Writing meaningful text: vocabulary knowledge resources

Students will identify and use nouns, adjectives, and verbs to write a poem that follows the same structure as given in two examples.

Students are required to identify the nouns and proper nouns in a short story about a class trip to the zoo.

Students produce a simple written description, using nouns and adjectives with some precision.

Students are required to identify the verbs in a short story about a boy jumping off a diving board.

Students produce a simple written description, using nouns and adjectives with some precision.

Students make choices about which adjectives to use to create a poem about a school of fish. A video clip provides the stimulus for this task.

This resource assesses grammar knowledge. Students identify the adjectives in a short story about making breakfast.

Students are assessed on their ability to use the modelled features of a thesaurus to create their own thesaurus page.

Students identify common spelling errors and write the identified errors correctly. Students also identify lines of text without errors.

This resource assesses students' ability to identify and correct common spelling errors taken from the essential word lists 4, 6, and 7.

Students identify whether to use 'there' or 'their' in a piece of student writing.

Students create simple and compound sentences to go with given photos. The focus is on combining sentences, using simple conjunctions. A peer sharing task completes the resource.

Students create simple then compound sentences to go with a photo, using simple conjunctions to join sentences. A peer sharing task completes the resource.

A model of combining two short sentences is given. Students create simple then compound sentences to go with some photos, using simple conjunctions to join sentences. A peer sharing task completes the resource.

Students first do the science activity Throwing Balloons 2 (PW2548) where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this writing task where they describe the balloon and what happened when it was thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

Students create character vignettes with a focus on writing pieces that are brief, descriptive and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students create a vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing and use figurative language to 'show' rather than 'tell'.

Students expand common contractions to their full form, then write the contracted forms of other common two-word phrases.

Students read a letter written to the Board of Trustees, and make it more formal by writing the contractions as full words.