An apology letter written from the Big Bad Wolf to Little Red Riding Hood outlining his sorrow for eating Riding Hood’s grandma and the measures that he will be taking to make up for this heinous act. I have used a similar text in recent years with my Year 6 children as a model text to inspire them to create their own apology letter from the villain in their favourite story to the corresponding hero. These have resulted in letters from: Darth Vader to Luke Skywalker; Bilbo to Gollum (a little backwards but nevertheless worked); Cruella De Vil to Roger (from the 101 Dalmatians) and many more. It is a letter-writing task that children engage with more than any other in my experience as it can be based on a favourite story and it is also more than appropriate to include some subtle humour within the piece, which the Greater Depth children revel in inserting. This particular example text contains all the punctuation taught in KS2 and can therefore be used to model appropriate use of these punctuation marks if necessary, especially for Greater Depth students who will pick up on this readily. The vocabulary is at points stretching for an average Year Six child but is in no way unreachable with a dictionary to hand and a basic level of inference (which this text could be used to encourage).

Newspaper articles are always difficult to write, especially in settings where children are not exposed to formal language on a regular basis. This resource should help with this process. The main resource included in this pack is a model newspaper at three different levels - the hardest containing vocabulary commonly used in SATs reading papers. An easy commentary is also included to help structure a newspaper report in an accessible way. Also included are: commentaries on formal features found in the text especially those included in the expected standard of writing at Y6 level (passive voice - including agentless passives; bias; relative clauses; modal verbs; and, briefly, reported speech too) each level of the newspaper report with coloured boxes indicating each section (and therefore where to find key features) for use by children at teacher’s discretion each level of the newspaper report without coloured boxes

A diary entry written from the perspective of Lucy immediately after she has made it to Narnia for the first time. The text is full of extended sentences and good openers and should be easily used to evidence the key aspects of diary writing: inclusion of thoughts and feelings a recount of events introducing and concluding sentences fronted adverbial openers (mainly time openers) an informal tone The piece also includes other features that are specific to this diary that could be explored: archaic vocabulary/grammatical structures reference to 1940s objects and norms It would be best used as a model text/WAGOLL.

‘In His Dreams At Least’ is a short Christmas text specifically written to contain high-level vocabulary and most of the features found in the Upper Key Stage 2 writing curriculum. It’s Christmas Eve and the whole forest is waiting for Santa Claus and his sleigh to jingle its way through the valley. But little do they know that this will be a Christmas like no other as rumblings of discontent have worked their way into Lapland and threaten to ruin the whole festive season! Rudolph and his crew have gone on strike and demanded a job swap with the elves and with Santa’s hands tied, he has to give in to their demands. Will this be the end of Christmas? Join one young wild deer, who stumbles upon the struggling sled in the middle of a forest, and watches the elves as they try their very hardest to deliver the presents. But will they make it on time? Also included are: five separate lesson ideas for writing opportunities linked to the text a differentiated comprehension to help children access the high level vocabulary answers for the comprehension worksheet

‘No Escape’ is a short descriptive narrative that contains high-level vocabulary often used in SATs reading tests, extensive use of figurative language and passive voice. Included are: a copy of the original text with annotations describing the main features of each section. a copy of the opening paragraphs (children can continue the story from here) a copy of the text with figurative language highlighted (and a range of activity ideas to help explore figurative languages and its role in creating changes of mood) a copy of the text with passive voice highlighted (and a range of activities exploring passive voice that increase in difficulty and would help higher ability writers wrestle with the tricky concept of agentless passives) Throughout are small notes for the teacher’s benefit, explaining the use of each feature and what role it plays in the rapid change of mood in the piece. As the vocabulary of the piece is of an advanced level, it is suggested that a lesson is put aside to explore and decipher this vocabulary before delving into the more technical grammatical elements.

Helpful for anyone studying Romeo and Juliet in Literacy topics, this retelling is a different way of presenting the first time Romeo and Juliet meet and is probably best suited for Upper Key Stage 2 and Lower Key Stage 3. Key features include high level vocabulary and extended sentence lengths - both key in models for Upper Key Stage 2. The original text is also referenced a number of times but modernised for greater understanding by a younger audience. Included are: The text in size 11 font (for the ease of printing on a double page). The text in size 12 font. A reading comprehension based on deciphering high level and archaic vocabulary. An answer sheet for the reading comprehension questions. Differentiation used: Children can be split into three groups to scaffold understanding of this text. Lowest ability: read the text and discuss with an appropriate adult before completing the questions in pairs. Middle ability: read the text in pairs and complete answers together. HIghest ability: read the text and complete independently.