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Back to Medium Term Plans
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Year
3 : Term 1
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Lewisham
Literacy Strategy
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Range:
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Fiction and
Poetry: stories
with familiar settings; plays; poems based on observation
and the senses; shape poems.
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Non-Fiction:
(i)
information books on topics of interest, (ii)
non-chronological reports; (iii) thesauruses,
dictionaries.
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 download
termly plan
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Continuous
Work
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Suggested texts,
activities & resources:
Interactive
activities: Drama:
Time out: Show me: Get up & go:
punctuation/ letter fans, whiteboards
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Text
Level
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Sentence
Level
- S1
to
use awareness of grammar to decipher new or unfamiliar
words, e.g. to predict from the text, read on, leave a
gap and return; to use these strategies in conjunction
with knowledge of phonemes, word recognition, graphic
knowledge and context when reading;
- S2
to
take account of the grammar and punctuation, e.g.
sentences, speech marks, exclamation marks and commas to
mark pauses, when reading aloud;
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Word
Level: Revision and Consolidation from KS1
- W1
the spelling of words containing each of the long vowel
phonemes from KS1 (Appendix List 3);
- W2
to:
- identify
phonemes in speech and writing;
- blend
phonemes for reading;
- segment
words into phonemes for spelling;
- W3
to read and spell correctly the high frequency words
from KS1 (Appendix List 1);
- W4
to discriminate syllables in reading and spelling
(from Year 2);
Spelling
Strategies
- W5
to identify mis-spelt words in own writing; to keep
individual lists (e.g. spelling logs) and learn to spell
them;
- W6to
use independent spelling strategies, including
- sounding
out and spelling using phonemes;
- using
visual skills, e.g. recognising common letter strings
and checking critical features (i.e. does it look
right, shape, length etc?);
- building
from other words with similar patterns and meanings,
e.g. medical, medicine;
- spelling
by analogy with other known words, e.g. light,
fright;
- using
word banks, dictionaries, etc.;
- W7
to practise new spellings regularly by 'look, say,
cover, write, check' strategy;
Handwriting
- 20
to
practise correct formation of basic joins from Year
2:
- diagonal
joins to letters without ascenders, e.g. ai, ar,
un;
- horizontal
joins to letters without ascenders, e.g. ou, vi,
wi;
- diagonal
joins to letters with ascenders, e.g. ab, ul,
it;
- horizontal
joins to letters with ascenders, e.g. ol, wh,
ot;
- 21
to
ensure consistency in size and proportions of letters and
the spacing between letters and words
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FICTION
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Fiction:
Weeks 1 and 2
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Suggested
texts, activities and resources: Girl Wonder and the
Terrific Twins &endash; M. Blackman; The Shrinking of
Treehorn &endash; F. Heide
Text
Level
- T19
to compare a range of story settings, and to select words
and phrases that describe scenes;
- T19
to generate ideas relevant to a topic by brainstorming,
word association, etc.;
- T19
19 to develop the use of settings in own stories
by:
- writing
short descriptions of known places;
- by
writing a description in the style of a familiar
story;
- to
investigate and collect sentences/phrases for story
openings and endings &endash; use some of these formal
elements in re-telling and story writing;
Sentence
Level: Grammar for Writing Unit 12
- S19
to use verb tenses with increasing accuracy in speaking
and writing, e.g. catch/caught, see/saw, go/went, etc.
Use past tense consistently for narration;
- S19
to use the term 'verb' appropriately;
Word
Level:
Spelling
Bank p4
- W19
how the spellings of verbs alter when &endash;ing is
added;
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Fiction:
Weeks 3 and 4
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Text
Level
- T19
to be aware of the different voices in stories using
dramatised readings, showing differences between the
narrator and different characters used, e.g. puppets to
present stories;
- T19
to read, prepare and present playscripts;
- T19
to recognise the key differences between prose and
playscript, e.g. by looking at dialogue, stage
directions, lay-out of text in prose and
playscripts;
- T14
to write simple playscripts based on own reading and
oral work;
Sentence
Level: Grammar for Writing Unit 3
- S19
to secure knowledge of question marks and exclamation
marks in reading, understand their purpose and use
appropriately in own writing;
Word
Level: Spelling Bank p44
- W19
to investigate and learn to use the spelling pattern le
as in little, muddle, bottle, scramble,
cradle
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Fiction:
Week 5
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Text
Level
- T19
how dialogue is presented in stories, e.g. through
statements, questions, exclamations; how paragraphing is
used to organise dialogue;
- T19
using reading as a model, to write own passages of
dialogue;
- T15
to begin to organise stories into paragraphs; to
begin to use paragraphing in presentation of dialogue in
stories;
Sentence
Level: Grammar for Writing Units 4 and 8
- S19
the basic conventions of speech punctuation
through:
- identifying
speech marks in reading;
- beginning
to use in own writing;
- using
capital letters to mark the start of direct
speech;
- S19
to use the term 'speech marks';
Word
Level
- S19
common vocabulary for introducing and concluding
dialogue, e.g. said, replied, asked. Collect examples
from reading;
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POETRY
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Poetry:
Week 1
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Suggested
texts, activities and resources: Noisy Poems &endash;
J . Bennett: Give yourself a hug &endash; G.
Nichols
Text
Level
- T6
to read aloud and recite poems, comparing different views
of the same subject; to discuss choice of words and
phrases that describe and create impact, e.g. adjectives,
powerful and expressive verbs, e.g. 'stare' instead of
'look';
- T8
to express their views about a story or poem, identifying
specific words and phrases to support their
viewpoint;
- T12
to collect suitable words and phrases, in order to
write poems and short descriptions; design simple
patterns with words, use repetitive phrases; write
imaginative comparisons;
Sentence
Level: Grammar for Writing Unit 1
- S3the
function of verbs in sentences through:
- noticing
that sentences cannot make sense without
them;
- collecting
and classifying examples of verbs from reading and own
knowledge, e.g. run, chase, sprint; eat, consume,
gobble; said, whispered, shrieked;
- experimenting
with changing simple verbs in sentences and discussing
their impact on meaning;
- S5
to
use the term 'verb' appropriately;
Word
Level
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Poetry:
Week 2
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Suggested
texts, activities and resources: Picture a poem
&endash; G. Douthwaite
Text
Level
- T7
to distinguish between rhyming and non-rhyming poetry and
comment on the impact of layout;
- T12
to collect suitable words and phrases, in order to write
poems and short descriptions; design simple patterns with
words, use repetitive phrases; write imaginative
comparisons;
- T13
to invent calligrams and a range of shape poems,
selecting appropriate words and careful presentation.
Build up class collections;
Sentence
Level: Grammar for Writing Unit 7
- S13
to use commas to separate items in a list
Word
Level
- W16
to
understand the purpose and organisation of the thesaurus,
and to make use of it to find synonyms;
- W17
to
generate synonyms for high frequency words, e.g. big,
little, like, good, nice, nasty
- W18
to
use the term 'synonym';
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NON-FICTION
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Non-Fiction:
Week 1
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Text
Level
- T16
to understand the distinction between fact and fiction;
to use terms 'fact', 'fiction' and 'non-fiction'
appropriately;
- T17
to notice differences in the style and structure of
fiction and non-fiction writing;
- T12
to compare the way information is presented, e.g. by
comparing a variety of information texts including
IT-based sources;
Sentence
Level: Grammar for Writing Unit 5
- S9
to notice and investigate a range of other devices for
presenting texts, e.g. speech bubbles, enlarged or
italicised print, captions and headings, inset text.
Explore purposes and collect examples
Word
Level:Spelling Bank p 6-7
- W10
to
recognise and spell common prefixes and how these
influence word meanings, e.g. un-, de-, dis-, re-,
pre-;
- W11
to
use their knowledge of prefixes to generate new words
from root words, especially antonyms, happy/unhappy,
appear/disappear;
- W12
to
use the term 'prefix';
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download
weekly plan
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Non-Fiction:
Weeks 2 and 3
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Text
Level
- T18
to locate information, using contents, index, headings,
sub-headings, page nos., bibliographies;
- T20
to read information passages, and identify main points or
gist of text, e.g. by noting or underlining key words or
phrases, listing the 4 or 5 key points
covered;
- T21
to make a simple record of information from texts
read, e.g. by completing a chart of information
discovered, by listing key words, drawing together notes
from more than one source;
Sentence
Level
Word
Level
- W13
to collect new words from reading and work in other
subjects and create ways of categorising and logging
them, e.g. personal dictionaries, glossaries;
- W14
to infer the meaning of unknown words from
context;
- W15
to have a secure understanding of the purpose and
organisation of the dictionary;
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download
weekly plan (Week 2)
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download
weekly plan (Week 3)
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Non-Fiction:
Week
4
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Text
Level
- T22
to write simple non-chronological reports from known
information, e.g. from own experience or from texts read,
using notes made to organise and present ideas. Write for
a known audience, e.g. other pupils in class, teacher,
parent.
Sentence
Level: Grammar for Writing Unit 6
- S10
to
identify the boundaries between separate sentences in
reading and in their own writing;
- S11
to write in complete sentences;
- S12
to demarcate the end of a sentence with a full-stop
and the start of a new one with a capital
letter;
Word
Level
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download
weekly plan
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Non-Fiction:
Week
5
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Text
Level
- T19
to compare the way information is presented, e.g. by
comparing a variety of information texts including
IT-based sources;
- T22
to write simple non-chronological reports from known
information, e.g. from own experience or from texts read,
using notes made to organise and present ideas. Write for
a known audience, e.g. other pupils in class, teacher,
parent.
Sentence
Level: Grammar for Writing Unit 9
Word
Level
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download
weekly plan
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