How to be a Good Friend

  • How to be a Good Friend
  • Course: English
  • Grade: Year 5
  • Section: Writing
  • Outcome: Poster Design: How To Be A Good Friend
  • Activity Type: Printable
  • Activity ID: 17515

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United Kingdom – National Curriculum expand/collapse

  • KS2 – Key Stage 2
    • KS2.En3 – Reading
      • Breadth of study

        • KS2.En3.10 – Pupils should also be taught to use writing to help their thinking, investigating, organising and learning.

        • KS2.En3.12 – The range of forms of writing should include narratives, poems, playscripts, reports, explanations, opinions, instructions, reviews, commentaries.

        • KS2.En3.9 – The range of purposes for writing should include:

          • KS2.En3.9.b – To inform and explain, focusing on the subject matter and how to convey it in sufficient detail for the reader

      • Knowledge, skills and understanding

        • Composition

          • KS2.En3.1 – Pupils should be taught to:

            • KS2.En3.1.a – Choose form and content to suit a particular purpose [for example, notes to read or organise thinking, plans for action, poetry for pleasure]

            • KS2.En3.1.b – Broaden their vocabulary and use it in inventive ways

            • KS2.En3.1.c – Use language and style that are appropriate to the reader

            • KS2.En3.1.d – Use and adapt the features of a form of writing, drawing on their reading

        • Planning and drafting

          • KS2.En3.2 – To develop their writing on paper and on screen, pupils should be taught to:

            • KS2.En3.2.a – Plan - note and develop initial ideas

            • KS2.En3.2.b – Draft - develop ideas from the plan into structured written text

            • KS2.En3.2.c – Revise - change and improve the draft

            • KS2.En3.2.d – Proofread - check the draft for spelling and punctuation errors, omissions and repetitions

            • KS2.En3.2.e – Present - prepare a neat, correct and clear final copy

            • KS2.En3.2.f – Discuss and evaluate their own and others' writing.

Australia – Australian Curriculum expand/collapse

  • Year 4
    • Language
      • Text structure and organisation

        • ACELA1490 – Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience

      • Expressing and developing ideas

        • ACELA1496 – Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts

    • Literacy
      • Creating texts

        • ACELY1694 – Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

        • ACELY1695 – Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure

New Zealand – National Standards expand/collapse

  • Y5&6 – Year 5 and 6
    • Y5&6 – Writing
      • They draw on knowledge and skills that include:

        • Y5&6.W.1 – Using an overall text structure that is appropriate for their purpose, e.g., an orientation, a problem, a climax, and a satisfying resolution (for a narrative) and an introduction, a series of main points, and a logical conclusion (for a report)

        • Y5&6.W.2 – Selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image)

        • Y5&6.W.3 – Using written language features (such as emotive vocabulary) and visual language features (such as headings, charts, or maps) to extend or clarify meaning and to engage their audience

        • Y5&6.W.5 – Correctly spelling all high-frequency words1 used in their writing

        • Y5&6.W.7 – Using simple and compound sentences that are correct grammatically and have a variety of structures, beginnings, and lengths and using some complex sentences that are mostly correct grammatically

        • Y5&6.W.8 – Using basic punctuation that is mostly correct (e.g., when punctuating dialogue)

        • Y5&6.W.9 – Attempting some complex punctuation (e.g., using apostrophes for possession, commas for clauses, or semicolons).

United States – Common Core State Standards expand/collapse

  • 4 – Grade 4
    • W.4 – Writing
      • Literacy

        • W.4.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

      • Literacy

        • W.4.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

          • W.4.1.a – Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

          • W.4.1.b – Provide reasons that are supported by facts and details.

          • W.4.1.d – Provide a concluding statement or section related to the opinion presented.

        • W.4.2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

          • W.4.2.a – Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

          • W.4.2.b – Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.