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Narrative Prompt Sheets

Narrative Prompt Sheets
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Description

This resource is a remarkable addition to any classroom and assists students in writing narratives. Each page contains words and images to prompt students with their writing and inspire creativity, resulting in some truly wonderful narrative compositions. We have included prompts for Who, What, Where, When, Why and How.

Curriculum Codes

AC9E2LY06 9

Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words

AC9E5LE05 9

Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced

AC9E3LE05 9

Create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts

AC9E4LY06 9

Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation

AC9E3LY06 9

Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words

AC9E4LE05 9

Create and edit literary texts by developing storylines, characters and settings

AC9E5LY06 9

Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation

AC9E6LY06 9

Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features

ACELY1671 8.4

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

ACELY1694 8.4

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

ACELT1794 8.4

Create literary texts by developing storylines, characters and settings

ACELT1601 8.4

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle

ACELY1682 8.4

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose

ACELT1612 8.4

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced

ACELY1714 8.4

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience

ACELY1704 8.4

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

EN1-2A old

Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers

EN1-3A old

Composes texts using letters of consistent size and slope and uses digital technologies

EN2-2A old

Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

EN2-3A old

Uses effective handwriting and publishes texts using digital technologies

EN2-10C old

Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts

EN3-3A old

Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

EN3-2A old

Composes, edits and presents well-structured and coherent texts

EN3-7C old

Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts

EN3-UARL-02 new

Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts

EN1-VOCAB-01 new

Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas

EN1-SPELL-01 new

Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts

EN1-PHOKW-01 new

Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts

EN1-CWT-01 new

Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure

EN1-HANDW-01 new

Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts

EN1-UARL-01 new

Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose

EN3-UARL-01 new

Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts

EN3-HANDW-02 new

Selects digital technologies to suit audience and purpose to create texts

EN3-HANDW-01 new

Sustains a legible, fluent and automatic handwriting style

EN3-SPELL-01 new

Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words

EN3-CWT-01 new

Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language

EN3-VOCAB-01 new

Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts

EN3-OLC-01 new

Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding

EN2-UARL-01 new

Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts

EN2-HANDW-02 new

Uses digital technologies to create texts

EN2-SPELL-01 new

Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts

EN2-CWT-03 new

Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-CWT-02 new

Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-CWT-01 new

Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-VOCAB-01 new

Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words

EN2-OLC-01 new

Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting

VCELY332

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

VCELY330

Reread and edit own and others’ work using agreed criteria for text structures and language features

VCELY358

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience

VCELY300

Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure

VCELY361

Use a range of software, including word processing programs, learning new functions as required to create texts

VCELY329

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

VCELT297

Create literary texts by developing storylines, characters and settings

VCELT316

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

VCELT327

Create literary texts that experiment with structures, ideas and stylistic features of selected authors

VCELY269

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements

VCELY267

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation

VCELY266

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose

VCELT328

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced

VCELT298

Create literary texts that explore students’ own experiences and imagining

VCELT265

Create texts that adapt language features and patterns encountered in literary texts

VCELT264

Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features

VCELY299

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

VCELY302

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

VCELY233

Construct texts featuring print, visual and audio elements using software, including word processing programs

VCELY231

Reread and edit text for spelling, sentence-boundary punctuation and text structure

VCELY230

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

VCELY359

Reread and edit own and others’ work using agreed criteria and explaining editing choices

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Reviews
Christine Masterson
Posted 1 year ago
WA, Australia

Using for differentiation for a student with ASD who really struggles with getting started.

Vanessa Fairgray
Posted 5 years ago
, Australia
Cut out the squares, put them in 'lucky dip' bags, and draw from each bag for kooky fun quick writes.