2016-17 Year 2/3 Genres and Grammar Coverage Map (Red text indicates Y3 only objectives)

Topic / Genres / Text / Sentence structure / Language and punctuation
Autumn 1 / Let’s Go Wild! / Recount (linking to Yorkshire Wildlife Park) /
  • Consolidation of the Year 1 list
  • Planning tools: text map / box up / washing line
  • The consistent use of present tense versus past tense throughout texts.
  • Re-read to check that writing makes sense
/
  • Consolidation of the Year 1 list
  • Statements- secure use of simple sentences
/
  • Consolidate: finger spaces, letters, words, sentences, full stops, capital letters.
  • Formation of nouns using suffixes such as –ness, -er, -ful, less, -est
  • Nouns formed from prefixes e.g. auto… super… anti…

Poetry (Animals- Giles Andrew) /
  • Planning tools: text map / box up / washing line
  • The consistent use of present tense versus past tense throughout texts.
  • Re-read to check that writing makes sense (particularly accurate use of tense)
/
  • Consolidation of the Year 1 list
  • Statements
  • Exclamations
  • Statements- Secure use of simple sentences
/
  • Consolidate: finger spaces, letters, words, sentences, full stops, capital letters.
  • Two adjectives to describe a noun e.g. Squirrels have long, bushy tails
  • Exclamation marks
  • Commas to separate items in a list

Autumn 2 / Remember, Remember / Information text: Remembrance day /
  • Planning tools: text map / box up / washing line
  • Subheadings to introduce sentences / sections
  • Introduction: Opening factual statement
  • Middle section(s):Group related ideas / facts into sections
  • Paragraphs to organise ideas around a theme
  • Topic sentences to introduce paragraph
/
  • Consolidate: finger spaces, letters, words, sentences, full stops, capital letters
  • Exclamations
/
  • Consolidate: finger spaces, letters, words, sentences, full stops, capital letters
  • Exclamation marks
  • Use of formal language

Narrative: Nativity /
  • Planning tools: story map / box up / story mountain
  • Understanding 5 parts to a story: Opening (In a land far away…) / Build-Up (Later that day…) / Problem or Dilemma (To his amazement…) / Resolution (As soon as…) / Ending (Luckily…, Fortunately…)
  • Plan opening around character(s), setting, weather, time of day
  • Paragraphs to organise ideas into each story part
/
  • Embellished simple sentences
  • Expanded noun phrases (e.g. the blue butterfly, lots of people)
/
  • Adjectives (e.g. The boys peeped inside the dark cave)
  • Adverbs (e.g. Tom ran quickly down the hill)
  • Prepositions: behind above along before between after
  • Further use of prepositional phrases to place the action (e.g. next to, by the side of, in front of, during, through, throughout, because of)
  • Apostrophes to mark singular possession

Instructions: How to make a Guy Fawkes /
  • Planning tools: text map / box up / washing line
  • Hook to engage reader- question
  • Use of lists- what is needed / steps to take
  • Bullet points for instructions
  • Labelled diagrams
/
  • Commands
  • Questions
  • First introduction of -‘ly’ starters e.g. Slowly, Carefully, Finally
/
  • Bullet points
  • Commas to separate items in lists
  • Apostrophes to mark contracted forms in spelling e.g. don’t, can’t
  • Colon before a list e.g. What you need:
  • Powerful verbs e.g. stare, tremble, slither

Spring 1 / Location, location, location! / Information text: Goldthorpe (local area) /
  • Planning tools: text map / ‘box up’ grid / washing line
  • Headings and subheadings
  • Group related ideas
  • Ending: Make final comment to the reader
/
  • Secure use of compound sentences (coordination) using conjunctions: and/or/but/so/for/nor/yet
  • Introduce complex sentences using subordinating conjunctions: drop in a relative clause (who/which /whose/whom)
  • Develop complex sentences (subordination) with a range of subordinating conjunctions
/
  • Capital letters (for places) and full stops
  • Question mark
  • Generalisers for information: e.g. Most dogs, Some cats
  • More specific/technical vocabulary to add detail e.g. A few dragons of this variety can breathe on any creature and turn it to stone immediately
  • Select specific nouns

Narrative: Handa’s Surprise /
  • Planning tools: story map / story mountain / ‘box up’ grid
  • Understanding 5 parts to a story using extended vocabulary: Introduction – should include detailed description of setting or characters / Build up – build in some suspense towards the problem or dilemma / Problem – include detail of actions / dialogue / Resolution – should link with the problem ‘ Ending – clear ending should link back to the start, show how the character is feeling, how the character or situation has changed from the beginning.
  • Plan opening around character(s), setting, weather, time
  • Read aloud what they have written with appropriate intonation to make the meaning clear
/
  • Vary openers to sentences:
  • -‘ly’ starters e.g. Usually, Eventually, Finally
  • Use of compound sentences (coordination) using conjunctions: and/or/but /so/for/nor/yet
  • Develop complex sentences using subordinating conjunctions: drop in a relative clause (who/which /whose/whom)
  • Develop complex sentences (subordination) with a range of subordinating conjunctions
/
  • Capital letters (for names) and full stops
  • Comma after –ly openers
  • Introduction of speech bubbles / speech marks for direct speech
  • Adverb starters to add detail and adverbial phrases used as a ‘where’, ‘when’, or ‘how’ starter (fronted adverbials)
  • Ellipses to keep the reader hanging on
  • Use of comma after fronted adverbials
  • Use pronouns effectively to avoid repetition of nouns

Poetry: Weather/
seasons /
  • Text map / Box up / washing line
  • Proof-read to check for errors in spelling, grammar and punctuation
/
  • Consolidate sentence types: statements, exclamations, questions, commands
/
  • Adverbs for description e.g. Snow fell gently and covered the cottage in the wood
  • Formation of adjectives using suffixes
  • Alliteration e.g. wicked witch, slimy slugs
  • Similes using …like…
  • Word families based on common words e.g. teacher – teach, beauty- beautiful

Spring 2 / Trains, Planes and Automobiles / Recount: National Railway /
  • Planning tools: text map / ‘box up’ grid / washing line
  • The consistent use of present tense versus past tense throughout texts.
  • Use of continuous verb forms in the present and past to mark actions in progress
/
  • Secure use of compound sentences (coordination) using conjunctions: and/or/but /so/for/nor/yet
  • Develop complex sentences using subordinating conjunctions: drop in a relative clause (who/which /whose/whom)
  • Develop complex sentences (subordination) with a range of subordinating conjunctions
/
  • List of 3 for description (e.g. He wore old shoes, a dark cloak and a red hat).
  • Sentence of 3 for description e.g. The cottage was almost invisible, hiding under a thick layer of snow and glistening in the sunlight.
  • Boastful language e.g. magnificent, unbelievable, exciting

Instructions: How to make a boat /
  • Planning tools: text map / ‘boxing up’ grid / washing line
  • Introduction: Hook to engage the reader (opening question)
  • Middle: Use of lists / bullet points for facts and steps
  • Develop hook to introduce and tempt the reader
  • Ending: Make a final comment to the reader
  • Ending: Develop a personal response
/
  • Commands
  • Questions
  • Adverbs for information (e.g. Lift the pot carefully onto the tray’).
/
  • Question marks
  • Apostrophes to mark contracted forms in spelling e.g. don’t, can’t
  • Adverbials to add detail e.g. in the car, last week, by the river

Summer 1 / Walking on the moon / Narrative: Whatever next! /
  • Understanding: 5 parts to a storyusing extended vocabulary
  • Opening, Build-up, Problem/Dilemma, Resolution, Ending
  • Planning opening around character(s), setting, time of day and type of weather
  • Ending should be a section rather than one final sentence e.g. suggest how the main character is feeling in the final situation
  • Read aloud what they have written with appropriate intonation to make the meaning clear
/
  • Complex sentences (subordination): Drop in a relative clause: who/which e.g. Sam, who was lost, sat down and cried.
  • Use of subordinating conjunctions: what/while/when/where/because/then/so that/if/to/until
  • -‘ly’ starters e.g. Usually, Eventually, Finally
  • ‘ing’ clauses as starters
/
  • Capital letters, full stops, exclamation marks, question marks, commas in lists and after –ly openers
  • Speech bubbles / speech marks for direct speech. Implicitly understand how to change from indirect speech to direct speech
  • Secure use of inverted commas for direct speech
  • Dialogue –powerful speech verbs
  • Apostrophes to mark contracted forms in spelling e.g. don’t, can’t

Instructions: How to make a rocket /
  • Planning tools: text map / washing line
  • Subheadings to introduce sections / paragraphs
  • Opening question as a hook to engage the reader
  • Bullet points for instructions
  • Labelled diagrams
  • Ending: Extra tips
  • Ending: Develop reminders e.g. Information boxes, five amazing facts, wow comment
/
  • Commands
  • Questions
  • Use long and short sentences: Long sentences to add description or information. Use short sentences for emphasis and making key points
/
  • Question marks
  • Apostrophes to mark contracted forms in spelling e.g. don’t, can’t
  • Using suffixes such as –er and –est
  • Prepositions: Behind, above, along, before, between, after
  • Pattern of 3 for persuasion e.g. Visit, Swim, Enjoy!

Summer 2 / How does your garden grow? / Information text: artists /
  • Planning tools: text map / grid / washing line
  • Headings / subheadings
  • Introduction: Opening factual statement / definition
  • Middle section(s):Group related ideas
  • Ending: Make final comment to the reader / Extra tips! / Did-you-know? Facts – True or false?
  • Secure use of past and present tense throughout
  • Use of continuous verb forms in the present and past to mark actions in progress
  • Use of the perfect form of verbs to mark relationships of time and cause e.g. I have written it down so I can check what it said.
/
  • Complex sentences (subordination): Drop in a relative clause: who/which e.g. Sam, who was lost, sat down and cried.
  • Use of subordinating conjunctions: what/while/when/where/because/then/so that/if/to/until
  • Development of expanded noun phrases
/
  • Generalisers for information, e.g. Most dogs…, Some cats…
  • Use of determiners a or an according to whether the next word begin with a vowel e.g. a rock, an open box
  • Capital letters (for names)

Recount /
  • Planning tools: text map / washing line
  • Secure use of past and present tense throughout
  • Use of continuous verb forms in the present and past to mark actions in progress
  • Use of present perfect instead of simple past. E.g. He left his hat behind, as opposed to He left his hat behind
/
  • Expanded noun phrases
  • Consolidate use of complex sentences
  • Use long and short sentences: Long sentences to add description or information. Use short sentences for emphasis and making key points
/
  • Secure use of adverbs
  • Adverb starts to add detail
  • Use of determiners a or an according to whether the next word begin with a vowel e.g. a rock, an open box

Poetry: Gardening /
  • Planning tools: text map / washing line
/
  • Statements
  • Exclamations
  • Questions
/
  • Alliteration e.g. wicked witch, slimy slugs
  • Similes using …like…
  • Powerful verbs