Year 1 Independent Writing Activities

Year 1 - Independent Writing Activities
Introduction Index
This book of ‘Independent Writing Narrative Recount
Activities’ covers the genres for the
Breakfast in Bed A Special Event
5 to 6 year old age group. It has
Stimulus 4 Stimulus 25
been written to the UK National
Planning notes 5 Planning notes 26
Strategy Primary Framework for
Final Written Work 6 Final Written Work 27
Literacy.
The Magical Bird The Day Out
It contains at least two independent
Stimulus 7 Stimulus 28
writing activities for each genre type
Planning notes 8 Planning notes 29
and is an ideal vehicle for assessing
Final Written Work 9 Final Written Work 30
pupil progress in writing when used
with the different Levels found in the
Goldilocks and the Three Bears
Writing Assessment Guidelines,
which accompany the Primary
Stimulus
Planning notes
10
11
Information Text
Framework for Literacy. (The Looking After a Pet
Final Written Work 12
appropriate levels for this age group Stimulus 31
have been reproduced under licence Planning notes 32
at the beginning of this book.) Final Written Work 33
Labels, Lists and
The author has also used this Captions Looking After My Body
approach successfully with children Stimulus 34
Birthday Food
to embed the features of each genre. Planning notes 35
Stimulus 13
This was achieved by re-visiting a Final Written Work 36
Planning notes 14
previously studied genre later in the
term, so that the children practised it
Poetry
once again. This ensured that the
Toy Shop
features of that particular type of
Stimulus 16
writing remained firmly embedded in Pattern Poems
Planning notes 17
the children’s memory. Thus when Stimulus 37
the children were tested or came to Planning notes 38
write in that particular genre at a later Final Written Work 39
date it was not just a distant memory.
Instructions More Pattern Poems
There are six similar books in this How to Plant a Bulb Stimulus 40
series covering the work of pupils Stimulus 19 Planning notes 41
from Year 1 through to Year 6 (ages Planning notes 20 Final Written Work 42
5 to 11). PDF or Download versions Final Written Work 21
are also available of these books for
use on Interactive Whiteboards. How to Make a Bowl of Cereal
Stimulus 22
Planning notes 23
Tel 01772 863158

Topical Resources publishes a range of Illustrated by John Hutchinson, For the latest catalogue
Educational Materials for use in Primary Art Works, Fairhaven, 69 Worden Lane,
Fax 01772 866153

Schools and Pre-School Nurseries and Leyland, Preston
Playgroups.
Designed by Paul Sealey, PS3 Creative,
Copyright © 2009 Heather Bell 3 Wentworth Drive, Thornton, Lancashire. email: sales@topical-resources.co.uk
First Published September 2009.
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by T. Snape and Co Ltd., Boltons Court, www.topical-resources.co.uk
Preston, Lancashire.
page 1
Pupil name Class/Group Date
page 2
AF5 – vary sentences AF6 – write with AF3 – organise and AF4 – construct AF1 – write AF2 – produce texts AF7 – select AF8 – use correct spelling Handwriting and
for clarity, purpose and technical accuracy of present whole texts paragraphs and use imaginative, which are appropriate appropriate and presentation
effect syntax and punctuation effectively, sequencing cohesion within and interesting and to task, reader and effective vocabulary
in phrases, clauses and and structuring between paragraphs thoughtful texts purpose
sentences information, ideas and
events
Level In some forms of In some forms of In some forms of writing: In some forms of In some forms of In some forms of In some forms of In some forms of writing: In some forms of
writing: writing: writing: writing: writing: writing: writing:
2 some basic sequencing usually correct spelling of:
some variation in clause structure mostly of ideas or material, e.g. ideas in sections mostly relevant ideas some basic purpose simple, often
o high frequency grammatical letters generally
sentence openings, grammatically correct time-related words or grouped by content, and content, established, e.g. speech-like correctly shaped but
function words
e.g. not always phrases, line breaks, some linking by sometimes repetitive main features of vocabulary conveys inconsistencies in
starting with name or sentence demarcation headings, numbers simple pronouns or sparse story, report relevant meanings o common single-morpheme orientation, size and
pronoun with capital letters and use of upper/lower
content/lexical words
full stops usually openings and/or some apt word some appropriate some adventurous case letters
mainly simple accurate closings sometimes choices create features of the given word choices, e.g. likely errors:
sentences with and signalled interest form used opportune use of clear letter formation,
used to connect some accurate use of new vocabulary o inflected endings, e.g. past with ascenders and
clauses question and brief comments, some attempts to tense, plurals, adverbs descenders
exclamation marks, questions about adopt appropriate distinguished,
past and present and commas in lists events or actions style o phonetic attempts at vowel
digraphs generally upper and
tense generally suggest viewpoint lower case letters not
consistent mixed within words
Level In some writing, In some writing, usually In some writing, usually In some writing, In some writing, In some writing, In some writing, In some writing, usually with In some writing, usually
usually with support: with support: with support: usually with support: usually with support: usually with support: usually with support: support: with support:
1
reliance on simple mostly grammatically some formulaic phrases simple connections basic information some indication of mostly simple usually correct spelling of most letters correctly
phrases and clauses accurate clauses indicate start/end of between ideas, and ideas conveyed basic purpose, vocabulary simple high-frequency words formed and orientated
text, e.g. once upon a events, e.g. through appropriate particular form or
some sentence-like some awareness of time, one day, the end repeated nouns, word choice, e.g. awareness of reader, communicates phonetically plausible spaces between words
structures formed by use of full stops and meaning through attempts at words with
chaining clauses capital letters, e.g. events/ideas sometimes
pronouns relate to relate to topic e.g. story, label,
repetition of key digraphs and double letters upper and lower case
main idea message sometimes
together, e.g. series beginning/end of in appropriate order, some descriptive words
of ideas joined by sentence e.g. actions listed in language, e.g. sufficient number of distinguished
recognisable words for writing
repeated use of ‘and’ time sequence, items colour, size, simple
to be readable, including, e.g. use of ICT, e.g. use
numbered emotion keyboard to type own
use of letter names to
approximate syllables and name
words
BL
IE
Overall assessment (tick one box only) Low 1 Secure 1 High 1 Low 2 Secure 2 High 2
QCA 00022-2009DWO-EN-01 © Crown copyright 2009

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The National Strategies | Primary | Primary Framework for literacy and mathematics
Assessment guidelines for writing L2, L3
Writing assessment guidelines: levels 2 and 3
Pupil name Class/Group Date
AF5 – vary sentences AF6 – write with AF3 – organise and AF4 – construct AF1 – write imaginative, AF2 – produce texts AF7 – select AF8 – use correct spelling Handwriting and
for clarity, purpose technical accuracy of present whole texts paragraphs and use interesting and which are appropriate and presentation
and effect syntax and effectively, cohesion within and thoughtful texts appropriate to task, effective
punctuation in sequencing and between paragraphs reader and purpose vocabulary
phrases, clauses and structuring
sentences information, ideas
and events
Level In most writing In most writing In most writing In most writing In most writing In most writing In most writing In most writing In most writing
3 · reliance mainly on · straightforward · some attempt to · some internal structure · some appropriate · purpose · simple, generally · correct spelling of · legible style, shows
simply structured sentences usually organise ideas with within sections of text ideas and content established at a appropriate some common accurate and
sentences, variation demarcated related points e.g. one-sentence included general level vocabulary used, grammatical function consistent letter
with support, e.g. accurately with full placed next to paragraphs or ideas · some attempt to · main features of limited in range words formation, sometimes
some complex stops, capital letters, each other loosely organised elaborate on basic selected form · some words common content/lexical joined
sentences question and · openings and · within information or events, sometimes selected for words with more than
· and, but, so are the exclamation marks closings usually paragraphs/sections, e.g. nouns expanded signalled to the effect or one morpheme, including
most common · some, limited, use of signalled some links between by simple adjectives reader occasion compound words
connectives, speech punctuation · some attempt to sentences, e.g. use of · attempt to adopt · some attempts at · likely errors
subordination · comma splicing sequence ideas or pronouns or of viewpoint, though often appropriate style, some inflected endings,
occasionally evident, particularly material logically adverbials not maintained or with attention to e.g. past tense,
· some limited in narrative · movement between inconsistent, e.g. reader comparatives, adverbs
variation in use of paragraphs/sections attitude expressed, but some phonetically
tense and verb sometimes abrupt or with little elaboration plausible attempts at
forms, not always disjointed content/lexical words
secure
Level In some forms of In some forms of In some forms of In some forms of writing In some forms of In some forms of In some forms of In some forms of writing In some forms of
2 writing writing writing · ideas in sections writing writing writing · usually correct spelling of writing
· some variation in · clause structure · some basic grouped by content, · mostly relevant ideas · some basic · simple, often high frequency · letters generally
sentence openings, mostly grammatically sequencing of some linking by simple and content, purpose speech-like grammatical function correctly shaped but
e.g. not always correct ideas or material, pronouns sometimes repetitive established, e.g. vocabulary words inconsistencies in
starting with name or · sentence e.g. time-related or sparse main features of conveys relevant common single orientation, size and
pronoun demarcation with words or phrases, · some apt word choices story, report meanings morpheme use of upper/lower
· mainly simple capital letters and full line breaks, create interest · some appropriate · some content/lexical words case letters
sentences with and stops usually headings, numbers features of the adventurous · likely errors · clear letter formation,
· brief comments,
used to connect accurate · openings and/or questions about events given form used word choices, inflected endings, e.g. with ascenders and
clauses · some accurate use closings or actions suggest · some attempts to e.g. opportune past tense, plurals, descenders
· past and present of question and sometimes viewpoint adopt appropriate use of new adverbs distinguished,
tense generally exclamation marks, signalled style vocabulary phonetic attempts at generally upper and
consistent and commas in lists vowel digraphs lower case letters not
mixed within words
BL
IE
Key: BL Below level IE Insufficient evidence
Overall assessment (tick one box only) Low 2 Secure 2 High 2 Low 3 Secure 3 High 3
page 3
QCA © Crown copyright 2008
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Breakfast in Bed
Year 1 Narrative Stimulus
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Tom wanted to give his Mum a surprise by making her

breakfast in bed. Look at the pictures to find out
what happened.
1 2
3 4
Task
Your task is to write the story of what happened using

the pictures to help you.
page 4 © Topical Resources. May be photocopied for classroom use only.

Year 1 Narrative Planning Notes
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Name Date
Breakfast in Bed
What happened in picture 1?
© Topical Resources. May be photocopied for classroom use only. page 5

Year 1 Narrative Final Written Work
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Name Date
Breakfast in Bed

The Magical Bird
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Here is a picture of an amazing magical bird, which

can carry you anywhere you would like to go.
Task
Your task is to write a story telling where the bird

takes you.

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Name Date
The Magical Bird

What does the magical bird look like?
Where do you go?
How do you feel?
How does your story end? How do you get home?

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Name Date
The Magical Bird

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Look at the pictures in the story below.
1 2
3 4
5 6
Task
Your task is to write captions for the pictures.

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Name Date

Text
Words about Goldilocks
Text
Words about the Three Bears
Text

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Name Date

1 2
3 4
5 6

Birthday Food
Year 1 Labels, Lists and Captions Stimulus
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Tom and Sophie are having a birthday party. Look at

the picture of some of the food they would like.
Task
Your task is to write the shopping list for the birthday

food. Remember to include some things you really like.

Year 1 Labels, Lists and Captions Planning Notes
Back to Contents
Name Date
Birthday Food
Draw and label some birthday foods.

Year 1 Labels, Lists and Captions Final Written Work
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Name Date
My List of Birthday Food
My food pictures:

Year 1 Labels, Lists and Captions Stimulus
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Toy Shop
It will soon be Fiona and John’s birthdays. They look
in the toyshop window. Look at what they see.
Task
Your task is to write a list of what either Fiona or John

chooses for their birthday.

Year 1 Labels, Lists and Captions Planning Notes
Back to Contents
Name Date
Toy Shop
Draw and label the things you would choose if you were
either Fiona or John.

Year 1 Labels, Lists and Captions Final Written Work
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Name Date
Toy Shop List
My pictures of toys:

Year 1 Instructions Stimulus
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How to Plant a Bulb

Emma’s class have planted some bulbs. Look at the
pictures to find out what they did.
1 2
3 4
Task
Your task is to write the instructions for planting bulbs.

Year 1 Instructions Planning Notes
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Name Date
How to Plant a Bulb
Draw and label what you will need.

Year 1 Instructions Final Written Work
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Name Date
How to Plant a Bulb
List what you need:
What you will need to do:
1.

Year 1 Instructions Stimulus
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How to Make a Bowl of Cereal

John’s mum was ill in bed. He had to make his own breakfast.
1 2
3 4
Task
Your task is to write the instructions for making a bowl of

breakfast cereal.

Year 1 Instructions Planning Notes
Back to Contents
Name Date

Draw and label what you will need.

Year 1 Instructions Final Written Work
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Name Date
What you will need:
What you will need to do:

Year 1 Recount Stimulus
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A Special Event
Last Tuesday a storyteller came to Sam’s school.
This is what Sam wrote about the event.
l
Story Teller in Schoo to school. He read
a st or yt e lle r ca m e
Last Tuesday
or y that h e h ad w ri tten about a dog
us a funny st le. The best part
in g in to tr ou b
that was always gett d I got to stroke
h t in h is d og an
was when he broug
it. I felt really happy.
Task
Your task is to write a recount of a special event that

has happened in your school.

Year 1 Recount Planning Notes
Back to Contents
Name Date
A Special Event
Title:
What happened?
The best part was …
How I felt …

Year 1 Recount Final Written Work
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Name Date
A Special Event
Title:

The Day Out
Year 1 Recount Stimulus
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Emily went on a special day out with her family. This is

what she wrote about…
A Trip to the Fun Fair
On Saturday I went in the car to the Fun Fair.

I went with my family. I went on lots of rides.
I liked the Log Flume. We had tea in the café.
We went home when it got dark. The best part
was when I won a teddy.
Task
Your task is to write about a special day out you have had.

Year 1 Recount Planning Notes
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Name Date
The Day Out

Title:
How you got there:
What you did:
What you liked best:
How you felt about it:

Year 1 Recount Final Written Work
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Name Date
The Day Out
Your Title:

Year 1 Information Text Stimulus
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Looking After a Pet

Here is some information Tom wrote about looking
after his rabbit.
Looking After a Rabbit

Pet rabbits live in a hutch with a run.
They eat dried food and fresh vegetables. They need to

be fed twice a day.
Their hutch must be cleaned out often and fresh straw

put in. They must have fresh water to drink. This should
be checked every day.
Rabbits need a large run in which to exercise and play.

Task
Your task is to write about looking after a pet.

Year 1 Information Text Planning Notes
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Name Date
Looking After a Pet

What kind of pet?
Where it lives…
What it eats and drinks …
How to keep it clean …
The exercise it needs …
Drawing

Year 1 Information Text Final Written Work
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Name Date
Looking After a Pet

Year 1 Information text Stimulus
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Looking After My Body

Class 2 are learning about how to keep healthy.
This is what Billy wrote about looking after his body.
To stay well we need to eat healthy

food like fruit, vegetables, meat,
milk, eggs and cheese.
It is important to take
exercise such as walking,
swimming or riding a bike.
Keeping clean is also important.

We must wash or shower often.
Our body also needs lots of

sleep each night.
Task
Your task is to write about how to look after your teeth.

Year 1 Information text Planning Notes
Back to Contents
Name Date

Title: Teeth
Why we need teeth…
How to keep teeth clean…
Foods which keep teeth healthy…
Visiting the dentist…
Picture of smiling face with lots of teeth…

Year 1 Information text Final Written Work
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Name Date
Looking After My Body - Teeth

Pattern Poems
Year 1 Poetry Stimulus
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Read the poem carefully.
Buzz, buzz, buzz went the bee

As she flew into the hive.
Bark, bark, bark went the dog

As he ran into his kennel.
Baa, baa, baa went the sheep

As it skipped into the field.
Task
Your task is to write a poem of your own with the same

pattern as the one above. Write about other creatures
and their homes.

Year 1 Poetry Planning Notes
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Name Date
Pattern Poems
Creature Sound Home

Year 1 Poetry Final Written Work
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Name Date
Pattern Poems
Buzz, buzz, buzz went the bee
As she flew into the hive.
Bark, bark, bark went the dog

As he ran into his kennel.
Baa, baa, baa went the sheep

As it skipped into the field.

More Pattern Poems
Year 1 Poetry Stimulus
Back to Contents
Here is a rhyming pattern poem. Read it carefully.
Five Little Mice

Five little mice played on the floor,
One hurt its leg and then there were four.
Four little mice slept under a tree,

One saw the cat and then there were three.
Three little mice hid in a shoe,

One found a piece of cheese and then there were two.
Two little mice having lots of fun,

One heard its mother shout and then there was one.
One little mouse felt too hot in the sun,

Ran back into its hole and then there were none.
Task
Your task is to write a poem of your own, with the same

pattern as the one above, about five little cats.

Year 1 Poetry Planning Notes
Back to Contents
Name Date
More Pattern Poems

Words that rhyme with four…
Words that rhyme with three…
Words that rhyme with two…
Words that rhyme with one…
Words that rhyme with none…

Year 1 Poetry Final Written Work
Back to Contents
Name Date
More Pattern Poems

Five little cats sitting by the door,
One
four.
Four little cats swimming in the sea,
One
three.
Three little cats hiding in a shoe,
One
two.
Two little cats ,
One
one.
One little cat ,
none.

Year 1 Independent Writing Activities

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QCA 00022-2009DWO-EN-01 © Crown copyright 2009

Pupil name Class/Group Date

Tom wanted to give his Mum a surprise by making her

Your task is to write the story of what happened using

page 4 © Topical Resources. May be photocopied for classroom use only.

What happened in picture 2?

What happened in picture 3?

What happened in picture 4?

© Topical Resources. May be photocopied for classroom use only. page 5

page 6 © Topical Resources. May be photocopied for classroom use only.

Here is a picture of an amazing magical bird, which

Your task is to write a story telling where the bird

© Topical Resources. May be photocopied for classroom use only. page 7

The Magical Bird

Where do you go?

How do you feel?

How does your story end? How do you get home?

page 8 © Topical Resources. May be photocopied for classroom use only.

The Magical Bird

© Topical Resources. May be photocopied for classroom use only. page 9

Goldilocks and the Three Bears

Your task is to write captions for the pictures.

page 10 © Topical Resources. May be photocopied for classroom use only.

Goldilocks and the Three Bears

Words about the Three Bears

© Topical Resources. May be photocopied for classroom use only. page 11

Goldilocks and the Three Bears

page 12 © Topical Resources. May be photocopied for classroom use only.

Tom and Sophie are having a birthday party. Look at

Your task is to write the shopping list for the birthday

© Topical Resources. May be photocopied for classroom use only. page 13

page 14 © Topical Resources. May be photocopied for classroom use only.

My List of Birthday Food

© Topical Resources. May be photocopied for classroom use only. page 15

Your task is to write a list of what either Fiona or John

page 16 © Topical Resources. May be photocopied for classroom use only.

© Topical Resources. May be photocopied for classroom use only. page 17

Toy Shop List

page 18 © Topical Resources. May be photocopied for classroom use only.

How to Plant a Bulb

Your task is to write the instructions for planting bulbs.

© Topical Resources. May be photocopied for classroom use only. page 19

How to Plant a Bulb

Draw and label what you will need.

page 20 © Topical Resources. May be photocopied for classroom use only.

How to Plant a Bulb

List what you need:

What you will need to do:

© Topical Resources. May be photocopied for classroom use only. page 21

How to Make a Bowl of Cereal

Your task is to write the instructions for making a bowl of

page 22 © Topical Resources. May be photocopied for classroom use only.

How to Make a Bowl of Cereal

© Topical Resources. May be photocopied for classroom use only. page 23

How to Make a Bowl of Cereal

What you will need:

What you will need to do:

page 24 © Topical Resources. May be photocopied for classroom use only.

Your task is to write a recount of a special event that

© Topical Resources. May be photocopied for classroom use only. page 25

The best part was …