Mind Maps, Organisers and Planners for Writing

P U B L I C A T I O N

MiNd Maps, OrgaNisers

aND PLANNERS FOR WRITING

BLACKLINE MASTERS

MIND MAPS, ORGANISERS & PLANNERS FOR WRITING

Monitoring:

My Publishing Checklist 3

Rate Your Writing: Self Assessment Guide 4

Writing

Log 5

Writers‛ Checklist 6

Editors‛ Guide 7

Author‛s Chair: Nominations 8

Idea

Saver 9

Narratives:

Story Planner 10

Narrative Planner 11

Narrative

Planner:

Introduction/Body/Conclusion 12

Text

Organiser 13

W-H

Organiser 14

Idea

Planner 15

Problem

Solving Solutions 16

Main

Ideas: School 17

Main

Ideas: Beach 18

Main

Ideas: Our Community 19

Main

Ideas: People That Help Us 20

Main

Ideas: Places to Go 21

Writing

the Main Idea 22

Smooth

Joins 23

Sentence

Flips 24

Sentence

Flipping 25

Sequence

Chart: Ordinal 26

Sequence

Chart: Four Box 27

Sequence

Chart: Six Box 28

Sequence

Chart: Lined 29

Main

Idea Organiser 30

Matching

Titles 31

Matching

Title and Pictures 32

Writing

Titles 33

Interesting

Words 34

Vocabulary

Fans 35

Catchy

Starter 36

Grabbing

Attention 37

MIND MAPS, ORGANISERS & PLANNERS FOR WRITING

Adding Adjectives 38

Description: Adding Detail 39

Description:

Building Suspense 40

Description:

Feelings 41

Punctuation 42

Punctuation:

Upper 43

Sentence

or Question 44

Full

Stops & Capital Letters 45

Add

the Punctuation 46

Story

Starter #1 47

Story

Starter #2 48

Story

Starter #3 49

Story

Starter #4 50

Story

Starter #5 51

Story

Starter #6 52

Write

and Draw 53

Recount:

The Best Day I‛ve Ever Had 54

Expository

All

About Me 55

Autobiography 56

Write

a Paragraph 57

Expository

Writing: Main Ideas 58

Expository

Writing: Catchy Beginnings 59

Expository

Writing: Main Ideas 60

Expository

Writing: Sequence Planner 61

Writing:

Procedure 62

Feedback & Reflection:

Buddy Board 63

Feelings Board 64

Friendly

Feedback Form 65

My

Writing: LDI 66

PMI

Reflection 67

My

Writing: Words & Sentences 68

Vocabulary

& Sentence Reflection Sheet 69

Editing:

Checking Structure 70

Editing:

Checking for Punctuation 71

Writing

Process Cards: Lower 72-74

Writing

Process Cards: Middle/Upper 74-76

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NAME:

My Publishing Checklist

MY

WRITING:

My writing

makes sense

My writing

sounds right

I

have

u

sed some

interesting

words

My thoughts

a

re in

sentences

I have used

full stops and

capital letters

MIND MAPS, ORGANISERS & PLANNERS FOR WRITING

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NAME:

Rate Your Writing

SELF ASSESSMENT GUIDE

KEY:

GREAT: I am super happy with this!

GOOD: I am happy with it, but think it could be even better.

OK: This

is ok, but not my best.

NEEDS WORK: I’ve struggled to make this work.

ATTRIBUTE GREAT GOOD OK NEEDS WORK

Makes Sense

Stays on Track

Has a Clear Message

t

o Readers

Ideas Flow Well

Has a Beginning,

M

iddle and End

Interesting

B

eginning

Has a High Point

Interesting Words

Interesting

S

entences

Has Extra Details/

E

laboration

Things I can do to improve my ratings with this piece:

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NAME:

Writing Log

TITLE OF DRAFT

COMPLETED/

NOT COMPLETED

PUBLISHED

DATE

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NAME:

Writers‛ Checklist

Great! You are finished your draft. Now it’s time to check and reflect, get some

feedback, and get cracking to tighten it up ready for an audience.

■ My title reflects my writing.

■ My title is interesting and enticing.

■ I’ve stayed focused on my original idea.

■ I have asked myself, Is there anything I need to add?

Eg. interesting words, an intriguing beginning, extra details to draw in my readers, a stronger ending.

■ I have asked myself, Is there anything I need to take out?

Eg. Is there anything that might confuse my readers or bore them, or do I need to replace some words

with better ones. Have I added things that are off my topic?

■ I have included full stops, to tell my readers where to stop to take a breath when reading.

■ I have begun all sentences with a capital letter.

■ I have started my sentences in different ways.

■ I have included commas to tell my readers where they should pause when reading.

■ I have used other punctuation where needed

(eg. exclamation mark, speech marks, question marks, etc.)

■ If I have used speech marks, I have started each character’s speech on a new line.

■ I have used capital letters for the proper names of people, animals, places and things.

■ I have moved words/phrases/sentences/paragraphs around to make it easier for

readers to understand my ideas.

■ I have reread my writing to make sure it makes sense.

■ I have reread my writing to make sure all the sentences sound right.

■ I have used the correct tense throughout.

■ My writing has a clear beginning, middle and end.

■ My ideas are connected.

■ The sequence of my writing makes sense.

■ I have stayed on topic.

■ I have added detail to make my writing interesting for my readers, and to strengthen

my ideas.

■ I think my readers will understand my message.

■ I have tried to include interesting words.

■ All my thoughts are written in sentences.

■ I have written interesting sentences.

■ I have started a new paragraph for each new idea.

■ I have checked the spelling of tricky words.

■ If handwritten, I have made sure my writing is legible so that others can read it easily.

MIND MAPS, ORGANISERS & PLANNERS FOR WRITING

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NAME:

Editors‛ Guide

TIPS:

■ It is easier to edit neatly if you write on every second line.

■ Recor

d all marks clearly.

■ It helps to use a different coloured fine tipped pen.

IMPORTANT NOTE TO EDITORS:

If editing someone else‛s work, remember that it is your job to help to improve their writing, but not to

change their writing.

MODIFICATION: EXAMPLE: CONVENTION:

Capital Letter

Add punctuation

• Full Stop (.)

• Comma (,)

• Exclamation Mark (!)

• Speech Marks(“)

• Hyphen(-)

• Colon(:)

• Semi-colon(;)

Remove punctuation

(as above)

Insert (put in)

Long inserts

(f

or longer inserts)

Omit (take out)

Leave as it is

Lower case

Upper Case

Ne

w Paragraph

Move to here

Close a gap

Capital letter recorded above

The punctuation mark with

a circle around it, recorded

above

Punctuation mark with a

circle around it and line

through, recorded above

Insert wedge with item

written above, recorded

above

Insert wedge, with words

add page, above the line

Item with a line through,

recorded above

Dot for each letter recorded

below

LC recorded above the

word

UC recorded above

Two lines to show the

paragraph break,

recorded above

Line beneath items to move

and arrow to record place

to insert, below the line

Bridge linking items to join,

below he line

I visited seaworld

I went out

I went, out.

I ate a piece cake

I ate a the piece of cake

I ate a pieces of cake.

yellow.....

They walked OVER to the

beach.

Whac

k!

So off they rode. When they

came to...

We raced with our ice-

creams to the beach.

dis char

ge

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NAME:

Author‛s Chair:

NOMINATIONS

ESTIMATED

TIME NEEDED FOR

READING:

NOMINATED BY:

TITLE OF PIECE TO

BE READ:

AUTHOR

NOMINATED:

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NAME:

Idea Saver:

Got some ideas you don’t want to forget? Or do you have

ideas you took out of other pieces? Don’t risk forgetting them.

Record them here for a later time.

CATCHY PHRASES

GREAT WORDSGENERAL TOPICS

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NAME:

Story Planner:

The Problem is:

What happens in the body of the story?

The Solution is:

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NAME:

Narrative Planner:

Characters:

Settings:

Plot:

Problem:

Solution:

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NAME:

Narrative Planner:

INTRODUCTION • BODY • CONCLUSION

Write a 2 or 3 sentence synopsis of the story you intend to write:

Jot down your ideas for your introduction:

Jot down your ideas for the body of your story:

Jot down your ideas for your conclusion:

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NAME:

Main Characters: Additional

Characters:

Theme: Problem:

Sequence of

Events 1:

Sequence of

Events 2:

Sequence of

Events 3:

Solution:

Text Organiser:

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NAME:

W-H Organiser:

What happened? When did it happen?

Where did it happen? Who was involved?

Why did it happen? How else could the story

have ended?

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NAME:

Idea Planner:

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NAME:

The Characters:

Possible Solution 1:

Possible Solution 2:

The Problem:

Problem Solving Solutions:

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NAME:

Main Ideas:

In the boxes, draw things you could find in a school.

Write the name of each thing on the line.

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NAME:

Main Ideas:

In the boxes, draw things you could find in a beach.

Write the name of each thing on the line.

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NAME:

Main Ideas:

OUR COMMUNITY

Draw and label three things that you might

pack to take to each place.

LIBRARY

SHOP

FIRE STATION

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NAME:

Main Ideas:

PEOPLE THAT HELP US

Draw and label three things that each person might use.

COOK

DOCTOR

FIRE FIGHTER

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NAME:

Main Ideas:

PLACES TO GO

Draw and label three things that you might pack

to take to each place.

BEACH

PICNIC

PARK

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NAME:

Writing the Main Idea:

The main idea should be easy for your reader to find. Here are some

ideas for starting the main idea sentence. Work together with your

class to add more at the bottom.

You will learn that... Did you know that...

You will find that... Let‛s look at why...

Let‛s look at how... Let‛s look at when...

Have you ever thought about... Have you ever wondered...

Let me explain... It is the case that...

Let‛s examine.. Let‛s think about...

You‛ll be amazed to find that... Firstly...

Finally... Most of the time...

Are you aware that... How can...

You will discover... Let me tell you about...

So why are... Many would say that...

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NAME:

Smooth Joins:

Using a variety of words to join ideas makes your writing

more interesting to read. The word, then, is used too often in

the

sentences below. Revise these sentences at the bottom,

to make them more interesting.

Tom and Jenna raced home.

Then they got their togs.

Then they raced to the pool for a swim.

Then they got dried and then went home.

Jot down some words you could use in place of then.

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NAME:

Sentence Flips:

Changing the order of the sentence can make your writing more

interesting. Flip these sentences around to write them another way:

FOR EXAMPLE,

I went to the park and had a great time.

I had a great time when I went to the park.

On the week-end I bought a cat.

He said, “I’ll be back in a minute.”

I forgot my towel when I went to the beach.

The car broke down on the way to school.

He ate an apple for morning tea.

A plan can help you to map out a story.

The brown mouse ate the cheese.

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NAME:

Sentence Flipping:

Choose 5 sentences from your writing that you can make

more interesting by changing the order of the words.

FOR

EXAMPLE,

We ran under the dark bridge.

Under the dark bridge we ran.

Write your sentence first. Then flip the sentence around to change

its order.

MIND MAPS, ORGANISERS & PLANNERS FOR WRITING

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NAME:

Sequence Chart:

ORDINAL

First: Second:

Third: Fourth:

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NAME:

Sequence Chart:

FOUR BOX

First: Then:

Later: Finally:

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NAME:

Sequence Chart:

SIX BOX

1:

3:2:

4: 6:5:

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NAME:

Sequence Chart:

LINED

First: Then:

Later: Finally:

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NAME:

Topic:

Supporting Information

Main Idea Number 4:

Main Idea Number 3:

Main Idea Number 2:Main Idea Number 1:

Main Idea Organiser:

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NAME:

Matching Titles

Read the titles at the top. Write the title under the matching picture.

A Day at the Farm At the Park

Fun in the Rain A Day at the Beach

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NAME:

Matching Title and Pictures

Read the story. Write a title to match the story.

Draw a picture to match the story.

I have a new red bike.

I like to ride my bike.

I ride my bike to school.

The other children look at my bike.

I love my new bike.

Title:

DRAW YOUR PICTURE HERE.

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NAME:

Writing Titles

Look at the pictures. Write a title to match each picture on the line.

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NAME:

Interesting Words

Using interesting words makes your writing more interesting

to the reader. Think of more interesting words to replace the

bold words below.

The cake was good.

My best friend is n

ice.

I felt h

appy when I won

the award.

I read an i

nteresting story.

I l

ike your book.

It is a h

ot day.

The beach is f

un.

Your present is g

reat.

Let‛s w

alk to school.

It is important to be k

ind

to each other.

The movie was v

ery good.

In the garden, there is a

v

ery p

retty flower.

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NAME:

Vocabulary Fans

Choose 4 words from your writing. Write other interesting

words that mean the same thing.

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NAME:

Catchy Starter

An interesting beginning is important to catch your readers’ attention.

Some ways to make your beginning more interesting are to:

❖ Use a sound effect

❖ U

se an exclamation mark

❖ H

ave a character speak

❖ Have a character thinking or dreaming

❖ A

sk a question

Change the beginning below so that it is more interesting. You may

use one or more of the ideas above to help you.

This is about my first

trip to the beach.

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NAME:

Grabbing Attention

Jot down 2 – 3 sentences to describe the most exciting thing that

has ever happened to you.

Now think about how you might start a story about this event or

experience. You need to help the reader to understand how great this

was for you. Ideas to help you to grab your readers‛ attention:

❆ Use a sound effect

❆ U

se an exclamation mark

❆ H

ave a character speak

❆ H

ave a character thinking or dreaming

❆ A

sk a question

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NAME:

Adding Adjectives

Read the story below and add describing words to help the reader to

imagine this story really happening.

Once upon a time there was a

princess

in a

tower. When she was little

a

witch put a

spell on her. Now she can‛t get out of the tower until a

prince kisses her on the forehead.

She lived in the tower for

years until

one day she heard a

noise from far

away. She looked out of the

window and

saw lots of people on horses riding to the tower.

“What is this?” thought the princess. “Who are all these

people and what do they want?”

The

princess was excited that people

were coming to her tower. She stood at the window and

yelled

to the people to come to rescue her. They kept coming

and stopped at the tower. A

man got

off his

horse and went into the

tower. He kissed her forehead and

rescued the

princess.

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NAME:

Description:

ADDING DETAIL

Adding detail helps your readers to build a picture in their mind about

what you are writing about. Read the description below.

It was lovely at the beach.

Rewrite the description, adding detail to help the reader to build a

picture in their mind of the beach.

IDEAS TO HELP YOU:

❇ What was there?

❇ W

hat was the water like?

❇ W

ere there people there? What were they doing?

❇ What was the weather like?

❇ W

hat did it smell like?

❇ What could you hear?

❇ H

ow did you feel?