teaching resource

Informative Writing Bump It Up Wall – Year 3

Updated: 12 Aug 2020

A visual display for your classroom to help students ‘bump up’ their informative writing.

Editable: Word
Non-Editable: PDF
Pages: 12 Pages
Year: 3

Curriculum

VC2E3LY11

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>
VC2E3LY12

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>

teaching resource

Informative Writing Bump It Up Wall – Year 3

Updated: 12 Aug 2020

A visual display for your classroom to help students ‘bump up’ their informative writing.

Editable: Word
Non-Editable: PDF
Pages: 12 Pages
Year: 3

A visual display for your classroom to help students ‘bump up’ their informative writing.

The aim of this visible learning classroom display is to help students ‘bump up’ their informative writing. The display enables students to identify the approximate level of an informative text they have written, then use the goals provided to ‘uplevel’ their writing.

Print and cut each component of the display. This display includes:

a title banner
three example texts of varying levels (simple to complex)
statements describing the structural and language features included in each example text
goals for ‘bumping up’ each example text.

To create the display:

Print out all of the components.
Place the title banner at the top of the display.
Place the texts in order (1-3) horizontally.
List the ‘This piece of writing includes…’ statements vertically underneath the corresponding text.
List the ‘This piece of writing could be improved by…’ goals vertically underneath the corresponding text.

To print the banner:

Open the PDF file you have just downloaded, in Adobe Reader.
In Adobe Reader, click on the printer icon to bring up the print dialogue box.
With the print dialogue box opens, click on the ‘Poster’ tab.
Next, adjust the ‘Tile Scale’ until you have the desired layout displaying in the preview section.
Once you’re happy with the preview layout, click ‘Print’!

Curriculum

VC2E3LY11

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>
VC2E3LY12

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>

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