Storyworlds Scottish Planning Guide
Scottish Correlation by Eleanor McMillan
Heinemann Primary
Halley Court, Jordan Hill, Oxford OX2 8EJ
www.myprimary.co.uk
a division of Harcourt Education Ltd
© Harcourt Education Ltd, 2002
Storyworlds Scottish Planning Guide
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Storyworlds Scottish Planning Guide
Contents
The Storyworlds Programme
Storyworlds and the 5-14 Guidelines
Storyworlds and Writing
Storyworlds Software
How to use this guide
Level A Reading
Level A Writing
Level B Reading
Level B Writing
Stage-by-Stage correlation
Storyworlds Writing
2
2
3
4
5
6
10
15
19
26
36
The Storyworlds Programme
Storyworlds is a structured reading programme for 4-7-year olds. It comprises 144 readers,
plus a Shared Reading and Writing strand. The Storyworlds readers are appropriate for both
Independent and Group reading contexts, and teacher support and follow-up activities are
provided for both uses.
This Planning Guide provide detailed references to the 5-14 Language Guidelines and should
be used in conjunction with the Scottish Edition Teaching Guides. Specific reading and
writing skills can be identified quickly to enable greater flexibility in planning. In particular,
references are given to show how Storyworlds can be used either for modelled or shared
reading sessions with the teacher and pupils working together or for more independent
tasks where each pupil can practise appropriate skills to a greater degree of independence.
The materials in Storyworlds provide a detailed language programme for pupils working
within Level A up to the early stages of Level C. As a rough guide, Stages 1-6 are suitable for
pupils working to Level A, and Stages 7-12 are suitable for pupils working to Level B. Some
of the independent activities of Stage 10-12 provide suitable tasks for pupils just starting
Level C.
Storyworlds and the 5-14 Guidelines
The 5-14 Language Guidelines describe the early stages of learning to read as a stage when
pupils will:

be developing an understanding of the purpose of print by readings labels, signs and
captions and by helping to make their own class books;

be involved in pre-reading activities to develop skills of matching, discrimination, leftto-right eye movement, and sequencing;

learn the basic skills of reading through a systematic and progressive programme,
which should incorporate an initial sight vocabulary and also develop phonic and
blending skills, and the skills of word attack;

learn to enjoy books by listening to stories and poems and talking about them;

create and read short texts, with teacher support;

learn the language terms used in their reading programme.
More recently, the HMI document Improving Reading at the Early Stages recommends
reading schemes where there is a:
… rich language programme providing a framework to support the teaching
of reading. It should create opportunities to extend the pupils’ spoken
language and to link talking, listening, reading and writing together.
The document goes on to say that the reading scheme and the systematic development of
phonic skills are the key elements in achieving continuity and progression in reading.
The Storyworlds approach provides a framework to enable children to acquire a growing
mastery over a range of reading skills. At each stage of reading development, from the early
“see-saw” approach to the longer texts of Storyworlds Bridges, there are opportunities for
children to recognise a growing sight vocabulary, use phonic knowledge to decode new and
unfamiliar words and to understand stories of increasing complexity. The carefully controlled
programme helps children to build on and consolidate the initial skills while developing
confidence to tackle more challenging texts.
This continuity from Primary 1 to Primary 3 and 4 helps to provide the stimulation and
challenge for pupils to extend their skills effectively as described in Improving Reading at the
Early Stages:
Where practice was best …. pupils in P3 were beginning to:

read more widely or at greater length, for example in reading short
novels;

read with increased fluency and expression;

read to find evidence from a passage, to make simple references, to
discuss the effectiveness of language and to identify main ideas;

demonstrate their skills in understanding the language and structure of
simple information passages such as descriptions, instructions and
reports; and

discuss books and express their own responses in comments and book
reviews.
The Group Reading approach suggested in the Storyworlds Teaching Guides embraces
the supportive ethos required at the early stages when children are building up confidence in
their reading skills and enjoying books by sharing their ideas and experiences with each
other. Peer support is crucial and if combined with a manageable system where children take
control over their reading, progress will be maximised.
Big Books at each stage give teachers the opportunity to focus on group and whole class
teaching and effectively interact with pupils, encouraging them to find links with the story
and their personal experiences, to predict what might happen next and to analyse unfamiliar
words into wounds in order to help them guess the words. Positive reference is made to this
teaching approach in Improving Reading at the Early Stages (p11, 4.2):
... in a lively lesson using a Big Book. Freed from the organisational demands,
the teacher concentrated on using here teaching skills to good effect.
This interactive approach is an excellent way of modelling to pupils how to use a variety of
reading strategies. It also provides opportunities for the teacher to make links between
reading and writing.
Storyworlds Plays can support collaboration as well as developing the skills of reading
aloud. A clear structure with suggestions for before, during, and after reading guide the
pupils to consider plot, character, setting etc and widen their knowledge about language.
Storyworlds and Writing
In Storyworlds, reading is explicitly linked to writing, through discussion of key aspects of
the writer’s craft. At each stage through analysis and discussion children are encouraged to
consider “models” of genres.
In the HMI document Improving Writing 5-14, recommendations are made to help pupils
understand the qualities of writing through discussion of reading and the document
identifies important characteristics of an effective language programme:
… In discussing reading and preparing for writing, there was a planned
approach to enabling pupils to recognise that “quality” in relation to writing
has several facets.
Pupils were made aware of the need in any writing task to attend to:

the content/ideas, and the writer’s grasp of them and attitude to them;



the relevance and organisation of ideas and content, the way they are
connected to one another, to meet the requirements of this task and
readership;
the choice of language to suit these requirements;
the accuracy and correctness of expression, grammar, spelling and
punctuation.
In Storyworlds, there are opportunities to engage in a range of writing tasks such as
functional, personal and imaginative writing, alongside the development of skills of
structuring, punctuation, spelling, handwriting and presentation. The weekly planners in the
Storyworlds Bridges Teaching Guide provide good examples of how to link reading and
writing across an ability range and can be adapted to suit the needs of the class and the
teaching support.
Storyworlds Writing supports the core Storyworlds programme as a whole and further
enriches the language curriculum by providing a comprehensive approach to reading and
writing. The methodology supports whole class, interactive and participative teaching with
independent follow-up work. The texts focus on popular Storyworlds characters, develop a
range of genres and cover the key 5-14 language strands. For further details and correlation
charts for Storyworlds Writing, see pp 36 – 40.
Storyworlds Software
Storyworlds Software has been created to help teachers integrate ICT into literacy by
providing two linked activities for each Storyworlds book. The activities are all linked to key
literacy skills and also practise ICT skills. In addition, there are literacy games that offer
structured word and phonics skill practice.
ICT and Literacy
Integrating ICT throughout the curriculum is increasingly important. Children need to
develop skills which will gain them access to a world in which the use of technology is
essential to many aspects of life, including learning, work and leisure.
In addition to this, ICT is in itself a valuable tool to enhance the teaching of literacy. Studies
have shown that, providing there are clearly defined subject objectives in place, computers
can help raise standards in literacy.
Storyworlds Software integrates ICT and literacy in a way which keeps the literacy
objective clearly in focus while providing the added stimulus and support for children that
ICT can provide. It can be used as an early introduction to the world of technology which will
prepare children to respond to the challenges and opportunities that that world will present.
How to use this Planning Guide
This Planning Guide comprises three sets of correlation charts:



5-14 Attainment Targets and Objectives
Storyworlds correlation charts: Stage-by-Stage
Storyworlds Writing correlation charts
5-14 Attainment Targets and Objectives
Correlation charts for the 5-14 Attainment Targets show at a glance which Storyworlds units
can be used for specific Attainment Targets and Objectives. The Storyworlds units covered
here include the Storyworlds Plays published for Stages 4 – 6 and 7 – 9. The correlation
charts cover the following strands in Reading and Writing:
Reading:

Reading for enjoyment

Reading to reflect the writer’s ideas
and craft

Awareness of genre

Reading aloud
Writing:

Functional writing

Personal writing

Imaginative writing

Punctuation and Structure

Spelling

Handwriting and Presentation
Within each strand, numbered objectives are given derived from the 5-14 Attainment
Targets. These numbered objectives are matched against specific activities as presented in
the Teaching Guides.
Storyworlds correlation charts: Stage-by-Stage
The Stage-by-Stage correlation charts show the Attainment Targets and Objectives covered
by each book within the Storyworlds Stages. Storyworlds Software activities are shown using
this symbol: . Numbered objectives refer back to the correlation charts for the 5-14
Attainment Targets to give the detail of specific objectives.
Storyworlds Writing correlation charts
The Storyworlds Writing correlation charts show which elements of the 5-14 Attainment
Targets and Objectives are delivered by each unit within Storyworlds Writing.
Level A
Reading
Reading for enjoyment
Pupils will be able to:
With teacher support:
Read for enjoyment simple stories,
poems and informational texts
1. Learn to enjoy books by listening
to stories and poems and talking
about them
Stages 1-6
2. Develop and understand the
purpose of print
Stage 1
3. Learn the basic skills of reading
through a systematic and
progressive programme
Stages 1-3
Storybooks
Readaloud books
Shared reading teaching cards
Storyworld Plays
Stages 4-6
Working independently (or in
pairs)
Stages 4-6
Storybooks
Shared reading teaching cards
Group reading teaching cards
Level A
Reading
Reading to reflect on the writer’s
ideas and craft
Read and, with teacher support, talk
about short, straightforward text
showing that they understand one
important idea
Pupils will be able to:
With teacher support:
1. Talk in a group or individually with
the teacher to share text
Stages 4-6
2. Predict what might happen next in
a story
Stages 4-6
Storyworld Plays
The Wolf and the Kids
Dipper in Danger
3. Pick out an important idea from
the text
Storyworld Plays
Stage 4 Max and the Cat
Little Rabbit
Stage 5 The Wolf and the Kids
Dipper in Danger
Stage 6 Slug and the Sea Monster
The Gingerbread Man
Stage 4 Red Ted Goes to School
Max and the Cat
Pirate Pete Loses His Hat
Little Rabbit
Stage 5 Grandma’s Surprise
Dipper and the Old Wreck
Fire in the Wild Wood
The Ugly Duckling
Stage 6 The Big Boots
Harry’s Snake
Flora to the Rescue
Awareness of genre
Pupils will be able to:
With teacher support:
Working independently (or in
pairs)
Recognise at least one difference
between two simple texts of distinct
types
1. Recognise differences in the
nature of story, poem and
dramatic text
Stages 1-6
2. Notice the different ways text can
begin
Working independently (or in
pairs)
Level A
Reading
Reading Aloud
Pupils will be able to:
With teacher support:
Working independently (or in
pairs)
Read aloud a familiar passage or poem
so as to convey understanding
1. Listen with understanding to the
teacher reading aloud
Stages 1-3
Big Books
Readaloud Books
Stages 4-6
Big Books
Shared reading teaching cards
2. Build up confidence in reading to
the teacher, with a partner and in
a small group
Stage 1 See-Saw Story books
Stage 2-3 Springboards
Storyworld Plays
Stages 4-6
3. Gradually develop an awareness of
audience
Stages 1-6
Stages 4-6
4. Recognise and read aloud familiar
words
Stages 1-6
5. Recognise rhyming words and
rhyming pattern
Stage 1 The New Children
Mr Big Goes to the Park
The Big Pancake
Stage 2 Naughty Joe
Bingo Wants to Play
Stage 3 The Empty Lunch Box
Mr Marvel and the Cake
The Boy Who Cried Wolf
Stage 1 The Lost Storybook
Mr Big Goes to the Park
Mr Big Goes on Holiday
The Little Red Hen
Stage 2 Naughty Joe
Bingo Wants to Play
Monty at the Party
The Fox and the Stork
Stage 3 The Empty Lunchbox
The Robots
Frisky and the Cat
Frisk Plays a Trick
Mr Marvel and the Car
The 3 Billy Goats Gruff
The Boy Who Cried Wolf
The Hare and the Tortoise
Level A
Reading
Reading Aloud
Pupils will be able to:
With teacher support:
6. Recognise alphabet letters and
their equivalent sounds
Stage 1 The Naughty Hamster
A Monster for Miss Owen
The Lost Storybook
Mr Big has a Party
Mr Big Goes on Holiday
Stage 2 Clever Joe
Bingo and the Bone
Yum Yum
The Big Surprise
Monty at the Seaside
Monty at the Party
The Old Woman and the
Hen
The Fox and the Rabbit
Stage 3 The Selfish Dog
7. Develop and practise phonic skills
Stages 4-6
Working independently (or in
pairs)
Stage 2 Monty at McBurger
The Bears and the Honey
Stage 3 Frisky and the Ducks
The Selfish Dog
Stages 4-6
Level A
Writing
Functional Writing
Pupils will be able to:
Write briefly for a simple practical
purpose
1. Report orally on practical activities
With teacher support:
Working independently (or in
pairs)
2. Explore sequence through
drawings and diagrams
3. Observe and select important
features to order their writing with
the teacher acting as scribe
Stage 3 The Lost Coat
Frisky and the Cat
Stage 4 Red Ted at the Beach
Max and the Apples
4. Begin to compose simple pieces of
writing using a combination of
strategies
Stage 4 Red Ted Goes to School
Pirate Pete and the
Treasure Island
Pirate Pete Loses His Hat
Personal Writing
Pupils will be able to:
With teacher support:
Write briefly about a personal
experience
1. Speak confidently about
themselves and their experiences
and interests
Stages 1-6 All stories
2. Express their ideas through
detailed drawing, mark-making or
“having a go”
3. Contribute their ideas to a piece of
writing scribed by the teacher
4. Write briefly following a sentence
starter expressing their own ideas
Working independently (or in
pairs)
Stage 3 The Selfish Dog
The Robots
Stage 4 Max and the Cat
Stage 5 Dipper and the Old Wreck
The Straw House
Stage 6 Slug and the Sea Monster
Level A
Writing
Imaginative Writing
Pupils will be able to:
With teacher support:
Write a brief imaginative story
1. Begin to develop imaginative ideas
through role play, stories,
broadcasts etc.
Stage 1 The Enormous Turnip
Stage 2 Bingo Wants to Play
Monty and the Ghost Train
The Fox and the Stork
Stage 3 The Lost Coat
The Robots
Frisky Wants to Sleep
Frisky and the Ducks
Stage 5 The Bag of Coal
Stage 6 The Magic Trident
2. Develop an awareness of
sequence by looking at beginnings,
middles and endings of stories
read by the teacher
Stage 2 Dinner Time
Stage 5 Dipper and the Old Wreck
Stage 6 The School Fair
Working independently (or in
pairs)
Level A
Writing
Imaginative Writing
Pupils will be able to:
With teacher support:
3. Begin to compose simple stories
using a combination of strategies
Stage 2 Dinner Time
Bingo Wants to Play
The Old Woman and the
Hen
Stage 3 The Three Billy Goats
Gruff
Stage 4 Max and the Drum
Pirate Pete and the
Monster
Stage 5 Fire in the Wild Wood
Stage 6 The School Fair
The Magic Trident
4. Understands the function of print
and writes for different purposes
Working independently (or in
pairs)
Stage 4 Max and the Cat
Pirate Pete and the
Monster
Little Rabbit
The Sun and the Wind
Stage 5 Grandma’s Surprise
The Mango Tree
Dipper and the Old Wreck
Dipper to the Rescue
Dipper in Danger
The Big Snowball
Creepy Castle
The Bag of Coal
The Lake of Stars
The Wolf and the Kids
The Straw House
Stage 6 The Lost Costume
The Big Boots
The School Fair
Harry’s Seal
Olly the Octopus
Slug the Sea Monster
The Gingerbread Man
The Old Woman Who
Lived in a Vinegar Bottle
The Cooking Pot
Stage 1 The Naughty Hamster
Peek-a-Boo
Mr Big Goes to the Park
Stage 2 Bingo Wants to Play
Monty and the Ghost Train
Stage 3 The Selfish Dog
Level A
Writing
Punctuation and Structure
Pupils will be able to:
With teacher support:
Use capital letters and full stops
correctly in more than one sentence
1. Understand that capitals and full
stops help to make the meaning
clear when reading independently
and to others
Stages 2-6
2. Learn to use capital letters and full
stops in their own writing through:
-shared writing with the teacher
as the model
-reading their own writing to
others
Stages 2-6
Stage 5 Dipper and the Old Wreck
The Straw House
Stage 6 The Big Boots
Slug and the Sea Monster
Spelling
Pupils will be able to:
With teacher support:
In writing tasks, spell accurately the
words they need to use most
commonly
1. Take an interest in words, how
they sound, how they are made,
and the patterns within them
2. Spell lists of common words and
use them appropriately in their
writing
Working independently (or in
pairs)
Working independently (or in
pairs)
Stages 1-4 – Examining, discussing and practicing sight words
Stages 5 & 6 Using look, cover, write and check
Level A
Writing
Handwriting and presentation
Pupils will be able to:
Form letters and space words legibly
1. Develop good hand-eye
coordination
2. Write letters using the correct
formation
3. Use spacing in their own writing
4. Begin to link letters together
With teacher support:
Working independently (or in
pairs)
Through teacher modelling, using work books and photocopiable masters,
pupils will have appropriate opportunities to practise and improve their
skills from Stage 1 – Stage 6
Level B
Reading
Reading for enjoyment
Pupils will be able to:
With teacher support:
Read stories, poems and informational
texts regularly for enjoyment
1. Enjoy reading a variety of texts of
manageable length
Stages 7-12
Storyworld Plays
Stages 7-9
2. Relate stories to their own
knowledge and experience
Stages 7-9
Big Books 7-9
Shared reading teaching cards 7-9
Group reading cards 7-9
Storyworld Bridges 10-12
Group reading cards 10-12
Group reading cards 7-9
3. Discuss stories with others and
share their ideas and opinions
Stages 7-9
Big Books 7-9
Shared reading teaching cards 7-9
Group reading cards 7-9
Storyworld Bridges 10-12
Group reading cards 10-12
Group reading cards 7-9
Pupils will be able to:
With teacher support
1. Use pictorial and contextual cues
Stages 7-9
Working independently (or in
pairs)
Stages 7-9 Workbook pages
2. Recall storylines and sequence
thoughts and ideas
Stages 7-9
Storyworld Plays 7-9
Big Books 7-9
Shared reading cards 7-9
Group reading cards 7-9
Storyworld Bridges 10-12
Group reading cards 10-12
Reading to reflect on the writer’s
ideas and craft
Read straightforward texts and in
discussion and writing show that they
understand the main ideas
3. Respond after discussion through
drawings, diagrams etc
Working independently (or in
pairs)
Stages 7-12
Storyworld Plays
Stages 7-9
Group reading cards 10-12
Group reading cards 10-12
Stages 7-9
“Take home” pages
Workbook pages
Group reading cards 10-12
Level B
Reading
Awareness of Genre
Pupils will be able to:
With teacher support
Show recognition of a few features of
different types of simple texts: stories,
poems, plays
1. Look for clues to suggest fact,
fiction, poetry or drama
Stages 7-12
Storybooks
Workbooks
PCM pages
Shared reading cards
Group reading cards
Storyworld Plays 7-9
Teachers should take every opportunity to encourage pupils to recognise
differences in text through shared reading and group reading activities
2. Begin to recognise differences in
likely content from titles, covers,
contents page, page layouts
Reading Aloud
Pupils will be able to:
Read a familiar text with fluency
1. Share texts they have enjoyed
with others
2. Develop a range of reading
strategies such as sequencing,
prediction and use of phonological,
contextual and grammatical cues
3. Recognise and take account of
stresses, pauses and emphases
With teacher support:
Working independently (or in
pairs)
Working independently (or in
pairs)
As pupils progress through Stages 7-12 they will develop their skills of
reading aloud ad use a variety of strategies. Teachers will find that all the
materials available at this stage provide opportunities to support pupils in
small groups and individually:Storybooks Stages 7-12
Storyworld plays 7-9
Big Books 7-9
Shared reading cards 7-9
Group reading cards 7-9
Group reading cards 10-12
Level B
Writing
Functional Writing
Pupils will be able to:
With teacher support:
Write briefly in an appropriate form for
a variety of practical purposes
1. Use simple notes to order their
writing
Stage 7 The New Boy
Stage 8 The Elephant that Forgot
Kim and the Missing Paint
Pot
Stage 10 Tom’s Birthday
Stage 12 Greyfriar’s Bobby
2. Consider style, vocabulary and
layout features
Stage 7 The New Boy
Stage 8 The Highland Castle
Stage 9 Hansel and Gretel
Stage 12 Star Striker
Deep Water
Working independently (or in
pairs)
Stage 7 Kiboko and the Water
Snake
Stage 8 Kim and the Shape
Dragon
Stage 9 The Magic Carpet
The Little Girl and the
Bear
Stage 10 Tom’s Birthday Treat
Why the Tortoise has a
Cracked Shell
Stage 11 The Wrong Words
Stage 12 Star Striker
Deep Water
Level B
Writing
Personal Writing
Pupils will be able to:
With teacher support:
Working independently (or in
pairs)
Stage 7 Twiga and the Moon
Stage 8 The Highland Cattle
Stage 10 Tom’s Birthday Treat
Write briefly in an appropriate
sequence about a personal experience
giving an indication of feelings
1. Use sequence appropriately
2. Reflect, consider and begin to
reshape their stories
Stage 10 Jake, Ace Detective
Stage 11 Storm at Sea
Stage 7 Bouncer Comes to Stay
Stage 9 Cobra Cat
Stage 10 Jake, Ace Detective
Stage 11 Standing Tall
Stage 12 Deep Water
3. Develop vocabulary to articulate
feelings
Stage 7 The Magic Shoes
Stage 8 Rescue at Sea
The Highland Cattle
Stage 9 Big Barry Baker on the
Stage
Adventure at Sea
Voyage into Space
Jack and the Beanstalk
4. Write, using a letter format to
express personal feelings and
opinions
Stage 7 The Next Door Neighbour
Stage 8 Ali, Hassan and the
Donkey
Stage 9 City Cat
Level B
Writing
Imaginative Writing
Pupils will be able to:
With teacher support:
Write a brief, imaginative story or
poem using appropriate organisation
and vocabulary
1. Through discussion, questioning
and sharing writing with the
teacher or with a partner, be able
to select and draft what they wish
to say
Stage 7 The Tug of War
The Elves and the
Shoemaker
Stage 8 Kim and the Computer
The Tiger and the Jackal
Stage 9 Big Barry Baker and the
Bullies
Working independently (or in
pairs)
Stage 7 The New Boy
The Next Door Neighbour
Duma and the Lion
The Magic Coat
The Pied Piper
Stage 8 The Highland Games
The Shark With No Teeth
Kim and the Computer
Mouse
The Three Wishes
Stage 9 Big Barry Baker on the
Stage
The Little Girl and the
Bear
Jack and the Beanstalk
Stage 11 Akbar’s Dream
The Wrong Words
Storm at Sea
Stage 12 Jumble the Puppy
Level B
Writing
Imaginative Writing
Pupils will be able to:
With teacher support:
2. Consider plot, dialogue, character
and setting
Stage 9 Cherry Blossom Cat
3. Discuss the content, rhythm and
vocabulary of poetry
Stage 9 The Two Giants
Working independently (or in
pairs)
Stage 7 The Cricket Bat Mystery
Bouncer Comes To Stay
Kiboko and the Water
Snake
The Magic Boots
The Pied Piper
The Frog Prince
Stage 8 The Highland Cattle
The Bear That Wouldn’t
Growl
Kim and the Computer
Giant
Kim and the Missing Paint
Pot
The Tiger and the Jackal
Stage 9 Big Barry Baker in Big
Trouble
Bit Barry Baker and the
Bullies
Canal Boat Cat
Journey into the Earth
Voyage Into Space
Stage 10 The Monster in the
Cupboard
Stage 11 Akbar’s Dream
Storm at Sea
Stage 12 Star Striker
Level B
Writing
Punctuation and Structure
Pupils will be able to:
With teacher support:
Use capital letters and full stops
correctly in more than one sentence
and use common linking words
1. Identify the need for capitals and
full stops to establish meaning
Stages 7-12 In all writing
activities pupils will be encourage
to recognise the need to use capital
letters and full stops
2. Link sentences with appropriate
words
Stages 7-12 Through shared
writing activities and modeling the
teacher will demonstrate how to
link sentences using appropriate
words
Handwriting and presentation
Pupils will be able to:
With teacher support:
Working independently (or in
pairs)
Form letters and space words legibly in
linked script
1. Develop a fluent, legible style of
handwriting
Stages 7-12 Opportunities should
be taken through shared writing
tasks to model the skills of
handwriting
Stages 7-12 Pupils should be
encouraged in all written tasks to
improve their handwriting skills
2. Consider the layout of written
work
Working independently (or in
pairs)
Stage 7 Duma and the Lion
The Elves and the
Shoemaker
Stage 8 Lost in the Mist
The Shark with No Teeth
The Snake That Couldn’t
Hiss
Kim and the Shape
Dragon
Little Red Riding Hood
Stage 9 Canal Boat Cat
Journey Into the Earth
The Two Giants
Stage 10 Tom’s Birthday Treat
Stage 11 The Wrong Words
Level B
Writing
Spelling
Pupils will be able to:
Spell frequently used words accurately
and use a simple wordbank or
dictionary
1. Use the look/cover/write/check
strategy
2. Learn spelling rules and use
phonological knowledge
With teacher Support:
Working independently (or in
pairs)
Stage 7 The Next Door Neighbour
Twiga and the Moon
The Pied Piper
Stage 8 The Shark With No Teeth
Kim and the Computer
Mouse
Stage 9 Big Barry Baker and the
bullies
Canal Boat Cat
Stage 7 The New Boy
Bouncer Comes to Stay
Twiga and the Moon
The Magic Boots
The Magic Shoes
The Frog Prince
Stage 8 The Highland Games
The Bear That Wouldn’t
Growl
The Elephant That Forgot
Ali, Hassan and the
Donkey
Level B
Spelling
Writing
Pupils will be able to:
3. Learn to spell frequently used
words
With teacher Support:
Working independently (or in pairs)
Stage 7 The Cricket Bat Mystery
Twiga and the Moon
Mamba and the Crocodile Bird
Duma and the Lion
The Magic Coat
The Magic Hat
The Elves and the Shoemaker
The Frog Prince
Stage 8 Rescue at Sea
Lost in the Mist
The Snake That Couldn’t Hiss
Kim and the Missing Paint Pot
Little Red Riding Hood
Stage 9 Big Barry Baker’s Parcel
Big Barry Baker in Big Trouble
Canal Boat Cat
Cobra Cat
Adventure at Sea
4. Take responsibility to check
and correct spellings using a
wordbank or dictionary
Stages 7-12 Every opportunity should be taken to encourage pupils to take
responsibility to check and correct spellings
Stage 1
Our World
The new
children
A monster for
Miss Owen
The last
storybook
The naughty
hamster
Reading
Enjoyment 1, 2, 3 
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3 
Awareness of genre 1,
Animal
World
The lost toy
Reading
Peek-a-boo
Hide and seek
The big mess
Enjoyment 1, 2, 3 
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3, 
Awareness of genre 1,
Fantasy
World
Mr Big goes to
the park
Mr Big has a
party
Mr Big is a big
help
Mr Big goes on
holiday
Reading
Once Upon a
Time World
The enormous
turnip
The Lion and
the mouse
The little red
hen
The big
pancake
Reading
Enjoyment 1, 2, 3, 
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3, 
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3, 
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3, 
Awareness of genre 1,
Aloud 3, 4, 5 
2
2
2
2
Reflect 
Aloud 3, 4, 5, 6
Reflect
Aloud 3, 4, 5, 6
Aloud 3, 4, 5, 6,

Writing
Personal 1
Spelling 1
Personal 1
Spelling 1 
Personal 1
Spelling 1 
Personal 1
Imaginative 4,
Imaginative 
Spelling 1
Writing
2
2
2
Reflect 
Aloud 3, 4, 5, 
Reflect 
Aloud 3, 4, 5
Aloud 3, 4, 5
Aloud 3, 4, 5, 
2
Personal 1
Spelling 1
Personal 1
Imaginative 4
Personal 1
Spelling 1, 
Personal 1
Spelling 1
Spelling 1, 
Imaginative 
Imaginative 
Writing
Aloud 3, 4, 5, 
2
2
Reflect 
Aloud 3, 4, 5
Aloud 3, 4, 5, 
2
2
Reflect 
Aloud 3, 4, 5, 6,

Personal 1
Imaginative 4,
Personal 1
Spelling 1, 
Personal 1
Spelling 1
Personal 1
Spelling 1
Spelling 1
Imaginative 
Writing
Aloud 3, 4, 5, 
2
2
Reflect 
Aloud 3, 4, 5
Aloud 3, 4, 5
2
2
Reflect 
Aloud 3, 4, 5, 
Personal 1
Imaginative 1,
Personal 1
Spelling 1, 
Personal 1
Spelling 1, 
Personal 1
Spelling 1
Spelling 1
Imaginative 
Writing: Handwriting and Presentation
Through teacher modelling, using work books and photocopy masters, pupils will have appropriate
opportunities to practise and improve their skills from Stage 1 to Stage 6
Stage 2
Our World
Dinner time
Naughty Joe
Clever Joe
Helpers
Reading
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3, 
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Animal
World
Bingo and the
bone
Bingo wants to
play
The big
surprise
Yum! Yum!
Reading
Fantasy
World
Monty at the
seaside
Monty at the
party
Monty and the
ghost train
Monty at
McBurgers
Reading
Once Upon a
Time World
The bears and
the honey
The fox and
the rabbit
The fox and
the stork
The old
woman and
the hen
Reading
Enjoyment 1, 2, 3, 
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3, 
Awareness of genre 1,
Enjoyment 1, 2, 3, 
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3, 
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
Enjoyment 1, 2, 3
Awareness of genre 1,
2
2
Reflect 
Aloud 2, 3, 4, 5
Reflect 
Aloud 2, 3, 4, 5, 
Aloud 2, 3, 4, 5, 6, 
2
Aloud 3, 4, 5, 6
2
Writing
Personal 1
Spelling 1, 
Personal 1
Spelling 1
Personal 1
Spelling 1
Personal 1
Spelling 1, 
Imaginative 2
Imaginative 
Imaginative 
Writing
Aloud 2, 3, 4, 5, 6, 
2
2
Reflect 
Aloud 3, 4, 5
Aloud 2, 3, 4, 5, 6, 
2
2
Aloud 2, 3, 4, 5, 6
Personal 1
Spelling 1
Personal 1
Imaginative 1
Personal 1
Spelling 1
Personal 1
Spelling 1, 
Imaginative 
Spelling 1, 
Imaginative 
Imaginative 
Writing
Aloud 2, 3, 4, 5, 6, 
2
2
Reflect 
Aloud 2, 3, 4, 5, 6, 
Aloud 2, 3, 4, 5
2
2
Reflect 
Aloud 2, 3, 4, 5, 6, 
Personal 1
Spelling 1
Personal 1
Spelling 1
Personal 1
Spelling 1, 
Personal 1
Spelling 1
Imaginative 
Imaginative 1,

Writing
Aloud 2, 3, 4, 5, 6
2
Aloud 2, 3, 4, 5, 6, 
2
2
2
Reflect 
Aloud 3, 4, 5, 
Aloud 2, 3, 4, 5, 6, 
Personal 1
Spelling 1, 
Personal 1
Spelling 1
Personal 1
Spelling 1
Personal 1
Spelling 1
Imaginative 
Imaginative 
Imaginative 1
Imaginative 
Writing: Handwriting and Presentation
Through teacher modelling, using work books and photocopy masters, pupils will have appropriate
opportunities to practise and improve their skills from Stage 1 to Stage 6
Stage 3
Our World
The Empty
Lunch Box
The Lost Coat
Reading
Enjoyment 1, 2, 3
Awareness of genre 1
Enjoyment 1, 2, 3, 
Awareness of genre 1
The Robots
Enjoyment 1, 2, 3
Awareness of genre 1
Enjoyment 1, 2, 3
Awareness of genre 1
The See-Saw
Animal
World
Frisky and the
Cat
Frisky and the
Ducks
Frisky Plays a
Trick
Frisky Wants
to Sleep
Reading
Fantasy
World
Mr Marvel and
the Cake
Mr Marvel and
the Car
Mr Marvel and
the Lemonade
Mr Marvel and
the Washing
Reading
Once Upon a
Time World
The Boy Who
Cried Wolf
The Hare and
the Tortoise
The Selfish
Dog
The Three
Billy Goats
Gruff
Reading
Aloud 2, 3, 4, 5
Aloud 2, 3, 4, 
Writing
Personal 1
Spelling 
Functional 3
Personal 1
Imaginative 1
Personal 1, 2
Imaginative 1, 
Personal 1
Imaginative 
Punctuation 1, 2
Punctuation 1, 2
Spelling 1
Punctuation 1, 2
Spelling 1, 
Punctuation 1, 2
Spelling 1
Writing
Enjoyment 1, 2, 3
Awareness of genre 1
Enjoyment 1, 2, 3, 
Awareness of genre 1
Enjoyment 1, 2, 3
Awareness of genre 1
Enjoyment 1, 2, 3
Awareness of genre 1
Reflect 
Aloud 2, 3, 4, 5, 
Aloud 2, 3, 4, 6, 
Aloud 2, 3, 4, 5, 
Reflect 
Aloud 2, 3, 4, 
Functional 3
Personal 1
Personal 1
Imaginative 1, 
Personal 1
Imaginative 
Personal 1
Imaginative 1
Punctuation
Spelling 1
Punctuation
Spelling 1
Punctuation
Spelling 1
Punctuation
Spelling 1
1, 2
1, 2
1, 2
1, 2
Writing
Enjoyment 1, 2, 3
Awareness of genre 1
Enjoyment 1, 2, 3
Awareness of genre 1
Enjoyment 1, 2, 3
Awareness of genre 1
Enjoyment 1, 2, 3, 
Awareness of genre 1
Enjoyment 1, 2, 3
Awareness of genre
Enjoyment 1, 2, 3
Awareness of genre
Enjoyment 1, 2, 3
Awareness of genre
Enjoyment 1, 2, 3
Awareness of genre
Reflect 
Aloud 2, 3, 4, 5
Reflect 
Aloud 2, 3, 4, 5, 
Reflect 
Aloud 2, 3, 4, 
Reflect 
Aloud 2, 3, 4, 5, 
Aloud 2, 3, 4
Aloud 2, 3, 4, 
Personal 1
Personal 1
Personal 1
Imaginative 
Personal 1
Imaginative 
Punctuation 1,
Spelling 1
Punctuation 1,
Spelling 1, 
Punctuation 1,
Spelling 1, 
Punctuation 1,
Spelling 1
2
Punctuation 1,
Spelling 1
Punctuation 1,
Spelling 1, 
Punctuation 1,
Spelling 1
Punctuation 1,
Spelling 1
2
2
2
2
Writing
Aloud 2, 3, 4, 5, 
1
Aloud 2, 3, 4, 5
1
1
1
Reflect 
Aloud 2, 3, 4, 6, 
Reflect 
Aloud 2, 3, 4, 
Personal 1
Imaginative 
Personal 1
Imaginative 
Personal 1, 2
Imaginative 4
Personal 1
Imaginative 3
Writing: Handwriting and Presentation
Through teacher modelling, using work books and photocopy masters, pupils will have appropriate
opportunities to practise and improve their skills from Stage 1 to Stage 6
2
2
2
Stage 4
Our World
Lucy Loses Red Ted
Red Ted at the
Beach
Red Ted Goes to
School
Sam Hides Red Ted
Animal World
Max and the Apples
Max and the Cat
Max and the Drum
Max Wants to Fly
Fantasy World
Pirate Pete and the
Monster
Pirate Pete and the
Treasure Island
Pirate Pete Keeps Fit
Pirate Pete Loses his
Hat
Once Upon a Time
World
Little Rabbit
The Ant and the
Dove
The Sun and the
Wind
Town Mouse and
Country Mouse
Reading
Enjoyment 1, 2,
Reflect 1, 
Enjoyment 1, 2,
Reflect 1, 
Enjoyment 1, 2,
Reflect 1, 3, 
Enjoyment 1, 2,
Reflect 1, 
Reading
Enjoyment 1, 2,
Reflect 1, 
Enjoyment 1, 2,
Reflect 1, 3, 
Enjoyment 1, 2,
Reflect 1, 
Enjoyment 1, 2,
Reflect 1, 
Reading
Enjoyment 1, 2,
Reflect 1, 
Enjoyment 1, 2,
Reflect 1, 
Enjoyment 1, 2,
Reflect 1, 
Enjoyment 1, 2,
Reflect 1, 3, 
3
3
3
3
3
3
3
3
3
3
3
3
4, 7
Writing
Personal 1
Spelling 1
Functional 3
Personal 1
Functional 4
Personal 1
Personal 1
Imaginative 
Genre 1
Aloud 3, 4, 7
Genre 1
Aloud 3, 4, 7
Genre 1, 
Aloud 3, 4, 7
Genre 1
Aloud 3, 4, 7
Writing
Functional 3
Personal 1
Personal 1, 3
Imaginative 3
Personal 1
Imaginative 3
Personal 1
Imaginative 
Genre 1
Aloud 3,
Genre 1
Aloud 3,
Genre 1
Aloud 3,
Genre 1
Aloud 3,
Genre 1
Aloud 3,
Genre 1
Aloud 3,
Genre 1
Aloud 3,
Genre 1
Aloud 3,
4, 7
4, 7
4, 7
4, 7
4, 7
4, 7
4, 7
Reading
Enjoyment 1, 2,
Reflect 1, 3, 
Enjoyment 1, 2,
Reflect 1, 
Enjoyment 1, 2,
Reflect 1, 
Enjoyment 1, 2,
Reflect 1, 
Writing
Personal 1
Imaginative 3
Functional 4
Personal 1
Personal 1
Functional 4
Personal 1
Punctuation 1, 2, 
Punctuation 1, 2
Spelling 1
Punctuation 1, 2
Spelling 1
Punctuation 1, 2
Spelling 1
Punctuation
Spelling 1
Punctuation
Spelling 1
Punctuation
Spelling 1
Punctuation
Spelling 1
1, 2, 
1, 2
1, 2
1, 2
Punctuation 1,
Spelling 1, 
Punctuation 1,
Spelling 1
Punctuation 1,
Spelling 1
Punctuation 1,
Spelling 1
2
2, 
2
2
Writing
3
3
3
3
Genre 1
Aloud 3, 4, 7
Genre 1
Aloud 3, 4, 7
Genre 1
Aloud 3, 4, 7
Genre 1, 
Aloud 3, 4, 7
Personal 1
Imaginative 3
Personal 1
Personal 1
Imaginative 3
Personal 1
Punctuation
Spelling 1
Punctuation
Spelling 1
Punctuation
Spelling 1
Punctuation
Spelling 1
1, 2, 
1, 2, 
1, 2
1, 2
Writing: Handwriting and Presentation
Through teacher modelling, using work books and photocopy masters, pupils will have appropriate
opportunities to practise and improve their skills from Stage 1 to Stage 6
Stage 5
Our World
Grandma’s Surprise
Reading
Enjoyment 1, 3
Reflect 1, 3, 
Enjoyment 1, 3
Reflect 1, 
Enjoyment 1, 3
Reflect 1, 
Enjoyment 1, 3
Reflect 1, 
Genre 1
Aloud 3,
Genre 1
Aloud 3,
Genre 1
Aloud 3,
Genre 1
Aloud 3,
Animal World
Dipper and the Old
Wreck
Reading
Enjoyment 1, 3
Reflect 1, 3, 
Genre 1
Aloud 3, 4, 7
Dipper Gets Stuck
Enjoyment 1, 3
Reflect 1, 
Enjoyment 1, 3
Reflect 1, 
Enjoyment 1, 3
Reflect 1, 
Genre 1
Aloud 3, 4, 7
Genre 1, 
Aloud 3, 4, 7
Genre 1
Aloud 3, 4, 7
Reading
Enjoyment 1, 3
Reflect 1, 
Enjoyment 1, 3
Reflect 1, 3, 
Enjoyment 1, 3
Reflect 1, 
Genre 1
Aloud 3, 4, 7
Genre 1
Aloud 3, 4, 7
Genre 1
Aloud 3, 4, 7
The Big Snowball
Enjoyment 1, 3
Reflect 1, 
Genre 1
Aloud 3, 4, 7
Once Upon a Time
World
The Lake of Stars
Reading
Presents
The Mango Tree
Who Did it?
Dipper in Danger
Dipper to the Rescue
Fantasy World
Creepy Castle
Fire in Wild Wood
The Bag of Coal
The Straw House
The Ugly Duckling
The Wolf and the Kids
Enjoyment 1, 3
Reflect 1, 
Enjoyment 1, 3
Reflect 1, 
Enjoyment 1, 3
Reflect 1, 3, 
Enjoyment 1, 3
Reflect 1, 
4, 7
4, 7
4, 7
Writing
Personal 1
Imaginative 3
Personal 1
Personal 1
Imaginative 3
Personal 1
4, 7
Writing
Personal 1, 5
Imaginative 2,
3
Personal 1
Personal 1
Imaginative 3
Personal 1
Imaginative 3,

Writing
Personal 1
Personal 1
Imaginative 3
Personal 1
Imaginative 1,
3
Personal 1
Imaginative 3
Punctuation
Spelling 2
Punctuation
Spelling 2
Punctuation
Spelling 2
Punctuation
Spelling 2
1, 
1, 
1
1
Punctuation 1, 
Spelling 2
Punctuation 1, 
Spelling 2
Punctuation 1
Spelling 2
Punctuation 1
Spelling 2
Punctuation 1
Spelling 2
Punctuation 1
Spelling 2
Punctuation 1
Spelling 2, 
Punctuation 1, 
Spelling 2
Writing
Genre 1
Aloud 3, 4, 7
Genre 1, 
Aloud 3, 4, 7
Genre 1
Aloud 3, 4, 7
Genre 1
Aloud 3, 4, 7
Personal 1
Imaginative 3
Personal 1, 5
Imaginative 3
Personal 1
Imaginative 
Personal 1
Imaginative 3,

Punctuation 1
Spelling 2, 
Punctuation 1
Spelling 2
Punctuation 1
Spelling 2
Punctuation 1
Spelling 2
Writing: Handwriting and Presentation
Through teacher modelling, using work books and photocopy masters, pupils will have appropriate
opportunities to practise and improve their skills from Stage 1 to Stage 6
Stage 6
Our World
The Big Boots
Reading
Enjoyment 1, 3
Reflect 1, 3, 
Enjoyment 1, 3
Reflect 1, 
Enjoyment 1, 3
Reflect 1, 
Enjoyment 1, 3
Reflect 1, 
Genre 1
Aloud 3,
Genre 1
Aloud 3,
Genre 1
Aloud 3,
Genre 1
Aloud 3,
Reading
Enjoyment 1, 3
Reflect 1, 
Enjoyment 1, 3
Reflect 1, 
Enjoyment 1, 3
Reflect 1, 
Genre 1
Aloud 3, 4, 7
Genre 1
Aloud 3, 4, 7
Genre 1
Aloud 3, 4, 7
Writing
Personal 1
Knowledge 
Personal 1
Spelling 2
Personal 1
Imaginative 3
Harry’s Snake
Enjoyment 1, 3
Reflect 1, 3, 
Genre 1
Aloud 3, 4, 7
Personal 1
Imaginative 
Fantasy World
Flora to the Rescue
Reading
Enjoyment 1, 3
Reflect 1, 3, 
Enjoyment 1, 3
Reflect 1, 
Enjoyment 1, 3
Reflect 1, 
Genre 1
Aloud 3, 4, 7
Genre 1, 
Aloud 3, 4, 7
Genre 1
Aloud 3, 4, 7
The Magic Trident
Enjoyment 1, 3
Reflect 1, 
Genre 1, 
Aloud 3, 4, 7
Once Upon a Time
World
The Cooking Pot
Reading
The Castle
The Lost Costume
The School Fair
Animal World
Harry’s Elephant
Harry’s Monkey
Harry’s Seal
Olly the Octopus
Slug the Sea Monster
The Gingerbread Man
The Woman who lived
in a Vinegar Bottle
The Princess and the
Pea
4, 7
4, 7
4, 7
4, 7
Writing
Personal 1
Imaginative 3
Personal 1
Personal 1
Imaginative 3, 
Personal 1
Imaginative 1, 3
Writing
Personal 1
Personal 1
Imaginative 3
Personal 1, 4
Imaginative 3
Personal 1
Imaginative 1, 3
Punctuation 1,
Spelling 2
Punctuation 1,
Spelling 2, 
Punctuation 1,
Spelling 2
Punctuation 1,
Spelling 2
2
2
2
2
Punctuation
Spelling 2
Punctuation

Punctuation

Spelling 2
Punctuation
Spelling 2
1, 2
Punctuation
Spelling 2
Punctuation
Spelling 2
Punctuation

Spelling 2
Punctuation
Spelling 2
1, 2
Punctuation
Spelling 2
Punctuation

Spelling 2
Punctuation
Spelling 2
Punctuation

Spelling 2
1, 2
1, 2,
1, 2,
1, 2
1, 2
1, 2,
1, 2
Writing
Enjoyment 1, 3
Reflect 1, 
Enjoyment 1, 3
Reflect 1, 
Genre 1, 
Aloud 3, 4, 7
Genre 1
Aloud 3, 4, 7
Personal 1
Imaginative 3
Personal 1
Imaginative 3
Enjoyment 1, 3
Reflect 1, 
Enjoyment 1, 3
Reflect 1, 
Genre 1
Aloud 3, 4, 7
Genre 1
Aloud 3, 4, 7
Personal 1
Imaginative 3, 
Personal 1
1, 2,
1, 2
1, 2,
Writing: Handwriting and Presentation
Through teacher modelling, using work books and photocopy masters, pupils will have appropriate
opportunities to practise and improve their skills from Stage 1 to Stage 6
Stage 7
Our World
Bouncer Comes
to Stay
The Cricket Bat
Mystery
The New Boy
The Next Door
Neighbour
Reading
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Animal World
Duma and the
Lion
Kikobo and the
Water Snake
Mamba and the
Crocodile Bird
Twiga and the
Moon
Reading
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Fantasy World
The Magic Boots
Reading
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
The Magic Coat
The Magic Hat
The Magic Shoes
Once Upon a
Time World
The Elves and
the Shoemaker
The Frog Prince
The Pied Piper
The Tug of War
Reading
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Writing
Personal 1
Imaginative 2
Imaginative 2
Functional 1, 2
Imaginative 1, 
Personal 4
Imaginative 1
Writing
Imaginative 1, 
Functional 2
Imaginative 2
Spelling 3
Personal 1, 
Writing
Imaginative 2, 
Imaginative 1
Imaginative 
Personal 3
Punctuation
Spelling 2
Punctuation
Spelling 3
Punctuation
Spelling 2
Punctuation
Spelling 1
1, 2, 
1, 2, 
1, 2
1, 2
Punctuation 1, 2
Spelling 3
Punctuation 1, 2, 
Punctuation 1, 2, 
Punctuation 1, 2
Spelling 1, 2, 3
Punctuation
Spelling 2
Punctuation
Spelling 3
Punctuation
Spelling 3
Punctuation
Spelling 2
1, 2
1, 2
1, 2
1, 2, 
Writing
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Imaginative
Personal 
Imaginative
Personal 
Imaginative
Personal 
Imaginative
1
2
1, 2
1
Punctuation 1,
Spelling 3
Punctuation 1,
Spelling 2, 3
Punctuation 1,
Spelling 1
Punctuation 1,
2
2
2
2, 
Reading: Awareness of Genre
Teachers should take every opportunity to encourage pupils to recognise differences in text through
shared reading and group reading activities.
Reading aloud
As pupils progress through Stages 7-12 they will develop their skills of reading aloud and use a variety
of strategies. Teachers will find that all the materials available at this stage provide opportunities to
support pupils in small groups and individually.
Writing: Handwriting and Presentation
Opportunities should be taken through shared writing activities to model the skills of handwriting.
Pupils should be encouraged in all written tasks to improve their writing skills.
Stage 8
Our World
Lost in the Mist
Reading
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Animal World
The Bear that
Wouldn’t Growl
The Elephant that
Forgot
The Shark with No
Teeth
The Snake that
Couldn’t Hiss
Reading
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Fantasy World
Kim and the
Computer Giant
Kim and the
Computer Mouse
Kim and the Missing
Paintpot
Reading
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Kim and the Shape
Dragon
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Genre 1, 2, 
Aloud 1, 2, 3
Once Upon a Time
World
Ali, Hassan and the
Donkey
Little Red Riding
Hood
The Three Wishes
Reading
Rescue at Sea
The Highland Cattle
The Highland Games
Writing
Personal 3, 
Functional 2
Personal 1, 3
Imaginative 1
Writing
Imaginative 2
Knowledge 
Functional 1
Imaginative 1
Knowledge 
Writing
Imaginative 2
Knowledge 
Imaginative 1
Functional 1
Imaginative 2
Knowledge 
Functional 2
Imaginative 
Punctuation 1,
Spelling 3
Punctuation 1,
Spelling 3
Imaginative 2
Punctuation 1,
Punctuation 1,
Spelling 2
2
2
2, 
2, 
Punctuation 1, 2
Spelling 2
Punctuation 1, 2, 
Spelling 2
Punctuation 1, 2
Punctuation 1, 2
Spelling 3
Punctuation 1, 2
Punctuation 1, 2, 
Punctuation 1, 2
Spelling 3
Punctuation 1, 2
Writing
Punctuation 1, 2, 
Enjoyment 1, 2, 3 Genre 1, 2, 
Personal 4
Reflect 1, 2, 3,  Aloud 1, 2, 3
Spelling 2
Personal 
Enjoyment 1, 2, 3 Genre 1, 2, 
Punctuation 1, 2
Reflect 1, 2, 3,  Aloud 1, 2, 3
Spelling 3
Enjoyment 1, 2, 3 Genre 1, 2, 
Imaginative 1
Punctuation 1, 2
Reflect 1, 2, 3,  Aloud 1, 2, 3
Personal 
The Tiger and the
Enjoyment 1, 2, 3 Genre 1, 2, 
Imaginative 2,
Punctuation 1, 2

Reflect 1, 2, 3,  Aloud 1, 2, 3
Jackal
Reading: Awareness of Genre
Teachers should take every opportunity to encourage pupils to recognise differences in text through
shared reading and group reading activities.
Reading aloud
As pupils progress through Stages 7-12 they will develop their skills of reading aloud and use a variety
of strategies. Teachers will find that all the materials available at this stage provide opportunities to
support pupils in small groups and individually.
Writing: Handwriting and Presentation
Opportunities should be taken through shared writing activities to model the skills of handwriting.
Pupils should be encouraged in all written tasks to improve their writing skills.
Stage 9
Our World
Big Barry Baker and
the Bullies
Big Barry Baker in
Big Trouble
Big Barry Baker on
the Stage
Big Barry Baker’s
Parcel
Reading
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Animal World
Canal Boat Cat
Reading
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Reading
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Cherry Blossom Cat
City Cat
Cobra Cat
Fantasy World
Adventure at Sea
Journey into the
Earth
The Magic Carpet
Voyage into Space
Once Upon a Time
World
Hansel and Gretel
Jack and the
Beanstalk
The Little Girl and
the Bear
The Two Giants
Reading
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Enjoyment 1, 2, 3
Reflect 1, 2, 3, 
Writing
Imaginative 1, 2
Personal 
Imaginative 2, 
Personal 3
Imaginative 1
Spelling 3
Writing
Imaginative 2
Knowledge 
Personal 4
Imaginative 
Personal 2, 
Writing
Personal 2
Knowledge 
Imaginative 2
Functional 2
Personal 2
Imaginative 2, 
Punctuation 1, 2
Punctuation 1, 2
Spelling 1, 3
Punctuation 1, 2
Knowledge 
Punctuation 1, 2,

Punctuation 1, 2
Spelling 1, 3
Punctuation 1, 2,

Punctuation 1, 2
Punctuation 1, 2
Spelling 3
Punctuation 1, 2
Spelling 3
Punctuation 1, 2,

Punctuation 1, 2
Punctuation 1, 2
Writing
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Genre 1, 2, 
Aloud 1, 2, 3
Functional 2
Personal 
Personal 2
Imaginative 1, 
Functional 2
Personal 
Imaginative 3
Punctuation 1, 2
Punctuation 1, 2
Imaginative 1
Punctuation 1, 2
Punctuation 1, 2,

Reading: Awareness of Genre
Teachers should take every opportunity to encourage pupils to recognise differences in text through
shared reading and group reading activities.
Reading aloud
As pupils progress through Stages 7-12 they will develop their skills of reading aloud and use a variety
of strategies. Teachers will find that all the materials available at this stage provide opportunities to
support pupils in small groups and individually.
Writing: Handwriting and Presentation
Opportunities should be taken through shared writing activities to model the skills of handwriting.
Pupils should be encouraged in all written tasks to improve their writing skills.
Stages 10 - 12
Stage 10
Jake, Ace Detective
The Monster in the
Cupboard
Tom’s Birthday Treat
Why Tortoise has a
Cracked Shell
Stage 11
Akbar’s Dream
Standing Tall
Storm at Sea
The Wrong Words
Stage 12
Deep Water
Greyfriars Bobby
Jumble the Puppy
Star Striker
Reading
Enjoyment
Reflect 3
Enjoyment
Reflect 3
Enjoyment
Reflect 3
Enjoyment
Reflect 3
Reading
Enjoyment
Reflect 3
Enjoyment
Reflect 3
Enjoyment
Reflect 3
Enjoyment
Reflect 3
Reading
Enjoyment
Reflect 3
Enjoyment
Reflect 3
Enjoyment
Reflect 3
Enjoyment
Reflect 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Genre 1, 2
Aloud 1, 2,
Genre 1, 2
Aloud 1, 2,
Genre 1, 2
Aloud 1, 2,
Genre 1, 2
Aloud 1, 2,
Genre 1, 2
Aloud 1, 2,
Genre 1, 2
Aloud 1, 2,
Genre 1, 2
Aloud 1, 2,
Genre 1, 2
Aloud 1, 2,
Genre 1, 2
Aloud 1, 2,
Genre 1, 2
Aloud 1, 2,
Genre 1, 2
Aloud 1, 2,
Genre 1, 2
Aloud 1, 2,
Writing
Personal 2
Punctuation 1, 2
Imaginative 2
Punctuation 1, 2
Functional 1, 2
Personal 1
Functional 2
Punctuation 1, 2
3
3
3
Punctuation 1, 2
3
Writing
Imaginative 1, 2
Punctuation 1, 2
Personal 2
Punctuation 1, 2
Personal 2
Imaginative 1, 2
Functional 2
Imaginative 1
Punctuation 1, 2
3
3
3
3
3
Writing
Functional 2
Personal 2
Functional 1
Punctuation 1, 2
Punctuation 1, 2
Punctuation 1, 2
3
Imaginative 1
Punctuation 1, 2
Functional 2
Imaginative 2
Punctuation 1, 2
3
3
Reading: Awareness of Genre
Teachers should take every opportunity to encourage pupils to recognise differences in text through
shared reading and group reading activities.
Reading Aloud
As pupils progress through Stages 7-12 they will develop their skills of reading aloud and use a variety
of strategies. Teachers will find that all the materials available at this stage provide opportunities to
support pupils in small groups and individually.
Writing: Handwriting and Presentation
Opportunities should be taken through shared writing activities to model the skills of handwriting.
Pupils should be encouraged in all written tasks to improve their writing skills.
Storyworlds Writing
Storyworlds Writing is an additional strand to the Storyworlds programme designed to
help you develop children’s early writing skills from the start of Level A through to Level B. It
provides a series of Big Book anthologies to encourage children to think actively about and
enjoy writing, through model texts, stimulus illustrations and writing frames. A
comprehensive Teaching Guide accompanies each Big Book and provides both lesson plans
and photocopy masters.
If you use Storyworlds as your main reading resource, Storyworlds Writing fits perfectly
alongside it. We have selected some of the most popular characters and created scenarios
that provide plenty of opportunities to develop children’s writing. However, you do not need
to have all the original Storyworlds books to use Storyworlds Writing effectively.
If you use resources other than Storyworlds for teaching reading, then Storyworlds Writing
offers a complete, concise package for teaching writing. Storyworlds Writing can be used as
a standalone resource, as all the stimulus material you need is in the Big Books, and the
Teaching Guides offer comprehensive notes.
Using Storyworlds Writing in Scotland
The National Guidelines for English Language 5-14 recommend that children practise three
types of writing:

functional writing or writing for a simple practical purpose (such as instructions);

personal writing or writing about a personal experience using words which express
feelings; and

imaginative writing such as a brief story.
The 5-14 strands in Storyworlds Writing are directly related to the writing mode of the
language guidelines, and there are also opportunities to develop listening, talking and
reading.
In the suggested class lessons, where the teacher is demonstrating the writing process,
advantage should be taken to talk about texts and consider the writer’s ideas and craft.
At every stage, the teacher is encouraging pupils to organise their thinking and ideas in
order to plan, draft and re-draft what they want to write. This approach, therefore, provides
incidental opportunities to investigate language and the use of language in more detail.
Storyworlds Writing will enrich and extend any reading programme and help teachers
support pupils in making links between what they are reading and writing, which is an
important feature identified in the HMI document Improving Writing 5-14.
Storyworlds Writing Stages 1-6 covers Level A of the 5-14 Scottish Guidelines.
Storyworlds Writing Stages 7-9 covers Level B of the 5-14 Scottish Guidelines.
Storyworlds Writing Stages 1-3
Unit
Strand
Aspect
Unit 1
Our class
Functional Writing
With teacher support, write briefly for a simple practical
purpose
Understand that names require a capital letter at the
beginning
Write letters using the correct formulation
Unit 2
Mr Big’s new
boots
Unit 3
Bingo’s day
Unit 4
The riverside
café
Unit 5
Monty gets
dressed
Unit 6
Jess and her
friends
Unit 7
The Three Billy
Goats
Unit 8
Frisky the lamb
Punctuation and
Structure
Handwriting and
Presentation
Functional Writing
Imaginative Writing
Punctuation and
Structure
Handwriting and
Presentation
Functional Writing
Imaginative Writing
Punctuation and
Structure
Functional Writing
Imaginative Writing
Punctuation and
Structure
Functional Writing
With teacher support, write briefly for a simple practical
purpose
Develop ideas through role-play; develop an awareness
of sequence
In shared writing sessions, investigate the use of capital
letters, full stops and question marks
Write letters using the correct formulation
Report orally on practical activities; observe and select
important features to order their writing with the
teacher acting as scribe
Develop ideas through role-play
In shared writing sessions, investigate the use of capital
letters and full stops
Write briefly for a practical purpose with then teacher
acting as scribe
Develop ideas through role-play; develop an awareness
of sequence
Develop an understanding of when to use capital letters
With teacher support, write briefly for a simple practical
purpose; understand the importance of sequence when
writing instructions.
Punctuation and
Develop an understanding of when to use capital letters
Structure
and full stops
Functional Writing
Observe and select important features to order their
writing with the teacher acting as scribe; develop ideas
through role-play
Imaginative Writing Begin to compose simple sentence structures with the
teacher acting as scribe
Personal Writing
Write a brief sentence expressing their own ideas
Spelling
Think about sounds in words
Imaginative Writing Develop ideas through role-play; contribute to a simple
story scribed by the teacher; develop an awareness of
sequence; begin to consider character
Spelling
Think about sounds in words
Imaginative Writing Develop ideas through role-play; contribute to a simple
story scribed by the teacher; develop an awareness of
sequence; express ideas through drawing
Spelling
Think about sounds in words
Punctuation and
Develop an understanding of when to use capital letters
Structure
and full stops
Handwriting and
Write letters using the correct formulation
Presentation
Storyworlds Writing Stages 4-6
Unit
Strand
Aspect
Unit 1
Red Ted at the
beach
Personal writing
Imaginative writing
Write briefly expressing ideas.
Compose simple sentence structures with the teacher
acting as scribe.
With teacher support, use a story plan to sequence the
writing, discussing beginning, middle and end.
Use capital letters and full stops.
Unit 2
Pirate Pete and
the pancakes
Unit 3
Max has a party
Punctuation and
structure
Spelling
Imaginative writing
Functional Writing
Handwriting and
presentation
Functional writing
Personal writing
Spelling
Unit 4
Dragons
Unit 5
The Wolf and
the Kids
Unit 6
Dolphins
Handwriting and
presentation
Imaginative writing
Spelling
Handwriting and
presentation
Imaginative writing
Punctuation and
structure
Functional writing
Handwriting and
presentation
Punctuation and
structure
Use knowledge of phonological awareness.
Explore ideas through role-play.
With the teacher acting as scribe, select important
features to order the writing.
Demonstrate and discuss the use of verbs at the
beginning of each instruction.
Discuss the layout of instructions and the use of
numbering to show sequence
Through modelling and careful questioning, the teacher
will help pupils make a simple list.
Use a simple frame to write an invitation.
Write briefly, expressing own ideas
Use knowledge of phonological awareness and common
words.
Write legibly giving attention to correct letter formation
Consider character through drawings.
Develop use of adjectives when describing character.
Using a simple poem as a framework, the teacher will
scribe pupil’s suggestions discussing how they can
refine their ideas.
Consider rhyme and rhythm in poetry writing.
Use knowledge of phonological awareness
Write legibly giving attention to correct letter formation.
Develop ideas through role-play.
With teacher support, consider character and setting.
With teacher acting as scribe, use a story plan to
sequence the writing, discussing beginning, middle and
end.
Use capital letters and full stops appropriately.
With teacher support, formulate questions.
With the teacher modelling, look at labelling and discuss
the importance of this strategy in functional writing.
Through modelling and careful questioning, help pupils
make simple notes using headings and bullet points.
Write legibly in an appropriate form.
Use capital letters, full stops and question marks.
Unit 7
Pet poems
Unit 8
The country
park
Unit 9
The kingdom
under the sea
Unit 10
The Gingerbread
Man
Functional writing
Personal writing
Imaginative writing
Spelling
Handwriting and
presentation
Functional writing
Spelling
Handwriting and
presentation
Imaginative writing
Punctuation and
structure
Spelling
Imaginative writing
Punctuation and
structure
With teacher support, write a list
Write briefly, expressing own ideas
Using a simple poem as a framework, the teacher will
scribe pupils’ suggestions, discussing how they can
refine their ideas.
Use knowledge of rhyme and alliteration
Write legibly giving attention to correct letter formation.
Simple labelling.
With teacher support, use a diagram to sequence
writing.
Through modelling and careful questioning, help pupils
to make simple notes, using headings and bullet points.
Use notes to order writing.
Use knowledge of phonological awareness.
Write legibly in an appropriate form.
With teacher support, consider character and setting.
Develop ideas through role-play.
With teacher support, use pictures to sequence the
story, discussing beginning, middle and end.
Use capital letters and full stops appropriately.
Use phonological awareness.
With teacher support, use pictures to sequence the
story and consider character.
Through modelling, help pupils plan and write a simple
story based on the framework of a traditional tale.
Use capital letters and full stops appropriately.
Storyworlds Writing Stages 7-9
Unit
Unit 1
Robin and Sally
Strand
Imaginative writing
Punctuation and
structure
Spelling
Unit 2
Mamba and the
crocodile bird
Imaginative writing
Functional writing
Punctuation and
structure
Spelling
Unit 3
The Pied Piper
Unit 4
Rescue at Sea
Handwriting and
presentation
Imaginative writing
Spelling
Handwriting and
presentation
Functional writing
Imaginative writing
Spelling
Unit 5
The shark with
no teeth
Imaginative writing
Spelling
Unit 6
The tiger and
the jackal
Imaginative writing
Spelling
Punctuation and
spelling
Aspect
Through modelling and questioning, the teacher will
help pupils select and draft what they need to say.
Develop sequence by putting pictures in order and use
appropriate connective words.
Use capital letters and full stops.
Notice the spellings of common words and spelling
patterns within words.
With teacher support, consider character.
Through modelling, the teacher will demonstrate the
importance of sequencing in writing instructions.
Learn how to use a verb at the beginning of each
instruction.
Use capital letters and full stops.
Notice the spellings of common words and spelling
patterns within words.
Look at and discuss the layout of instructions
Develop ideas through role-play.
With teacher support, consider character.
Consider rhyme and rhythm.
Examine rhyming patterns in words.
Look at and discuss the layout of poems.
With teacher support, order writing using a simple flow
chart.
Use and appropriate form to write a list and a glossary,
write simple definitions of words.
Develop ideas and sequence through role-play.
Use a dictionary or word bank to check on special
interest words.
Consider rhyme, rhythm, and the framework for writing
poetry.
With teacher support, use knowledge of rhyme to
change and extend simple poetry frames.
Use knowledge of rhyme and phonological awareness to
help write words.
Develop ideas through role play and with teacher
support and careful questioning, consider character and
setting.
Consider appropriate vocabulary.
Compose simple sentences with a partner.
Use knowledge of common words and phonological
awareness.
Use capital letters and full stops appropriately.
Unit 7
Tyrannosaurus
Rex
Unit 8
Big Barry Baker
Functional writing
Spelling
Handwriting and
presentation
Imaginative writing
Punctuation and
structure
Spelling
Unit 9
Jack and the
Beanstalk
Unit 10
Jake Ace
Detective
Imaginative writing
Spelling
Handwriting and
presentation
Imaginative writing
Punctuation and
structure
Spelling
Form appropriate questions.
Through modelling and questioning, the teacher will
help the pupils select appropriate information and make
notes.
With teacher support, learn how to write a simple report
using headings.
Examine the detail and structure of special words.
Use a report frame to present written information.
With teacher support, plan a story considering the
beginning middle and end.
Consider character and setting, and develop use of
descriptive words.
Develop ideas through role-play.
Use capital letters and full stops.
Use knowledge of common words and phonological
awareness.
Through modelling and questioning, the teacher will
help pupils develop the writing of simple poetry, riddles
and raps.
Use knowledge of rhyme.
Write clearly and legibly.
With teacher support, consider character and setting,
and develop use of descriptive words.
Use suitable linking words to structure and sequence
story writing.
Look at events from the points of view of different
characters to help plan their story.
Use capital letters and full stops.
Use phonological awareness and knowledge of common
words.