Package 3-4: Writing

In these lessons your child will learn to write an imaginative story of their own based on the book ‘Alexander’s Outing’ by Pamela Allen.

Week 4 - Package 4 - Year 1 & 2 English/literacy - Modelled writing

Things your child will need

Have these things available so your child can complete this task.


Back up

  • A copy of the book: Alexander’s Outing by Pamela Allen and published by Penguin Books Australia. You may be able to find a reading of this book on a digital sharing platform, such as YouTube
  • A copy of the words visible on the screen or write the words on a piece of paper.
  • Draw a plan with 3 boxes on a blank piece of paper and have your child plan their story. Or, use the teacher’s plan in the video.

Before your child starts

It is recommended your child completes the shared reading and modelled writing lessons for Alexander’s Outing from Week 3 to build their knowledge and understanding of the text before watching this week’s modelled writing videos.

Make sure your child has everything ready at the start of the lesson. There are three modelled writing videos to work through this week. Check that the videos are working and that the volume is turned up for each lesson. It will help if your child is in a quiet environment.

Print the activity sheet to support your child as they write this week. They will use this sheet in each of the three lessons.

What your child needs to do

Your child is learning to write parts of an imaginative story of their own based on the book ‘Alexander’s Outing’ by Pamela Allen. They will be encouraged to think about the beginning, middle and end of their story. They are not expected to write a whole story.

Your child needs to know that spoken words can be recorded as print. Then the words can be read over and over again because the print will not change. Words carry meaning and messages.

This lesson will allow your child to coordinate multiple skills, including handwriting, critical thinking, composing, refining, re-reading and editing. It is important your child learns to write independently, and feel confident in their abilities to do this. However, they may need assistance and support in the beginning.

As your child is learning, invented spelling is expected. For example, your child may write ‘fat’ for ‘that’ or letters are missed, for example ‘wen’ instead of ‘when’. When incorrect letters are recorded for similar sounds (phonemes), praise your child for good listening to the phonemes, indicate which letters they recorded correctly and then record the word correctly above their attempt.

What your child can do next

Day 1 – watch Lesson 1. Write the beginning of a story about Alexander’s new outing.

Day 3 – watch Lesson 2. Write the middle of the story about Alexander’s new outing.

Day 5 – watch Lesson 3. Write the ending of the story about Alexander’s new outing.

Your child will need to watch and listen to each video carefully, just like they do when the teacher at school is writing with them. Afterwards, discuss what your child might like to write about for the part of the story just modelled. Encourage them to look at the sheet ‘Activity 1 – beginning’ and select some vocabulary to use in their writing, as well as some other favourite words from the story. Keep the sentence simple so it can be remembered by your child. They can write at the bottom of the sheet, adding to the text each day. Encourage your child to write by themselves, and to use phonemes (the sounds they can hear) to stretch out words, and the corresponding letters (graphemes) to write them down. When children stretch out words they try to listen for every sound they can hear in the word.

Options for your child

Activity too hard?

Ask your child to tell you what is happening in the pictures in the plan. Tell them that you are going to write a sentence (or labels) together for each part of the story. Ask them to tell you a sentence or label. Write the sentence or labels together. Encourage them to find the

word on their sheet or in the book, or to listen carefully for the initial phoneme (sound) of each word as you say it slowly. Once identified, if they know the corresponding grapheme (letter), they can record it, but if not, help them do this. Then complete the rest of the word. Say the word aloud and ask your child to read it.

Help your child think of the sentence they would like to record. Often a shorter sentence is easier. Help your child, reminding them with gentle prompts of the ‘next step’, for example ‘should we re-read it again to make sure we’ve got all the words?’.

Activity too easy?

Encourage your child to write more than two sentences for each part of the problem. They could give more details about what happens at the beginning, middle and end.

Ask your child if they can think of more precise vocabulary for some words. For example, instead of ‘he couldn’t get out’ they could write ‘he couldn’t escape’.

Extension/additional activity

  • Editing is an important skill, and your child will benefit from practising it whenever they write. This includes constant re-reading, adjusting and monitoring during the writing process. Ask them to edit not only things like spelling, punctuation and grammar, but also edit to improve their writing. This might include things like using more precise vocabulary, adding detail and descriptions, changing the order of parts of sentences or changing sentences altogether.
  • Publish the writing. This means writing the sentences out neatly and correctly for other people to read. This is a good way for them to practise their handwriting skills. Alternatively, they could practise their keyboard skills by typing the story using a computer or device. They could finish their publishing by illustrating their writing with carefully drawn pictures.
  • For an extended challenge, your child could write all of their story instead of just parts of it. They could use blank paper to make their own picture book.
  • Your child might like to turn their story into a play or puppet show. They could use toys to act it out or create stick puppets by drawing pictures of the characters on paper, cutting them out and taping them onto the ends of pencils or spoons.

Activity sheet 1: Planning

Learning intention

We are learning to write imaginative stories.

Success criteria

I can plan a story with a beginning, middle and end.

Your task

You can use some of these words from our English work in your writing.

Sight words

would, what, friend, every, they

Action verbs

straggled, quacked, flapped , disappeared, pranced, danced, clapped


on, do, how, who, down

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