I created these resources whilst reading The BFG by Roald with my Year 3 class. The task is for the children to put some of the BFG’s nonsense words into their very own dictionary. The children can cut out and stick the words in order alphabetically then make up their own meanings for the words. In this pack, there are several different worksheets aimed at different ability groups. Some have more words and some have the alphabet included at the top of the page as support. Also, included in this pack is a worksheet where the meanings of some words are given and the children have to match the definition to the nonsense word. My Year 3 class really enjoyed making up their own definitions.

A list of useful vocabulary for children to use when writing stories.

A template on which children can write a letter from Fern to her Uncle Zuckerman. The second file is for lower ability groups and it has sentence starters already on the sheet to aid children in their writing.

A set of resources made to aid the teaching of speech alongside reading 'Charlotte's Web'. One worksheet shows Templeton and Goose with empty speech bubbles so children can think about what they might say to each other. This is useful for lower ability children who are not yet ready to use speech marks in their writing. Another worksheet shows Templeton and Goose with completed speech bubbles so that children can "pop" the speech bubbles and write the dialogue with speech marks. The third worksheet in the pack also allows children to "pop" the speech bubbles but gives them a template within which to write the dialogue using speech marks.

This template allows children to 'box up' a traditional tale in order to make their own story. They can clearly see the main parts of the story then substitute in their own ideas and add further details.

During Black History Week, my class learnt about the passengers on the Windrush who were coming to Britain from the Caribbean for better prospects. They thought about how they felt as they were leaving their homes and boarding the ship. Then they thought about what it was like for them when they arrived here. How were they greeted by the British people? I asked the children to write from the perspective of a Windrush passenger stating how they felt whilst on board the Windrush and how they felt when they arrived. My class produced some very sensitive first person pieces of writing.

Sophie has gone missing from the orphanage. How will anybody find her? Ask the children in your class to write a character description. They can describe Sophie on this 'Missing Poster' using what they have found out from the first chapter or two of the BFG.

Templates on which children can write a poem about what the BFG can hear. This is a great opportunity to discuss onomatopoeia with the children.