of a passage/text orally and in writing |
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summarise using key words/phrases |
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summarise a sentence/paragraph; in writing the key ideas from a paragraph/chapter |
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summarise a passage, chapter or text |
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summarising fairly competing views |
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