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Description Writing Stimulus -Trucks (Let's Describe A Truck)

  • Grade: Year 1
    Activity type: Lesson Guide

Description Writing Stimulus -Trucks (Let's Describe A Truck)

Year 1
Activity Type
Lesson Guide
Activity ID


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  • KS1.Y1 – KS1 Year 1
    • Year 1 programme of study
      • KS1.Y1.W.C – Writing - composition

        • Pupils should be taught to:

          • KS1.Y1.W.C.2 – Discuss what they have written with the teacher or other pupils

          • KS1.Y1.W.C.3 – Read their writing aloud, clearly enough to be heard by their peers and the teacher

          • KS1.Y1.W.C.1 – Write sentences by:

            • KS1.Y1.W.C.1.a: saying out loud what they are going to write about

            • KS1.Y1.W.C.1.b: composing a sentence orally before writing it

            • KS1.Y1.W.C.1.c: sequencing sentences to form short narratives

            • KS1.Y1.W.C.1.d: re-reading what they have written to check that it makes sense

      • KS1.Y1.W.VGP – Writing - vocabulary, grammar and punctuation

        • Pupils should be taught to:

          • KS1.Y1.W.VGP.2 – Use the grammatical terminology in English English appendix 2 in discussing their writing

          • KS1.Y1.W.VGP.1 – Develop their understanding of the concepts set out in English appendix 2 by:

  • Foundation Year
    • Language
      • Expressing and developing ideas

        • ACELA1435 – Recognise that sentences are key units for expressing ideas

        • ACELA1786 – Explore the different contribution of words and images to meaning in stories and informative texts

    • Literacy
      • Interacting with others

        • ACELY1647 – Deliver short oral presentations to peers

      • Creating texts

        • ACELY1651 – Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge

        • ACELY1652 – Participate in shared editing of students' own texts for meaning, spelling, capital letters and full stops

        • ACELY1653 – Produce some lower case and upper case letters using learned letter formations

        • ACELY1654 – Construct texts using software including word processing programs

  • Y1 – Year 1
    • Y1.W – Writing
      • They draw on knowledge and skills that include:

        • Y1.W.3 – Using their developing visual memory to accurately write some key personal words and some high-frequency words1

        • Y1.W.7 – Forming all upper-case and lower-case letters and numerals correctly

        • Y1.W.8 – Understanding simple text types (for example, personal recounts and simple descriptions) and using them to meet their writing purpose

        • Y1.W.10 – Using capital letters and full stops to begin and end sentences.

        • Y1.W.4 – Encoding (spelling) unfamiliar words by using their developing knowledge of phoneme-grapheme relationships, which enables them to:

          • Y1.W.4.a – Recognise and write most sounds of English in at least one appropriate way (for example, s, t, ch, ow, k, f, oy)

          • Y1.W.4.c – Apply sound-letter relationships in order to write words they want to use (for example, catapulla)

  • Y2 – Year 2
    • Y2.W – Writing
      • They draw on knowledge and skills that include:

        • Y2.W.7 – Using appropriate text structures for text types such as simple recounts, descriptions, and reports

  • 1 – Year 1
    • 1.WS – The writing standard
      • Key characteristics of students' writing at this level

        • 1.WS.1 – The texts that students write will include, when appropriate:

          • 1.WS.1.a – An idea, response, opinion, or question

          • 1.WS.1.b – Several sentences (including some compound sentences with simple conjunctions such as 'and')

          • 1.WS.1.c – Some key personal vocabulary and high-frequency words

          • 1.WS.1.d – Attempts at transferring words encountered in the writer's oral language or reading to their writing.

  • K – Kindergarten
    • W.K – Writing
      • Literacy

        • W.K.2 – Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

      • Literacy

        • W.K.5 – With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

        • W.K.6 – With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

      • Literacy

        • W.K.7 – Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

        • W.K.8 – With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

    • SL.K – Speaking & Listening
      • Literacy

        • SL.K.4 – Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

        • SL.K.5 – Add drawings or other visual displays to descriptions as desired to provide additional detail.

        • SL.K.6 – Speak audibly and express thoughts, feelings, and ideas clearly.

      • Literacy

        • SL.K.1 – Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

          • SL.K.1.a – Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

          • SL.K.1.b – Continue a conversation through multiple exchanges.

    • L.K – Language
      • Literacy

        • L.K.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

      • Literacy

        • L.K.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.K.1.f – Produce and expand complete sentences in shared language activities.