Story Prompt Dice
These story prompt dice are designed to provide quick and easy prompts for students who struggle to find the right idea when writing narratives.
The dice cover each of the narrative elements of who, what, when, where, why and how.
The provide a quick and fun way to get a solid idea for a story before the writing process.
Each of these elements are then used to easily create an extraordinary narrative.
Learning goals
- We are learning to create texts for a purpose that show our understanding of the connection between writing, speech and images.
- 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 plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
- We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features, and incorporate research from a range of sources.
- We are learning to use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources.
- We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and images for purpose and the audience.
- We are learning to create, re-read and edit short written and multimodal texts to report on a topic, express an opinion or recount an event using capital letters, punctuation and correct spelling.
- 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.
- We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features and incorporating research from a range of sources.
- We are learning to use comprehension strategies to build literal and inferred meaning and evaluate texts.
- We are learning to plan, create, edit and publish imaginative, informative and persuasive texts with correct text structure, tense, language features, vivid vocabulary, punctuation, spelling and images.
Curriculum alignment
AC9E1LY06
9
Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable 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
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
AC9E4LY06
9
Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
AC9E5LY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
AC9E6LY06
9
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
ACELY1661
8.4
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams
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
ACELY1682
8.4
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose
ACELY1694
8.4
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
ACELY1703
8.4
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
ACELY1714
8.4
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
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
EN1-3A
old
Composes texts using letters of consistent size and slope and uses digital technologies
EN2-2A
old
Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
EN2-3A
old
Uses effective handwriting and publishes texts using digital technologies
EN3-2A
old
Composes, edits and presents well-structured and coherent texts
EN3-3A
old
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
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
EN1-VOCAB-01
new
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
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-SPELL-01
new
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
EN1-HANDW-01
new
Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts
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
EN2-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
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
EN3-UARL-02
new
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
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-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-SPELL-01
new
Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts
EN2-HANDW-02
new
Uses digital technologies to create texts
EN2-UARL-01
new
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
EN3-OLC-01
new
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
EN3-VOCAB-01
new
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
EN3-RECOM-01
new
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
EN3-CWT-01
new
Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language
EN3-SPELL-01
new
Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
EN3-HANDW-01
new
Sustains a legible, fluent and automatic handwriting style
EN3-HANDW-02
new
Selects digital technologies to suit audience and purpose to create texts
EN3-UARL-01
new
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
VCELY195
Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation
VCELY194
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements
VCELY361
Use a range of software, including word processing programs, learning new functions as required to create texts
VCELY197
Construct texts that incorporate supporting images using software including word processing programs
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
VCELY266
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose
VCELY267
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation
VCELY269
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements
VCELY299
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
VCELY300
Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure
VCELY302
Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
VCELY319
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
VCELY358
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
VCELY359
Reread and edit own and others’ work using agreed criteria and explaining editing choices
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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