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Roll-A-Story Narrative Prompts
1 2 3 Pre & Primary Essentials Games & Activities Resources English Text Structure & Organisation Examining Literature Creating Literature Analysing, Interpreting & Evaluating Creating Texts 3 Pages

Roll-A-Story Narrative Prompts

Roll a dice three times to discover the character, setting and problem to prompt you when writing your own fairy tale story.

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Learning goals

  • We are learning to describe plot, characters and settings in stories.
  • We are learning to describe characters, settings and events in different types of literature.
  • We are learning to retell or adapt familiar stories through performance, reciting rhymes, writing, drawing pictures or using technology.
  • We are learning to retell familiar texts through role play, reciting rhymes, drawing pictures or using technology.
  • We are learning to innovate on familiar texts by experimenting with character, setting or plot and by adding prepositional phrases to improve descriptions.
  • We are learning to tell known stories from different points of view, construct sequels and imaginative reconstructions of stories and poetry.
  • We are learning to create and edit imaginative texts by using or adapting language features, characters, settings and plot structures, e.g. changing the setting, revising an ending.
  • We are learning to create imaginative texts based on familiar characters, settings and events from various cultures drawing from and innovating on texts we have read, e.g. revising an ending.
  • We are learning to identify the different text structures and language features of different types of texts, e.g. narratives, recounts, information reports, simple procedures, expression of opinion and responses to texts.
  • 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 plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.

Curriculum alignment

AC9E2LA03 9 Identify how texts across the curriculum are organised differently and use language features depending on purposes AC9E1LE03 9 Discuss plot, character and setting, which are features of stories AC9E1LE05 9 Orally retell or adapt a familiar story using plot and characters, language features including vocabulary, and structure of a familiar text, through role-play, writing, drawing or digital tools AC9E3LY06 9 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 phonetically regular words 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 AC9E2LE05 9 Create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools AC9E3LE05 9 Create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts ACELT1601 8.4 Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle ACELT1593 8.4

Create events and characters using different media that develop key events and characters from literary texts

 ACELT1584 8.4 Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts ACELT1586 8.4 Recreate texts imaginatively using drawing, writing, performance and digital forms of communication
EN1-7B old Identifies how language use in their own writing differs according to their purpose, audience and subject matter EN1-10C old Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language 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-OLC-01 new Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-HANDW-02 new Uses digital technologies to create texts EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-CWT-03 new Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-02 new Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-01 new Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting 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-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas EN1-CWT-01 new Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
VCELT265 Create texts that adapt language features and patterns encountered in literary texts VCELT264 Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features VCELT193 Build on familiar texts by using similar characters, repetitive patterns or vocabulary VCELT192 Recreate texts imaginatively using drawing, writing, performance and digital forms of communication VCELT229 Build on familiar texts by experimenting with character, setting or plot VCELT208 Discuss features of plot, character and setting in different types of literature and compare some features of characters in different texts VCELT228 Create events and characters using different media that develop key events and characters from literary texts

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

Differentiation

Extensions

Act out your own version of the story, ‘Goldilocks and the Three Bears’.

Teach it your way

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Linked resources & worksheets

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