Chapter 4
Talking like a writer
In an article in The Times about grammar, Ted
Hughes stated that ‘conscious manipulation of
syntax deepens engagement and releases
invention’. At the time I had been teaching for a
few years and had already found that playing
sentence and word games could be an effective
way of developing written style and developing
creativity. We played the games both orally and
sometimes the children wrote their sentences
down before saying them.
For instance, as a quick start to a lesson I would
often put on the board a list of dull sentences for
the children to improve. Another game that we
often played was ‘make a sentence’. I wrote up a
word and they had to invent a sentence. What I
noticed with this game was that starting from one
word tended to produce rather dull sentences.
However, if I wrote up three words (e.g. donkey
jelly because), the children produced much more
inventive sentences. I realised that constraints
actually helped the children become creative.
I also began thinking about how making a
sentence up orally made writing easier, especially
for anyone who struggled. Often we composed as a
class and I used key ‘prompt’ words to help us
develop the sentence. For instance, say we started
with the word ‘dog’. We might think of something
like, ‘I saw a dog’. We then used the prompt words
and added in extra ideas, e.g.
Prompt word
Sentence change
Where?
I saw a dog underneath
the table.
When?
I saw a dog late last night.
Which one?
I saw the black,
overweight dog.
What?
I saw a dog running
down the lane.
20
The more we played around with sentences, the
more the children’s writing developed. My key
games were – make a sentence, improve a boring
sentence, sentence doctor (spotting mistakes) and
joining sentences.
One effect of the games was the children began to
write more quickly, more interestingly and vary
their sentences. What I didn’t realise at the time
was that a mix of ‘hear it’, ‘say it’ and ‘write it’
was helping the children internalise the patterns
so that they could then innovate.
Warming up the word
Play a few quick-fire games at the start of creative
lessons in order to tune the children into thinking
creatively. The games should help children to:
• think swiftly;
• generate words and ideas;
• exercise and strengthen their imagination.
Word association – this is a simple game. You say
a word and the children have one minute in which
to jot down as many words as they can. Who can
get the most words down in one minute? They
shouldn’t worry about the words - the aim is to get
the brain going. Starting points can be words
(snow, storm, sea, city) or an image on the
interactive whiteboard (IWB). If the children find
this really hard then provide a focus and do a class
brainstorm. The more you do class brainstorms,
the better the children get at generating language
and ideas.
Rapid writing – this is similar to word association.
However, the children have, say, three minutes in
which to write in prose whatever they can from a
given starting point. The aim is to write as much
as possible without worrying too much. It is a
limbering up of the mind.
What if/Supposing – children have a minute to
generate a list of ‘supposing’ or ‘what ifs’. These
can be as weird as they wish. To get them going,
model a few examples, e.g. what if the television
could talk to you… what if the television grew
wings . . . what if the television could do your
homework . . . ?
When playing these games, keep the pace going.
You are just firing up the brain – indeed, some
brain gym thrown in as well would also be a good
idea! Photos on the IWB can make good starting
points.
It is worth using mini whiteboards for these
activities because it is less permanent and
therefore the children are more inclined to write
rapidly . . . and less concerned about mistakes. The
aim of the games is to get rid of the worry so that
the brain focuses upon composition and
developing the ability to generate ideas and words
rapidly.
Basics Liberate Creativity
Many children find writing hard because they are
not skilled at writing sentences. Being able to
write a sentence is as important to writing as
kicking is to football. Weaker writers nearly
always struggle with handwriting, spelling and
sentence construction. The following games can
be played by the whole class – or with groups or
individuals who have a specific need. The games
will help children develop the ability to
automatically construct, control and vary
sentences, choosing language for effect. The
following principles are important:
• Daily – it is the daily repetition that will help the
children acquire skills automatically so that
they are using language features with ease,
almost without knowing what they are doing as
they are writing.
• In relation to text type – the words and
sentences used in the games should relate to the
text type that is being learned. So the children
are hearing the language, saying it, seeing it,
reading it . . . and ultimately, will be writing it.
• In relation to progress – practise the features
and sentence types needed for progress. If they
struggle with something then practise it!
• Hear it and say it – in order for the children to be
able to comfortably and fluently use different
syntactical patterns, they need to have heard
how the sentence ‘goes’. The teacher has to
model purposefully and repetitively the sentence
types being taught by saying them aloud. The
children then need to be put into a situation
where they need to imitate, saying that sentence
type. Many of the games need to begin therefore
with hear it, say it – before write it.
• Multi-sensory – begin by speaking/hearing
sentences, but also reinforce this by using
kinaesthetic methods – put words on cards,
create washing line sentences, add words in and
take words out and move words about. The
principle is – hear it, say it, see it, move it, make it!
• Colour – to draw attention to specific structures
or words, use colour to make the features stand
out.
• Explore – use an investigative approach so that
children are working things out for themselves
with the teacher’s guidance. Get them collecting
other examples. Create class labels – wall chart
examples – make it visible. Explore what
happens when words are shifted or altered.
• Model it – before the children have a ‘go’ on
their whiteboards, model examples. Start orally
then use examples on card (visually) and then
model construction in writing. Explicitly ‘say it
aloud’ before writing – orally rehearsing the
sentence in your mind. Also model rereading
once you have constructed a sentence. You are
trying to reinforce the idea that when you write
you - think and rehearse, write, reread.
• Discuss impact – all this work is not just about
writing sentences – it is also about becoming a
writer. Thinking about the impact and effect.
Keep discussing sentences in a readerly and
writerly manner!
• Problems in writing? – if children struggle with
syntactical patterns – or if they have English as
a new language and need introducing to specific
features – step back from writing and begin with
speech. Hear it – say it – see it/read it – move it –
watch it being written – have a go.
• Practice – you will need to practice sentence
construction and variation as a matter of course
daily for genuine control to develop. Otherwise
an illusion may be created whereby the children
seem to be able to do things well on their
whiteboards but when it comes to writing a
21
longer text, they are not able to use the features
that you have practised. Of course, writing
stamina has to be developed but, for instance,
the ability to simply punctuate without a second
thought is something that only comes
automatically after a long time. Sentence
construction needs to be a habit.
• Grammar for the imagination – the aim is for
grammar to be taught to free creativity.
Grammar as a skill. Remembering that genuine
knowledge comes out of usage and discussion.
Skill precedes knowledge.
• Relate the games to self-evaluation and
marking – remind children to use features that
have been taught in their writing. They could
underline or use a colour to show where they
have used a feature or tally how many times.
Mark not just for usage – BUT LOOK FOR
EFFECTIVE USAGE, WHERE IT ADDS TO THE
MEANING.
• Customise – These games can be presented on
the IWB but remember that the children need to
hear, say and see before they try writing. The
games presented are the main types of game. All
you need to do is add in more examples to be
working with, customising them to the text type
and what will help the children make progress.
Copycat – sentence imitation
This game started with my hand up a puppet! The
idea is simple – the puppet says a sentence and the
children have to ‘say what the puppet says’. They
have to listen and repeat. Sounds simple enough!
Try varying HOW you say the sentence, e.g.
• loudly;
• softly;
• rhythmically;
22
• musically;
• word-by-word;
• syllable by syllable – like a ro-bot.
Try different sentence types, e.g.
• long
• short
• simple
• compound
• complex
• when starter
• how starter
• where starter
• instructional
• information
• question . . . etc.
If you have children who struggle with language
the game can be very revealing. Use the list of
sentences on the next page. Start with very short,
simple sentences. The sentences increase in
complexity. Eventually you will get to a point
where the child cannot imitate the sentence
exactly. This will suggest something about their
language development – and may indicate to you
what sorts of syntactical structures they might
need to hear more often. Try it and see – be wary
of the good parroters!
Mr Copycat can be deployed to help children get
ready for storytelling or writing other text types. For
instance, when you are warming up the class before
story writing, it might be a good idea to practise
certain sentence structures. You might practice
openings, ‘suddenly’ sentences, exclamations,
questions and so on.
Mr Copycat
Notice the children’s errors. But also remember that just because they can repeat may not mean that they
can use that sentence structure automatically in their everyday speech – they might just be good copiers!
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40.
Dog
Cat
Red
Sheep
Where?
Big car.
My friend.
On table.
Running along.
Go over there.
Come here.
Look at that.
Dog is barking.
The man took the bag.
The girl is running.
The bus is late.
Stop doing that.
Where is your reading book?
What is the teacher saying?
The ship sailed across the sea.
I can see a table and a chair.
There is a black cat and a white dog.
I ate a donut last week.
The puppet is writing a list with a pencil.
The teacher gave the boy a letter.
The puppet saw a cat in the house.
Ali had a toy and Hamza had a banana.
The giant walked across the cave and then he ate his breakfast.
The Princess cried when she saw the sad farmer.
After the king ate his breakfast, he had a cup of tea.
While Sal ran home, Bill dug the garden.
Before Tina came to school, she watched television.
The bumblebee was caught by the crafty cat.
Jo ate the apple that the Queen had given to her.
The King, who was waiting in the castle, ate a sandwich.
Aunty Mabel, running as fast as she could, soon came to the lake.
Because he had not slept, Bill went home.
The prince ran to the cave, wishing that he still had the ring.
The bumblebee, the eagle and the old shark soon became the best of friends.
While the teacher was talking, the two boys, who had just finished cleaning up the mess, asked
if they could help her when she went out to her car.
23
Sound and action sentences
•• With young children start with just the full stop.
This game is very funny – and very helpful. It can
be played in various ways by children of any age.
It is a very powerful strategy that helps children
remember punctuation. Punctuation is not like
spelling. Words make sounds when spoken aloud
– they are more tangible than punctuation.
Punctuation is more to do with expression and
pause.
• Play the game with action and sound many times
before writing. Reinforce by using colour for
punctuation when writing.
Using a sound effect and action whenever you
punctuate makes it more obvious. If children’s
writing is not punctuated effectively then embed
this idea into your teaching for a term or two –
and as if by magic, punctuation will begin to
appear in their writing!
• Punctuating sentences – agree with the
children on actions and sound effects for
punctuation. (Older pupils can use instruments).
Punctuation mark
• Try the game so that you say a sentence and then
children have to add in the appropriate sound
and action.
• Invent sentences and put in sound and action.
• Add sound and action punctuation to whole
stories. This can be very useful if in Year 1 the
children learn several stories in this way – as a
precursor to writing, you will find that it virtually
ensures correct punctuation!
Sound effect
Action
Bang
Punch forwards
Wheee bang
Move hand down and punch
Ugh?
Scratch head as if unsure
Eeeek
Flick of wrist in comma shape
Capital letter
Just use action
Hands over head, like a cap
Punctuation mark
Sound effect
Action
.
!
?
,
.
!
?
,
“”
‘
:
Capital letter
24
• Try reading and putting in sound effects and
actions. This can be used by groups or pairs to
perform stories, poems or information.
• What you will discover through playing the
game is that certain connectives are easier to use
than others. For instance, most Year 2 children
will find ‘so’ or ‘when’ not too hard. However,
‘before’ may prove more problematical.
Louisa’s connectives’ game
Louisa a Year 2 teacher in North Wales whose
class invented this game. It is important to note
that the class spent 10–15 minutes every day on
storytelling. Each class in the school does
storytelling while the children are having their
milk! When I visited they were working on ‘The
Magic Porridge Pot’. Louisa provided a large story
map on a coat hanger. Because the children have
heard and told many stories, using connectives, –
they are therefore familiar with the syntactical
patterns those connectives produce. They have
heard it and said it…. And also in shared reading
and writing they have seen it and watched it being
written. All this experience helps them play the
game.
• This all depends on their familiarity with the
connectives. You may have to prompt them or
model how to use a connective. It can help to
provide the opening of a sentence. For instance,
if you hold up ‘when’, you might help by saying
‘when she…’.
• Start with a simple range of connectives. Over
time add in extras. When a new connective is
added, model ‘how’ sentences with it before
expecting the children to be able to invent their
own sentences.
• Put a range of connectives that might be used in
a story on cards.
• Try stopping mid-sentence and use a
conjunction that can introduce another clause.
• Begin by making up a simple story.
• Try stopping at the end of a sentence and hold
up a connective that could open a new sentence.
Try using ‘when’ words (temporal connectives),
‘how’ words (adverbs) and ‘where’ words
(prepositions).
• Pause at a point and select a connective.
• The children (or chosen child) have to continue
the story using the connective.
Year 2 story connectives
then
next
after that
after a while
finally
eventually
when it was
all over
a moment
later
meanwhile
suddenly
unfortunately
unluckily
luckily
eventually
although
first
at that
moment
so
the next day
soon
as soon as
now
however
one day
once upon
a time
25
Conjunctions that can be used in the middle of sentences:
and
and then
but
or
so
because
if
what
when
while
where
who
that
as
as soon as
before
after
until
so that
to
slowly
angrily
happily
carefully
quietly
luckily
unfortunately
silently
sadly
wearily
eagerly
reluctantly
moodily
desperately
nervously
How – Adverb starters
Where – Prepositional starters
across
in
on
under
beside
below
above
behind
on top of
in a distant
Opening
26
Once upon a time
One foggy day
Early one misty morning,
This is the story of
It all began,
Long ago
Once there was,
It was a sunny day when
Build up
After that,
As long as
Later that day
Later on,
One day
After
As soon as
First
Next day
Since
Although,
As
Immediately,
Next
So
Anyway
Before/long
Late one night
One
afternoon
That
afternoon
Till
Until
When/
whenever
While
Once
Problem
Suddenly
At that moment
Without warning
To her
amazement
Unluckily
Accidently
However
Unfortunately
Resolution
Luckily
Fortunately
So
Amazingly
Unexpectedly
Finally
Eventually
In the end
At long last
So it was that
End
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Build a sentence
This is a key game and should be played on many
occasions. There are endless possible
permutations. Quite simply, the teacher provides
an instruction and the children have to create
sentences. This could be orally or in writing on a
mini whiteboard.
• Try other forms of the game, varying the
challenge, e.g.
– write a short sentence, dramatic sentence;
– exclamation or question;
– adverb at the start;
– long sentence;
– sentence with three things happening;
• Start by writing up one word. The children
make up a sentence. If spoken they should use
an action and sound to show the punctuation. If
in writing – be ruthless on capital letters and
full stops.
– sentence with ‘because’ in the middle;
• Remind children to double check before
showing.
– a sentence to present a persuasive point
starting with ‘most people believe that….’;
• When you can catch no-one out move on to two
words and then three.
– a sentence with three adjectives;
• Experiment with different word combinations,
e.g. shark jelly because.
• As they become confident at capital letters and
full stops, begin to intervene with the quality.
• Try using images on the IWB.
• Move on to writing two or more sentences. The
aim is to be able to do this swiftly, accurately…
and eventually effectively.
– opening line to a story;
– factual sentence about dragons;
– persuasive sentence starting with the word
‘Buy…’
– a sentence with three powerful verbs, e.g.
crushed, dashed, swept.
• Adapt the types of sentences and the language
challenges according to the text type that you
are working on – and whatever will help the
children make progress.
• Another game can be played by letting a child
choose a ‘subject’ (see cards on next page) and
make a sentence, then ask them to choose two
or more cards and make a sentence.
Sets of cards for ‘Build a sentence’
28
pirate
teacher
farmer
king
prince
boy
girl
princess
wolf
cat
snake
spider
cave
hill
cottage
castle
classroom
market
city
forest
sea
river
car
bike
horse
bus
train
spinning wheel
stone
secret
book
ring
bucket
wish
message
mobile phone
moon
star
needle
slowly
angrily
happily
carefully
quietly
luckily
unfortunately
silently
sadly
wearily
eagerly
reluctantly
moodily
desperately
nervously
across
in
on
under
beside
below
above
behind
on top of
in a distant
and
and then
but
or
so
because
if
what
when
while
where
who
that
as
as soon as
before
after
until
so that
to
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Finish
This is a simple game to play. All you do is to
provide a chunk from a sentence and let the
children complete it – either orally or in writing.
Use sentence chunks from the sort of writing that
you are working with.
• Start with openers, e.g.
The old king…
• Hardest of all, is to select a chunk from the
middle of a sentence, e.g.
…made up of all the…
• A variation that helps children use
conjunctions is to provide an initial clause with
the conjunction attached for the children to
complete, e.g.
Jenny ran away rapidly because…
• Then move on to ends of sentences, e.g.
…covered with red plants!
When playing this game, get the child to say the
whole sentence.
Starts
He must have…
If you try hard, you…
The moment he had…
Once they had…
She turned from the ….
Encouraged by the giant’s smile, Sally…
Ends
…and sat down.
…down the hill.
…came into his head
…stay here.”
…the edge of the sofa.
…twisted her ankle.
Middles to muddle you!
…boasted that he…
…shadow fell across…
…owls and foxes…
…wanted to make…
…closer to…
…way of his…
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Join
There are various games that can be played with
the idea of sentence combination – at different
levels. The first can be used with younger children
and the less confident. This involves you saying an
opening clause such as ‘The King picked up the
donut….’ Then provide a few conjunctions on
cards. The children select – or you choose for them
– a conjunction and have to complete the
sentence, e.g. possible conjuctions:
and
where
and then
who
but
that
or
as
so
as soon as
because
before
if
after
what
until
when
although
while
to
A different way to play the game is to provide the
bank of connectives. Then provide a list of opening
clauses and ending clauses. All the children have
to do is join the two bits together using a
conjunction. Again, notice which child is
comfortable with which connectives. Challenge
them to use new ones and see what happens. Have
the children create sentences on the table or blow
up the words large enough to create human
sentences. The cards provided would suit
reception, Year 1 or weaker Year 2 children.
The red cards come at the front of the sentence, the
connective is in black and the final clause in blue so
that the children can easily see what is happening.
The troll hid under the bridge
The big goat was angry
The baby goat was afraid
The troll lived under the bridge
The baby goat was hungry
The big goat butted the troll
it tried to cross the bridge.
it fell into the water.
The King picked up the donut and ate it.
it managed to cross the bridge.
The King picked up the donut but not the carrot.
the troll appeared.
The King picked up the donut because he was
hungry.
waited for the goats.
it had no home.
The King picked up the donut so he could hide it.
The King picked up the donut when the Queen
was not looking.
and
and
and
and
and
and
The King picked up the donut which was left on
the plate.
but
but
but
but
but
but
What you notice will inform you directly about
what needs to be modeled. Some young children
will only be comfortable with using ‘and’. This
means that they need to hear other connectives
being used. Remember you can prompt by adding
in an extra word or two as a clue as to how the
sentence might run on, e.g.
because
because
because
because
because
because
so
so
so
so
so
so
when
when
when
when
when
when
The King picked up the donut so he could eat it.
The King picked up the donut which was…
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The final version of this game moves into working
on varying openings to sentences. In this game
the children are provided with two sentences and
they have to join them by using the verb in its ‘ing’
form, ‘ed’ form.
More joining
Many children get stuck with ‘and’ as their
primary strategy for joining sentences. This either
makes for dull writing with no sentence variation
– or if you ‘ban’ the use of ‘and’, they end up
writing lots of short, simple sentences so that their
writing sounds like machine gun fire!
He ran down the road. He fell
= Running down the road, he fell over.
Jim was interested in the idea. He rang his friend.
= Interested in the idea, Jim rang his friend.
Try playing the following game a lot to broaden
their range of strategies for combination. In the
game the children are provided with a pair of
sentences which they have to ‘join’ in order to
make one sentence. Provide them with
connectives on cards or make a list. Notice how
the connective either falls at the start of the
sentence or in the middle. Note too where the
comma falls. As ever – start orally before moving
into writing. So –
The cart came to a wheezing halt.
Gandalf strode into the hobbit hole.
The thunder roared.
The hobbits hid.
Bilbo ate a snack.
The bus stopped.
The goblins attacked the dwarves.
The old lady got off.
Gollum slipped on the ring.
This might be joined in two basic ways – using the
connective at the front of the first sentence or in
between, e.g.
Frodo felt angry.
The orcs were feared.
As the bus stopped, the old lady got off.
The dwarves were careful.
The bus stopped so the old lady got off.
32
over.
after
but
as
as soon as
so
because
while
before
although
when
whenever
.
,
immediately
Change
This is a simple game to develop the skill of
sentence manipulation. The teacher provides a
sentence, e.g.
To work on varying openings try providing a
sentence and asking the children to change the
opening using a different tactic, e.g.
• an adverb (how) – Angrily, the old King sat down.
The old King sat down.
• a time connective (when) – In the afternoon, the
old King sat down.
Then the children are given an instruction, e.g.
turn this into a question.
• a preposition (where) – On the hilltop, the old
King sat down.
• an ‘ing’ verb – Giggling, the old King sat down.
Did the old King sit down?
• an ‘ed’ verb – Excited, the old King sat down.
Try other instructions, depending on the text type,
e.g.
• a simile using ‘like’ – Like a Buddha, the old
King sat down.
• make it longer/shorter;
• a simile using ‘as’ – As thin as a whippet, the
old King sat down.
• add in adjectives;
• a single word – Weary, the old King sat down.
• add in an adverb;
• change it so that it alliterates;
The old King sat down.
• change the words;
The caterpillar went along the wall.
• change the beginning, middle or end;
Sharks are not all dangerous.
• turn it into a newspaper headline;
The cat sat on the mat.
• write a fact about it…
Starter
Example
How – adverb
Angrily, the old King sat down.
When – time connective
In the afternoon, the old King sat down.
Where? – preposition
On the hilltop, the old King sat down.
‘ing’ verb
Giggling, the old King sat down.
‘ed’ verb
Excited, the old King sat down.
simile using ‘like’
Like a Buddha, the old King sat down.
simile using ‘as’
As thin as a whippet, the old King sat down.
single word
Weary, the old King sat down.
An adjective
Tall trees shaded the old king.
33
Adding on a chunk
Begin with a simple sentence, e.g. Bob was happy.
Provide a list of connectives, e g.
because
while
whenever
although
despite
after
even though
as
however
who
which
that
but
so
”
,
.
!
?
The game is to create as many different complex
sentences as they can within a given time, by
adding a chunk before or after the sentence you
have provided, e.g.
“
Harder add ons
Try these more demanding tasks: Look at the
examples first.
• using ‘why’; They wondered why Bob was happy.
After eating a turkey drumstick, Bob was happy.
Bob was happy because he was watching Ant
and Dec.
Bob, who was watching Celebrity Teacher, was
happy.
• using ‘what’; They wondered what had made
Bob happy.
• using ‘how’; They wondered how Bob had got
so happy.
• using ‘when’; Bob was happy when he giggled.
• using ‘if ’; Bob was happy if he won at games.
• using ‘once’; Bob was happy once he had won.
• using ‘with’; Bob was happy with the news.
34
Drop in
This game can be played in a simple or more
complex manner depending on the amount of
support that is given. Provide a simple sentence,
e.g.
The Queen picked up the shark.
The children are then asked to drop in extra detail
(a collection of adjectives and adverbs will help).
Try the following, using banks of words or the
children’s ideas:
1. Adjectives – The young Queen picked up the
dead shark.
2. Adverbs – The Queen picked up the shark
carefully.
3. Clause – The Queen, who was frightened,
picked up the shark.
There are three types of clause pattern worth
playing with. Show the children a sentence and
then add on or in the clause, e.g
The shopkeeper picked up a bag of donuts.
• Drop in a ‘Who’ (which or that) clause:
The shopkeeper, who was hungry, picked up
a bag of donuts.
• Drop in an ‘ing’ clause:
The shopkeeper, hoping no one would
notice, picked up a bag of donuts.
• Drop in an ‘ed’ clause:
The shopkeeper, excited by the sugary
topping, picked up a bag of donuts.
The Queen picked up the shark.
The young Queen picked up the dead shark.
The Queen picked up the shark carefully.
The Queen, who was frightened, picked up
the shark.
The shopkeeper picked up a bag of donuts.
The shopkeeper, who was hungry, picked up
a bag of donuts.
The shopkeeper, hoping no one would
notice, picked up a bag of donuts.
The shopkeeper, excited by the sugary
topping, picked up a bag of donuts.
The elf waited by the house where the giant
lived.
The spaceship landed on top of the teacher’s
shoulder.
Barry picked up the book, the hat and the
parrot.
The castle was covered in slime that had
fallen from the clouds.
Sir Percy managed to stay on the dragon’s
back until they reached the forest where he
fell off onto the ground.
Curtis followed Mrs Jenkins round the
playground while she sipped her cup of tea.
Spanner pinched Josie.
The goalie stared at the ball as it shot
through the air right past his ear.
Lincoln stood on the side of the pitch and
wondered if he would ever get to play for
Waterside Primary.
35
Adjectives
bad-tempered,
wicked
hideous
spine-chilling
petrified
gloomy
sorrowful
footsore
contented
generous
gleaming
bleak
scalding
bedraggled
shivering
mountainous
stained
glistening
wintry
shabby
slowly
quietly
easily
angrily
moodily
cautiously
softly
hopefully
stupidly
loudly
calmly
reluctantly
nervously
anxiously
strangely
carefully
bravely
shyly
slyly
eerily
snoozing
hovering
standing
gazing
staggering
wondering
dropping
yawning
muttering
sitting
hoping
wishing
wrinkling
whispering
travelling
spinning
whistling
sneering
scuttling
dreaming
parched
dreamed
cheered
moaned
supported
observed
complained
feared
bored
raised
noticed
exhausted
persuaded
uplifted
decorated
watched
excited
disappointed
surrounded
laughed
Adverbs
Ing words
-Ed words
36
How to improve our sentences
Boring sentences
Provide the children with a list of dull sentences to
make more interesting. It is worth categorising the
different sorts of things that you can do to make a
sentence more lively, descriptive or dramatic. This
could be turned into a wall poster or put into the
children’s writing journals.
Take this simple sentence –
The bird flew onto the car.
Here are some ways that you might use to make
this more interesting: –
You can: –
How the sentence changes
Add words in
The scarlet bird flew onto the shabby car.
Drop chunks in
The bird, which was scarlet, flew onto the car.
Add on at the end
The bird flew onto the car because it was shiny.
or the beginning
As it was tired, the bird flew onto the car.
Change words
The parrot settled on the Mercedes.
Add in a simile
The bird flew like a dragon onto the car.
Alliterate
The brave bird blundered onto the cool car.
Reorder
Onto the car flew the bird.
Help the children to add detail by using prompt cards.
The cat went along the wall.
The worm went.
The dog ate the bone.
The bird got on the tree and did nothing.
The man got thingy.
The girl looked at the stuff.
You can: –
How the sentence changes
Add words in
Drop chunks in
Add on at the end
or the beginning
Change words
Add in a simile
Alliterate
Reorder
37
Detail to be added
Example
Who is it?
Percy the dog sat on the mat.
What are they doing?
The dog sat on the mat, scratching its ears.
Where are they?
The dog sat on the mat in the café.
When did it happen?
Yesterday, the dog sat on the mat.
Why did it happen?
The dog sat on the mat because it was tired.
Which one is it?
The old dog sat on the red mat.
Whose is it?
The captain’s dog sat on the mat.
How did it happen?
The dog sat down carefully on the mat.
Change words
The poodle slumped on the Persian rug.
Use a special effect
The dirty dog dug a ditch as deep as Devon.
38
How did it happen?
Who is it?
What are they doing?
Where are they?
When did it happen?
Why did it happen?
Which one is it?
Whose is it?
Reordering
Sentence doctor!
Moving bits around in a sentence can create
different effects. Try moving adverbs or prepositional
phrases, e.g.
This is a simple idea. Provide sentences and build
up to a paragraph. But – there are mistakes. Feed
off the sort of error that the children make. There
are obvious things such as:
Quietly, she crept into the room.
• spelling
She crept into the room quietly.
• punctuation
• missing words
Into the room, she quietly crept.
• shifts in tense
• speech structures rather than written patterns
• Try moving ‘ing’ chunks about, e.g.
Hurrying home, Tim tripped over.
Tim, hurrying home, tripped over.
Tim tripped over, hurrying home.
• Try to see how many different ways you can
reorder the following sentence:
The rain fell like diamonds, sparkling on the
leaves in the sunlight.
• word order
• misuse of words.
If you work with children who have English as a
new language it may be useful to highlight specific
differences between English syntax and that of
their own language. Younger children should
begin with looking at a few sentences. Older
children should be able to work on paragraphs.
You could play the game orally, focusing on
changing dialect into standard English or missing
words, e.g.
He runned down the lane.
The rain fell like diamonds
, sparkling on the leaves
Will you pass sandwich to me?
I don’t want no pudding.
Or play it by writing up sentences with errors.
in the sunlight .
He ran down the lain.
My bruvver cant run far.
The snow drifted along the wall like a white
coat.
The thunder rolled overhead, grumbling like an
angry giant, stumbling towards the distant
city.
We seed the trane but it wos two late.
I put on the hoarses’ sadel.
A more advanced version of ‘sentence doctor’ and
‘improve’ is played by providing two or three
sentences or paragraphs and asking the children
which is the best – why – and what can be done to
improve the weakest, e.g.
The big dog sat on the big mat.
The sly poodle perched on the fluffy carpet.
39
Making sentences of three
The power of three is a well-known tactic used by writers. In this game the children have to produce
sentences with three…
1. 3 adjectives
Provide a sentence opener and use an adjective list or let the children make them up. Try character
descriptions and setting descriptions, e.g.
The Queen was…
tall
pretty
bony
ugly
graceful
spotty
slim
hairy
dirty
badly dressed
The Queen was bony, hairy and badly dressed.
2. 3 events
She...
ran
jumped
fell
sat
dodged
walked
turned
waved
slept
giggled
She ran down the lane, turned the corner and giggled.
3. 3 ideas
In the end, we must remember that…
It is not right that…
We believe that…
Finally, we know that…
In the end, we must remember that healthy eating, plenty of activity and a
good night’s sleep all add up to well being.
40
Talking the text type
A note about poetry and plays
Having identified the sort of talk for writing that is
needed, play games and put the children in
situations where they will hear and have to use
the language structures. It can help to have
specific connectives or features on cards or lists
that the children have to use.
Children at Key Stage 1 could be provided with a
poetry journal. Each week the ‘poem of the week’
is stuck in. This is not so much for the child to read
– more for the parent to ‘do’ with the child. Start
with nursery and traditional rhymes. Move on to
action rhymes, circle games, clapping and
skipping rhymes. By Year 2, you can increasingly
move children into learning poems.
The notion of ‘talking the text type’ is simple
enough. Whatever text type the class is focusing
upon, the teacher looks for opportunities to
‘talk the text’. This means that the children
have:
• had a chance to talk the text type themselves,
often in a playful manner.
At Key Stage 2 children should be studying poets,
and a poem a day will also help them to become
familiar with poetic possibilities. Let each child (or
groups) take it in turn to perform the poem of the
day. Whenever studying a poetry unit,
performance should play an important role. All
these activities will be helping children to
internalise poetic language.
This precedes and will inform the children’s own
writing because they will be more familiar with
the type of language structures that they will need
when writing.
Performing plays and learning lines is another
enjoyable and powerful way on internalising
language. The puppet theatre should be liberated
from Key Stage 1 and used with older pupils.
Storytelling: The ‘Deal – or no deal’
game
they have a combination that they think will
work. The challenge then is to tell the story.
The television programme ‘Deal or no deal’ will be
familiar to many children. It could be used as a
strategy for making up and telling stories. The
idea would be that the teacher has sets of cards
that include story ingredients. The children select
cards – but are allowed to ‘deal or no deal’ until
This could be done in many ways. One interesting
way that reinforces the sentence as a unit is to
pass the story back and forth with children adding
only a sentence at a time. These could be spoken or
written.
• heard the text type being spoken aloud by the
teacher;
Main character
boy
girl
prince
princess
farmer
woodcutter
maid
mermaid
hunter
elf
ogre
giant
robber
troll
wolf
fox
king
queen
goblin
thief
Baddie
41
Feelings for the main character
kind
gentle
happy
cheerful
gentle
generous
helpful
brave
loyal
wise
cruel
greedy
mean
selfish
spiteful
sad
lonely
unloved
lost
angry
ring
spinning wheel
needle
well
necklace
key
telescope
sack
purse
coin
cottage
forest
castle
town
cave
lake
sea
road
bridge
market
stolen
lost
found
wish
kidnap
chase
forbidden
dangerous
message
attack
a scream
a knock at the
door
a car pulls up
a window breaks
a phone rings
a message arrives
someone new
arrives
an object speaks
a wolf appears
a hand grabs
someone
Feelings for the baddie
Objects
Settings
Dilemmas
Sudden events
42
A speech game – stage directions
Recounts
The first ‘speech’ game is for children to reply to
what you say and put the speech marks in with
actions and sounds.
Here are some quick fire ideas for talking games
and activities to practise using language to
recount events: –
Teacher: Why did Goldilocks go into the forest?
Child:
“She went into the forest because she
was on her way to visit her granny.”
• passing on weekly news
• role play in history/present the life of a famous
person
• tell anecdotes
Add to this by putting different moods onto cards.
The child chooses a card and has to reply in that
mood.
• invent a monologue/recount in role as a
character in a story or film
• hot seating/phone a character from a story
• gossip about events in a story
Mood cards
• visitors talking about their lives
Angry
Sad
Worried
Excited
• interviews, e.g. partner about their life
Happy
Jealous
• interview in role as journalists
Mean
Angry
• talking diaries
Shy
Spiteful
• broadcast an event from a story
• telling another class about a trip or visit or event.
Recounting in role
Another version of this game is to ask the children
to think about what the speaker was doing as they
spoke and to add this on, e.g.
Teacher: “Come here you two boys,” shouted Mr
Jenkins.
Child:
“Come here you two boys,” shouted Mr
Jenkins, as he waved at Barry and Keith.
The addition is like a ‘stage direction’. It tells the
reader what the speaker was doing. Draw
childrens attention to the linking phrase ‘as
he/she…’.
The game is to recount a well-known story such as
Goldilocks – from the viewpoint of different
characters. Mix up the cards and deal them out to
whoever is being hot seated – vary how many but
say at least five cards per person in the chair. They
have to recount what happened, make it lively and
interesting – and use the connectives on the card!
first
next
then
when
before
until
later on
following that
in the end
at long last
secondly
after that
so
while
just before
meanwhile
the next…
eventually
finally
after all
43
Instructions
Here are some quick-fire ideas for talking games and activities to practise using instructional language: –
• class instructions, e.g. how to care for class hamster/pet;
• role pay imaginatively, e.g. how to care for a goblin or gnome, catch a mermaid or journey to end of
rainbow;
• instruction game, e.g. how to put on a pullover, get to the door;
• model instructions when moving in the hall;
• inventing magical recipes;
• teaching others how to play a playground game;
• designing new board or card games;
• instructions based on a map – real or invented;
• bring in a game and instruct others;
• show and tell – instructing the class.
Do what I say
This is a version of Simon Says – best played in the hall. Children choose a card with a bossy verb on it and
have to invent a sentence to boss everyone around.
run
hop
stand
walk
turn
jump
move
curl
stretch
touch
crawl
nod
shake
bend
blink
tiptoe
open
close
wave
bunny hop
Talking sequences
Provide a simple challenge such as walk to the door. Dish out the cards. Children put up their hands when
they think that their card needs to be played and they say the sentence.
first
secondly
before
as soon as
next
to begin with
while
finally
after that
then
just as
now
when
as
44
How do they do that?
Crazy explanations
Provide the list of questions – all need a ‘how’ or
‘why’ answer, offering an explanation. Provide the
causal connectives on cards. The children must
use a causal connective when offering their
explanations. They can rehearse orally in pairs –
then hear some. Make sure that you model orally
how to use the connectives so that they have
heard them.
when
this causes
this results in
this means that
because
as a result
so
if
so that
therefore
How do stairs work?
Why do flowers smell sweet?
Why is it dark at night?
Why do cats purr?
Why did the wolf pretend to be granny?
Why does the moon change shape?
Why should Jack be imprisoned?
Why do some teachers shout?
Why was the troll so angry?
Why should we eat vegetables?
Why is a banana curly?
Why do ostriches bury their heads in the sand?
Why does a banana have a skin?
Why do cars move along?
Why do trees have bark?
Why do boys wear gel?
Why do dogs bark?
How does a skateboard work?
Why do things drop down?
How do plants grow?
Why are rainbows coloured?
How do chameleons hide?
Why is grass green?
Where do teachers go at night?
Why don’t rainbows wobble in the wind?
How do teachers know so much?
Why do mice live in holes?
45
Reports
Professor Know-it-all
Here are some quick fire ideas for talking games
and activities to practise using language to
present information: –
Choose a subject that most of the children know
about. They could choose a card from a hat – and
have to say a factual sentence using it. It can be
fun to invent information about unicorns,
dragons, mermaids, pirates, aliens…
• make an information broadcast about a subject
that you are studying or know a lot about
• one minute presentation – life in ancient times
• fact finding mission – passing on 5 amazing
facts about – tornadoes and twisters, sharks and
snakes and spiders
• role play ‘Professor Know It All’ – information
about – invented creatures, dragons, mermaids
and unicorns, giants and trolls
Did you know
that…
Amazingly…
In addition…
The first thing to
say about …
is that…
Are found in…
…is where…
Do you think
this is true or
false?
Scientists know
that…
Finally….
Unlike…
It is true that…
The most
extraordinary thing
about…is….
It is known that…
You may not
know but…
…like to…
Have you ever…
If…
Historians say
that…
It is...
It can…
It will...
It does not…
Generally…
Usually…
Normally…
• play ‘what I know about’, ‘did you know’, ‘ask
the expert’
• Present your own hobbies and interests
• Mastermind – 20 questions on your chosen
subject
• TV or radio broadcast, use of IWB or overhead
projector to make a presentation
46
Discussions – The great debating
game
When practising for a class debate provide
connectives on cards and dish them out. Decide on
a focus for the debate, e.g. Should crisps be allowed
at break time? Children have to use their
connective to create a sentence. Try moving the
argument back and forth.
Good debating topics include: –
• Should we eat kangaroo meat?
• Should smoking be banned in all public places?
• Should you be able to buy better food in schools?
• School uniform should it be banned?
• Should animals be used for testing?
• Should mobile phones be allowed in school?
• Should children be allowed to use chat rooms on
the internet?
• Should children have to stay at school at the
end of the day to do an hour of homework
daily?
• Should schools sell crisps at break time?
• Should schools ban football at playtime?
• Should schools allow sweets in school?
• Should schools let children choose what to eat at
lunchtime?
An interesting version of this is to use persuasive
language to persuade an audience that ‘I’m a
Year 5 – get me out of here!’ In this game, you
pretend that the children have been dumped in
the jungle or a snake pit or wherever. They have to
use the connective card selected for them to offer a
persuasive reason for why they should be the one
to be rescued. I suppose it is a more modern form
of a balloon debate!
Free me
because…
A good reason
for…
You should free
me because…
Firstly…
Secondly…
The main
reason...
Do not release
the others
Luckily...
My supporters
say that...
I want to argue
Without me...
that
We believe...
for saying this...
Our first reason
for saying this...
Another reason
Furthermore...
Also...
It is true that...
We think...
...because...
The mainreason to
vote for us is that...
Finally...
On the other
hand
Other people
suggest that...
Alternatively...
However...
A different view is
to suggest that...
If...
It is not right to
say...
Because...
The other team
is incorrect to
suggest ...
Finally the most
important reason for
voting for *** is ...
In the end we
believe that...
Have listened
to...
We now think
that...
Our main
conclusion is that...
We think...
Because
As a result
We feel that
We agree
Finally
The team that agrees
The team that disagrees
The group concluding
47
Persuasion
Radio ‘phone in’
Here are some quick-fire ideas for talking games
and activities to practise using persuasive
language: –
The aim of this game is to use persuasive
language. One child – or yourself – role plays
being the ‘minister’ in charge of something. The
others are able to ‘phone in’ and each have one
minute to persuade the minister to their
viewpoint. Agree, first of all, on a topic. The
children then work in groups, brainstorming
ideas and points of view. Cards can be dished out
so that children have to use somewhere within
their persuasive minute the connective – or see
who can use the most within a minute… Without
destroying the meaning and thrust of their
argument
• role play persuading someone to guard the
troll’s bridge, don’t go to the ball or walk
through the forest…
• persuade someone to – travel to the end of the
rainbow…
• design, make a toy and sell a board game
• persuade the class on an environmental issue,
e.g. save the panda!
• hold a ‘keep active’ assembly
• role play a business venture, e.g. turn the local
area into a water/theme park
• meet and persuade the minister
I believe that
In our area
There are three
reasons
First of all
Finally
Experience has
shown that
Nowadays
We can improve
However
Furthermore
I think this is
because
Where I live
Most people
believe that
Next
It is true that
In other countries
It will help
If
Also
The most
important reason
• play ‘change your mind’
• play ‘support it’, e.g. no cats out at night
• ‘eat healthily’ radio advert
• crazy adverts, e.g. a trip to Mars or the three
bears’ cave
• for sale notice boasting about yourself!
48
All types of talk
Whilst the current push is for everyone to teach in units which are determined by the text type being
taught – so the children read, hear, speak and write the same type of language, every so often it is fun to
bring everything together.
For instance, the ‘alien landing’ project covers different text type and can lead into a multimedia
presentation. The basic idea is that an alien spaceship has been sighted. The children write a story based
on this simple frame:
Main character is out at night.
The class use drama, recording polished
improvisations to add into the multimedia
storytelling. They could include: –
Main character sees lights and hears strange
sound.
• the initial news broadcast
Main character hides – spaceship lands.
The doors open.
Main character wakes up 24 hours later,
remembering nothing.
However, main character is holding a
strange object that can only have come
from another planet!
• hot seat someone who saw it
• interview an expert about aliens
• persuade or debate ‘aliens do exist’
• a government scientist tries to explain what it
really was
• everyone is issued with instructions on what to
do if you meet and alien…
• end with a broadcast an advert for space travel…
49
Fiction language bank
… who …
… that …
Reception story making language bank
… or …
Model language in everyday class activities
using emphasis and actions.
… so that …
… when …
… where …
Introduce
• ‘Run’ (he walked
and he walked …)
• Repetition for
effect
And
• Description – a lean
cat, a mean cat …
• Adjectives to
describe
Then
• Alliteration
• Simile - using ‘as’
Next
• Adverbs: Luckily/
unfortunately
• Adverbs:
Suddenly,
immediately
Once upon a time
Early one morning
Until/till
But
So
• Prepositions: down,
into, over, out, onto.
Finally
• …happily ever after
… happily ever after
• Prepositions:
Inside, towards
Year 2 story making language bank
… who …
• ‘Run’ (he walked and he walked …)
Model language in everyday class activities
using emphasis and actions.
• Description – a lean cat, a mean cat …
• Alliteration
Consolidate
Introduce
• Adverbs: Luckily/unfortunately
Once upon a time
Although
• Prepositions: down, into, over, out, onto.
Early one morning
however
To his amazement
Year 1 story making language bank
Model language in everyday class activities
using emphasis and actions.
Suddenly
One day
After/after that
And
So
Consolidate
Introduce
Once upon a time
After/after that
By the next morning
Early one morning
One day
Next
And
At that moment
If
Then
Soon/as soon as
Then
Next
Because
Now
Until/till
Suddenly
Until/till
But
By the next morning
Soon/as soon as
So
To his amazement
But
Finally
In the end
In the end
First
Because
If…
Finally
Now
At that moment
50
First
… who …
… to …
Immediately
… when …
Although
… that …
However
… where …
If …
… or …
So
… happily ever after
Soon/as soon as
… so that …
Then
• ‘Run’ (he walked
and he walked …)
• Repetition for
effect
• Description – a lean
cat …
• Adjectives to
describe
• Alliteration
• Adverbs:
eventually
• Simile – using ‘as’
• Adjectives to
describe
• Prepositions
… until/till
While/meanwhile
In the end
Finally
… who …
• Simile using ‘like’
… while …
• Adverbs: Luckily/
unfortunately,
suddenly,
immediately
… when …
… that …
… to …
• Prepositions: down,
into, over, out, onto,
inside, towards
… or …
• ‘Run’ (he walked
and he walked …)
Year 3/4 story making language bank
Model language in everyday class activities
using emphasis and actions.
Consolidate
Introduce
Once upon a time
later
One day
when
Early one morning
whenever
First
without warning
Next
eventually
After/a while
Before
And
As
But
At that moment
Suddenly
• Description, e.g.
a lean, grey cat …
• ‘How’ starter,
e.g. Slowly, …
• ‘Where’ starter,
e.g. At the end of
the lane …
• Alliteration and
similes
• ‘ing’ clause
starter, e.g.
Running along,
Tim tripped over.
• Drop in - ‘ing’
clause, e.g. Tim,
running along,
tripped over.
• Drop in ‘who’
clause, e.g.Tim,
who was late,
tripped over.
• Short sentences,
questions,
exclamations
• Sentence of three
for description,
e.g. He wore a red
cloak, shiny shoes
and a tall hat.
• “” plus speech
verb/adverb
51
Year 5/6 story making language bank
Model language in everyday class activities
using emphasis and actions.
… who …
… while …
… when …
Consolidate
Introduce
Once upon a time
Elaborate,
e.g. Early one frosty
morning
One day
Early one morning
First
Next
After/a while
Before
But
At that moment
Suddenly
Immediately
Without warning
Although
However
Later
If …
So
As/Soon/as soon as
Then
… until/till
While/meanwhile/
When/whenever
Eventually/Finally/
In the end
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… that …
… to …
… or …
• ‘Run’ (he walked
and he walked …)
• Description, e.g.
a lean, grey cat …
• ‘How’ starter,
e.g. Slowly, …
• ‘Where’ starter,
e.g. At the end of
the lane …
• Drop in – ‘ing’
clause, e.g. Tim,
running along,
tripped over.
• ‘ed’ clause starter,
e.g. Exhausted,
Tom ran home.
• Drop in ‘ed’
clause, e.g. Tim,
exhausted by so
much effort, ran
home.
• ‘Sentence of three
for action, e.g. Tim
ran home, sat
down and drank
his tea.
• Speech plus stage
direction ‘ing’
clause, “Stop,” he
whispered, picking
up his tea.
• Personification
Non-fiction – reminder sheet
1. Vary sentences to create effects:
• Short, simple sentences – for drama and clarity:
Food is fuel.
• Compound sentences for flow: Humans need
water and they should drink at least 5 litres a day.
• Complex sentences to add in extra layers of
information, argue, reason and explain: While
many people eat fast food, it is not good for you to
eat too much.
• Questions to draw in the reader: Is your diet
good?
• Exclamations for impact: Smoking kills!
2. Vary sentence openings:
• Adverb opener (how): Carefully, turn the switch…
• Time connective opener (when): The next day …
• Prepositional opener (where): On the other side of
the road is…
• Causal connectives: Because…
• Reasoning connectives: However, …
• Verb opener: Place the brush…
• ‘ing’ opener: Eating too much at one sitting is not
healthy…
• ‘ed’ opener: Imprisoned for ten years, the king
finally…
• Imperative: Turn the oven off.
• Lists: You will need a piece of felt, some pins and
scissors.
• Sentence of three for description: The hammerhead
shark is one metre long, completely black and has very
sharp teeth.
• Sentence of three to build points or persuade:
It is important to eat well, drink plenty and stay fit.
• Topic sentences: Owls feed at night.
3. Drop in clauses:
• Who/which: Harold’s army, which had travelled
from the North, was exhausted.
• ‘ing’: The Britons, thinking they had won, gave
pursuit.
• ‘ed’: Harold, determined to succeed, stood his
ground.
Practise – sentences types that relate to the text type and that will help progress. Provide spellings and
sentence types on cards and mats, etc. and in display. List the key words and sentence features needed to
make progress in your plans.
53
Non-fiction language bank
Reception non-fiction making language bank
• Description – a deep
pond…
• Adverbs: slowly/
quickly….
Introduce
Yesterday/at the weekend/playtime/last year…
First
• Prepositions: down,
into, over, out, onto.
• Past tense – for
news, recalling
previous class
events.
Next
Then
Later
• Present tense –
to describe –
the tadpole is
swimming.
Hamsters are furry.
Finally
… and …
… but …
… so …
• Bossy sentences –
to instruct – run to
the end of the hall.
… because …
• Adjectives to
describe – the tall
tree
• Adverbs:
Suddenly,
immediately
• Prepositions:
Inside, towards
• Past tense – for
news, recalling
previous class
events.
• Present tense – to
describe – the
tadpole is
swimming.
Hamsters are furry.
• Adverbs: slowly/quickly…
• Bossy sentences –
to instruct – run to
the end of the hall.
• Prepositions: down, into, over, out, onto.
Generic pattern:
• Past tense – for news, recalling previous
class events
• Introduction
• Description – a deep pond…
• Block of
Information
• Present tense – to describe – the tadpole is
swimming. Hamsters are furry.
• Ending
• Bossy sentences – to instruct – run to the
end of the hall.
Year 2 Non-fiction making language bank
Year 1 Non-fiction making language bank
Consolidate
Introduce
Consolidate
Introduce
After/after that
Although
Yesterday/at the
weekend/playtime/
last year…
After/after that
At the weekend/
playtime/last year…
However
First
Next
Then
Later
Before
Soon/as soon as
Before
Finally
In the end
First
When
In the end
While
Later
So
Next
Finally
So
… and …
… that …
Soon/as soon as
… but …
… or …
Then
… so …
… so that …
When
… because …
… when …
While
… where …
Yesterday
54
… and …
… to …
… that …
Year 3/4 story making language bank
Consolidate
Introduce
After/after that
Whenever
Eventually
… so …
At the weekend/
playtime/last year…
… because …
Although
… but …
… or …
Before
… where …
Finally
… so that …
First
… when …
However
• Description – a deep
pond …
• Description –
a deep pond …
• Adverbs: slowly/
quickly …
• Variety of adverbs.
• Prepositions: down,
into, over, out, onto.
• Past tense – for
news, recalling
previous class
events.
• Present tense –
to describe –
the tadpole is
swimming.
Hamsters are furry.
• Prepositions:
down, into, over,
out, onto.
• Standard versions
of past, present
tense.
• Bossy verbs to
instruct
• Questions,
exclamations and
commas in a list.
In the end
Later
Next
So
Soon/ as soon as
Then
When
While
Yesterday
… and …
… that …
… but …
… or …
… to …
• Bossy sentences –
to instruct – run to
the end of the hall.
… so …
… because …
Generic pattern:
Generic pattern:
… where …
• Introduction
• Introduction
… so that …
• Block of Information • Blocks of
Information with
• Ending
headings
• Ending
• Plus – Basic
pattern for
recount,
instruction.
… when …
• Description –
an Indian elephant…
• Variety of adverbs
for precision.
• Prepositions: down,
into, over, out, onto…
• How, when and
where starters –
Carefully…
Last year…
In India…
• Short/long
sentences, questions,
exclamations
• Sentence of three
for information or
action, e.g. The
grass snake lives in
the grass, eats frogs
and can swim. We
ran down the road,
round the corner
and into school.
55
• Standard versions
of past, present
tense.
• Bossy verbs to
instruct
• Topic sentences.
… and …
• Causal language –
if, so, when,
because, as a result
… that …
… but …
… or …
… to …
• Lists – using
commas.
… so …
Generic pattern:
… where …
• Introduction
… so that …
• Blocks of
information with
headings/in
paragraphs
… when …
• Ending
• Variety of adverbs
for precision.
… because …
• Description – an
Indian elephant…
• Plus – Basic pattern
for recount,
instruction, report.
• Adjectives to
persuade – amazing,
wonderful,
brand new…
Year 5/6 story making language bank
Consolidate
Introduce
After/after that
Specific connectives
for text types, e.g.
Furthermore,
consequently,
At the weekend/
playtime/last year…
Although
Before
Eventually
Finally
First
However
In the end
Later
Next
So
Soon/ as soon as
Then
When/ever
While
Yesterday
56
On the other hand…
• Prepositions: down,
into, over, out,
onto…
• How, when, where
starters –
Carefully…
Last year…
In India…
• Standard versions of
past, present tense.
• Bossy verbs to
instruct
• Questions,
exclamations and
commas in a list.
• Short/long
sentences.
• Sentence of three
for information or
action, e.g. The
grass snake lives in
the grass, eats frogs
and can swim. We
ran down the road,
round the corner
and into school.
• Basic pattern for
full explanation,
discussion and
persuasion.
• Variation of
sentences,
openings and
vocabulary + use
of graphic
features, e.g. bullet
points, numbers,
diagrams, images.
• Topic sentences to
introduce
paragraphs.
• Causal language –
if, so, when,
because, as a result
Generic pattern:
• Introduction
• Blocks of
information with
headings in
paragraphs
• Ending
• Plus – Basic pattern
for instruction,
report, explanation.
Thanks
Much of this thinking and many of these
activities have been developed over the last 30 plus
years in conjunction with others. In particular, I
want to thank:
• Brian Moses and all the poet-teachers that I have
had the pleasure to know. The poetry session
owes much to the influence of Ted Hughes.
• Mary Rose and all the teachers who worked
with the International Learning and Research
Centre plus all the storymaking schools across
the country – all of whom have helped me
develop the storymaking section.
• The work of David Crystal which has informed
much of my understanding.
• Sue Palmer – for many hours of discussion,
sharing and developing ideas.
• Finally, I wanted to pay tribute to all those who
care for our language. It is a beautiful language,
enriched by people like Shakespeare and we
should nurture it. The main character at the end
of Alan Bennett’s ‘The History Boys’ says that
his teaching was a form of ‘Pass the Parcel’.
Hopefully, we are all ‘passing the parcel’ of a
love for words and literacy and life on to our
colleagues and the children and families that we
meet. Please pass this parcel on as best you can.
It will have your thumbprint upon it and mine
as well. When we are dead ten thousand years,
our writing may still be read and our words
speak to someone whom we will never meet.
That is powerful magic.
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