Narrative writing: Rainbow Fish and His Sister
At the beginning of the summer term, children wrote a story based on reading traditional tales. As a prompt, they were given a picture of a fish. Before writing independently, whole-class discussion and pair work explored some ideas for characters, a problem and how to resolve it.
- Some variety in sentence openings through the use of time-related words and 'so', although most sentences are structured in the same way (AF5 L2 b1). Simple sentences connected with 'and', consistent use of past tense (AF5 L2 b2, b3).
- Clause structure grammatically accurate except in the penultimate sentence where Nikita loses track of dependent clauses introduced by 'so' and 'that' (AF6 L2 b1). Sentences correctly punctuated and one appropriate use of comma (AF6 L2 b2).
- Story is sequenced chronologically. The opening and closing sentences provide an engaging frame for the events (AF3 L2 b1 and b2).
- Written as a continuous piece without sections of any kind, but ideas and events are linked (AF4 L1 b1).
- Subject matter is relevant to the given picture, although there is no mention of the sister in the title (AF1 L2 b1).
- Word choices describe actions and simple feelings, conveying an individual viewpoint (AF2 L2 b1, b2 and b3).
- The basic ingredients of a story are present and used appropriately (AF2 L2 b1, b2), together with attempts at a storytelling style (AF2 L2 b3).
- Some vocabulary choices suggest deliberate striving for effect beyond the everyday (AF7 L2 b1 and b2).
- Correct spelling of simple high-frequency words, for example 'and', 'the', 'upon', 'went', 'there' (grammatical function words), and phonetically plausible attempts at digraphs in some common words with single morphemes ('found', 'front', 'head', 'crash'), as well as in some past-tense inflected endings ('excited', 'banged') (AF8 L1 b1 and b2).
- Letters are correctly formed and orientated but there is an inconsistency in size and no use of entry and exit strokes (Handwriting and presentation L2 b1).