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Year 3 : Term 2

Lewisham Literacy Strategy

Range:

Fiction and Poetry: myths, legends, fables, parables; traditional stories, stories with related themes; oral and performance poetry from different cultures

Non-Fiction: (i) instructions, (ii) dictionaries without illustrations, thesauruses

FICTION
Week 1
Week 2
Week 3
Week 4
Week 5

POETRY

Week 1
Week 2

NON-FICTION
Week 1
Week 2
Week 3
Week4
Week 5

download termly plan

download Notes to Accompany Year 3 Units of Work


Continuous Work

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.

Text Level

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;

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


FICTION

Fiction: Week 1

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

  • 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: 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
download weekly plan
download Styles and Voices of Traditional Story Language

Fiction: Week 2

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;
download weekly plan
download The Wolf in Sheeps Clothing

Fiction: Week 3

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

  • S2
  • S3 (see continuous)

Word Level: Spelling Bank p 8 and p9

  • S8 how words change when er, est and y are added;
download weekly plan

Fiction: Week 4

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

  • S2
  • S3 (see continuous)

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';
download weekly plan

Fiction: Week 5

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

  • S2
  • S3 (see continuous)

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
download weekly plan
download Fairytale Cards


POETRY

Click here for links to Learning Intentions for Text Level Objectives 4, 5, 11

Poetry: Week 1

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

Poetry: Week 2

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

NON-FICTION

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

Click here for links to Learning Intentions for Text Level Objectives 12, 13, 14, 15, 16, 17

Non-Fiction: Week 1

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;

Non-Fiction: Week 2

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;

Non-Fiction: Week 3

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;

Non-Fiction: Week 4

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'

Non-Fiction: Week 5

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;