Back to Medium Term Plans
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Year
3 : Term 2
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Lewisham
Literacy Strategy
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Range:
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Fiction and
Poetry: myths,
legends, fables, parables; traditional stories, stories with
related themes; oral and performance poetry from different
cultures
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Non-Fiction:
(i)
instructions, (ii) dictionaries without illustrations,
thesauruses
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download
termly plan
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download
Notes to Accompany Year 3 Units of Work
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Continuous
Work
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Suggested texts,
activities and resources
Interactive activities: Drama:
role play; hot seating. Time out: time to think;
paired talk. Get up & go: human sentences.
Show me: punctuation/ letter fans;
whiteboards.
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Text
Level
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Sentence
Level: Grammar for Writing Unit 10
- 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 re-read; to use these strategies in conjunction
with knowledge of phonemes, word recognition, graphic
knowledge and context when reading;
- S2
the function of adjectives within sentences,
through:
- identifying
adjectives in shared reading;
- discussing
and defining what they have in common i.e. words which
qualify nouns;
- experimenting
with deleting and substituting adjectives and noting
effects on meaning;
- collecting
and classifying adjectives, e.g. for colours, sizes,
moods;
- experimenting
with the impact of different adjectives through shared
writing;
- S3
to use the term adjective appropriately;
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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 the use of
the four basic handwriting joins from Y2:
- 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;
- 26
to ensure consistency in size and proportions of letters
and the spacing between letters and words;
- 27
to build up handwriting speed, fluency and legibility
through practice
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FICTION
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Fiction:
Week 1
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Suggested
texts, activities and resources: See unit of
Work
Text
Level
- T1
to investigate the styles and voices of traditional story
language &endash; collect examples, e.g. story openings
and endings; scene openers, e.g. 'Now when
', 'A
long time ago
'; list, compare and use in own
writing;
- T2
to identify typical story themes, e.g. trials and
forfeits, good over evil, weak over strong, wise over
foolish;
Sentence
Level: Grammar for Writing Unit 11
Word
Level:
Spelling
Bank p10 and p63
- W9
to investigate and identify basic rules for changing
the spelling of nouns when s is added;
- W
24 to explore opposites, eg.upper/ lower, rude/
polite
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download
weekly plan
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download
Styles and Voices of Traditional Story Language
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Fiction:
Week 2
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Text
Level
- T6
to plan main points as a structure for story writing,
considering how to capture points in a few words that can
be elaborated later; discuss different methods of
planning;
- T7
to describe and sequence key incidents in a variety of
ways, e.g. by listing, charting, mapping, making simple
storyboards;
Sentence
Level: Grammar for Writing Unit 11
- S4
to extend knowledge and understanding of pluralisation
through:
- recognising
the use of singular and plural forms in speech and
through shared reading;
- transforming
sentences from singular to plural and vice versa,
noting which words have to change and which do
not;
- understanding
the term 'collective noun' and collecting examples
&endash; experiment with inventing other collective
nouns;
- noticing
which nouns can be pluralised and which cannot, e.g.
trousers, rain;
- recognising
pluralisation as one test of a noun;
- S5
to use the terms singular and plural
appropriately;
Word
Level
- W11
to use the terms 'singular' and 'plural'
appropriately;
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download
weekly plan
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download
The Wolf in Sheeps Clothing
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Fiction:
Week 3
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Text
Level
- T9
to write a story plan for own myth, fable or traditional
tale, using story theme from reading but
changing
the setting;
- T10
to write alternative sequels to traditional stories using
same characters and settings, identifying typical phrases
and expressions from story and using these to help
structure the writing;
Sentence
Level: Grammar for Writing Unit 10
Word
Level: Spelling Bank p 8 and p9
- S8
how words change when er, est and y are
added;
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download
weekly plan
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Fiction:
Week 4
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Text
Level
- T2
to identify typical story themes, e.g. trials and
forfeits, good over evil, weak over strong, wise over
foolish;
- T3
to identify and discuss main and recurring characters,
evaluate their behaviour and justify views;
- T8
to write portraits of characters, using story text to
describe behaviour and characteristics, and presenting
portraits in a variety of ways, e.g. as posters, labelled
diagrams, letters to friends about them;
Sentence
Level: Grammar for Writing Unit 10
Word
Level: Spelling Bank p 13
- S13
to recognise and spell common suffixes and how these
influence word meanings, e.g. -ly, -ful,
-less;
- S16
to use the term 'suffix';
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download
weekly plan
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Fiction:
Week 5
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Text
Level
- T9
to write a story plan for own myth, fable or traditional
tale, using story theme from reading but substituting
different characters
- T10
to write alternative sequels to traditional stories using
same characters and settings
and using these to
help structure the writing;
Sentence
Level: Grammar for Writing Unit 10
Word
Level: Spelling Bank p 14
- S14
to use their knowledge of suffixes to generate new words
from root words, e.g. proud/proudly,
hope/hopeful/hopeless
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download
weekly plan
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download
Fairytale Cards
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POETRY
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Click here for
links to Learning Intentions for Text Level Objectives 4, 5,
11
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Poetry:
Week 1
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Suggested
texts, activities and resources: A Carribean Dozen
&endash; John Agard; Unzip Your Lips- Paul
Cookson; Whale Rap &endash; Literacy Links; Big
Bad Raps &endash; Tony Mitton
Text
Level
- T4
to choose and prepare poems for performance, identifying
appropriate expression, tone, volume and use of voices
and other sounds;
- T5
rehearse and improve performance, taking note of
punctuation and meaning
Sentence
Level: Grammar for Writing Unit 12
- S8
tother
uses of capitalisation from reading, e.g. names,
headings, special emphasis, new lines in
poetry;
Word
Level: Spelling Bank p11
- W10
to investigate, spell and read words with silent
letters, e.g. knee, gnat, wrinkle
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Poetry:
Week 2
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Text
Level
- T11
to write new or extended verses for performance based on
models of 'performance' and oral poetry read, e.g.
rhythms, repetition;
Sentence
Level: Grammar for Writing Unit 14
- S10
to understand the differences between verbs in the 1st,
2nd and 3rd person, e.g. I/we do, you/you do, he/she/they
do/does, through:
- collecting
and categorising examples
- discussing
the purposes for which each can be used;
- relating
to different types of text,
- experimenting
with transforming sentences
- S11
to understand the need for grammatical agreement in
speech and writing, e.g. I am; we are.
Word
Level: Spelling Bank p15
- W15
to
use the apostrophe to spell shortened forms of words,
e.g. don't, can't
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NON-FICTION
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Suggested
texts, activities and resources: Fun things to Make and
Do &endash; Heinemann Discovery World; Making
Puppets &endash; Magic Bean; You Can Make Your Own
Book &endash; Paul Johnson; Keeping Silkworms
&endash; Magic Bean
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Click here for
links to Learning Intentions for Text Level Objectives 12, 13,
14, 15, 16, 17
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Non-Fiction:
Week 1
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Text
Level
- T12
to identify the different purposes of instructional
texts, e.g. recipes, route-finders, timetables,
instructions, plans, rules;
Sentence
Level: Grammar for Writing Unit 14
- S10
to understand the differences between verbs in the
1st, 2nd and 3rd person, e.g. I/we do, you/you do,
he/she/they do/does, through:
- collecting
and categorising examples and noting the differences
between the singular and plural persons;
- discussing
the purposes for which each can be used;
- relating
to different types of text, e.g. 1st person for
diaries, personal letters, 2nd person for
instructions, directions; 3rd person for narrative,
recounts;
- experimenting
with transforming sentences and noting which words
need to be changed;
- S11
to understand the need for grammatical agreement in
speech and writing, e.g. I am; we are.
Word
Level:
- W17
to
continue the collection of new words from reading and
work in other subjects, and make use of them in reading
and writing;
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Non-Fiction:
Week 2
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Text
Level
- T13
to discuss the merits and limitations of particular
instructional texts, including IT and other media texts,
and to compare these with others, where appropriate, to
give an overall evaluation;
- T14
how written instructions are organised, e.g. lists,
numbered points, diagrams with arrows, bullet points,
keys;
Sentence
Level: Grammar for Writing Unit 14
- S10
to understand the differences between verbs in the
1st, 2nd and 3rd person, e.g. I/we do, you/you do,
he/she/they do/does, through:
- collecting
and categorising examples and noting the differences
between the singular and plural persons;
- discussing
the purposes for which each can be used;
- relating
to different types of text, e.g. 1st person for
diaries, personal letters, 2nd person for
instructions, directions; 3rd person for narrative,
recounts;
- experimenting
with transforming sentences and noting which words
need to be changed;
- S11
to understand the need for grammatical agreement in
speech and writing, e.g. I am; we are.
Word
Level: Spelling Bnk p12
- W12
to recognise and generate compound words, e.g.
playground, airport, shoelace, underneath; and to use
this knowledge to support their spelling;
- W18
to infer the meaning of unknown words from context and
generate a range of possible meanings, e.g. for the word
'ochre' in a particular sentence, discuss which is the
most likely meaning and why;
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Non-Fiction:
Week
3
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Text
Level
- T15
to read and follow simple instructions;
- T16
to write instructions, e.g. rules for playing games,
recipes, using a range of organisational devices, e.g.
lists, dashes, commas for lists in sentences, recognising
the importance of correct sequence; use 'writing frames'
as appropriate for support;
Sentence
Level: Grammar for Writing Unit 12
- S8
other
uses of capitalisation from reading, e.g. names,
headings, special emphasis;
Word
Level
- W19
to
use dictionaries to learn or check the spellings and
definitions of words;
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Non-Fiction:
Week
4
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Text
Level
- T16
tto write instructions, e.g. rules for playing games,
recipes, using a range of organisational devices, e.g.
lists, dashes, commas for lists in sentences, recognising
the importance of correct sequence; use 'writing frames'
as appropriate for support;
- T17
to make clear notes, through, e.g.:
- discussing
the purpose of note-making and looking at simple
examples;
- identifying
the purpose for which particular notes will be
used;
- identifying
key words, phrases or sentences in
reading;
Sentence
Level: Grammar for Writing Unit 13
- S9
to
experiment with deleting words in sentences to see which
are essential to retain meaning and which are
not;
Word
Level
- W20
to
write their own definitions of words, developing
precision and accuracy in expression;
- W21
to use the term 'definition'
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Non-Fiction:
Week
5
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Text
Level
- T16
tto write instructions, e.g. rules for playing games,
recipes, using a range of organisational devices, e.g.
lists, dashes, commas for lists in sentences, recognising
the importance of correct sequence; use 'writing frames'
as appropriate for support;
- T17
to make clear notes, through, e.g.:
- exploring
ways of writing ideas, messages, in shortened forms,
e.g. notes, lists, headlines, telegrams, to understand
that some words are more essential to meaning than
others;
- making
use of simple formats to capture key points, e.g. flow
chart, 'for' and 'against' columns, matrices to
complete in writing or on screen;
- identifying
intended audience i.e. self or others.
Sentence
Level: Grammar for Writing Unit 11
- S6
to
note where commas occur in reading and to discuss their
functions in helping the reader;
- S7
to use the term 'comma' appropriately in relation to
reading;
Word
Level
- W22to
know the quartiles of the dictionary, e.g. m lies around
the halfway mark, t towards the end;
- W23
to organise words or information alphabetically, using
the first two letters;
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