Fractured Fairytales - Narrative Writing (Year 2)
The Fractured Fairytales – Narrative Writing Worksheet provides Year 2 students with a structured framework to retell and reimagine a well-known fairytale with their own twist. Students choose a classic fairytale (e.g. Little Red Riding Hood, Cinderella, The Three Little Pigs), then plan and write their own version using a template that covers:
• New title
• Characters
• Setting
• Problem
• Solution/Ending
Ideal for developing story structure, creativity, and descriptive writing skills in a fun and familiar context.
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Learning goals
- We are learning to create short imaginative, informative and persuasive multimodal texts using text structures, language and grammatical features appropriate to the audience and purpose.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts and begin to analyse texts by drawing on our knowledge.
- We are learning to create short imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
- We are learning to re-read and edit text for spelling, sentence punctuation and text structure.
- We are learning to use software, e.g. MS Word or PowerPoint to construct texts which include visual and audio elements.
Curriculum alignment
AC9E2LY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning
AC9E2LY06
9
Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words
ACELY1670
8.4
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
ACELY1671
8.4
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
ACELY1672
8.4
Re-read and edit text for spelling, sentence-boundary punctuation and text structure
ACELY1674
8.4
Construct texts featuring print, visual and audio elements using software, including word processing programs
EN1-3A
old
Composes texts using letters of consistent size and slope and uses digital technologies
EN1-4A
old
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
EN1-2A
old
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
EN1-VOCAB-01
new
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
EN1-RECOM-01
new
Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning
EN1-UARL-01
new
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
EN1-SPELL-01
new
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
EN1-PHOKW-01
new
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
EN1-CWT-01
new
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
EN1-HANDW-01
new
Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts
VCELY222
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
VCELY230
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
VCELY231
Reread and edit text for spelling, sentence-boundary punctuation and text structure
VCELY233
Construct texts featuring print, visual and audio elements using software, including word processing programs
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
• Provide word banks or sentence starters for students needing support.
• Allow oral storytelling followed by scribing for EAL/D learners.
• Offer visual aids or fairytale books for reference during planning.
Extensions
• Students illustrate scenes from their new version of the story.
• Turn stories into mini books or present them during storytelling time.
• Pair students to co-write a shared fractured fairytale.
Teach it your way
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