Year 3
Genre: Fiction
Week Beginning: Monday 6th June / Word / Formation of nouns using a range of prefixes [for example super–, anti–, auto–]
Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]
Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]
The grammatical difference between plural and possessive –s
Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done] / Speaking and Listening Focus:
Speaking
8 The range should include:
a readingaloud
b presenting to different audiences
c extended speaking for different purposes.
Listening
9 Therange should include opportunities for pupils to listen to:
a live talks/readings/presentations
b recordings [for example, radio, television, film]
c others in groups.
Group discussion, debate and interaction
10 The range of purposes should include:
a investigating, selecting, sorting
b planning, predicting, exploring
c explaining, reporting, evaluating.
Drama activities
11 The range should include:
a improvisation and working in role
b scripting and performing in plays
c responding to performances.
Literacy links across curricular topics:
Egypt – other cultures, history etc.
Guided reading – comprehension skills. / Sentence / Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
To build on their selection of openers to begin sentences and connectivesto extend sentences: eg use ‘because’, ‘if’, ‘although’ and ‘when’ securely, and experiment with ‘before’ and ‘after’.
To be able to use ‘Soon’, ‘After that’ and ‘Last’ securely as openers, and experiment with ‘Last time’, ‘Also’, ‘After’ and ‘Another thing’.
Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
Fronted adverbials [for example, Later that day, I heard the bad news.]
To begin to vary the length of sentences.
Group NC Levels, PP Children and More Able (MA):
Amun HA
Emma
Libby
Ebony
Katie-Rose
Honey-Rose
Nelmila
Stella
x 7 Grace
x 8
Hathor LA
Casey
Dean-Cameron
Tyler
Briannie
Elizabeth
x 5 / Text / Introduction to paragraphs as a way to group related material
Headings and sub-headings to aid presentation
Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play]
To produce a structured text with a beginning, middle and end.
Create settings, characters and plot
To structure writing with clear opening and closing statements
Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
To begin to identify the features associated with different types of writing and include these in their writing. / Spelling Focus:
Phase 5 - see spelling list
Punctuation / Construct sentences consistently using capital letters, full stops, commas to separate items in a list, exclamation marks and question marks.
Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]
Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]
Session / Main focus / Teaching summary / Activity description
Tuesday /Wednesday
Comprehension 1:
Covers and Chapter 1 / Make inferences and predictions
Explore features of mystery texts / · Read the cover and up to pg 7 of Ottoline and the Yellow Cat, modelling how to read a book in which the pictures form a significant part of the story. Pause occasionally to allow Talk Partners to explore the features. Share ideas with class.
· Encourage personal responses to Chapter 1. What did you like? Does it remind you of any other stories? Pair share and feedback.
· Show ‘What type of story?’ (F ITP 3.3.1). Discuss what type of story Ottoline and the Yellow Cat will be. Why might Ottoline be a mystery story? Think-Pair-Share looking for elements of mystery in Chapter 1.
· Discuss the characters of Ottoline and Mr Munroe. How can we describe these characters? How do they feel? What do they look like?
· Short activity: in pairs, children to choose either Ottoline or Mr Munroe and fill in a mini role on the wall.
· Bring the class together and use the children’s suggestions from the activity to create Roles on the Wall for Ottoline and Mr. Munroe. Display these on the Learning Wall. / LA: The children work in pairs, retrieving information about either Mr. Munroe or Ottoline from the eBook’s pictures and text. Encourage them to ask questions about the characters and record them in their books, using sub headings from character profile sheet. (F PCM 3.3.17). With TA support.
MA: As above but independent.
HA: Children to choose either Mr Munroe or Ottoline, referring to Chapter 1. They then record five interesting facts and their opinions of their chosen character. (Teacher model on board to this group how to set work out) They also record questions they would like to ask about the character’s life before the story started.
Objectives: Listen to and discuss wide range of text types; Identify themes and conventions; Ask questions to improve understanding; Draw inferences and justify with evidence; Make predictions
Spoken language: Listen and respond appropriately; Ask relevant questions; Articulate and justify answers
Photocopiables: F PCM 3.3.17
Digital resources: eBook of Ottoline and the Yellow Cat, F ITP 3.3.1
Depth focus
Session / Main focus / Teaching summary / Activity descriptionWednesday/Thursday
Comprehension 2:
Chapter 2 / Ask questions about a text
Make predictions / · Show ‘Reading detectives’ (F ITP 3.3.2), explaining that in a mystery story the author creates puzzles to be solved. What puzzles did you notice in Chapter 1? Pair share and feedback
· Read the notes on ‘Reading detective’s notebook 1’ (F ITP 3.3.3). Read pages 22–35. Discuss difficult vocabulary used.
· Think-Pair-Share clues and new information in the newspaper articles. Add suggestions to F ITP 3.3.3.
· Invite children to think about predictions about what Ottoline might do next.
· Finish Chapter 2. What do you think the Yellow Cat is up to? What have the poker players been doing? / LA: As a guided group with TA, the children record what they know about the people and events in each building on ‘Crime scenes’ (F PCM 3.3.1). They then share the information with someone else on their table and discuss links between the events.
MA: The children work in pairs to record details and ideas about the burglaries in Ottoline and the Yellow Cat by completing a group copy of ‘Crime scenes’ (F PCM 3.3.1). Encourage them to think about links between the buildings on page 1, the newspaper reports on pages 24–25 and the illustration on pages 36–37. Teacher to support.
HA: In pairs, the children use ‘Crime scenes’ (F PCM 3.3.1) to bring together details from the ‘Lost’ poster on page 9, the newspaper reports on pages 24–25 and the information on pages 35–37. In groups, they summarise what is known and discuss possibilities about the crimes, referring to the evidence.
Teacher to take photos for evidence of the children being detectives.
Plenary: choose children to come to the front with their ‘crime scenes’ work and discuss with the class their opinions on the possibilities about the crimes. Remind children to refer to the evidence provided.
Objectives: Use dictionaries; Identify themes and conventions; Draw inferences and justify with evidence; Make predictions; Discuss books that are read to them and those they read themselves
Spoken language: Listen and respond appropriately; Articulate and justify answers; Consider and evaluate different viewpoints
Photocopiables: F PCM 3.3.1
Digital resources: eBook of Ottoline and the Yellow Cat, F ITP 3.3.2, F ITP 3.3.3
Day 3: Depth focus
Session / Main focus / Teaching summary / Activity descriptionThursday
1 hour and a half
Depth focus 1:
Exploring character / Use drama to explore characters’ thoughts and feelings / · Recap the events of Chapters 1 and 2 that we have read so far. What do you remember from the story so far? Who are the main characters? What has happened in the plot so far? Pair share and feedback.
· Reread pages 12–13.
· Select two children to Freeze Frame the scene of Ottoline brushing Mr. Munroe’s hair while she looks at the posters. Encourage them to think about posture and facial expressions. Allow Thinking Time, and then invite other children to stand behind the characters and speak their thoughts. Prompt children’s responses: Why do you think that? Can you say more?
· Reread pages 22–23.
· Repeat the Freeze Frame strategy with different children to explore Ottoline and Mr. Munroe’s thoughts and feelings in this scene. Encourage the rest of the class to comment. Do you think that’s what Ottoline/Mr. Munroe is thinking? Why? / In groups of four, the children Freeze Frame the scene on pages 36 and 37. Following the model, two children in each group take on the roles of Ottoline and Mr. Munroe, and the other two children speak their thoughts.
Children to work in mixed ability groups. Prepare freeze frame scene ready to show to the rest of the class.
Teacher to take photos for evidence.
Ask members of the audience to share two stars and a wish. What went well? What could this group improve on for next time? Teacher and TA to write on sticky notes the comments from the children.
Objectives: Ask questions to improve understanding; Draw inferences and justify with evidence
Spoken language: Ask relevant questions; Articulate and justify answers
Photocopiables: n/a
Digital resources: eBook of Ottoline and the Yellow Cat