A Children's Story

  • A Children's Story
  • Course: English
  • Grade: Year 5
  • Section: Writing
  • Outcome: Writing a Narrative: A Children's Story
  • Activity Type: Printable
  • Activity ID: 19134


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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.a – To imagine and explore feelings and ideas, focusing on creative uses of language and how to interest 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.

    • KS2.En2 – Reading
      • Knowledge, skills and understanding

        • Literature

          • KS2.En2.4 – To develop understanding and appreciation of literary texts, pupils should be taught to:

            • KS2.En2.4.c – Identify how character and setting are created, and how plot, narrative structure and themes are developed

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

    • Literature
      • Creating literature

        • ACELT1607 – Create literary texts that explore students' own experiences and imagining

        • ACELT1794 – Create literary texts by developing storylines, characters and settings

    • Literacy
      • Creating texts

        • 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.6 – Organising related ideas into paragraphs (e.g., paragraphs comprising a topic sentence with supporting detail) and beginning to use cohesive devices to link paragraphs

        • 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.4.3 – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

          • W.4.3.a – Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

          • W.4.3.b – Use dialogue and description to develop experiences and events or show the responses of characters to situations.

          • W.4.3.e – Provide a conclusion that follows from the narrated experiences or events.