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RWI Writing Support Mat

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RWI Writing Support Mat

Use the sound spellings, useful words and sentence ideas on this mat to plan, write and improve your own short story. Read each sentence aloud to check it makes sense. Word bank for the fill-in sentence: down, play, green, moon.

Set 2 sound spellings

Say the sound, then use the word bank to help you spell. Look for the bold sound spelling in each word.

ay — play, day, stay

ee — green, sleep, tree

igh — bright, night, light

ow — blow, snow, grow

oo — moon, food, spoon

ar — farm, start, park

Useful words

Common words to borrow when you write: the, and, a, to, said, in, he, I, of, it, was, you, they, on, she, is, for, at, his, but, that, with, all, we, can, had, her, what, one, our, out, get, use, new, now, are, my, be, have, him, not, will, from, know, want, been, good, some, time, when, come, here, how, just, like, make, many, over, take, them, well, were.

Build a story

Use these prompts to get started. Add who is there, where they are and what happens.

1.Write one sentence about what the child can see. Try to use a word with the ay, ee, igh, ow, oo or ar spelling.
2.Choose a useful describing word for the object: bright, tiny, muddy or quiet. Write the word and explain what it describes.
3.Complete the sentence with a word from the word bank: The child walked the path.
4.Which sentence has a capital letter and a full stop in the right places?
  • the robin flew away
  • The robin flew away.
  • The robin flew away
5.Write a question the child could ask when they find the glowing object. Start with What, Where, How or Why and use a question mark.
6.Pick the best word to finish this sentence: The little object began to ____ across the path.
  • glow
  • green
  • said
7.Write one sentence using said. Include a character who speaks and put speech marks around their words.
8.Put these story events in a sensible order by writing 1, 2 and 3: the child finds the object; the child follows its light; the child reaches the old oak tree.
9.Write the next two sentences of the story. Include what the child does and what happens afterwards. Use at least one word from the sound bank.
10.Read your two sentences again. Tick each check after you have improved your writing: capital letters; finger spaces; full stops; one interesting describing word.

3 printable pages

  • RWI Writing Support Mat, page 1 of 3: Set 2 sound spellings, Useful words, Build a story

    Page 1

  • RWI Writing Support Mat, page 2 of 3: 2. Choose a useful describing word for the object: bright, tiny, muddy or quiet. Write

    Page 2

  • RWI Writing Support Mat, page 3 of 3: 8. Put these story events in a sensible order by writing 1, 2 and 3: the child finds the

    Page 3

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