Five days after loosing his first tooth, Ioan managed to wobble his second tooth out. If you are squeamish, be warned that this first video shows him pulling it out.


  • Tooth
  • Paper
  • Pencil
  • Coloured pencils

Written instructions for the tooth fairy

Having already drawn a plan and worked out verbal instructions for the tooth fairy, we decided to do some written instructions for her second visit. Again, Ioan used his knowledge of describing turns.

We talked about how instructions are written for somebody who needs to know how to do something. They have a heading, a numbered sequence of steps and imperative verbs (bossy words). The instructions can either be set out with a numbered sequence of steps, or written using time connectives (e.g. first, then, next, finally) to show the sequence the steps should be performed in.

Ioan explained why he was going to use a comma in his first instruction.

He then explained why you can use an apostrophe in don’t.

More explanations for where to put a comma and full stop.

After writing his instructions, he followed through each step, to test that they worked:

Tucked up in bed, ready for the tooth fairy’s visit.

DfES Outcomes for EYFS and National Curriculum (2013)

Mathematics Year 1 programme of study

Geometry – position and direction

  • describe position, direction and movement, including whole, half, quarter and three-quarter turns.

English Year 2 programme of study

Writing – Handwriting

  • Form lower-case letters of the correct size relative to one another
  • Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
  • Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
  • Use spacing between words that reflects the size of the letters.

Writing – Composition

  • Develop positive attitudes towards and stamina for writing by:
    • writing narratives about personal experiences and those of others (real and fictional)
    • writing about real events
    • writing for different purposes
  • Consider what they are going to write before beginning by:
    • planning or saying out loud what they are going to write about
    • writing down ideas and/or key words, including new vocabulary
    • encapsulating what they want to say, sentence by sentence
  • Make simple additions, revisions and corrections to their own writing by:
    • evaluating their writing with the teacher and other pupils
    • re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
    • proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
  • Read aloud what they have written with appropriate intonation to make the meaning clear.

Writing – vocabulary, grammar and punctuation

  • Develop their understanding by learning how to use both familiar and new punctuation correctly, including:
    • full stops
    • capital letters
    • commas for lists
    • apostrophes for contracted forms
  • Learn how to use sentences with different forms:
    • command