Writing activities for phase 2

Name Template How it is usedSpinners Children are given simple sentences/main

clauses from the given text and they add in the grammar/vocabulary for the LC. This could be complex sentences, relative clauses, colons, dashes etc.Instead of putting the main clause on the spinner, you could put the grammar feature you are practising, e.g. could, should, might if you were teaching modals.

Noughts and crosses

Just like above but played in pairs. 1 child is a cross, the other is a nought. If they successfully write the sentence, they get to put their nought or cross on that square.Children are given simple sentences/main clauses from the given text and they add in the grammar/vocabulary for the LC.This could be complex sentences, relative clauses, colons, dashes etc.Instead of putting the main clause on the spinner, you could put the grammar feature you are practising, e.g. who, which, where, when if you were teaching relative clauses.

Strike it out 2 player game. Just like above but this time the main aim is to get 3 in a row without your opponent coming in between.Children are given simple sentences/main clauses from the given text and they add in the grammar/vocabulary for the LC.This could be complex sentences, relative clauses, colons, dashes etc.Instead of putting the main clause on the spinner, you could put the grammar feature you are practising, e.g. who, which, where, when if you were teaching relative clauses.

Family fortunes

Children write 3 specific sentence types from the one given. T reveals their 3 answers. I point awarded for each that is the same and 2 points for in the same order.

Line of intensity

Children write or rank specific sentence types (these could be ones you given them or ones they’ve written themselves) from least impact and meaning to best impact and meaning and explain their choices.

Diamond nine

You can also use a diamond nine to do the same.

Venn diagrams

Children write and/or sort specific sentence types from given simple sentences/main clauses (e.g. give them simple sentences and they add in the relevant relative clause and then sort them into 2 categories depending on the relative pronoun used.)You can give as little or as much information as needed to differentiate.

Blind man’s bluff

Children choose a simple sentence/main clause, write it on a post it and extend it using specific sentence or grammar focus. This is then passed to their partner who sticks it on their head and asks questions that can only be answered using yes or no to try and work out which grammar feature has been used to extend the sentence.

What’s in my bag?

A good precursor to blind man’s bluff.T chooses a sentence out of a bag and reads/ shows children the main clause part of it. Children ask questions that can only be answered using yes or no to try and work out which grammar feature has been used to extend the sentence.

Random words

Using a wordle created from the WAGOLL (or a restricted version), children write sentences of the specific sentence type they are practising until they have used every word from the wordle once.

Secret sentences

Similar set up to consequences but the first simple sentence/picture from the text is written at the bottom of the a4 sheet. Children take it in turns to write a specific sentence type, fold their paper and pass it on. At the end, open up the sheet, choose the best sentence and explain why.