Year 3 Lndependent Writing Activities

Year 3 - Independent Writing Activities
Introduction Index
This book of ‘Independent Writing Narrative Reports
Activities’ covers the genres for the Flying Saucer Zoo Animals
7 to 8 year old age group. It has Stimulus 5 Stimulus 26
been written to the UK National Planning notes 6 Planning notes 27
Strategy Primary Framework for Final Written Work 7 Final Written Work 28
Literacy.
In Search of the Magic Ring Hobbies
It contains at least two independent Stimulus 8 Stimulus 29
writing activities for each genre type Planning notes 9 Planning notes 30
and is an ideal vehicle for assessing Final Written Work 10 Final Written Work 31
pupil progress in writing when used
with the different Levels found in the The Sweet Shop
Writing Assessment Guidelines,
which accompany the Primary
Stimulus
Planning notes
11
12
Instructions
Framework for Literacy. (The Final Written Work 13 How to Make My Favourite
appropriate levels for this age group Sandwich
have been reproduced under licence Stimulus 32
Planning notes 33
at the beginning of this book.)
Authors and Letters Final Written Work 34
The author has also used this Book Week
approach successfully with children Stimulus 14 How to Play My Favourite
to embed the features of each genre. Planning notes 15 Playground Game
This was achieved by re-visiting a Final Written Work 16 Stimulus 35
previously studied genre later in the Planning notes 36
term, so that the children practised it Letter to a Friend Final Written Work 37
once again. This ensured that the Stimulus 17
features of that particular type of Planning notes 18
writing remained firmly embedded in Final Written Work 19
Information Text
the children’s memory. Thus when
‘Let’s Party!’
the children were tested or came to
Stimulus 38
write in that particular genre at a later Play Script Planning notes 39
date it was not just a distant memory.
The Big Wheel Final Written Work 40
Stimulus 20
There are six similar books in this
Planning notes 21 Letter to Father Christmas
series covering the work of pupils
Final Written Work 22 Stimulus 41
from Year 1 through to Year 6 (ages
Planning notes 42
5 to 11). PDF or Download versions
The Holiday Final Written Work 43
are also available of these books for
Stimulus 23
use on Interactive Whiteboards.
Planning notes 24
Final Written Work 25
Performance Poetry
Ten Little School Children
Stimulus 44
Planning notes 45
Shape Poems
Stimulus 47
Planning notes 48
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, Tel 01772 863158
Fax 01772 866153
Schools and Pre-School Nurseries and Leyland, Preston
Playgroups.
Designed by Paul Sealey, PS3 Creative, email: sales@topical-resources.co.uk
Copyright © 2009 Heather Bell 3 Wentworth Drive, Thornton, Lancashire.
First Published September 2009. Visit our Website at:
ISBN: 978-1-907269-03-5 Printed in the UK for ‘Topical Resources’ www.topical-resources.co.uk
by T. Snape and Co Ltd., Boltons Court,
Preston, Lancashire.
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
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
page 3
QCA © Crown copyright 2008
Back to Contents
The National Strategies | Primary | Primary Framework for literacy and mathematics
Assessment guidelines for writing L3, L4
page 4
Writing assessment guidelines: levels 3 and 4
AF5 – vary sentences for AF6 – write with AF3 – organise and AF4 – construct AF1 – write AF2 – produce AF7 – select AF8 – use correct spelling Handwriting and
clarity, purpose and technical present whole paragraphs and use imaginative, texts which are appropriate and presentation
effect accuracy of texts effectively, cohesion within and interesting and appropriate to effective
syntax and sequencing and between paragraphs thoughtful texts task, reader and vocabulary
punctuation in structuring purpose
phrases, clauses information,
and sentences ideas and events
Level Across a range of writing Across a range of Across a range of Across a range of writing Across a range of Across a range of Across a range of Across a range of writing
4 · some variety in length, writing writing · paragraphs/sections help writing writing writing · correct spelling of
structure or subject of · sentences · ideas organised to organise content, e.g. · relevant ideas and · main purpose of · some evidence of most common grammatical
sentences demarcated by clustering main idea usually content chosen writing is clear but deliberate function words, including
· use of some accurately related points or supported or elaborated · some ideas and not always vocabulary adverbs with -ly formation
subordinating throughout the text, by time sequence by following sentences material developed in consistently choices regularly formed
connectives, e.g. if, including question · ideas are · within detail, e.g. maintained · some expansion content/lexical words,
when, because marks organised simply paragraphs/sections, descriptions · main features of of general including those with multiple
throughout the text · speech marks to with a fitting limited range of elaborated by selected form are vocabulary to morphemes
· some variation, denote speech opening and connections between adverbial and clear and match topic most past and present tense
generally accurate, in generally accurate, closing, sentences, e.g. over-use expanded noun appropriate to inflections, plurals
tense and verb forms with some other sometimes linked of ‘also’ or pronouns phrases purpose · likely errors
speech punctuation · ideas or material · some attempts to · straightforward · style generally homophones of some
· commas used in generally in establish simple links viewpoint generally appropriate to common grammatical
lists and logical sequence between established and task, though function words
occasionally to but overall paragraphs/sections not maintained, e.g. awareness of occasional phonetically
mark clauses, direction of writing always maintained, e.g. writing in role or reader not always plausible spelling in
although not not always clearly firstly, next maintaining a sustained content/lexical words
always accurately signalled consistent stance
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,
simply structured sentences usually organise ideas within sections of text e.g. ideas and content established at a appropriate some common grammatical shows accurate
sentences, variation demarcated with related points one-sentence paragraphs included general level vocabulary used, function words and consistent
with support, e.g. some accurately with full placed next to or ideas loosely organised · some attempt to · main features of limited in range common content/lexical letter formation,
complex sentences stops, capital each other · within elaborate on basic selected form · some words words with more than one sometimes
· and, but, so are the letters, question · openings and paragraphs/sections, information or events, sometimes selected for effect morpheme, including joined
most common and exclamation closings usually some links between e.g. nouns expanded signalled to the or occasion compound words
connectives, marks signalled sentences, e.g. use of by simple adjectives reader · likely errors
subordination · some, limited, use · some attempt to pronouns or of adverbials · attempt to adopt · some attempts at some inflected endings, e.g.
occasionally of speech sequence ideas or · movement between viewpoint, though appropriate style, past tense, comparatives,
· some limited variation in punctuation material logically paragraphs/sections often not maintained with attention to adverbs
use of tense and verb · comma splicing sometimes abrupt or or inconsistent, e.g. reader some phonetically plausible
forms, not always evident, particularly disjointed attitude expressed, attempts at content/lexical
secure in narrative but with little words
elaboration
BL
IE
Key: BL Below level IE Insufficient evidence
QCA © Crown copyright 2008
Back to Contents
Year 3 Narrative Stimulus
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Flying S a u c e r
Read the following extract:

It was late evening, almost dark.
“I think I left my ball in the playground. Let’s just go and get it before
we go home,” said Tom to Suraj.
They squeezed through the gap in the fence into the playground. It was
a great safe place to kick a football round without people complaining
about it hitting their cars.
“What on earth is that!” exclaimed Suraj.
A bright green light filled the sky just above the playground and it
seemed to be dropping down in front of them.
“Flying saucer! It’s a flying saucer!” gasped Tom.
Task
Your task is to continue the story explaining what happens when the flying
saucer lands.
© Topical Resources. May be photocopied for classroom use only. page 5

Year 3 Narrative Narrative
/ Familiar Settings Planning Notes
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Name Date
Flying Saucer
Opening Sentence:
What happens next?
How the story ends:
page 6 © Topical Resources. May be photocopied for classroom use only.

Year 3 Narrative Narrative
/ Familiar Settings Final Written Work
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Name Date
Flying Saucer

In Search of the
Year 3 NarrativeNarrative
- Quest / Legend Stimulus
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Magic Ring
The magic ring has wonderful powers. You and your friends have
been given a simple map, which shows where it can be found.
Task
Your task is to write the story of the journey from landing at
Safe Harbour to finding the magic ring.

Year 3 NarrativeNarrative
- Quest / Legend Planning Notes
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Name Date
In Search of the Magic Ring

How the story begins:
Your journey to find the magic ring and what happens to you on the way:
Text
How the story ends:

Year 3 Narrative Final Written Work
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Name Date
In Search of the Magic Ring

The Sweet Shop
Year 3 Narrative Stimulus
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Zain has been asked by his teacher to look after a new boy who
has just joined his class as they live near each other. Read the
passage below to find out what happens.
Zain couldn’t make up his mind if he really liked Sam. He was different to
Zain’s other friends. As they walked down the main road which led to the
estate where they lived, Zain said to Sam, “Let’s go to the sweet shop.”
As he spoke Sam kicked a can noisily across the pavement.
The two boys went into the shop.
“Quick! While he’s not looking, put this bag of sweets in your pocket!” said
Sam to Zain.
Task
Your task is to continue the story. You must decide what Zain does next.

Year 3 Narrative Planning Notes
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Name Date
The Sweet Shop

Characters:
Zain:
_______________________________________________________
Sam:
_______________________________________________________
What happens next in the story?
How does the story end?

Year 3 Narrative Final Written Work
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Name Date
The Sweet Shop

Year 3 Authors and Letters
Play Script Stimulus
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Book Week
Your class are having a Book Week. They have decided to
write to a famous author asking them to visit the school.
Task
Your task is to write a letter to the author of a book you have enjoyed,
inviting him/her to come to talk to the class. Remember to tell the author
about one of his/her books that you have read saying why you have
enjoyed it.

Play Script Planning Notes
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Name Date
Book Week
How will you begin your letter?
How will you end your letter?
Book you have enjoyed:
Author’s name:
Characters you liked:
Parts of the book you liked best:

Year 3 Authors and Letters Final Written Work
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Name Date
Book Week

Year 3 Authors and Letters Stimulus
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Letter to
a Friend
Think about a book you have really enjoyed.
Task
Your task is to write a letter to a friend who lives a long way away to tell
them about the book you have just read. Think about the story, the
characters in it, the most exciting parts and why you enjoyed it.

Year 3 Authors and Letters Planning Notes
Back to Contents
Name Date
Letter to a Friend
How will you begin your letter?
How will you end your letter?
The name of the book you have enjoyed:
Characters in the book:
The most exciting part of the book:
Why you liked the book:

Play Script
Play Script Final Written Work
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Name Date
Letter to a Friend

Year 3 Play Script
Instructions Stimulus
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The Big Wheel

Dominic and Molly had been taken to the fairground for Molly’s
birthday treat. They decide to go on the Big Wheel. Read the script
below to find out what happens to them.
The children climb into their seats and the fairground attendant locks the
safety bar in place. The Big Wheel starts to move.
Dominic (excitedly) We are moving. This is brilliant!
Molly Wow! Look at the view!
The Big Wheel takes the children to the highest point above the
fairground.
Dominic Oh, we’ve stopped.
Molly (patiently) Don’t worry, it will start again in a minute.
Dominic We’ve been up here ages. I think we’re stuck!
Task
Your task is to continue the script explaining what happens to the children
and how they get back down again.

Year 3 Play Script
Instructions Planning Notes
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Name Date
The Big Wheel

Characters: What are the two children like?
Dominic:
Molly:
What happens next?
How does the story end?

Year 3 Play Script Final Written Work
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Name Date
The Big Wheel

The children climb into their seats and the fairground attendant locks the
safety bar in place. The Big Wheel starts to move.
Dominic (excitedly) We are moving. This is brilliant!
Molly Wow! Look at the view!
The Big Wheel takes the children to the highest point above the
fairground.
Dominic Oh, we’ve stopped.
Molly (patiently) Don’t worry, it will start again in a minute.
Dominic We’ve been up here ages. I think we’re stuck!

Year 3 Play Script Stimulus
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The Holiday
Oliver and Amy are
going on holiday with
their family. Read the
play script below as
the children prepare
for their trip.
Oliver and Amy are collecting together the things they want to take on
holiday and are chatting excitedly about the trip.
The children rush into their bedroom.
Oliver (excitedly) I’m going to put everything in this bag.

Amy I mustn’t forget Pop the Monkey or I will never get to sleep.
Task
Your task is to continue the conversation in which the children talk about
the things they are going to take with them and what they are looking
forward to doing.

Year 3 Play Script Planning Notes
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Name Date
The Holiday
What do the children want to take with them?
Oliver:
Amy:
What are they looking forward to doing on holiday?
Oliver:
Amy:

Instructions
Year 3 Play Script Final Written Work
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Name Date
The Holiday
Oliver and Amy are collecting together the things they want to take on
holiday and are chatting excitedly about the trip.
The children rush into their bedroom.
Oliver (excitedly) I’m going to put everything in this bag.

Amy I mustn’t forget Pop the Monkey or I will never get to sleep

Zoo Animals
Year 3 Reports
Reports Stimulus
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Your class has just visited the Zoo. Here is a short report on one
of the animals.
a lo n g t r u n k, tusks and
ha s
n t is a v er y big animal. It t r u n k. An elephan
t
The elep h a ft a t r e e
r s. I t is so s trong it can li an d b a r k . E le phants live
large ea s of leaves, gr
ass
rs!
feeds on lar g e am o u n t
li v e as lon g as eighty yea
can
gr ou ps ca ll ed herds and
in
Task
Your task is to write a report about three other creatures you saw at
the zoo. (Remember it could be a fish, a bird or a reptile. You may wish
to research the facts you need.)

Year 3 Reports Planning Notes
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Name Date
Zoo Animals
Notes about________________
Notes about________________
Notes about________________

Year 3 Reports Final Written Work
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Name Date
Zoo Animals
Introduction:
Information About:
Introduction:
Information About:
Introduction:
Information About:

Year 3 Reports Stimulus
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Hobbies
Your class is making an information book about different hobbies
children enjoy.
la r spor t. It is en joyed by both boys and

Football is a popu e skills. Matches are
played
s ar e held to im pr ov
girls. Practice is w orn by each player.
s. Fo ot ba ll ki t
against other team
Task
Your task is to write a report about three other hobbies. Remember it
could be drama, music, art and craft or another sport.

Year 3 Reports Planning Notes
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Name Date
Hobbies
Notes about:______________________
Notes about:______________________
Notes about:______________________

Reports
Year 3 Reports Final Written Work
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Name Date
Hobbies
Introduction:
Information About:
Introduction:
Information About:
Introduction:
Information About:

Year 3 Instructions
Explanation Stimulus
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How to Make My
Favourite Sandwich
Think about different sandwiches.
Task
Your task is to write instructions to make your favourite sandwich.

Year 3 Instructions Planning Notes
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Name Date
How to Make My Favourite Sandwich

Type Spread
of Bread
My Favourite Sandwich
Filling
Equipment
Needed

Year 3 Instructions Final Written Work
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Name Date
How to Make My Favourite Sandwich

What You Need:
Instructions:
1.

Year 3 Instructions Stimulus
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How to Play My Favourite

Playground Game
Think about different

playground games.
Task
Your task is to write instructions telling how to play your favourite
playground game.

Year 3 Instructions Planning Notes
Back to Contents
Name Date
How to Play My Favourite Playground Game

Number Equipment
of Players Needed
My Favourite Game
What you do
How to win

Year 3 Instructions Final Written Work
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Name Date
How to Play My Favourite Playground Game

What You Need:
Instructions:
1.

Year 3 Information Text
Persuasion Stimulus
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Your teacher has decided, as your class has worked so well this term,
to organise an end of term party. She has asked everyone to contribute
their ideas about what should happen at the party.
Task
Your task is to put down your ideas in note form for the food, drink,
entertainment and party games you would like to see at the event.

Persuasion
Year 3 Information Text
Persuasion Planning Notes
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Name Date
Food
and Drink Decorations
Let’s Party!
Entertainment
Party Games

Year 3 Information Text Final Written Work
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Name Date
‘Let’s Party!’ – My Notes

Food and Drink:
Decorations:
Entertainment:
Party Games:

Year 3 Information Text Stimulus
Back to Contents
Letter to Father
Christmas
On the following page are the notes that the twins Anna and
Tom made before writing their letters to Father Christmas.
Task
Your task is to write a letter to Father Christmas using the notes the
twins made. The letter could be from either Anna or Tom.

Year 3 Information Text Planning Notes
Back to Contents
Name Date
Letter to Father Christmas
Anna’s Notes Tom’s Notes
Painting Set Train Set
Jacqueline Wilson book Horrid Henry book
Football Cricket Bat
Computer Game Camera
Pencil Case Set of Drums
Coloured Pencils Roller Boots
Scissors Lego Set
Glue Bike
Coloured Paper Felt tip pens
Watch Basket Ball

Persuasion
Year 3 Information Text Final Written Work
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Name Date
Letter to Father Christmas

Dear Father Christmas,

Year 3 Performance
Poetry Poetry Stimulus
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Ten Little
School Children
Read the beginning of the poem below:
Ten little school children standing in a line,

One caught cold, then there were nine.
Nine little school children standing near the gate,

One tripped over, then there were eight.
Task
Your task is to continue the poem until only one child is left. Remember to
make your poem rhyme in the same way as above.

Year 3 Performance Poetry Planning Notes
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Name Date

Collect as many words as you can which rhyme with these numbers:
Seven – heaven, Devon, eleven
Six – fix, ticks
Five –
Four –
Three –
Two –
One -

Year 3 Performance Poetry Final Written Work
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Name Date

Year 3 Performance Poetry Stimulus
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ShapePoems
Look at the shape poems below:
th ers and slide

sli sl
s,
ea
Snail lip
v
goes.
ls
ing
nai
a silv er shin
The s
as he
him
d in
tra ehin g
il b
her
oller coaster flies
,m The Roller Coaster
, t ak
ki ng in gp
, duc as
se
iv ing nge
Dipping, d rs s h fear
cream wit
Task
Your task is to write a shape poem similar to the ones above. You may
write about anything you like. Some examples might be a spider, a plane,
a bus, a school etc.

Year 3 Performance Poetry Planning Notes
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Name Date
Shape Poems
What subject have you chosen for your poem?
Descriptive words and phrases:
Sketch of a simple shape for your poem.

Poetry
Year 3 Performance Poetry Final Written Work
Back to Contents
Name Date
Shape Poems

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Year 3 - Independent Writing Activities

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

Pupil name Class/Group Date

Read the following extract:

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

What happens next?

How the story ends:

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

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

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

In Search of the Magic Ring

How the story ends:

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

In Search of the Magic Ring

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

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

The Sweet Shop

What happens next in the story?

How does the story end?

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

The Sweet Shop

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

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

How will you end your letter?

Book you have enjoyed:

Characters you liked:

Parts of the book you liked best:

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

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

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

How will you end your letter?

The name of the book you have enjoyed:

Characters in the book:

The most exciting part of the book:

Why you liked the book:

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The Big Wheel

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The Big Wheel

What happens next?

How does the story end?

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The Big Wheel

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Oliver (excitedly) I’m going to put everything in this bag.

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What are they looking forward to doing on holiday?

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Oliver (excitedly) I’m going to put everything in this bag.

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la r spor t. It is en joyed by both boys and

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How to Make My Favourite Sandwich