Write a set of instructions for an animal of their choice in the form of a ‘How to’ guide.

• Listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
• Read books that are structured in different ways and reading for a range of purposes.
• Identify themes and conventions in a wide range of books.
• Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.
• Plan their writing by discussing and recording ideas.
• Compose and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
• Assess the effectiveness of their own and others’ writing and suggesting improvements.

Write a descriptive narrative of the snowflake’s journey.

• Discuss words and phrases that capture the reader’s interest and imagination.
• Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
• Use fronted adverbials.
• Plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• To plan their writing by discussing and recording ideas.
• In narratives, creating settings, characters and plot.

Write a description of the forest at the start of the film and write a list poem with a repeating line, inspired by The Black Hat film and The Magic Box poem.

• Increase their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.
• Identify themes and conventions in a wide range of books.
• Draft and write by progressively building a varied and rich vocabulary.
• Use adverbs.
• In narratives, create settings, characters and plot.
• Plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Discuss and record ideas.
• Increase the legibility, consistency and quality of their handwriting.

Write additional rhyming couplets to the poem to contribute towards a reading performance.

• Read books that are structured in different ways and reading for a range of purposes.
• Recognise some different forms of poetry [for example, free verse, narrative poetry.]
• Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.
• Use dictionaries to check the meaning of words that they have read.
• Listen to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
• Discuss words and phrases that capture the reader’s interest and imagination.
• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Discuss and record ideas.
• Propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.
• Increase the legibility, consistency and quality of their handwriting.
• Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

Write a description in the form of a mid-line acrostic poem.

Write a short narrative description to tempt the reader.

Spoken language performance to tempt listeners.

• Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.
• Compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
• Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
• Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.
• Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
• Participate in discussions, presentations, performances, role play, improvisations and debates.

Write a description of the Christmas tree.

Write a recount of the battle between the Mouse King and the Nutcracker.

Write a description of The Kingdom of Sweets.

• Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
• Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
• Plan their writing by discussing and recording ideas.
• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• In narratives, creating settings, characters and plot.
• Use conjunctions, adverbs and prepositions to express time and cause.
• Participate in discussions, presentations, performances, role play, improvisations and debates.
• Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

Write a Black Out poem, Concrete/Shape Poems, Calligrams and an Acrostic Poem.

• Listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
• Read books that are structured in different ways and reading for a range of purposes.
• Recognise some different forms of poetry [for example, free verse, narrative poetry.]
• Identify how language, structure, and presentation contribute to meaning.
• Plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Discuss and record ideas.
• Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.

Write an official open letter from the palace to be published on their website, so that it can be shared with everyone in the kingdom. The letter will advise people to follow the anti-dark laws and persuade people that the dark is bad.

• Identify themes and conventions in a wide range of books.
• Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
• Participate in discussions, presentations, performances, role play, improvisations and debates.
• Use conjunctions, adverbs and prepositions to express time and cause.
• Plan writing by discussing and recording ideas.
• Draft and write by composing and rehearsing sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures.
• In non-narrative material, using simple organisational devices.
• Evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements.

Write arguments, considering different viewpoints, leading to a class debate.

• Identify themes and conventions in a wide range of books.
• Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
• Participate in discussions, presentations, performances, role play, improvisations and debates.
• Consider and evaluate different viewpoints, attending to and building on the contributions of others.
• Use conjunctions, adverbs and prepositions to express time and cause.
• Organise paragraphs around a theme.

Write an argument.

Write a narrative including dialogue.

Write formal and informal letters in role.

• Read books that are structured in different ways and reading for a range of purposes.
• Use dictionaries to check the meaning of words that they have read.
• Identify themes and conventions in a wide range of books.
• Consider and evaluate different viewpoints, attending to and building on the contributions of others.
• Draft and write by organising paragraphs around a theme.
• Use and punctuate direct speech.
• In narratives, creating settings, characters and plot.
• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

Produce a detailed and informative labelled diagram of their own imaginary pet dragon, in the style of the book.

• Retrieve and record information from non-fiction.
• Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
• Spell further homophones.
• Extend the range of sentences with more than one clause by using a wider range of conjunctions.
• To plan their writing by discussing and recording ideas.
• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• In non-narrative material, using simple organisational devices [for example, headings and sub-headings.]
• Evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements.

Imagine and design a deadly creature. Write an information paragraph about their animal to be added to a class book of deadly creatures.

• Retrieve and record information from non-fiction.
• Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
• Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.
• Plan their writing by discussing and recording ideas.
• Evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.
• Increase the legibility, consistency and quality of their handwriting.

Write a persuasive narrative entry, including dialogue in the style of the book.

• Participate in discussions, presentations, performances, role play, improvisations and debates.
• Consider and evaluate different viewpoints, attending to and building on the contributions of others.
• Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Use and punctuate direct speech.
• Plan their writing by discussing and recording ideas.
• In narratives, creating settings, characters and plot.
• Increase the legibility, consistency and quality of their handwriting.

Write and perform a powerful speech to persuade the giants to stop destroying the forest.

• Discuss words and phrases that capture the reader’s interest and imagination.
• In non-narrative material, using simple organisational devices [for example, headings and sub-headings.]
• Articulate and justify answers, arguments and opinions.
• Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
• Organise paragraphs around a theme.
• Use conjunctions, adverbs and prepositions to express time and cause.
• Use fronted adverbials.
• Proof-read for spelling and punctuation errors.
• Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.
• Increase the legibility, consistency and quality of their handwriting.

Write Glumfoot’s revolting menu.

Write the ogre’s meal review in role as a food critic encouraging others to visit.

• Use dictionaries to check the meaning of words that they have read
• Compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures,
• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar,
• Draft and write by organising paragraphs around a theme,
• Draft and write by proof-reading for spelling and punctuation errors.

Write a menu, a description of the troll, and an innovated narrative using the structure of the familiar tale.

• Listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.
• Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.
• Discuss words and phrases that capture the reader’s interest and imagination.
• Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
• In narratives, creating settings, characters and plot.
• Plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Plan their writing by discussing and recording ideas.
• Use and punctuate direct speech.
• Evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements, proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences, and proof-read for spelling and punctuation errors.
• Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

Write an informative report on plastic waste in the form of a webpage designed for online reading with hyperlinks, embedded media, and interactive elements
for interactive engagement.

• Identify main ideas drawn from more than one paragraph and summarise these.
• Retrieve and record information from non-fiction.
• Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
• Articulate and justify answers, arguments and opinions.
• Use dictionaries to check the meaning of words that they have read.
• Use conjunctions, adverbs and prepositions to express time and cause.
• Draft and write by organising paragraphs around a theme.
• In non-narrative material, using simple organisational devices [for example, headings and sub-headings.]

Write a character description of Grandma through the eyes of George.

Write the recipe for making George’s Marvellous Medicine, including a list of ingredients, the cooking method and the dangerous side effects!

• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
• Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.
• Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.
• In narratives, creating settings, characters and plot.
• Compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
• In non-narrative material, using simple organisational devices [for example, headings and sub-headings]
• Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
• Increase the legibility, consistency and quality of their handwriting.