amazing animal stories activity pack

A PACK OF RESOURCES FOR BOOKS BY Gill Lewis, Julia Green, and Che Golden

AMAZING ANIMAL STORIES

CHATTERPACK

www.oxfordchildrens.co.uk

Dear Chatterbooks group organizer

Welcome to our Amazing Animal Stories pack!

Oxford Children’s Books is delighted to present this exclusive pack of resources to help you and your

group make the most of six wonderful animal stories by three terrifi c authors. In the following pages you will fi nd three pages of fun and stimulating activities around each of the following books:

We think these books will provide your animal-loving children with hours of pleasurable reading—and these activities will help extend their interest long after they have turned the last page. From drawing activities to quizzes to discussion topics to research projects and lots more besides, there is something to suit all ages, abilities, and interests. We hope you will use this pack to get your children hooked on amazing animal stories and fi re up their creativity.

Get more information about the authors here

Gill Lewis at www.gilllewis.com

Julia Green at www.julia-green.co.uk

Che Golden at www.chegolden.wordpress.com

And discover more great titles from Oxford Children’s Books at www.oxfordchildrens.co.uk

Need a quick activity for your group? Here are our top picks for each book

Sky Hawk Make an osprey mask to send children home with (p 4)

White Dolphin Hold a quick dolphin quiz (p 6)

Moon Bear Stage a group debate about animals and captivity (p 10)

Tilly’s Moonlight Fox Set children drawing their own secret garden (p 13)

Sylvie and Star Put on a group reading of a chapter from the book (p 17)

Mulberry and the Summer ShowComplete a book wordsearch (p 19)

Writing

Discussion

Research

Reading

Art & craft

Drama

Quiz timeACTIVITYKEY

Divide children into small groups and set them the task of discovering fi ve interesting facts about the ospreys that are the subject of Gill Lewis’ Sky Hawk. Put together a collection of books that might be able to help them and use library PCs to access relevant websites. Once they have completed their research, ask children to briefl y present their fi ndings. If children need help to get started, here are some useful osprey topics, books, and websites.

THREE OSPREY TOPICS

Osprey habitats

Where do ospreys live? Where can they be seen in this country? What sort of environment do they need to thrive? Where do they fi nd their food? Where do they migrate here from, and when?

Osprey features

What are the features that would help you to spot an osprey? What size are they? What colour are their feathers? What sort of beak do they have? How big are their wings? How much do they weigh?

Osprey threats

Why are ospreys so rare in the UK? What are the natural threats to their environments? How does man’s behaviour threaten ospreys? What can be done to protect ospreys and help them breed?

THREE USEFUL BOOKS

Collins Bird Guide by Lars Svensson (Collins)

Defi nitive guide to all the birds you can spot in Britain and Europe—including ospreys.

A Life of Ospreys by Roy Dennis (Whittles Publishing)

Tells the story of ospreys’ return to Scotland and the efforts to protect them.

RSPB First Book of Birds by Anita Ganeri (A&C Black)

A good introduction to birds, for younger children in particular.

THREE HANDY WEBSITES

www.scottishwildlifetrust.org.uk

Lots of material on ospreys and some live webcams from the sort of habitats featured in Sky Hawk.

www.rspb.org.uk/osprey

Tips for identifying ospreys and the work that is done to help and protect them in the wild.

www.ospreywatch.co.uk

A site about the ospreys that return every year to the Lake District, including latest updates and webcams.

? Research Ospreys

Hint: A small number of ospreys can befound in England as well as Scotland.

Hint: Ospreys mostly eat fi sh; this defi nes many of their features.

Hint: Think about threats to ospreys’ eggs as well as the birds themselves.

3

Sky HawkBY GILL LEWIS Artwork © David Wyatt

BY GILL LEWIS

‘ Make an Osprey Mask 4

‘ Make an Osprey Mask

Sky HawkBY GILL LEWIS

In her three books, Gill Lewis writes superbly about ospreys, dolphins, and bears, and our relationship with them. You’re never too young to start fi nding out more about wildlife and writing about it; Gill herself started at an early age. Here are fi ve of Gill’s top writing tips—discuss them with children or hand them out to take home.

Write About Wildlife

TIP 1: Get out there! It might seem obvious, but it’s just not the same watching wildlife shows on TV as it is watching the drama unfold in front of you in real life. Visit some sites like RSPB centres, or try attracting wild animals to your garden. Provide nest boxes for birds, build a small pond, or leave wild patches in the garden for native insects to thrive. Our cities host a variety of wildlife too—in London I’ve watched the twist and turn of pigeons chased by the ultimate sky predator, the peregrine falcon.

5

TIP 2: Learn to seeLearn to take a step back and open your eyes to what is happening around you. Learn to observe. To write about wildlife or even human lives, we must slow down and see the detail.

TIP 3: Capture your inspirationI take a camera with me when I’m out and about and take lots of photos. Print out the ones you like and stick them on your walls or in a scrapbook. If you can, take a notebook or sketchbook with you too—or just try to absorb wild places in your memory. That way, when you sit down to write you will be able to put all the images and feelings back into a story.

TIP 4: Capture your inspirationWe humans rely heavily on our vision to understand the world around us, and we tend to underuse our other senses. Hone your other senses: hearing, smell, touch, and taste. Concentrate on those sounds near you and then further away. Build up a picture of the world in sound and smell. We’ll never be as good as many animals are at doing this, but adding smells (good or bad or just plain disgusting!) to your writing gives it an extra dimension.

TIP 5: Develop your charactersTry to imagine yourself as an animal, using your observations of animal behaviour and heightened animal senses. Try to see the world from the animal’s perspective. For example, what may sound like beautiful joyful woodland birdsong to us may sound to the birds like an aggressive riot of individuals claiming territory and calling for a mate.

Artwork © David Wyatt

GILL LEWIS’S TOP WRITING TIPS

White DolphinBY GILL LEWIS

Use this quick-fi re quiz to test children’s knowledge of the creatures described in Gill Lewis’ White Dolphin. Ask for a show of hands for each question and get each child to keep track of his or her own scores—or hand them a piece of paper to write down their answers for marking. Consider offering a prize for the child with the most correct answers—a book by Gill Lewis is ideal!

Take the Dolphin Quiz

6

1 Dolphins breathe under water.

FALSE: They need to resurface every few minutes to take in air through their blowholes.

2 Dolphins have almost no sense of smell.

TRUE: But they make up for it with very good sight and hearing.

3 Dolphins can only swim up to 100 metres under the water.

FALSE: They can swim up to several hundred metres below the surface. They can also jump as high as 6 metres out of the water!

4 Dolphins live on their own.

FALSE: They normally live in groups of ten or more. Their groups are called pods.

5 Dolphins live in rivers as well as the sea.

TRUE:There are fi ve different species of river dolphins, though there are many more—about 40—species of dolphins living in the sea.

6 The killer whale is actually a species of dolphin.

TRUE: Killer whales or Orcas are the largest member of the dolphin family, Delphinidae.

7 Dolphins’ babies are called dolphs.

FALSE: They are called calves. Males are bulls and females are cows.

8 Some dolphins have up to 250 teeth.

TRUE: Although most have around 100. They are all the same shape and size, and are fully grown by the age of fi ve months.

9 Bottlenose dolphins only live for a few years.

FALSE: They can often live for up to 50 years. The average life expectancy varies according to species and habitat, but is usually between 10 and 25 years.

10 Sharks are the biggest single threat to dolphins.

FALSE: It is thought that more dolphins die because of human intervention, including fi shing and damage of their habitat, than are killed by sharks.

Artwork © Simon Mendez

White Dolphin features Kara and Felix rescuing a stranded dolphin and protecting its habitat. Use the story as a starting point for a discussion about threats to dolphins and whales, and what can be done to make things better. Use these prompts to get the conversation going.

What is causing the problem?

Ask children to produce as many reasons as they can for the threatening of dolphin species, then discuss some of them in more detail.

Background: Dolphins have very few enemies in the sea, but are constantly threatened by human actions. Fishing nets and other equipment are the biggest single problem, killing an estimated 300,000 whales, dolphins, and porpoises every year. Whaling for commercial purposes and dolphin hunts, especially in Japan, are a big threat. Other factors include the pollution of seas and rivers and stranding on beaches; experts aren’t entirely sure why this happens, but it can often be because of injury, pollution, or unexpectedly shallow water. Keeping whales and dolphins in captivity is another issue.

How big is the issue?

Ask the group if they think any species of dolphin have become extinct.

Background: The answer is yes. More are endangered; only 500 North Atlantic Right Whales remain, and less than 100 of a species in New Zealand.

What is being done?

See if children are aware of any activities around the world that are helping to protect whales and dolphins.

Background: Charities are establishing sanctuaries and other places where the pursuit of whales and dolphins is strictly forbidden. They are also campaigning for better rights for them. Most governments expressly ban hunting, but some are not very good at enforcing it.

What can we do to help?

Given all the threats just discussed, can children think of any ways to make a difference to dolphin and whale conservation?

Background: Support can start at the supermarket, by making sure that all fi sh that is bought is caught in a way that does not harm dolphins and whales; look for information on tins and packets, especially on tuna. Children can also support a whale and dolphin charity and talk about the issue with family and friends. Discuss in particular the issue of captivity: is it right or wrong to keep dolphins in a zoo or aquarium?

More information

Helpful resources can found at:

Whale and Dolphin Conservation website www.whales.org

BBC’s Go Wild website www.bbc.co.uk/gowild

World Wildlife Fund website www.wwf.org.uk

w Discuss Dolphin & Whale Conservation

7

White DolphinBY GILL LEWIS Artwork © Simon Mendez

White DolphinBY GILL LEWIS

If children have enjoyed reading White Dolphin, introduce them to some more books about dolphins and topics around conservation and friendship. Here are our suggestions for titles to try—add your own, and ask your group if they have any favourites to recommend too.

Read On

8

The Flip-Flop Club: Whale Song by Ellen Richardson (Oxford University Press)

Dolphin Boy by Julie Bertagna (Mammoth)

The Silver Dolphins series by Summer Waters (HarperCollins)

The Longest Whale Song by Jacqueline Wilson (Yearling)

Whale Adventure by Willard Price (Red Fox)

Dolphin Song by Lauren St John (Orion)

This Morning I Met a Whale by Michael Morpurgo (Walker Books)

Whale Boy by Nicola Davies (Yearling)

Island of the Blue Dolphins by Scott O’Dell (Puffi n)

Why the Whales Came by Michael Morpurgo (Egmont)

How the Whale Became and Other Stories by Ted Hughes (Faber & Faber)

Extreme Adventures: Killer Whale by Justin D’Ath (A&C Black)

FACTS ABOUT WHALES AND DOLPHINS

Dolphin: A Day in the Life by Louise Spilsbury (Raintree)

Whales and Dolphins by Susanna Davidson (Usborne)

Sharks and Whales (Dorling Kindersley)

100 Facts About Whales and Dolphins (Miles Kelly)

AND A FILM!

Free Willyavailable on DVD along with book novelisations.

DOLPHIN AND WHALE STORIES


Moon BearBY GILL LEWIS

Tam’s mission in Moon Bear is to help a cub return to the wild. The challenge here is much easier : to help children fi nd out lots of interesting things about this magnifi cent animal! Hand out this checklist and get children to tick off each item as they complete it. Children can make notes of their answers on a piece of paper, or build them into something more substantial like a scrapbook—or perhaps turn the trail into a competition by challenging everyone in your group to correctly complete it the quickest. Remind children that some of the answers can be found in Moon Bear. Answers are below.

? Follow a Bear Research Trail

9

Answers1 The eight species of bear are: Asiatic, Black, Brown, Panda, Polar, Sloth, Spectacled, and Sun. 2 Brown. 3 Africa, Australasia, Antarctica. 4 Smell. 5 North. 6 Because of their grizzled (grey) fur. 7 Medicine. 8 Boars and sows. 9 California. 10 Answers might include Pooh Bear, Paddington Bear, Rupert Bear, The Three Bears, and The Jungle Book. There are many more!

MY BEAR RESEARCH TRAIL

Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1 Name three different species of bear. �

2 Which is the largest species of bear? �

3 Name one continent on which bears CANNOT be found.

4 Which is a bear’s strongest sense: hearing, sight, or smell?

5 In which polar region do polar bears live: north or south?

6 Why are grizzly bears so called? �

7 What are bear bile and gallbladders sometimes used to make?

8 What are the names for male and female bears? �

9 One of the states in America has a bear on its fl ag. Which one?

10 Besides Moon Bear, name two children’s books featuring a bear.



No one wants to see wild animals kept in the kind of conditions described in Moon Bear. But many zoos and owners are very responsible about the welfare of animals, and there are some fair arguments in favour of captivity. Ask for volunteers to speak for a few moments for and against the idea of captivity, and afterwards take a vote to see what the group thinks. Here are fi ve arguments to help those on either side of the debate with their cases. What other thoughts/ideas do your group have to add to the list both for and against?

w Have a Debate About Captivity

10

FOR CAPTIVITY

1 Captivity protects animals.

Some animals could not survive in the wild without the medical care they get in a protected environment.

2 Captivity helps to educate people.

In zoos and wildlife parks children can learn about animals they would never otherwise see—and adults can research their habits and fi nd ways to keep them alive in their natural habitats.

3 It encourages breeding.

Species that are endangered can be helped to breed, so reducing the risk of becoming extinct.

4 Animals can be content in captivity.

A zoo that provides good care, food, and environments for its animals can be a safe and enjoyable place to live.

5 Zoos help animals and conservation.

The best zoos and wildlife parks spend some of the money they get from visitors on conservation projects around the world.

AGAINST CAPTIVITY

1 Captivity is not natural.

Animals cannot live as they would wish in captivity, and their life expectancy is often much lower there than in the wild.

2 Animals have rights too.

It is not up to humans to decide where any animal should live; no creature would choose to be kept in a cage.

3 Conditions are cruel.

There are plenty of conscientious zoos, but many others around the world house their animals in appalling conditions.

4 Animals cannot socialize.

Many species naturally live in groups, so keeping only a few of each in a zoo makes conditions unnatural.

5 Captive animals cannot return to the wild. Even when animals are released back to their natural environments, they struggle because they have lost their instincts for survival.



Writing a review is a great way to get children thinking about books. Photocopy this sheet and hand it to each child so that they can quickly and easily set out their thoughts about Moon Bear after they have read it. Older children might like to write a fuller review, based around these questions but using their own style.

If children need any help about the sort of things to write, show them reviews of children’s books on the literary pages of newspapers, or have a look at websites like www.booksforkeeps.co.uk and www.lovereading4kids.co.uk, or the children’s books sections of www.booktrust.org.uk or www.guardian.co.uk.

Write a Book Review

11

WRITE YOUR OWN BOOK REVIEW

Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1 What is the name of the book you have read?

2 What happens in the book?

3 Who was your favourite character and why?

4 What was your favourite part in the book and why?

5 Was there anything that you didn’t like? Even if you love a book, it’s OK not to like some parts of it!

6 What did the book make you feel and why? Happy? Sad? Excited? Thoughtful?

7 Would you recommend the book to your friends? Who else do you think would like it? Girls? Boys? What age?

8 What score would you give the book out of 10?


Tilly’s Moonlight FoxBY JULIA GREEN

Producing a scrapbook is a great way for children to respond to a book they have read and engage more deeply with the subject matter. Work with your group on a scrapbook based on Tilly’s Moonlight Fox and foxes in general. Start by getting a small scrapbook with thick pages and pull everyone together to decide what will go in it. Here are just ten of the things you might include.

‘ Make a Group Book

12

1 A fox FAQ

Encourage children to write down as many questions as they have about foxes on pieces of paper. Then mix the questions up and divide them evenly between each child—or pairs—to research. Then add the questions and answers to the book.

2 Fox drawings

Get children to sketch and colour a fox, perhaps taking inspiration from the book.

3 A fox map

Ask children to use books or the internet to fi nd out where foxes live in the world. Then photocopy a black and white map of the world and ask children to shade in the countries that have populations of them.

4 Photos of foxes

Ask if any children or parents have any photos, or photocopy some from books and cut them out.

5 Fox pros and cons

Divide a page into two and write down all the good things children can think of about foxes on one side—and all the negative things on the other. Overall, do children think they are friend or foe?

6 Fox habitats

Use the book as a springboard for thinking about where foxes live. List the places they are commonly found and what habitats they enjoy.

7 Urban fox research

Fox populations in towns and cities are growing. Get children to fi nd out why.

8 Fox facts

Ask each child to research one interesting fact about foxes and add it to a page in the book.

9 Book reviews

Get children to write a review of Tilly’s Moonlight Fox, including what they did and didn’t like about the book.

10 Fox names

What would children call their own foxes?

Three useful websites for research

The Mammal Society www.mammal.org The Fox Website www.thefoxwebsite.org Defra www.gov.uk/defra

Artwork © Paul Howard


Tilly’s Moonlight Fox opens up a wonderful hidden world in Tilly’s garden. Get children to imagine their own secret garden and draw it in the space below. They can draw inspiration from the descriptions and illustrations in Julia Green’s book—and you might provide more pointers by introducing them to the classic books The Secret Garden by Frances Hodgson Burnett and Tom’s Midnight Garden by Philippa Pearce, too.

‘ Draw A Secret Garden

13

My Secret Garden by . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



To encourage children to carry on reading animal stories after fi nishing Tilly’s Moonlight Fox, hand out this reading log. It challenges children to read six animal-related books in all, including Tilly’s Moonlight Fox, and to record the things they liked and didn’t like and consider whether they would recommend the book to a friend. Suggest other age-appropriate books that your group could try, or get them to choose their own from library collections. Consider offering a small incentive for those who complete their reading log.

Complete the Animal Reading Challenge

14

My Animal reading log by: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Book Title Dates started and fi nished

Things I liked Things I didn’t like

Recommend to a friend?

Tilly’s Moonlight Fox


Sylvie and StarBY JULIA GREEN

After your group has enjoyed Sylvie and Star, test children’s knowledge of the book with this quiz. Photocopy and hand out this sheet to get them started, and suggest they complete it either during a group session or in between meetings. Perhaps offer a small prize like a book or token to the winner, or anyone who achieves full marks. The answers to all the questions are below.

Run a Sylvie and Star Quiz

15

Answers1 Pisa 2 Bookshop 3 German shepherd (cross) 4 Vince and Maria 5 Poppy 6 Stella 7 Blue 8 Guinea pigs, cat, goldfi sh 9 Mrs Francis 10 Apennines

SYLVIE AND STAR QUIZ

Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1 Which city in Italy do Sylvie and her family fl y to?

2 In what sort of shop does Sylvie’s dad work?

3 What breed of dog is Bella?

4 What are the names of Sylvie’s uncle and aunt?

5 What is the name of Bella’s puppy that doesn’t live?

6 What is the Italian word for Star?

7 What colour are Star’s eyes?

8 Holly keeps three pets. Can you name two?

9 What is the name of Sylvie’s Year Six teacher?

10 What is the mountain range where Star runs free?



Storyboarding a book is a good way for children to get creative and test their skills of understanding and summarising. Use this template to help them put together their own version of Sylvie and Star. They should start by thinking about six key stages in the book—beginning perhaps with Sylvie’s arrival in Italy and ending with Star running wild and free. Once they have mapped these out, they can sketch their own interpretation of each scene so that it reads a bit like a comic strip. Underneath each sketch, they should write a one-sentence description of what is happening. Alternatively, children could choose to storyboard a single chapter of the book.

‘ Storyboard Sylvie and Star

16

1 2 3

4 5 6



Reading a book out loud can really bring it to life and change children’s perceptions of it. Choose a chapter from Sylvie and Star to read together as a group—preferably one that features several different characters so that as many children as possible have a chance to get involved. Chapter 10, in which Sylvie gets to know Star with her family, is a good choice, with plenty of characters and dialogue to work with. Follow these tips for a successful reading aloud session.

Dramatize the Story

17

1 Prepare in advance

If you have the opportunity, tell your group about the plan to read out loud from the book so they can read over the chapter you have chosen.

2 Write a script

Younger readers might prefer to read from a script rather than the book, with their parts and words clearly indicated.

3 Allocate parts

Choose a strong reader as narrator, and ask who wants to play which part. For chapter 10, you will need to allocate parts to Sylvie, Mum, Dad, Nonna, Gramps, and Maria as well as a narrator—seven in all.

4 Find a suitable space

Try to fi nd a private room if you can; children will be much less inhibited if they don’t have to worry about noise levels.

5 Adopt suitable voices

Get children thinking about how a character might sound, and encourage them to have fun with the voices!

6 Add some expression

Rather than just reading from the page, encourage children to put some passion into their characters, and not be shy of making some noise!

7 Improvize

It’s fi ne to go off script a bit—let children add in a line or two of their own if they get into their characters.

8 Use some props

Think about what you could add to the reading in terms of accessories. A soft toy dog would be ideal, for instance.

9 Get an audience

If you have time to practise the reading in advance, think about inviting parents or friends along to listen to the reading. Performing in front of even a small crowd can give children a big confi dence boost.

10 Discuss

Afterwards, talk about how reading out loud can change people’s views of a book. Did it make any difference to what children thought about Sylvie and Star? Do they prefer in general to read silently or have a book read out loud? What are the pros and cons of each method?


Photocopy and circulate this sheet to give children the chance to sketch their own pony. Taking inspiration from Mulberry and the Summer Show, get them to name their pony and give it distinctive features like mane and tail, and colourful riding accessories. The notes and diagram of ponies at the back of the book will provide some help. Alternatively sketch a scene from the book; the illustrations throughout should be a good starting point.

‘ Draw Your Own Pony

18

My pony is called . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . by . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mulberry and the Summer ShowBY CHE GOLDEN

Mulberry and the Summer ShowArtwork © John Docherty

Once children have read Mulberry and the Summer Show, photocopy and hand out this wordsearch to complete. There are 15 key words from the book to fi nd, and they can run from side to side, up and down, or diagonally.

? Meadow Vale Wordsearch

19

w m m c q x r s l b g l t j a

m e I h h c i h a c j u n q h

h e r s z e d m j m o z k b w

m d a v s o g o u d g g l o j

s r a d v m x o e l m r h x u

t o h c o q i n l f b s e i m

i s l a d w r l i d r e o y p

r e f n c u v e d e e f r b s

r t b x t k g a m e f n t r e

u t o t l s o m l q w p h z y

p e s l b o u s u e t l y o h

s e p p q s p o n i e s k s h

b a p r i c o t s a d d l e r

v e l v e t g g o m y b p h b

p t o j j q y j d k m h d k y

Meadow Vale Ponies Best Turned Out Sam Grey Jumps

Apricot Mulberry Hack Velvet Miss Mildew

Saddle Rosette Summer Show Stirrups Che Golden



Set your group the task of writing their own pony riding adventure in the form of a short story or diary. Encourage children to imagine themselves competing in their own show, and write two or three diary entries or instalments building up to the event, as well as on the day itself. Use the insights into the way Sam feels as she prepares to compete in her show—or write from the perspective of the pony. Here are ten top writing tips to pass on to your budding authors.

Write About Pony Riding

20

1 Describe your horse

Get children thinking about all the small details that build a vivid picture of an animal—the size, age, colour, distinguishing marks, and so on.

2 Think about feelings

How might children feel as they prepare to take part in a big event? Nervous? Excited? Scared? Competitive? Try to convey these feelings as honestly as possible.

3 Use all your senses

Writing about what you have seen is great, but using other senses really brings a diary or story alive. Get children thinking about the sounds and smells of a riding event, or how a pony feels to the touch.

4 Write about friends

As in Che Golden’s book, adding in a few other characters helps to round out a story or diary.

5 Add some drawings

A few sketches of key scenes can bring writing alive. Look at the illustrations in Mulberry and the Summer Show for ideas.

6 Use some humour

Think of a few funny situations a pony rider might fi nd him or her self in.

7 Keep a notebook

You can pick up ideas for a diary or story at any time, and having a notebook to hand is useful for recording them. Scribble down thoughts straight away and add them to your story later.

8 Read out loud

Doing this helps to identify which bits are good and which need more work. Read alone, or try your work out on family or friends and ask for feedback.

9 Find somewhere good to write

Writing is easier when you have a quiet place to work free from distractions. Libraries are perfect!

10 Carry on writing

Keeping a real-life diary is a brilliant way to get better at writing. Encourage children to write as often as they can, and about anything they have seen or done.



We look forward to hearing from you!

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amazing animal stories activity pack

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