LITERACY HOUR: Weekly Plan
Year 3 Term: 1 Class: Week: 1
Text Level16 to understand the distinction between fact and fiction; to use terms ‘fact’, ‘fiction’ and ‘non-fiction’ appropriately;
17 to notice differences in the style and structure of fiction and non-fiction writing;
19 to compare the way information is presented, e.g. by comparing a variety of information texts including IT-based sources; / Text
Range of fiction non-fiction texts including newspapers and Web-site pages. / Word Level
10 to recognise and spell common prefixes and how these influence word meanings, e.g. un-, de-, dis-, re-, pre-;
11 to use their knowledge of prefixes to generate new words from root words, especially antonyms, happy/unhappy, appear/disappear;
12 to use the term ‘prefix’;
Sentence Level
9 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;
DAYS / Whole Class Work / Guided Work / Independent Work / Plenary
Mon / Brainstorm terms ‘fact’/’fiction’/’non-fiction’ and what is understood by each. Categorise books ch. are familiar with into each category. Paired discussion for ch. to discuss ‘Key Features’ of each type of text. Feedback to form working list to be added to during week. / Recognising and spelling common prefixes and how these influence/change meaning of a word.
See Spelling Bank page 6 for ‘Whole Class approaches’ . / GUIDED READING:
Consolidate work about style and structure of fiction and non-fiction writing through use of differentiated sample texts/extracts to read and categorise. / See Spelling bank page 6 for group tasks and extension activities. / Draw together definitions of what the prefixes considered mean and display for reference.
Tues / Use extract/page from 1 fiction and non-fiction text. Read together. Add to checklist about style and features from y/day.
Key Points:
· Page layout
· Text arrangement/division
· Whole book organisation
Refer to lang. Used in each text/extract. Paired talk to draw out diffs. Again form checklist for key features of lang. in each. / Generating new words from root words using known prefixes (extension from y/days work on prefixes).
See Spelling Bank page 7 for whole class approaches. / See Spelling Bank page 7 for group tasks and extension activities. / Display root word, children suggest prefix to use and new word made. Follow with ‘synonym’ challenge to find as many other words with same meaning in pairs.
Weds / Recap on key lang. features for non-fiction text. Look more closely at organisational features in one n-f text. Discuss use of each feature and influence on use of a non-fiction text.
Key Points: Headings to intro. new areas/Sub-headings to organise into smaller ‘chunks’ of info./captions and labels to detail pictures/photos/diagrams/use of capitalisation, italics,bold type face.
Annotate text to highlight/illustrate each section and purpose. / Work in pairs to annotate page(s) from a non-fiction text to highlight key features and their purpose in the text. / Question to see if all texts followed same conventions and if any other organisational features have been noted.
Thurs / Using large copy of newspaper/magazine article. Which organisational devices have been used to present information? Annotate different features together. Why are these important to the readers understanding of the article? Show same article written as prose. What are difficulties presented to the reader?
Display another article written in prose style. Teacher Demo. how to draw out main theme for heading and divide ‘chunks’ of info. giving each sub-headings. Invite input from ch. as to any other organisational devices which could be used and how. / Work in pairs with article presented in prose form to annotate and re-organise using headings/sub-headings/other organisational devices. / Use 1 or 2 examples of ch’s work. Invite them to read out article in prose form then explain organisational changes they have made and reasons for these.
Fri / Use web-site page (preferably advertising a company/product). Look at layout. Are any organisational devices familiar from our study of non-fiction texts? Discuss purpose of aspects of page and how these influence the reader. Set context of designing a web page for/about our class.
Teacher demo. frame to layout info. (class details, latest news, forthcoming events, current studies etc..).
Teacher scribing: After paired discussion add any other organisational features to the frame. / Work in pairs/small groups to design a web page for/about the class, using key organisational features.
Extended time to complete relevant info for each part of web page.