A short story about playing on the slide, planned out loud before a Year 1 pupil writes a word. Across two pages, pupils first tell a partner what the boy in the picture is doing. Then they say and write one sentence for each of three pictures. A tick list at the end asks them to re-read, talk about their writing and read it aloud. There is no answer key, since every story is different. The steps follow England National Curriculum writing composition.
Writing - composition
“Saying out loud what they are going to write about”
Talk Before You Write has pupils describe the boy aloud before any writing starts.
Writing - composition
“Composing a sentence orally before writing it”
Write Your Story asks pupils to say each sentence before they write it down.
Writing - composition
“Sequencing sentences to form short narratives”
The three numbered picture boxes give a fixed order for a three-sentence story.
Writing - composition
“Re-reading what they have written to check that it makes sense”
The first tick box in Check and Share asks pupils to re-read for sense.
Writing - composition
“Discuss what they have written with the teacher or other pupils”
The second tick box asks pupils to talk about their writing with a friend or the teacher.
Writing - composition
“Read aloud their writing clearly enough to be heard by their peers and the teacher.”
The last tick box asks pupils to read the story aloud so others can hear it.
Pupils look at a picture of a boy in the park and say a sentence about him to a partner.
Three picture boxes in order. Pupils say each sentence first, then write it to build a slide story.
Three tick boxes: re-read my sentences, discuss my writing, read my story out loud.
Modelled writing
Say the first slide sentence out loud yourself, write it on the board, then let pupils do the other two.
Talk partners
Pair pupils for the first page. One says the sentence, the other repeats it back before either writes.
Sharing circle
Finish with the last tick box. Four or five pupils read their slide stories to the class.
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