Narrative -The Little Puppy (The Little Puppy)

  • Grade: Grade 2
    Activity type: Printable

Narrative -The Little Puppy (The Little Puppy)

Grade 2
Writing a Narrative: The Little Puppy
Activity Type
Activity ID


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  • 1 – Grade 1
    • W.1 – Writing
      • Literacy

        • W.1.3 – Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

      • Literacy

        • W.1.5 – With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

        • W.1.6 – With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

      • Literacy

        • W.1.8 – With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

    • SL.1 – Speaking & Listening
      • Literacy

        • SL.1.2 – Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

        • SL.1.3 – Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

        • SL.1.1 – Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

          • SL.1.1.a – Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

          • SL.1.1.b – Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

          • SL.1.1.c – Ask questions to clear up any confusion about the topics and texts under discussion.

      • Literacy

        • SL.1.4 – Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

        • SL.1.5 – Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

        • SL.1.6 – Produce complete sentences when appropriate to task and situation.

    • L.1 – Language
      • Literacy

        • L.1.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

        • L.1.5 – With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.

          • L.1.5.c – Identify real-life connections between words and their use (e.g., note places at home that are cozy).

      • Literacy

        • L.1.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.1.1.j – Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

        • L.1.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.1.2.a – Capitalize dates and names of people.

          • L.1.2.b – Use end punctuation for sentences.

  • 2 – Grade 2
    • W.2 – Writing
      • Literacy

        • W.2.3 – Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

      • Literacy

        • W.2.7 – Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

  • Year 1
    • Language
      • Expressing and developing ideas

        • ACELA1455 – Recognise and know how to use morphemes in word families for example 'play' in 'played' and 'playing'

  • Year 2
    • Language
      • Language for interaction

        • ACELA1462 – Identify language that can be used for appreciating texts and the qualities of people and things

      • Text structure and organisation

        • ACELA1463 – Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose

        • ACELA1464 – Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms

        • ACELA1465 – Recognise that capital letters signal proper nouns and commas are used to separate items in lists

        • ACELA1466 – Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines

      • Expressing and developing ideas

        • ACELA1467 – Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses and coordinating conjunctions

        • ACELA1470 – Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose

    • Literature
      • Responding to literature

        • ACELT1590 – Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences

      • Creating literature

        • ACELT1593 – Create events and characters using different media that develop key events and characters from literary texts

    • Literacy
      • Interacting with others

        • ACELY1789 – Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately

        • ACELY1667 – Rehearse and deliver short presentations on familiar and new topics

      • Creating texts

        • ACELY1671 – 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 – Reread and edit text for spelling, sentence-boundary punctuation and text structure

        • ACELY1673 – Write legibly and with growing fluency using unjoined upper case and lower case letters

        • ACELY1674 – Construct texts featuring print, visual and audio elements using software, including word processing programs

  • Year 3
    • Literature
      • Creating literature

        • ACELT1601 – Create imaginative texts based on characters, settings and events from students' own and other cultures using visual features, for example perspective, distance and angle

  • Y2 – Year 2
    • Y2.W – Writing
      • They draw on knowledge and skills that include:

        • Y2.W.1 – Using their personal content vocabulary of written words as well as words and phrases that are part of their expanding oral vocabulary

        • Y2.W.2 – Using their developing phonemic awareness to form new words aurally by changing or taking out some of the sounds in a word or by adding new sounds to words

        • Y2.W.3 – Using their visual memory to spell personal vocabulary as well as high-frequency words, which could include most of the words in essential lists 1 and 2 as well as some of the high- frequency words in essential lists 3 and 41

        • Y2.W.5 – Attempting some variety and precision in the use of adjectives, nouns, and verbs

        • Y2.W.6 – Forming all lower-case and upper-case letters correctly with increasing speed and automaticity

        • Y2.W.8 – Composing mainly simple and compound sentences, with some variation in their beginnings

        • Y2.W.9 – Using simple conjunctions correctly, with subject-verb agreement and noun-pronoun agreement

        • Y2.W.10 – Using full stops, question marks, or exclamation marks to end sentences and using capital letters correctly to begin sentences (and for familiar proper nouns).

        • Y2.W.4 – Encoding (spelling) unfamiliar words by:

          • Y2.W.4.a – Using their knowledge of diverse phoneme-grapheme relationships to write some of the sounds of English in different ways (for example, photo, laugh, Friday)

          • Y2.W.4.b – Applying strategies such as sounding out words, making analogies to words that sound or look the same, and using known chunks and rimes

          • Y2.W.4.c – Using their increasing knowledge of morphology to correctly spell word endings and other morphemes (for example, greatest, florist)

          • Y2.W.4.d – Applying their knowledge of simple spelling rules (for example, using -es for plural nouns ending in s, such as buses)

  • Y3 – Year 3
    • Y3.W – Writing
      • They draw on knowledge and skills that include:

        • Y3.W.1 – Using increasingly specific words and phrases (e.g., adjectives and more precise nouns and verbs) that are appropriate to the content of the text

        • Y3.W.4 – Using simple written language features (such as alliteration) and visual language features (such as labelled diagrams) to support meaning

        • Y3.W.6 – Using a basic text structure to organise their text effectively for its purpose (e.g., a story with a beginning, a middle, and an end)

        • Y3.W.9 – Constructing sentences in which the tenses are mostly consistent

        • Y3.W.10 – Using capital letters, full stops, question marks, and exclamation marks correctly

        • Y3.W.3 – Encoding (spelling) unfamiliar words by:

          • Y3.W.3.c – Applying their expanding knowledge of graphemes (e.g., of graphemes such as or, awe, oar, and oor, which record similar sounds) to write words correctly

  • 2 – Year 2
    • 2.WS – The writing standard
      • Key characteristics of students' writing at this level

        • 2.WS.1 – Students will independently write simple texts. These texts will include, when appropriate:

          • 2.WS.1.a – Experiences, information, and/or ideas that relate to a curriculum topic, supported by some (mostly relevant) detail and/or personal comment

          • 2.WS.1.b – Mainly simple and compound sentences that have some variation in their beginnings

          • 2.WS.1.c – Simple conjunctions correctly used

          • 2.WS.1.d – Mainly personal content vocabulary, as well as words and phrases that are drawn from the student’s oral vocabulary and from the book language that they know

          • 2.WS.1.e – Some attempts at variety and precision in the use of adjectives, nouns, and verbs.

  • 3 – Year 3
    • 3.WS – The writing standard
      • Key characteristics of students' writing at this level

        • 3.WS.1 – These texts will include, when appropriate:

          • 3.WS.1.a – Content, mostly relevant, that conveys several experiences, items of information, and/or ideas relating to a curriculum topic and that sometimes includes detail and/or comment

          • 3.WS.1.b – Mainly simple and compound sentences that vary in their beginnings and lengths and in the simple conjunctions used

          • 3.WS.1.c – Attempts at some complex sentences

          • 3.WS.1.d – Some specific vocabulary that is appropriate to the content of the text.

  • KS1.Y2 – KS1 Year 2
    • Year 2 programme of study
      • KS1.Y2.W.C – Writing - composition

        • Pupils should be taught to:

          • KS1.Y2.W.C.4 – Read aloud what they have written with appropriate intonation to make the meaning clear

          • KS1.Y2.W.C.1 – Develop positive attitudes towards and stamina for writing by:

          • KS1.Y2.W.C.2 – Consider what they are going to write before beginning by:

            • KS1.Y2.W.C.2.a: planning or saying out loud what they are going to write about

            • KS1.Y2.W.C.2.b: writing down ideas and/or key words, including new vocabulary

            • KS1.Y2.W.C.2.c: encapsulating what they want to say, sentence by sentence

          • KS1.Y2.W.C.3 – Make simple additions, revisions and corrections to their own writing by:

            • KS1.Y2.W.C.3.a: evaluating their writing with the teacher and other pupils

            • KS1.Y2.W.C.3.b: rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form

            • KS1.Y2.W.C.3.c: proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly)

      • KS1.Y2.W.VGP – Writing - vocabulary, grammar and punctuation

        • Pupils should be taught to:

          • KS1.Y2.W.VGP.1 – Develop their understanding of the concepts set out in English appendix 2 by:

            • KS1.Y2.W.VGP.1.f: learn how to use the grammar for year 2 in English appendix 2

            • KS1.Y2.W.VGP.1.g: learn how to use some features of written standard English