JACK SET

RUBY RED WENT THE CAPTAIN AND HIS CREW OFF ON

INTO THE WOODS SET OFF TO THE ISLAND HIS QUEST

12 STEP
DESCRIPTOSAURUS
GUIDE TO
CREATIVE WRITING
for all KS1 and KS2 primary English teachers

HE GRITTED
HIS TEETH
AND SHE BECAME
THE WIND WHIPPED AND SOMEHOW LOST IN THE
HOWLED AGAINST THE SHIP WENT ON TWISTED TREES
INTRODUCTION
It is widely accepted that high levels of literacy developed at a young age will
greatly enhance the educational development of a child in all subject areas, not
just English. To be able to develop these skills, children need contextualised
vocabulary, frameworks, models and descriptive references delivered in an easy-
to-use, flexible and engaging format.

This free guide shows how the explicit teaching of vocabulary can be done
within the context of a writing task, where the pupils themselves are seeking to
widen their repertoire rather than learning random new words chosen for them
within the context of an artificial scenario. It will help younger pupils become
enthusiastic and confident writers with the necessary building blocks to ensure
that they will be ready, willing and able to participate fully in the writing process
as they move onto the next stage.

It is taken from the latest book in the Descriptosaurus series that focuses
specifically on the needs of younger children (aged 5-9). After reading it
teachers will understand each of the 12 steps in the Descriptosaurus model and
have a clear framework for developing language, grammar and punctuation.

SUDDENLY SHE
BUT HIS JOURNEY FELT SHE WAS AT LAST THEY HAD FOUND
WOULD NOT BE EASY NOT ALONE. THE TREASURE ISLAND
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How to use this book

PLANNING

Planning a piece of writing is an essential part of the writing process. This is often the skill
that young pupils find the most difficult. However, if they are taught the skills and given an
easy-to-use structure from an early age, planning will become a habit that will benefit them
as they develop their writing skills and tackle other aspects of the writing process.
The templates are included in the Resource Section.

STEP 1: AN OUTLINE – BASED ON THE STORY OF RED RIDING HOOD

The first step is to develop a simple outline for the story by completing the table shown
below:

TEMPLATE EXAMPLE
Setting: Setting: Forest
Hero/heroine: Hero/heroine: Red Riding Hood (RRH)
Villain: Villain: Wolf
Challenge: Challenge: To deliver basket to granny
Problem: Problem: Wolf was waiting for her in
Granny’s cottage
Result: Result: Rescued by woodcutter who
cut off the wolf’s head

STEP 2: BREAKING THE TEXT INTO SCENES

Breaking down a text into scenes is another helpful step for teaching planning skills. This
means that the text is broken down into manageable bite-size chunks. It also assists with
developing a beginning, middle and end structure.

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Identifying key words for setting, characters and events are also useful skills in developing
writing and lead to exploring vocabulary description for each element.

TEMPLATE EXAMPLE

Scene: Scene: RRH enters the forest

Keywords: Keywords: RRH, Granny, forest, path,
flowers, birds, squirrels, sunny

STEP 3: USING DESCRIPTOSAURUS TO COLLECT VOCABULARY

Once the keywords and events have been identified, use the word bank template shown
below to expand the planning.

1. List the nouns that would be found in the setting.

2. Take each noun and expand on description, which can be an adjective or a more specific
noun, for example, flowers – bluebells, snowdrops, daffodils.
3. Verbs can be added between the text boxes.

SCENE 1: Red Riding Hood enters the forest

Keywords: Ruby, Granny, forest, path, flowers, birds, squirrels, sunny

NOUNS DESCRIPTION
Red Riding Hood excited
forest thick, deep
trees tall
sky blue, sunny
branches crooked
leaves bright green
path narrow, winding
flowers
birds, magpies singing
squirrels scampering

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SCENE 2: Red Riding Hood is lost in the forest
Keywords: Red Riding Hood, wolf, forest, path, dark, scared

NOUNS DESCRIPTION
Ruby scared
wolf big, bad
forest thick, dense
trees, branches crooked
roots twisted
sky light, misty, dark
twigs, thorns sharp, spiky
path narrow, winding
sounds snap, crack
animals wolf
heart jumped, thudded
shout, yell, scream

STEP 4: COLLECTING DESCRIPTIVE PHRASES

Use the phrases table to pick out favourite descriptive phrases to include in the text.

WORDS PHRASES

NOUNS DESCRIPTION

Red Riding Hood, Excited, skipping, Red cloak, black, curly hair, blue eyes
cloak, basket humming
Red, bread, cakes
Forest, trees, branches, Thick, deep, tall Tall, majestic trees
leaves, flowers Thick forest of enormous trees
Huge treetops like green umbrellas
Paths Narrow, winding Narrow path wound …

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Sky Blue, sunny Beautiful bright sunlight
Birds, animals Squirrels, magpies Scampering squirrels
Flew from branch to branch
Sounds Singing, rustling Chattering magpies
Smells Flowers, fruit Juicy fruit, fresh flowers

STEP 5: SENTENCE PARTS AND STRUCTURE

This is an opportunity to practise identifying parts of speech and using the vocabulary and
phrases in a simple sentence structure within the context of a creative piece of writing.

EXAMPLE 1

Step 1: Noun What is your sentence about? (branches)

Step 2: Adjective Describe it/them. (thick, twisted)
Step 3: Verb What does it/they do? (spread)
Step 4: Prep. Phrase Where or when? (across the path)
Step 5: Create a complete sentence

The / thick, twisted / branches / spread / across the path.

Adjective(s) / noun / verb / prepositional phrase

EXAMPLE 2

Step 1: Noun flowers

Step 2: Adjective(s) yellow
Step 3: Verb hung
Step 4: Prepositional phrase from the branches
Step 5: Complete sentence Yellow flowers hung from the branches.

Example 1 Example 2 Example 3

Noun: branches flowers

Adjective: thick, twisted yellow
Verb: spread hung
Prepositional Phrase: across the path from the branches
Sentence: The thick, twisted branches spread across the path.
Yellow flowers hung from the branches.

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STEP 6: INNOVATION

To embed the sentence structure, change each part of speech individually in a step-by-step
process. This activity serves to reinforce knowledge of parts of speech and sentence struc-
ture in a written context as opposed to merely identifying the individual components in a
series of de-contextualised sentences.

Exercise A

1. Change the noun:

Thick, twisted branches spread across the path.
Thick, twisted roots spread across the path.
Thick, twisted       spread across the path.
2. Change the adjective(s):
Thick, twisted roots spread across the path.
Huge, crooked roots spread across the path.
          roots spread across the path.
3. Change the verb:
Huge, crooked roots spread across the path.
Huge, crooked roots wriggled across the path.
Huge, crooked roots      across the path.
4. Change the prepositional phrase:
Huge, crooked roots wriggled across the path.
Huge, crooked roots wriggled over the ground.
Huge, crooked roots wriggled          

Exercise B

1. Change the noun:

Yellow catkins hung from the trees.
Yellow flowers hung from the trees.
Yellow      hung from the trees.
2. Change the adjective(s):
Yellow flowers hung from the trees.
Long, crimson flowers hung from the trees.
         flowers hung from the trees.
3. Change the verb:
Long, crimson flowers hung from the trees.
Long, crimson flowers dangled from the trees.
Long, crimson flowers            from the trees.
4. Change the prepositional phrase:
Long, crimson flowers dangled from the trees.
Long, crimson flowers dangled from the branches.
Long, crimson flowers dangled         .

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STEP 7: JOINING SENTENCES

1. Coordination

Investigation using sentence stems

Investigation is the key to developing knowledge and confidence in joining sentences.

This can be done in the following ways:

(a) Use the main clause strips in Part 3 and investigate by placing each of the coordinating
clauses in turn with the sentence stem and deciding which makes sense.
(b) The table below contains sentence stems and two alternative coordinating main clauses,
(a) and (b). One of them clearly connects to the sentence stem. Pupils tick the correct
main clause to complete the compound sentence.

Clause (1) Conjunction Clause (2) √

It was a sunny day and a. the

 forest was covered in
misty light.
b. the forest was covered in
bright sunlight.
Red Riding Hood was excited and a. skipped
 along the path.
b. crept along the path.
Her mother warned Red Riding but a. s he soon kept her promise.
Hood not to wander off the path
b. she soon forgot her promise.
The forest was full of the sound of and a. t he rustle of leaves.
birds singing
b. loud music.
Red Riding Hood was sure she was and a. s he kept looking behind her.
being followed
b. she started singing.
She heard the magpies chattering but a. s he could not see them.
b. she stopped to watch.
A twig snapped behind her and a. R
 ed Riding Hood fell on her
knees.
b. Red Riding Hood froze.
Her heart thudded in her chest but a. s he kept on walking.
b. she hid behind the bush.

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Red Riding Hood began to shout but a. s he was scared.
b. no-one heard her.
Red Riding Hood turned around and a. c losed her eyes.
b. her eyes were wide with
shock.

2. Subordination

Main Clause Conjunction Subordinate Clause √

Red Riding Hood really wanted to because a. they made her sneeze.
pick bluebells for Granny
b. they were her favourite flowers.
Her mum had warned Red Riding because a. it was a sunny day.
Hood to stay on the path
b. wolves and gnomes lived in
the forest.
She kept stumbling because a. it was too dark to see the
roots across the path.
b. she fell over.

STEP 8: JOINING SENTENCES (THE NEXT LEVEL):

Cut the two tables into strips. Take one table at a time and mix the main clauses. Pupils join
the main clauses to form compound and complex sentences.

TABLE 1

SENTENCE STEMS AND CONJUNCTIONS

It was a sunny day and
The narrow path twisted through the forest and
Clusters of pink and white blossoms hung from the branches and
She spotted lots of dazzling bluebells and
Her mother had warned Red Riding Hood not to wander off the path, but
She was determined to pick some bluebells for Granny because
The forest was full of the sound of birds singing and
Magpies chattered from every tree and
Red Riding Hood watched the squirrels scampering up the trees and
Red Riding Hood set off back towards the main path, but

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MAIN CLAUSES
they were her favourite flowers.
flew from branch to branch to hide their stolen treasures.
was covered in petals like pink confetti.
she couldn’t find her way back.
the path was covered in beautiful bright sunlight.
sitting on a branch to nibble their nuts.
the rustle of leaves as they flew from tree to tree.
she decided to pick some for her grandmother.
she soon forgot her promise.
vivid, lime green vines wound around the huge tree trunks.

TABLE 2

SENTENCE STEMS AND CONJUNCTIONS

She walked deeper and deeper into the forest and
Red Riding Hood kept stumbling over the tangle of twisted roots that wriggled across the
path because
She was sure she was being followed and
Patches of misty light shone through the trees and
This part of the forest was very quiet, so
Red Riding Hood started to walk faster and faster, but
Red Riding Hood’s heart was thudding in her chest and
Behind her, she heard the snap of a twig and
Red Riding Hood spun around and
MAIN CLAUSES
it was difficult to see them in the gloom.
every small sound made Red Riding Hood jump.
she began to shout louder and louder.

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How to use this book

the tangle of bushes and thorns grabbed at her coat and trousers.
made the crooked trees look like ghostly figures.
her eyes widened with horror.
she kept looking over her shoulder.
the trees were now knotted together to form an arch over her head.
she kept stopping to look over her shoulder.

Innovate
Complete the sentence stems with own main clauses.

Exercise 1: Combining the phrases into sentences and into a paragraph

Using and, but, because and so to develop sentence structure.

Complete the following sentence stems:
1. It was a sunny day and                       .
2. The narrow path twisted through the forest and             .
3. Clusters of pink and white blossoms hung from the branches and     .
4. Red Riding Hood spotted lots of bluebells, which were like a dazzling carpet of jewels
and             .
5. Her mother had warned Red Riding Hood not to wander off the path, but    .
6. She was determined to pick some bluebells for Granny because    .
7. The forest was full of the sound of birds singing and         .
8. Magpies chattered from every tree and               .
9. Red Riding Hood watched the squirrels scampering up the trees and        .
10. Once she had collected a large bunch of bluebells, Red Riding Hood set off back towards
the main path, but                   .
11. She had walked deeper and deeper into the forest and       .
12. Red Riding Hood kept stumbling because               .
13. She was sure she was being followed and               .
14. Patches of misty light shone through the trees and           .
15. This part of the forest was very quiet, so               .
16. Red Riding Hood started to walk faster and faster, but             .
17. Her heart was thudding in her chest, but               .
18. Behind her, Red Riding Hood heard the snap of a twig and            .
19. Red Riding Hood spun around and                 .
20. Beside her, there was a                      .

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STEP 9: STRETCHING THE SENTENCE

To add more detail to a sentence, practise ‘stretching’ it by asking the following questions:

STRETCHING A SENTENCE

Who?
Is doing What?
When?
Where?
Why?

STRETCHING A SENTENCE: Example

Who? Red Riding Hood

Is doing What? turned back
When? after she had picked lots of bluebells for Granny
Where? towards the main path
Why? because it was getting dark

STEP 10: DRAMA: DEVELOPING UNDERSTANDING OF

‘SHOW NOT TELL’ AND USEFUL PHRASES

1. Act out the scene. What will you do with your hands? How will you stand? What will hap-
pen to your mouth and eyes? How will you move?
2. Make a list of phrases that describe the actor’s actions and facial expressions.

STEP 11: REVISION: ADDING DETAIL TO IMPROVE THE DESCRIPTION

Brainstorming ideas to improve description:

1. What can Red Riding Hood see when she enters the forest?
2. What are the flowers like? What can she hear? What can she smell?
3. Describe the forest. Describe the weather.
4. How does Red Riding Hood feel?
5. Describe the forest as Red Riding Hood moves away from the path deeper into the forest.
6. What can she see? What can she hear?
7. Describe the moment she realises she is being followed by the wolf. How does she feel?
8. What does the wolf look like?

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STEP 12: MODELS: IDENTIFYING DESCRIPTION
USING SIGHT, SOUND AND SMELL

Read the paragraph above and highlight phrases that:

Help to paint a vivid picture of the scene – sights, sounds, smells, touch.
Describe how Red Riding Hood was feeling.
Use a simile.
Contain noun phrases.
Contain actions or other verbs.
Reveal Red Riding Hood’s character.

SCENE 1: SENTENCES 1–10

It was a sunny day and the path was covered in beautiful bright sunlight. The narrow path
twisted through the forest and was covered in petals like pink confetti. Clusters of pink and
white blossoms hung from the branches, and vivid, lime green vines wound around the huge
tree trunks. Red Riding Hood spotted lots of bluebells, which were like a dazzling carpet of
jewels, and she decided to pick some for her grandmother. Her mother had warned Red
Riding Hood not to wander off the path, but she soon forgot her promise. She was deter-
mined to pick some bluebells for Granny because they were her favourite flowers. The forest
was full of the sound of birds singing and the rustle of leaves as they flew from tree to tree.
Magpies chattered from every tree and flitted from branch to branch to hide their stolen
treasures. Red Riding Hood kept stopping to watch the squirrels scampering up the trees and
then sitting on a branch to nibble the nuts clutched between their tiny fingers. Finally, she set
off back towards the main path, but she couldn’t find her way back. She was lost!

SCENE 2: SENTENCES 11–20

Red Riding Hood walked deeper and deeper into the forest and the trees here formed a dark
arch over her head. She kept stumbling because a tangle of twisted roots wriggled across the
path and it was difficult to see them in the gloom. She was sure she was being followed and
she kept stopping to look over her shoulder. Patches of misty light shone through the trees
and made the crooked trees look like ghostly figures. This part of the forest was very quiet,
so every small sound made Red Riding Hood jump. She started to walk faster and faster, but
the tangle of bushes and thorns grabbed at her coat and trousers. Red Riding Hood’s heart
was thudding in her chest and she kept looking over her shoulder. She heard the snap of a
twig and froze. Then, she began to shout louder and louder, but no one heard her. All of a
sudden, Red Riding Hood spun around, and her eyes widened with horror. Beside her, there
was a wolf.

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Descriptosaurus Story Writing provides a resource for younger pupils that will not
only expand their descriptive vocabulary but also provide them with models that
demonstrate ‘language in action,’ in a genre that is popular and familiar to children
aged 5–9. Providing the essential building blocks to create a narrative text, alongside
contextualised banks of vocabulary, phrases and sentence types, this book is designed
to provide young pupils with the opportunity to see how a text is constructed using
words, phrases and sentences. This exciting new resource:

• Provides vocabulary for setting, character, ‘show not tell’ and sensory descriptions
with clearly defined progression
• Demonstrates how to use this vocabulary in different contexts using set
sentence structures
• Offers four model narratives written in different styles and levels of difficulty
• Presents modelled sentences with exercises so that pupils can expand their vocabulary
• Enables young pupils to develop their understanding of how sentences are constructed
and become more confident about using these skills in their own story writing.

This is an ideal resource to dramatically

improve children’s knowledge and
understanding of language, grammar and
punctuation for all KS1 and KS2 primary
English teachers, literacy coordinators and
parents. This easily accessible guide will
also be helpful for teachers to use in
preparation for Spelling, Punctuation and
Grammar (SPAG) alongside a creative
writing task.

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