Create texts by developing storylines, characters and settings, and using language features from literary texts they have encountered and from their own experiences
<ul>
<li>creating texts using a range of sentence types, including dialogue and literary devices</li>
</ul>
Re-read and edit their own texts and the texts of others using agreed criteria for text structures and language features
<ul>
<li>re-reading and editing their own and others’ work (which may involve using digital tools) for precision, using negotiated criteria for text structure and meaning, and accuracy of grammar, spelling and punctuation</li>
</ul>
Create different types of texts, written and spoken, with relevant, elaborated and sequenced ideas, using text structure appropriate for topic, purpose and audience, and multimodal elements as appropriate
<ul>
<li>using research from print and digital resources to gather and organise information for writing</li>
<li>planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals, to enhance audience engagement and understanding</li>
<li>selecting an appropriate text structure for the writing purpose, and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement</li>
<li>using vocabulary, including technical vocabulary, appropriate for purpose and context</li>
<li>using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions</li>
<li>writing letters in print and by email, demonstrating understanding of audience</li>
</ul>
Create texts, experimenting with vocabulary, figurative language, storylines, characters and settings from literary texts they have encountered
<ul>
<li>drawing upon fiction elements in a range of model texts, such as main idea, characterisation and setting (time and place), and devices such as figurative language (simile, metaphor, personification) to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts</li>
<li>creating a visual map, which may include digital mind maps, of figurative language, storylines, characters and settings in a text that may inspire their own writing</li>
</ul>
Create texts, using or adapting language features, characters, settings, plot structures and ideas from literary texts they have encountered
<ul>
<li>drawing on literary texts read, viewed and listened to for inspiration and ideas to create texts</li>
<li>adapting texts read, viewed and listened to by changing the setting or revising an ending</li>
<li>discussing characters encountered in literary texts and sharing ideas about how those characters may be a model for students’ own writing</li>
</ul>
Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate
<ul>
<li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li>
<li>researching a topic to prepare an oral or multimodal presentation</li>
<li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li>
<li>explaining ideas to a peer when planning a presentation</li>
<li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li>
<li>using appropriate simple and compound sentences to express and combine ideas</li>
<li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li>
<li>using digital tools to plan, sequence, compose and edit texts</li>
</ul>
Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation
<ul>
<li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li>
<li>checking for correct use of apostrophes for contractions and to indicate possession</li>
</ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings
<ul>
<li>making connections between information in print, images and sound</li>
<li>reading or listening for key topic-specific vocabulary words to build understanding</li>
<li>reading or listening to interpret the main idea and supporting ideas</li>
<li>identifying evidence and reasoning used by authors to support points or arguments</li>
<li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li>
<li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li>
<li>evaluating an author’s use of evidence to support arguments</li>
</ul>
Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate
<ul>
<li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li>
<li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li>
<li>using topic-specific, precise and varied vocabulary</li>
<li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li>
<li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li>
</ul>
Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure
<ul>
<li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li>
<li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li>
</ul>
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
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
Plans, creates and revises written texts for persuasive purposes, using text features,sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
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 pu
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
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
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 phonetic
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audienceElaborationsusing research from print and digital resources t...
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experiencedElaborationsusing texts with computer-based graphics, animation and 2D qualities, consider how and why par...
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 featuresElaborationsusing re...
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating textsElaborationsmaking connections between the text and studentsâ own experience and oth...
Create literary texts by developing storylines, characters and settingsElaborationscollaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points o...
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 purposeElaborationsusing pri...
Create imaginative texts based on characters, settings and events from studentsâ own and other cultures using visual features, for example perspective, distance and angleElaborationsdrawing on literary texts read, viewed and listened to for insp...
teaching resource
Haunted House Worksheets - Descriptive Writing Activity
Updated: 29 Sep 2023
Draw and write about scary Halloween houses with a printable Halloween descriptive writing activity pack.
Draw and write about scary Halloween houses with a printable Halloween descriptive writing activity pack.
Description Writing Has Never Been So Scary!
This Halloween, take your students on a spine-tingling journey of imagination and vocabulary with a Haunted House writing project.” This spooktacularly resource is perfect for inspiring students to step into the creepy world of haunted houses, crafting descriptive essays that will surely spookify your classroom with ease.
Haunted Houses Make the BEST Descriptive Writing Prompts!
This resource pack contains a variety of printable planning pages to help your students brainstorm ideas and features of the spooky house that haunts their imaginations. These guides help students build the foundation and write descriptive essays rich in sensory language, highly engaging, and fun to read!
We’ve included the following writing exercises to help your students write the spookiest haunted house descriptions possible!
Haunted House Idea Map – Students will brainstorm ideas for what their haunted house looks like on the outside and inside, along with what might be heard and where it may be located.
Design a Haunted House Worksheet – Students will draw their haunted house from the outside and use their drawing and brainstorming information to write a descriptive essay.
Who Lives in a Haunted House? Worksheet – Students will draw a spooky creature that lives in their house and write a list of descriptive adjectives they can use to describe it.
What’s in a Haunted House? Students will design and draw an interior room in their haunted house. They will then label their drawing to generate more ideas for their essay.
Download Your Halloween Writing Activity Today!
Ready to get your lesson plans under wraps? Your new resources are ready and waiting. Give that dropdown arrow on the Download button a click for your choice of Editable Google Slides or easy-to-print PDF. Download, Print, and Go!
This resource was created by Lisamarie Del Valle, a Teach Starter Collaborator.
Need More Hair-Raising Halloween Activities for Kids?
Before you go, remember to grab these hair-raising activities to bring the spooky to centre stage!
Create texts by developing storylines, characters and settings, and using language features from literary texts they have encountered and from their own experiences
<ul>
<li>creating texts using a range of sentence types, including dialogue and literary devices</li>
</ul>
Re-read and edit their own texts and the texts of others using agreed criteria for text structures and language features
<ul>
<li>re-reading and editing their own and others’ work (which may involve using digital tools) for precision, using negotiated criteria for text structure and meaning, and accuracy of grammar, spelling and punctuation</li>
</ul>
Create different types of texts, written and spoken, with relevant, elaborated and sequenced ideas, using text structure appropriate for topic, purpose and audience, and multimodal elements as appropriate
<ul>
<li>using research from print and digital resources to gather and organise information for writing</li>
<li>planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals, to enhance audience engagement and understanding</li>
<li>selecting an appropriate text structure for the writing purpose, and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement</li>
<li>using vocabulary, including technical vocabulary, appropriate for purpose and context</li>
<li>using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions</li>
<li>writing letters in print and by email, demonstrating understanding of audience</li>
</ul>
Create texts, experimenting with vocabulary, figurative language, storylines, characters and settings from literary texts they have encountered
<ul>
<li>drawing upon fiction elements in a range of model texts, such as main idea, characterisation and setting (time and place), and devices such as figurative language (simile, metaphor, personification) to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts</li>
<li>creating a visual map, which may include digital mind maps, of figurative language, storylines, characters and settings in a text that may inspire their own writing</li>
</ul>
Create texts, using or adapting language features, characters, settings, plot structures and ideas from literary texts they have encountered
<ul>
<li>drawing on literary texts read, viewed and listened to for inspiration and ideas to create texts</li>
<li>adapting texts read, viewed and listened to by changing the setting or revising an ending</li>
<li>discussing characters encountered in literary texts and sharing ideas about how those characters may be a model for students’ own writing</li>
</ul>
Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate
<ul>
<li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li>
<li>researching a topic to prepare an oral or multimodal presentation</li>
<li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li>
<li>explaining ideas to a peer when planning a presentation</li>
<li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li>
<li>using appropriate simple and compound sentences to express and combine ideas</li>
<li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li>
<li>using digital tools to plan, sequence, compose and edit texts</li>
</ul>
Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation
<ul>
<li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li>
<li>checking for correct use of apostrophes for contractions and to indicate possession</li>
</ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings
<ul>
<li>making connections between information in print, images and sound</li>
<li>reading or listening for key topic-specific vocabulary words to build understanding</li>
<li>reading or listening to interpret the main idea and supporting ideas</li>
<li>identifying evidence and reasoning used by authors to support points or arguments</li>
<li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li>
<li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li>
<li>evaluating an author’s use of evidence to support arguments</li>
</ul>
Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate
<ul>
<li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li>
<li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li>
<li>using topic-specific, precise and varied vocabulary</li>
<li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li>
<li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li>
</ul>
Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure
<ul>
<li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li>
<li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li>
</ul>
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
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
Plans, creates and revises written texts for persuasive purposes, using text features,sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
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 pu
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
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
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 phonetic
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audienceElaborationsusing research from print and digital resources t...
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experiencedElaborationsusing texts with computer-based graphics, animation and 2D qualities, consider how and why par...
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 featuresElaborationsusing re...
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating textsElaborationsmaking connections between the text and studentsâ own experience and oth...
Create literary texts by developing storylines, characters and settingsElaborationscollaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points o...
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 purposeElaborationsusing pri...
Create imaginative texts based on characters, settings and events from studentsâ own and other cultures using visual features, for example perspective, distance and angleElaborationsdrawing on literary texts read, viewed and listened to for insp...
Teach Starter Publishing
We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!
0 Comments
Write a review to help other teachers and parents like yourself. If you'd like to
request a change to this resource, or report an error, select the corresponding tab
above.
Would you like something changed or customised on this resource? While our team
makes every effort to complete change suggestions, we can't guarantee that every
change will be completed.
0 Comments
Write a review to help other teachers and parents like yourself. If you'd like to request a change to this resource, or report an error, select the corresponding tab above.