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You won’t plan a narrative successfully unless have an ending in mind as you start developing the plot.
You must have an ending and plot planned before you start writing!
Once you’ve created a character, you’re in a position to start figuring out what happens to them.
Sometimes it is hard to figure exactly how your story ends.
That’s okay. Writing endings, especially good endings, is the hardest part of writing a story.
Remember, you don’t need to produce a complete resolution. Farah doesn’t need to learn how to be a perfect bassist or acquire a taste for his Teta’s baking. You just need to show what the next logical step is in his development.
Here are some questions to ask when deciding on an appropriate ending:
It doesn’t matter if you can’t totally pin down the exact ending, you can always develop it further as you work through the second or 3rd draft
Once you’ve figured out a rough ending, you can plan out the structure in more detail.
Narratives work because they have characters we care about (like the one you just created!) that have interesting and relatable things happen to them.
When you are trying to figure out the broad elements of the narrative, it may help you to break it down into three parts:
Table: Plot planner | ||
Part | Detail | Note |
Introduction | Farah is playing a quick game of Fortnite before getting ready to go to his mate’s house to have band practice His Mum comes into his room and scolds him for having a dirty, room, reminding him that they have to go see Teta and Gido (Grandma and Grandpa) at the hospital Farah has forgotten and is pretty unhappy | Note down the setting Introduce the relevant characters Include a character introduction |
Complication | At the hospital, Farah has to eat Teta’s Baklava and is anxious about keeping his mates waiting for band practice. He’s a good cello player, but not great at bass. He’s worried his mates will get a new bassist. Farah’s Gido asks him to play something | Once the characters are introduced and the protagonist has been developed present them with a challenge that makes them uncomfortable |
Resolution | Farah stumbles through some basic bass riffs. Farah’s parents chide him for not bringing his cello. His Gido takes the guitar and plays some mad riffs. And explains how he used to be in a Beirut punk band before the civil war and fleeing to Australia. His Gido agrees to teach Farah how to play bass if he agrees to stop complaining about Teta’s baklava. | Think about how the character would solve their problem You don’t have to solve the issue, but you need to offer a resolution that addresses it. Maybe they realise they need help or figure out a way to solve things. |
When you plan structure you need to consider:
Step 4a: Choose your plot scaffold
A plot scaffold develops your plot in more detail and gives you the structure to tell it. Do you want to use a flashback as a narrative device or would you rather tell your story from start to finish?
Your choice here would shape your plot scaffold. Below is a pair of flowcharts illustrating the two most common scaffolds:
One scaffold is not better than the other. Flashbacks can be confusing, cliche or unnecessarily convoluted, similarly linear narratives can be predictable or a little plain.
You will need to play around to see which one works best for YOUR story.
You’ll notice that this is more detailed than the initial plot structure:
Let’s see what this might look like:
Part | Detail | Example |
Orientation | Introduce the protagonist and the setting. Orient the reader | Farah is playing Fortnite in a messy bedroom |
Trigger | Add an incident that sets things in motion | Farah’s Mum bursts in the room |
1st Complication | Something occurs which complicates the characters life | Farah has to go with his family to his grandparents in the hospital Farah is meant to have band practice with his friends. He’s anxious they will replace him with Jim, a cool kid who is better at playing bass. |
2nd Complication | A further complication makes his life even more difficult | His grandmother has brought homemade baklava that he doesn’t want to eat but his parents insist on him eating Farah has talked up his bass playing skills, overstating them. His sick grandfather wants him to perform. Farah plays badly and gets into an argument with his parents over being in the band and not practising his cello and neglecting his parents Things get heated |
Resolution | The protagonist arrives at a solution and perhaps begins enacting it or planning how to execute it | Farah’s grandfather picks up the bass guitar that was leaning against the bed and plays some riffs, silencing the room His grandmother explains his past in bands in Beirut and how he never had time to play when they got to Australia Farah agrees to spend more time with his grandparents so he can learn from his grandfather |
Table: Plot scaffold example |
Step 4b: Choose your tense
Once, you’ve picked a scaffold, you need to decide if it is told in the present or the past tense.
Writing in the simple past is the most common. It is easy to read and relatively straight forward to write.
Narratives written in the present continuous (-ing) are not uncommon but are a little harder to write. They can become hard to follow when characters in the present are remembering events in the past or they can seem overly simple and childish.
Blake Crouch’s Dark matter (2017) is a good example of an engaging and well-written present continuous narrative. You can read a sample on this page .
You should think about whether the events in the narrative are being narrated as they happen to the protagonist or if they are being remembered later on:
Step 4c: Choose your perspective
You have three choices when choosing the perspective your story is narrated from:
if you’re just getting confidence writing narratives, you’ll find it easiest to start off with a third-person perspective. As you develop confidence and skill, you should start practising first-person narration.
As a rule, second-person narration should be avoided intially as it is to get wrong and can seem quite gimmicky.
To help you choose, here are some pros and cons for each tense:
Tense | Pro | Cons |
Table: Pros and cons of narrative perspectives | ||
1st person | Relatively easy to write Let’s you get right into a character’s head You can see how they think of others Understand their emotional state (happy, sad, scared) | LImited to one perspective Can be tempting to get too involved in character’s emotions Can’t really see the bigger picture or get to know other characters |
2nd person | Involve the reader in the text Develop tension | Hard to write Can be disorienting Only good for certain narratives (adventure, action, horror) |
3rd person | Easiest to write Lets you show the bigger picture You can describe all events and characters Can dip into character’s thoughts | Can have too much going on Only allows a superficial or momentary insight into a character Easy to include too much information |
Okay, now you’ve done your planning, you’re ready to… write your 1st draft!
First things first,
It’s okay for your first draft to suck!
Like, really really suck. That’s okay. That’s the point of a first draft. it is a starting point for something much much better.
Be prepared to produce something terrible and then rebuild it into something great!
Now grab your plan and we’ll develop a first draft.
Let’s see how you should do that:
Step 5a: Compose the orientation
Your narrative needs a compelling hook. It also needs to introduce the characters and setting.
Don’t worry too much about getting the hook right in the first draft.
Introduce the setting and prominent characters by providing brief descriptions rather than detailed ones. Stories are more effective when the reader gets to paint the picture of characters.
For example, compare these two openings:
See the difference between the two? The first is more concise and only gives the reader as much information as they need. The second is much too detailed and in the process of being detailed loses any tension.
When writing your orientation, aim to only introduce the setting and key characters. You can start developing things further when you introduce the trigger.
Step 5b: Write your trigger
The trigger is an incident that sets the course of events in the narrative in motion. It could be something small like something said in a conversation. Or it could be something huge like an alien invasion.
You should make it clear that your trigger is important. You do this by describing the protagonist’s (and other characters’) response to it.
Step 5c: Write the 1st complication
The first complication is an obstacle that a character or characters encounter
Remember, complications are meant to provoke the character to find a solution to something and to have an emotional response.
For example, in Farah’s story, the first complication is being told by his Mum that he needs to go with the family to see his Teta and Gido at the hospital. He doesn’t want to go he has band practise with his friends, but has no choice but to go to the hospital.
When you write your complication, be sure to explain what the character’s response to it is. Describe their physical response and consider how they speak to people about it.
Ask yourself:
Then you can describe what the characters do in response to the first complication.
Step 5d: Write the 2nd complication
The second complication occurs while the character(s) is overcoming the first one.
As in the first one, you need to describe:
For example, in Farah’s case, the second complication occurs when his Grandma gives him a hard time about not playing the cello and challenging him to play them some music. It doesn’t go well, Farah isn’t as good a bass player as a cellist.
Once you’ve written the complication and its consequences, you can finish the story by writing the resolution.
Step 5e: Write the resolution
A resolution is where you conclude the narrative.
When you resolve a narrative, you don’t need to write the complete ending!
What does this mean? When you write a creative, you are only relating a short series of events that happen to a character or group fo people. You don’t need to tell their whole life stories!
Instead, you need to think about what part of their lives you want to relate and focus on that.
For example, in Farah’s story, we don’t need to see him go to his band practice after the hospital trip. Instead, we can focus on a smaller resolution. Farah’s Gido reveals he was in a punk band, plays some really good music, and explains why he left Lebanon in the 80s. He agrees to teach Farah how to play bass. The end.
When you edit a piece of work you want to break it down into two types of editing:
To edit your creative, you want to tick off the items on the following checklist.
✔ Macro: Check for plot holes
Read through your story, make sure all of the events make sense.
Ensure there are no logical flaws.
✔ Macro: Look for consistency
Make sure you’ve used the correct tenses throughout.
Ensure sure you haven’t confused tenses.
Make sure the perspective is consistent throughout.
✔ Macro: Choose a symbol/ leitmotif and develop it
You need to develop a symbol, symbols, or leitmotif (a recurrent symbol) throughout.
For example, instruments in Farah’s narrative show his passion and come to be a leitmotif showing his renewed connection to his Gido
✔ Micro: Develop your dialogue
Dialogue is important. It shows the reader how characters relate to one another.
Dialogue is hard to write right.
It takes practice. When learning how to write dialogue, focus on keeping it tight by only including dialogue that:
If it doesn’t do any of the above, then it is unnecessary.
✔ Micro: Incorporate techniques
You need to include techniques in your writing to help represent things.
This is how you SHOW and don’t tell.
Look for parts of your narrative where you only describe things in plain language and change them to using techniques like rhetorical questions, metaphors, similes, or symbols to convey your meaning.
For example, consider the following statements:
The second statement might be longer but, clearly, it is more evocative because it compares Farah’s mood to a black hole.
✔ Micro: Edit for grammar
Read your narrative aloud. This will help you find grammatical mistakes and other errors.
You should:
if you want help learning about grammar. You must read our English grammar Toolkit .
✔ Micro: Edit for concision
Finally, you want to get rid of all of the rambling and fluff from your story.
Short stories are meant to be concise. You don’t want to waste a reader’s time. Instead, you want to make sure that the action is moving along throughout.
Read through your narrative and consistently ask yourself:
Does my reader need to know this?
If the answer is no, then you should consider removing or rewriting it.
Once this is done, you’ve finished your first draft!
That’s the hardest bit done.
Now you need feedback.
Once you’ve got the first draft and tidied it up, you’re ready to get some feedback.
Feedback is important, as it will tell you what works in your narrative and what doesn’t.
When we write, it is often very easy to write for ourselves:
Feedback is a way of identifying these issues.
It can be hard receiving criticism on our work. Sometimes we don’t like hearing that our work isn’t fantastic.
It’s really important that you separate criticism of your work from criticism of you. The two are not the same (take note, parents!)
To get effective feedback, it will help if you give your reader a feedback form so they can tell you what they like and don’t like.
Step 7a: Give your reader a feedback form:
Sample feedback form for your readers | |
Question | Reader’s comment |
What did you like about the story? | |
What did you not like about the story? | |
Did you find any grammatical errors? | |
Were there any plot holes? | |
What does the story need more of? | |
What does the story need less of? | |
Final remark |
Once you get the feedback, you want to review it and take on board what the reader says.
You don’t need to follow all of their suggestions, but you should pay attention to those things that the reader says affect the readability of the piece.
Step 7b: Plan your changes
Before you redraft, make a plan outlining the changes you need to make to the story to make it better:
Table: Second draft planning | ||
Section | Change | Note |
Orientation | ||
Trigger | ||
Complication 1 | ||
Complication 2 | ||
Resolution |
Now you can redraft.
This is where you redraft your story.
Some of the pieces may need only one redraft, other times they may need to go through several drafts.
The main rule of redrafting is that you
Rewrite the story in full and don’t just cut and paster or drag and drop.
At Matrix, we prefer students to write their first and second drafts by hand. When you rewrite a second or third draft by hand, you are more willing to make drastic changes (which are really great improvements). When you use a word processor, you tend to make things that are bad work, rather than letting them go.
Make sure that after you’ve redrafted the story you give it a final proofread before you…
Now you’ve done all the hard work, you’re ready to submit it.
Remember, writing good narratives won’t happen overnight. Good writers become good through practice AND WIDE READING they weren’t born as good writers.
Don’t be afraid to write fan-fiction or try and imitate your favourite writers.
The best High School English Students try and write in a range of styles for fun and not just for school assessment tasks.
© Matrix Education and httpsprimarybkinstacloud.kinsta.cloud, 2023. Unauthorised use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Matrix Education and httpsprimarybkinstacloud.kinsta.cloud with appropriate and specific direction to the original content.
Year 5 english term.
Year 5 English tutoring at Matrix will help your child improve their reading and writing skills.
Learning methods available
Year 6 English tutoring at Matrix will help your child improve their reading and writing skills.
Read the poem, talk about what it means, and perform it to an audience.
You can find fun story ideas anywhere! Why not raid your kitchen cupboards or hunt through the attic to find lost treasures? Anything from an old hat to a telescope will do the trick. What could the object be used for? Who might be looking for it? What secrets could it hold? Suggest different genres such as mystery or science fiction and discuss how the item might be used in this kind of story.
Real-world facts can also be a great source of inspiration. For example, did you know a jumping flea can accelerate faster than a space rocket taking off into orbit? What crazy story can your child make out of this fact? Newspapers and news websites can be great for finding these sorts of ideas.
For more storytelling ideas, download our free Story idea generator or our Character profile activity sheet .
If your child isn’t sure where to start with a story or even a piece of non-fiction, it can sometimes be helpful to sketch out their ideas first. For instance, can they draw a picture of a dastardly villain or a brave hero? How about a scary woodland or an enchanted castle?
Your child might also find it useful to draw maps or diagrams. What are all the different areas of their fantasy landscape called? How is the baddie’s base organised?
Some children might enjoy taking this idea a step further and drawing their own comics. This is great practice – it stretches your child’s creativity, gets them thinking about plot, character, and dialogue, and is a big confidence boost once they’ve finished and have an amazing story to look back on.
In Year 6 (age 10–11), your child will be aiming to build upon the goals and expectations they were first set in Year 5. They will be expected to:
Handwriting, spelling, grammar, and punctuation are all important aspects of writing too. You can find out more about them on our dedicated pages:
Find out more about handwriting in Year 6 at Primary School.
Find out more
Find out more about spelling in Year 6 at Primary School.
Find out more about grammar and punctuation in Year 6 at Primary School.
Table of contents, personal narratives:, creative stories:, opinion pieces:, descriptive essays, expository essays, book reviews, research projects, journal entries:, exclusive 6th grade writing prompts , 6th-grade writing prompts , creative writing topics for grade 6 , 6th grade writing prompts with reading passages , recommendations.
For sixth graders, imagination can be the key to creative expression. It’s a strong weapon. With specialized 6th Grade Writing Prompts, you can have an insight into the distinctive thoughts of these young authors and inspire a wide range of creative and inventive ideas.
As a student, every prompt offers you the chance to use narrative to explore new aspects of yourself, from ones that take them to far galaxies to those that delve deeply into your feelings and experiences.
In this article, we will take you through 50 exclusive 6th grade writing prompts that are printable for free. Carefully read through!
A sixth grader’s writing can cover a wide range of subjects, contingent upon their experiences, interests, and the particular assignment or goal of the writing work. Some possibilities for topics a sixth grader could write about are as follows:
Students are encouraged to explore their own experiences and share them with others through the use of personal narratives.
They can relive with vivid detail special occasions, like the time they overcame their fear of heights by scaling a mountain, obstacles they’ve overcome, like learning to ride a bike without training wheels, or memorable times spent with loved ones, like a touching holiday celebration or an adventure that strengthened their bond with siblings.
Students acquire insight into their own lives and ideals by thinking back on these experiences and expressing them in writing, in addition to honing their storytelling abilities.
Students can express their imagination and ingenuity via creative stories. Authors can showcase their storytelling skills by creating inventive stories with captivating characters, compelling narratives, and unique settings.
Students are free to let their imaginations run wild, whether they go on an exhilarating journey through a magical kingdom, solve a mystery in a chilling haunted mansion, or explore the depths of space in a futuristic starship.
They hone their narrative abilities, create gripping stories, and bring their imaginative ideas to life on paper via the process of storytelling.
Students can express their opinions on a variety of subjects that are important to them through opinion pieces. Students can use persuasive writing to communicate their ideas, advocate for their beliefs, and express their perspectives on a variety of topics, from pop cultural phenomena to environmental issues to school laws.
Students gain the ability to effectively express their thoughts, provide evidence to back up their claims, engage in critical thinking, and debate—whether they are advocating for tighter environmental rules, defending their favorite book or movie, or suggesting changes to school procedures.
Descriptive essays require students to use language to conjure up vivid images in the readers’ minds and arouse their senses. They can paint a detailed picture of a location they have been to, such a busy city street, a calm beach at dusk, or a comfortable lodge in the woods.
As an alternative, individuals can use rich descriptions and striking pictures to delve into the sensory nuances of a beloved memory, a favorite dish, or an interesting object. Students who practice descriptive writing are better able to arouse readers’ emotions, appeal to their senses, and produce immersive writing.
Expository essays educate students how to present facts and provide a clear, structured explanation of difficult subjects.
They can delve into a variety of topics, including historical events, cultural customs, how-to manuals, and scientific ideas.
Whether they’re breaking down a cultural ritual, exploring the history of ancient civilizations, or explaining how photosynthesis works, students learn how to effectively research, analyze, and present information. This helps them improve their writing, research, and critical thinking abilities.
Through the skillful use of language and images, poetry provides students with a unique means of expression, enabling them to explore themes such as nature, emotions, friendship, and identity. They can play around with various poetry forms, including limericks, sonnets, haikus, or free verse, and investigate the lyrical and rhythmic aspects of language.
Students learn how to use words to express emotions, generate images, and build meaning in their poetry, whether they’re writing a whimsical limerick, a heartfelt sonnet, or a haiku that captures the majesty of a sunset.
By giving students a platform to express their ideas and opinions about books they’ve read, book reviews support the growth of their analytical and critical thinking abilities.
They can assess the book’s advantages and disadvantages, character and topic analysis, and storyline summary.
Students gain the ability to engage with literature thoughtfully, express their opinions clearly, and participate in literary discussions and debates—whether they are analyzing a classic work of literature, suggesting a favorite novel to their peers, or delving into the themes of a recent bestseller.
Research projects allow students to explore interesting subjects in-depth, gather data, and present their results in an orderly and systematic manner. They can delve into a variety of topics, such as social issues, cultural customs, historical events, and scientific occurrences.
Whether they’re looking into the origins of climate change, studying the past of ancient civilizations, or examining how social media affects society, students gain important research skills from these projects.
These skills include how to collect data from trustworthy sources, assess the validity of the data, and effectively and persuasively present their findings.
Keeping a journal gives students a private place to consider their feelings, ideas, experiences, and observations. Journaling allows them to keep track of their daily activities, examine their feelings and responses to situations, and think back on their development and education.
Regular journaling helps kids develop self-awareness, introspection, and mindfulness. This can be done by having them write down their ideas before going to bed, reflect on their experiences after a difficult day, or capture moments of inspiration and insight.
Read ALSO: 107+ Creative Writing Prompts For Middle School Students
Read ALSO: 140 Exclusive Writing Prompts For Adults
Read ALSO: 50 Exclusive 4th Grade Writing Prompts That Are Printable For Free
Reading Passage : “The bell rang, signaling the end of the school day. As Sarah packed her bag, she couldn’t shake off the feeling of dread. She knew she had to face her bully on the bus ride home.”
Reading Passage : “As students entered the school gates, they were greeted by the sight of their peers dressed in a rainbow of colors and styles. Some wore jeans and T-shirts, while others donned skirts and blazers. There was no uniform requirement, allowing students to express their individuality through their clothing choices.”
Reading Passage : “The town council is considering banning plastic bags in an effort to reduce pollution and protect the environment. Many residents are divided on the issue, with some arguing that it would inconvenience shoppers and hurt businesses, while others believe it is a necessary step towards a greener future.”
Reading Passage : “Jake woke up to the sound of birds chirping outside his window. As he stretched and yawned, he glanced at the clock and realized he was running late for school. He quickly dressed, grabbed his backpack, and raced out the door, eager to start the day.”
Reading Passage : “The school cafeteria is considering replacing unhealthy snacks with nutritious options. Proponents of the change argue that it will improve student health and academic performance, while opponents worry about increased costs and decreased student satisfaction.”
Reading Passage : “As the sun dipped below the horizon, casting a warm glow over the landscape, Sarah and her friends gathered around the campfire. They roasted marshmallows, told stories, and gazed up at the starry sky, feeling at peace in the great outdoors.”
Reading Passage : “Emily was outgoing and adventurous, always eager to try new things and meet new people. In contrast, her sister Olivia was shy and reserved, preferring to spend her time lost in books or exploring nature alone.”
Reading Passage : “The city council is considering implementing a curfew for teenagers in an effort to reduce crime and keep young people safe. Supporters believe it will decrease juvenile delinquency, while opponents argue it will unfairly restrict the freedoms of law-abiding teenagers.”
Reading Passage : “Mark stared at the blank page in front of him, feeling overwhelmed by the enormity of the task ahead. He had a history essay due tomorrow, but he had no idea where to begin. With a sigh, he picked up his pen and started writing, determined to conquer his writer’s block.”
Reading Passage : “The debate over homework continues to divide educators, parents, and students alike. Some argue that it reinforces learning and teaches responsibility, while others believe it causes stress and detracts from family time. What is your stance on the issue?”
Yes, these writing prompts are designed to be age-appropriate and engaging for all 6th graders.
Yes, these writing prompts have been carefully crafted to align with common core standards for 6th grade writing.
It’s recommended to introduce a new prompt regularly, such as once a week, to keep your students inspired and practicing their writing skills consistently.
Engaging with a variety of creative and thought-provoking prompts can definitely help enhance your students’ writing abilities over time.
These varied subjects for sixth-grade writing assignments are sure to stimulate young writers’ creativity and critical thinking. Teachers and parents can easily include these prompts in their lesson plans or home-schooling activities because they are free to print.
Students will be able to convey their own views and perspectives while practicing a variety of writing abilities by responding to these prompts.
These writing prompts can be used as homework assignments, daily warm-ups, or creative writing exercises. They are an invaluable tool for supporting the development of young writers.
Best blog post format for freelance writers: the worst thing you can do.
Discover year 6 writing standards.
Year 6 writing is all about demonstrating text complexity in original work. Learners at this level are expected to continue developing their English language skills , in order to articulate their thoughts effectively and showcase the writing skills they’ve acquired during their time in primary school. In Year 6, your child should write stronger arguments, more engaging stories, and present factual information with ease.
Similar to previous years, your child will continue to develop a strong understanding of the relationship between reading and writing, as they will now have to start analyzing information to determine the main points of a text in order to inform their writing.
Year 6 students will predominantly focus on three key writing approaches:
Informative writing, narrative writing.
The advice below will set up your Year 6 child for writing success!
Argument and opinion writing are very important styles of writing to master, as they allow learners to effectively voice their opinion and share different perspectives on a topic. Once children acquire these skills, they’ll be able to state a clear point of view and support it with reason and evidence.
Arguments should be written in a formal style. Understanding the difference between formal and informal writing, and when each should be used, is a skill children will learn in Year 6.
Being able to use linking words is an important skill your child should have at this primary education level. These words are the glue that stick claims and reasons, sentences and paragraphs, together. By Year 6, children are expected to use a variety of linking words effectively when writing arguments.
Here are a few for you to practice with your children:
When a child has crafted their argument by clearly stating their position, giving reasons, adding supporting details, and using linking words, they need to write a concluding statement. A concluding statement should wrap up the argument. It could summarise the main points from their argument, or rephrase their position, and it should end on a positive note.
You can encourage your child to work on their opinion writing skills by introducing them to the Ninja Leaf Opinions lesson series on Night Zookeeper !
When writing informative texts, there are a variety of different strategies that children can use depending on the topic and purpose. Using definitions and cause/effect are examples of these.
Here are some top tips on how to plan an informative piece of writing:
Informative writing pieces should be closed with a concluding section that summarises the main points and leaves the reader thinking about the topic. This conclusion should offer recommendations on further reading for the audience, or leave the reader with questions relating to the future of the topic.
Work on informative writing by asking your child to write a weekly grocery shopping list, asking them to name all of the essential items which are used on a regular basis.
Technique, description, and a well-sequenced plot are all expected features of Year 6 level narratives. When working on narrative writing, some aspects to focus on include a clear focus on the topic, good descriptions of characters , settings and other imagery relevant to the narrative. Narratives may also include techniques such as dialogue.
These narrative techniques are very useful, as they allow the plot to move forward and help to develop well-rounded characters.
Young writers should utilize figurative language (including similes, metaphors, and personification) and a wide vocabulary to include precise words and phrases in their short stories. Narrative writing relies heavily on providing a high level of detail with the aim to allow the reader to clearly visualise the actions, characters and settings present in the story. For example, adverbials of time and place are linking words we often use to sequence paragraphs. They show shifts in time and place that help readers follow the sequence of a narrative.
Concluding a piece of narrative writing may sometimes be challenging, as there are many techniques to choose from. We really encourage writers to try out different endings to their narrative pieces, including cliffhangers, unexpected plot twists or a classic happy ending!
The narrative lesson series on our program is a great way to help your young writer to explore narrative techniques such as pacing, description, and dialogue to move the plot forward and develop characters and events.
Looking for a way to make writing fun for your child? Try our writing program for kids !
Night Zookeeper covers the full English National Curriculum and includes content that support Year 6 students with their English skills as they prepare for secondary school. Our gamified approach to teaching writing puts an educational twist on video games to help students to stay focused, engaged and entertained as they learn.
Our program hosts a wealth of award-winning Year 6 writing content, including challenges, writing assignments, interactive lesson series, creative writing prompts, printable resources , and much more!
With regular feedback provided to students, our writing program helps children to develop good habits in regards to drafting and redrafting their writing.
Sign up today to claim a 7-day free trial!
Subject: English
Age range: 7-11
Resource type: Other
Last updated
22 February 2018
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Brilliant resource. Thanks!
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This is really helpful. In particular the word mats and big writing checklist. Thanks
Good resources. Thanks for sharing.
Excellent resources. Thank you
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This is not an ideal time for a blog about end of KS2 statutory writing assessment. It’s the week after SATs for one thing. So, this blog is deliberately geared towards the immediate weeks ahead. It’s clear from so many conversations, across so many schools, that quick win advice might go down well right now. For some, addressing gaps caused by pandemic disruptions remained a priority up until recently. It’s hardly surprising that talk has been of expected drops in the numbers achieving GDS standard in writing. Still, there have been a number of requests for support in identifying writing opportunities that might be helpful in the final stretch of the assessment window.
This blog aims to provide some guidance along those lines. It does not reflect our wider views and approaches to developing reader-writers. It’s a deliberately short term and strategic look at primary writing with a particular aim in mind. It’s also an attempt to take some of the weight from our year 6 colleagues’ shoulders in what has been another challenging year. Under 'normal' circumstances, this time of year for the Year 6 teacher, especially the new-to-year-6 teacher, is seared into my own teaching memory. It can feel lonelier than it should, no matter how many times you might be told “You’ve got this”, no matter how healthy an outlook we might have on the place and nature of statutory KS2 assessments.
So, without any apologies, I’ll crack on with some targeted advice and helpful links.
The blog has three sections:
1a. core exemplifications.
Just briefly, let’s remember Frankie in all this. Frankie the ‘epitome’ of GDS .
Frankie stands as the one-and-only STA exemplification of writing judged to be representative of GDS for writing. My relationship with Frankie’s writing efforts rivals some of my friendships in terms of how often we get to interact. In recent weeks, we’ve become aware of newer teachers/year 6 returners that are not familiar with this bank of work.
For those not familiar, it’s essential reading under the current system. If you haven’t before, read the work and the associated commentaries, focusing on the most useful, perhaps less florid parts. This will give you a common reference point with year 6 teachers across the country. You can find it here:
Gov.UK: Teacher assessment exemplification: English writing - working at greater depth within the expected standard, Frankie .
Keep in mind this statement from the opening of the exemplification files:
"Exemplification materials illustrate only how 'pupil can' statements in the frameworks might be met. They do not dictate a particular method of teaching, or the evidence expected from the classroom, which will vary from school to school. "
The word 'might' is important here – Frankie is one manifestation of the standard, not a definitive model. This is good news. Otherwise, we’d all best enrol our children in ballet classes at the earliest opportunity.
Reading each piece and considering the most useful parts of the commentaries can help us to keep in mind aspects of writing that we might want to draw attention to when working with the most assured writers. Exemplification banks, without the commentaries, can also offer some useful opportunities for focused reading for our children to see the work of others and consider what they like/dislike and how they would have gone about a similar task. This can add further layers to awareness of the limitless networks of choices that writers have at their disposal.
I used the plural ‘exemplification banks’ deliberately. Turning to one of the EXS exemplifications might help Frankie seem a little less lonely.
Meet Leigh , handily remembered as Near-Leigh GDS Leigh. My former colleague Clare Hodgson, our then moderation lead, wrote about Leigh’s work and how it might offer more helpful hints in an earlier blog for the assessment team.
Take a read of this helpful snippet in which Clare flags some learning relating to bullet 3 of the GDS statements. I’d thoroughly recommend reading the whole of this immensely popular blog .
Obviously, writing such as 'Frankies' clearly meets this statement - but how 'assured and conscious' do our Y6 writers need to be? Here it is worth turning to the 'Leigh' exemplification file as a benchmark as Leigh only narrowly misses the greater depth standard. There is one piece - piece B - where Leigh is able to meet the 'assured and conscious control' statement. The annotations on the remaining pieces show where Leigh has been less consistent and hence why the award remains at expected standard.
Reflect too, as you read the collection, on the purpose and audience for each piece in the collection. Are there enough opportunities for Leigh to write formally? Could more opportunities for formal writing have helped? Does the recount provide any evidence for Greater depth? (No!) Additionally, has Leigh been given adequate time to re-draft some sections of his/her work to consider precision of language, or tidy up punctuation? The implications are that greater depth writers may need longer to craft their writing, as well as more exposure to a range of reading material and a range of tasks that have clearly defined purpose and audience.
Leigh’s writing is offered as one of two banks that exemplify writing demonstrating sufficient evidence of the requirements for a judgement of EXS, but was evaluated as stronger than their fellow EXS-achiever Morgan. Towards the end of each bank there is a tick-grid showing which pieces meet which bullet point in each standard. Here’s Leigh’s tally sheet for the EXS statements. If it was a game of bingo, you’d be getting excited:
It's almost a clean sweep. Bullet two and three relate to narrative features and are demonstrated sufficiently well in two pieces to secure an overall nod of approval for those two statements, as shown by the tick in the final column. Piece A did not offer evidence of the EXS spelling list statement, but given that every other piece does, it’s no wonder that that statement is also judged to be fully met.
Nice work Leigh. So let’s give the GDS bullets a quick once-over.
Back to our imagined game of bingo. It’s far from a full house but Leigh does manage to get a complete line of ticks for Piece B (third column) and a close-to-complete line for piece E (sixth column).
It’s by looking at these pieces that we can begin to broaden our view of the nature of writing that might support a judgement of GDS. Frankie is a very particular, ballet-obsessed writer who may well skew judgements towards a very secure bank of evidence demonstrating the standard. Leigh is a very particular, different kind of writer, offering pieces that might draw closer parallels with the writing produced by your children. In piece B, we have something that we might fairly characterise as 'very recognisably primary school writing'. It’s writing that with the right inputs, we might see from confident Year 4 writers. Here its labelled as procedural; for our purposes I am going to call it Very Fancy Instructions. Take a look, read the piece, read the commentaries, and consider how you might apply some of those pointers to writing from your own curriculum. It’s a style of writing that is likely very familiar to your young writers. Might Piece B offer some inspiration for some instructional writing based on rich, well-known content?
Piece E, a retelling of Jack and the Beanstalk in something like the Star Wars universe, meets all but bullet 3 (as discussed by Clare above). Once again the commentaries are instructive and acknowledge some strengths in the manipulation of grammar, and some indications of why it doesn’t quite hit the spot. Might this be useful in revisiting earlier narrative writing with a view to some targeted editing with that bullet point in mind? Further developing the literary language used in a piece, moving beyond structures more typical of day-to-day speech will likely pay dividends. Giving children the chance to revisit earlier writing with a more mature eye can make all the difference and is a perfectly legitimate writing activity. Writers revisit old work; writers put down a project and pick it up later, with fresh, or older, wiser eyes. Your writers shouldn’t be any different – and that really can be a very quick win. It’s also immensely gratifying for children to appreciate for themselves their own progress and growth as writers in their time with you. Revising earlier pieces will provide an opportunity for this, as well as a further lesson that writing is something to be crafted over time, not just within the context of a single lesson or unit.
Besides Leigh’s writing, there are further samples to draw from in the collections used in Lead moderator/moderator standardisation exercises. These can be found in various locations, but our friends at Babcock offer up a beautifully well-organised webpage gathering them all together for very easy access. Thank you Babcock – this has been so useful in terms of its clear layout.
Please do me a quick favour, to help with orientation, if this is new to you:
I make it nine. Nine is better than one. Include Leigh here and we have nine-and-a-bit. Frankie is no longer the singular star in a GDS solar system. We’ve got a galaxy of pointers, all with commentaries and some really nice pieces to broaden the horizons of all three standards.
Let me direct you to 2019 KS2 standardisation exercise 2 and take a look at Pupil C’s work, judged as meeting GDS. This one gave a number of moderators pause for thought. It has many nice touches, but it has its shaky moments. Here’s a top tip: if you are ever unsure whether a bank represents achievement at EXS or GDS, read it out loud. It really helps. Try reading some of Pupil C out loud. You’ll pick up on some less confident stretches, minor lapses, and moments where they seem to become somewhat locked into a groove, unsure of where to go next.
This writing is officially judged to have indicated a higher achievement than Leigh’s but I also think it offers a less intimidating vision of what GDS might look like. Some evidence banks scream GDS almost instantly. They are just plainly, obviously GDS through and through. That's arguably less useful in terms of mapping out the standard, and certainly not so useful in helping us make a call on borderline cases.
From this bank, and again like Leigh, take a look at the pieces that stand out as fairly common primary writing tasks, for example Piece B, the science investigation . Familiarity is helpful. What do they do there that makes that piece contribute to the overall judgement? Might your children do better? For instance, I think the investigation loses sight of its purpose once it gets to the second page, and there are real lapses in clarity. A sharper, scaled down version of the evaluations would have helped me maintain a better understanding of the learning from this investigation. Might this present an opportunity to revisit some similar work from across the year?
Then there’s Piece C, an information text on a ‘newly discovered, genetically engineered hybrid animal’ drawing upon research of two distinct species:
For our purposes here, let’s just note some especially helpful aspects of this piece:
In terms of quick wins, you might want to think about those tasks that are most obviously aligned to generic primary writing: Leigh’s procedural/instructions writing based on a taught topic; the science write up; the information text; the narrative sequences/episodes (as opposed to full short stories). They may well prove useful as targeted reading, close to the act of writing. Discuss with children what they like and what sort of friendly critique they might offer the authors. Try and divorce these pieces from their statutory assessment context and any sense of 'teaching to the test' and instead foster a notion that we are simply looking at, and evaluating, some work from peers in a wider community of writers. Take note of features that they find especially effective and begin to consider how this might influence their own writing, whether in fresh composition or in revisiting and revising older work.
This section provides a series of links to blogs from our colleagues in the Assessment Team ( @HertsAssessment ). Each provides helpful and accessible insights from previous rounds of moderation based on the current TAF.
Clare Hodgson, my former co-presenter of our Y6 GDS writing course, wrote this extremely helpful blog drawing upon her experiences as a lead moderator, and those of the moderation team she worked with. This blog was written in October of that year, so keep in mind that much of the advice is geared towards the rest of that academic year. That said, it contains an extremely helpful checklist for downloading that should prove helpful at this late stage of the year. Clare offers five, easily-digested ‘lessons’, that will also serve as a very helpful primer for next year – especially for those new to year 6, or new to the Year 6 writing framework.
As the title suggests, this blog looks at the notion of independence and independent writing. If any questions remain in relation to this aspect of the statutory requirements, here’s a good place to head.
With sincere thanks to our colleagues on the Assessment Team.
I’d just like to bring this blog to a close by flagging some further pieces that I put together between 2017 and 2021. Between them they offer a range of guidance and suggestions designed to support the achievement of GDS but situated within the context of whole class teaching. Please note that the earliest blogs reflect the Interim Teacher Assessment Frameworks (2016 and 2017). Expectations have changed – and if you didn’t teach under those, well, that’s something to be thankful for. Three of those blogs, the In Search of…series, explicitly address the challenges around expectations for formal and informal writing. Please note, the infamous requirement to shift between levels of formality, like some kind of language-based Hokey Cokey, no longer applies. And that is a very good thing indeed. Nonetheless, the wider points about voice, register and levels of formality should still be useful. Each link has a summary so that you can target your reading according to your needs.
An introduction to the current framework, with a brief exploration of each of the four bullets.
This blog built on the one directly above it. It looks at the role that reading might play in developing writing and offers some suggestions around particular approaches to instruction that might prove especially helpful when time is running short. As such, it offers further quick win suggestions, in addition to those given in Section 1.
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Get your students writing magical stories with this set of story starter task cards.
Help your students choose a topic to write about with this set of 36 character, setting and compilation task cards.
Inspire creative and catching narrative story starters with this story starters set of teaching slides.
Writing stimulus sheets with a narrative focus.
Print blank comic book templates created by teachers to help students write their own comics.
Print a differentiated literacy activity using dice and a chart to create a silly book title and storybook.
Thirty sentence starter cards for narratives.
A pack of 32 narrative, persuasive and report writing sentence starter cards.
Get your students writing inspiring stories with this set of story starter task cards.
A set of 3 mysterious story setting posters for students to use in a variety of ways.
Inspire some spooktacular Halloween writing with a roll-to-create Halloween Writing Prompt creator.
A poster to encourage your students to think about narrative writing.
Roll the die to generate a fun Christmas writing activity with a roll-to-create Christmas worksheet.
Use this printable 'Finish the Story' writing prompt and craft to develop narrative writing skills this Halloween season.
A set of circular diorama templates that combine to create three scenes.
A worksheet which encourages students to write an alternate ending to a shared class story.
Students can use this template to create their own pirate themed mini story book.
Students use a template to help them write stories with alternative pathways for their friends to read.
Inspire your students to write creatively with a set of 30 Christmas writing prompts for kids.
Explore imaginative writing in your classroom with these 3 fun story writing prompts for Easter.
A curious creature character spinner to use during imaginative writing.
A set of 3 dice to use when to generating ideas for creative writing.
Students use a template to help them plan stories with alternative pathways for their friends to read.
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Teachers can encourage students to persist through challenges and share their stories by modeling the power of writing using picture books.
Writing can feel intimidating to students because it involves experimenting, taking risks, and receiving feedback from teachers and peers. To mitigate this apprehension, I’ve found it helpful to share stories of characters who write, allowing students to connect with these writers and learn from them.
Below are picture books that teach the power and purpose of writing, along with ideas for helping elementary and middle school students connect with them.
A Squiggly Story by Andrew Larsen, illustrated by Mike Lowery. When a younger brother wants to write his own story but doesn’t know where to begin, he turns to his big sister, who “loves to write BIG words and little words.” With her advice, the emergent writer learns the tools for crafting a wonderful story, even though he doesn’t know all of his letters or how to craft sentences.
Lowery’s illustrations complement the story, giving students insight into how beginning authors can share their own stories while building their skills. Use this book to encourage students to write about what they know, using emergent writing skills such as drawing symbols or sketches, using initial sounds to represent words or ideas, using punctuation marks to reflect emotion, and/or using scribbles or mock handwriting. (Grades K–2)
Write! Write! Write! , by Amy Ludwig VanDerwater, illustrated by Ryan O’Rourke. This anthology comprises 22 poems that are all about writing. Poems that describe the purpose of the various stages of the writing process include “How to Begin,” “Revision Is,” and “Final Edit.”
“Our Alphabet,” “Ideas (Like Peaches),” “Timeline,” “Writing About Reading,” “Writing Is for Everyone,” and “The Pen” describe strategies authors use when crafting poetry. Use the verses in this anthology individually, as a collection of poems, or as reading or writing models demonstrating intentional uses of language. (Grades 1–4)
The Word Collector , written and illustrated by Peter H. Reynolds. This is a story about words. While other children collect coins, stamps, or bugs, Jerome is a word collector. He curates his collection into careful categories based on how they sound, what they mean, and how they make him feel.
When Jerome loses his balance and his words spill out into the world, they become a jumbled pile with no rhyme or reason. That is, until Jerome realizes that the way authors string words together makes meaning and gives them their power and purpose.
This book can help you teach vocabulary, synonyms and antonyms, word families, figurative language, and more. To further experiment and play with language, look with students around your classroom, building, and community for categories of words. You might facilitate a word hunt including some of Jerome’s categories: Words That Catch My Attention, Words That Jump Out at Me, Short and Sweet Words, Multisyllabic Words, Words You Do Not Know, Words That Sound Beautiful When You Say Them, and/or other creative categories you and your students devise. (Grades 2–8)
Milo Imagines the World , by Matt de la Peña; illustrated by Christian Robinson. This text shares the musings and drawings of young Milo as he takes his monthly train ride, observing the people who pass through his subway car. He imagines and draws their worlds in his notebook, making innocent yet pervasive judgments.
When he encounters a boy about his age, he imagines him living a prince-like existence filled with “a butler, two maids, and gourmet chef offering crust-free sandwich squares.” Milo is surprised to see that the boy and his father exit the subway to the same prison where Milo and his sister will be visiting their mother.
Milo Imagines the World asks readers to reflect on the question, “Can we really know someone just by looking at them?” and gives students and teachers an opportunity to think about how writing can help us reflect on our feelings, observe the world around us, and share our ideas about our world. (Grades 3–6)
16 Words: William Carlos Williams and “The Red Wheelbarrow” , by Lisa Rodgers, illustrated by Chuck Groenink. This simple, powerful biography describes the life and times of poet William Carlos Williams—specifically, the evolution of his famous poem “ The Red Wheelbarrow .” The book offers readers a glimpse into his nuanced process and how observation can be a powerful writing tool.
By juxtaposing Williams’s life as a physician with the challenges he faced as an author, you can help students make connections to their own writing experiences and learn simple strategies for gathering writing inspiration from the beauty of everyday surroundings. Ask students to travel to different places in your school or their neighborhood to collect sensory details about what they observe. (Grades 4–8)
How to Write a Poem , by Kwame Alexander and Deanna Nikaido, illustrated by Melissa Stewart. Award-winning authors bring readers on a journey dripping with sensory details, figurative language, clever font choices, line breaks, and white space in this how-to book about crafting poems. It offers a unique model of how students can write procedural poems.
While the genre is typically seen in primary classrooms, asking students to craft how-to poems about more sophisticated topics can be a new and exciting way for them to dip their toes into poetry. Suggested topics might include how to be a good citizen, a caring friend, or a successful author. (Grades 4–8)
Sharing books that connect to the writing process, demonstrate the benefits of writing, and highlight how authors craft stories can show students that writing is worth the risk-taking and challenges they may face in your classroom. Additionally, using these books as springboards that scaffold student writing can be an efficient and effective way to build a community of writers in your classroom.
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A school year’s worth of short, accessible image-driven posts that invite a variety of kinds of writing.
By The Learning Network
We’ve been publishing our Picture Prompts series four days a week since 2016. Below, we’ve rounded up all the prompts we published for the 2023-24 school year.
These short, accessible, image-driven prompts invite students to pen short stories, poems and memoirs; share experiences from their lives; analyze illustrations, graphs and charts; and tell us their opinions on hot-button issues.
You can find even more in our roundups for the 2022-23 , 2021-22 and 2020-21 school years, as well as in our collections of 125 picture prompts for creative and narrative writing and 25 spooky images for writing scary stories .
To learn how you can use Picture Prompts to build literacy skills, promote critical thinking, inspire discussion and foster creativity in your classroom, watch our three-minute tutorial video or our on-demand webinar . For dozens more ideas, see our lesson plan “ How to Teach With Our Picture Prompts (and Other Times Images) .”
If you use this feature with your students, or if you have other ideas for how to use photos, illustrations and graphics to encourage writing, let us know in the comments.
Boys and Cologne Soapbox Derby Graphs Old and Young 2,000 Bags Spring Holidays Baking Spring ‘Floor Person’ Checking Your Watch ‘Wild’ Ice Skating Lunar New Year Hot Pot Distracted Walking Breakfast Wild Weather Maps Healthy Habits Holiday Classics Compliments Family Drama Thanksgiving Dinner Libraries Scary Movies Carving Pumpkins Fall Friday the 13th Our Own Language Skydiving Lazy Days Back to School
Falling Into a Hole Friends? Up, Up and Away! Pet Alligator Shadowy Figures Help Fishing in a Stream Tiny House Rats on a Dog Walking Away Public Selfies Hidden Doorway Playing Dominoes Point of No Return Sunset by the Water Valentines Biking Climbing a Ladder Reflections Happy Creatures Snowfall Blindfolded The Red Planet Dog TV Walking Through Town People and Penguins Witches on the Water Spying Show Time! A Wave Goodbye Ancient Arrow A Hand Up Darkened Library The Concert
Pink Head, Green Check City Street Lapel Buttons One Seat Underwear on a Statue Justices An Elevator Filled With Robots Flying Plastic In a Box Watching Snacks and Drinks Tree Stump Behind Columns Lying in Bed Soccer and Dollars Two People Sitting Package and Globe Hot-Air Balloon Civil Conversation Raking A Shadow Parent and Child Atop a Cellphone The Super Wealthy Brick Wall Eagle and Ropes Painting Blank Space Exercise Football and Bag of Money Worm in an Apple Head in the Clouds
‘Cowboy Carter’ New Stamp Design Prizewinning Miniature Poodle Cicadas for Dinner Met Gala Student Orchestra Tech in the Classroom Salt Movie Memorabilia 100 Years of Furniture March Madness Texting Styles Concerts Leap Day Broadway Shows Ice Cream Celebrity Feuds A.I.-Generated Faces World’s Largest Cruise Ship Your Energy Playlist Taylor Swift and the N.F.L. In-and-Out Lists Contenders Coveted Cup Your 2024 Most-Anticipated List 2023 in Pictures Style in 2023 $700 Million Deal Dream Décor Skipping School Giving Tuesday Pop-Tart Critic Time Change Pink Jersey Floating Home The Mall Breaking Police Robot Celebrity Relationships Fall Music New iPhone Tiny Homes Floods in Libya Football Season Land, Man and Sky Fall Video Games
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This step-by-step explanation to KS2 creative writing can help you support your Year 6 child's learning at home. The subject of Creative Writing is broken down into manageable chunks, providing you with a simple guide to follow when exploring creative writing together, either as part of homework or if you decide to give your child some extra support. This guide is based on the national ...
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"Our Alphabet," "Ideas (Like Peaches)," "Timeline," "Writing About Reading," "Writing Is for Everyone," and "The Pen" describe strategies authors use when crafting poetry. Use the verses in this anthology individually, as a collection of poems, or as reading or writing models demonstrating intentional uses of language.
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