English Long-term Plan - Year 3 17.18

Autumn 1 / Autumn 2
Cornerstones Theme / Scrumdiddlyumptious
(DT) / Gods and Mortals (History)
Literacy Unit / Fiction
Narrative linked to topic/theme
(2-3 weeks) / Non Fiction / Poetry
Poems linked to food
(1-2 weeks) / Fiction / Non-Fiction
Non- Chronological Reports
(2-3 weeks) / Poetry
Poems about mythical creatures
(Jabberwocky)
(1 week)
Adverts
(1-2 weeks) / Instructions
(1-2 weeks) / Narrative (Myths)
(2-3 weeks) / Play scripts (Myths)
(2 weeks)
Invent
(Expected outcome of unit of work) / Rewrite keys scenes from main characters point of view
Setting descriptions / Create adverts for food / Write a method for a recipe / Read, write and perform free verse poems
Shape poems / Write a Greek myth focusing on plot and characterisation / Write and perform a play based on a Greek Myth / Write an information page on a Greek God / Rehearse and recite poem
Write and perform poem based on a mythical creature
Grammar Focus / •Understand and use full stops accurately.
•Understand and use capital letters accurately.
•Understand and use commas for lists.
•Understand and use question marks.
•Understand and use exclamation marks to denote strong emotion.
•Understand and use apostrophes for contracted forms.
•Understand and use possessive apostrophes.
•Understand and use the term ‘comma’ appropriately and to understand the function of commas in sentences.
•Punctuate direct speech-Inverted Commas.
•Identify and write a statement.
•Identify and write a question.
•Identify and write an exclamation.
•Turn statements into questions, learning a range of ‘wh’ words, typically used to open questions: what, where, when, who.
•Understand and use the term adverb.
•Understand and use the term adverbial
•Understand and use the term possessive pronoun.
•Understand and use the term conjunction.
•Understand and use prepositions- spatial.
•Understand and use determiners.
•Understand the term adjective appropriately and understand the function of adjectives in 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 the effects on meaning.
•Collecting and classifying adjectives, e.g. for colours, sizes, moods.
•Experimenting with the impact of different adjectives through shared writing.
•Use the term verb appropriately and understand the function of verbs in sentences through:
•Noticing that sentences cannot make sense without them.
•Collecting and classifying examples of verbs from own reading and own knowledge.
•Understand the differences between verbs in the 1st, 2nd, and 3rd person. E.g. I/we do, you do, he/she does, they do.
•Understand and use noun phrases.
•Understand and use simple clauses.
•Understand and use subordinate clause.
•Understand and use co-ordination (or, and, but).
•Show relationships of time, reason and clause through subordination and connectives; when, if, because, although
•Ensure grammatical agreement in speech and writing of pronouns and verbs. E.g. I am, we are.
Spring 1 and 2
Cornerstones Theme / Urban Pioneers (Geography)
Literacy Unit / Fiction / Non -Fiction / Poetry/Rap
Poems linked to a City
(1-2 weeks)
•Narrative
Inspired by Emil and the detectives / Leaflets ( 3weeks) / Biography
3 Weeks
Invent
(Expected outcome of unit of work) / Create their own narrative following a similar plot to Emil and the detective / Create a tourist information leaflet to promote and attract younger visitors to a city. / Write a life story using Roald Dahls Book ‘Boy’ / Write and perform poetry linked to a city
(Narrative Poems/Shape Poems/Haikus)(
Introduction to the film Hugo as a voice over)
Grammar Focus / •Understand and use full stops accurately.
•Understand and use capital letters accurately.
•Understand and use commas for lists.
•Understand and use question marks.
•Understand and use exclamation marks to denote strong emotion.
•Understand and use apostrophes for contracted forms.
•Understand and use possessive apostrophes.
•Understand and use the term ‘comma’ appropriately and to understand the function of commas in sentences.
•Punctuate direct speech-Inverted Commas.
•Identify and write a statement.
•Identify and write a question.
•Identify and write an exclamation.
•Turn statements into questions, learning a range of ‘wh’ words, typically used to open questions: what, where, when, who.
•Understand and use the term adverb.
•Understand and use the term adverbial
•Understand and use the term possessive pronoun.
•Understand and use the term conjunction.
•Understand and use prepositions- spatial.
•Understand and use determiners.
•Understand the term adjective appropriately and understand the function of adjectives in 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 the effects on meaning.
•Collecting and classifying adjectives, e.g. for colours, sizes, moods.
•Experimenting with the impact of different adjectives through shared writing.
•Use the term verb appropriately and understand the function of verbs in sentences through:
•Noticing that sentences cannot make sense without them.
•Collecting and classifying examples of verbs from own reading and own knowledge.
•Understand the differences between verbs in the 1st, 2nd, and 3rd person. E.g. I/we do, you do, he/she does, they do.
•Understand and use noun phrases.
•Understand and use simple clauses.
•Understand and use subordinate clause.
•Understand and use co-ordination (or, and, but).
•Show relationships of time, reason and clause through subordination and connectives; when, if, because, although
•Ensure grammatical agreement in speech and writing of pronouns and verbs. E.g. I am, we are.
Summer 1 / Summer 2
Cornerstones Theme / Predators (Science) / Flow (Geography)
Literacy Unit / Fiction
Narrative linked to topic/theme
(2-3 weeks) / Non fiction / Poetry
Haiku
(1 week) / Fiction / Non Fiction
Letters/Instruction
(2 weeks) / Poetry
Poems linked to Rivers(1 week)
Persuasive speeches
(1-2 weeks) / Explanation
(2 weeks) / Narrative linked to topic
‘The Wind in the Willows’
(2 weeks) / Playscript
(2 weeks)
Invent
(Expected outcome of unit of work) / Write a narrative from main character’s perspective / Write a speech to persuade
(The most powerful predator) / Write an explanation of how a creature is adapted to being the perfect predator / Write a Haiku poem on a chosen bird of prey / Produce character descriptions and diary entries for main characters / Write a playscript to perform linked to Wind in the Willows / Write a letter/leaflets explaining to the residents of Gainsborough the importance of the River Trent i.e. History/Use/How to keep safe / Recite, write and perform poems linked to Rivers
Valarie Bloom ‘The River’
Grammar Focus / •Understand and use full stops accurately.
•Understand and use capital letters accurately.
•Understand and use commas for lists.
•Understand and use question marks.
•Understand and use exclamation marks to denote strong emotion.
•Understand and use apostrophes for contracted forms.
•Understand and use possessive apostrophes.
•Understand and use the term ‘comma’ appropriately and to understand the function of commas in sentences.
•Punctuate direct speech-Inverted Commas.
•Identify and write a statement.
•Identify and write a question.
•Identify and write an exclamation.
•Turn statements into questions, learning a range of ‘wh’ words, typically used to open questions: what, where, when, who.
•Understand and use the term adverb.
•Understand and use the term adverbial
•Understand and use the term possessive pronoun.
•Understand and use the term conjunction.
•Understand and use prepositions- spatial.
•Understand and use determiners.
•Understand the term adjective appropriately and understand the function of adjectives in 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 the effects on meaning.
•Collecting and classifying adjectives, e.g. for colours, sizes, moods.
•Experimenting with the impact of different adjectives through shared writing.
•Use the term verb appropriately and understand the function of verbs in sentences through:
•Noticing that sentences cannot make sense without them.
•Collecting and classifying examples of verbs from own reading and own knowledge.
•Understand the differences between verbs in the 1st, 2nd, and 3rd person. E.g. I/we do, you do, he/she does, they do.
•Understand and use noun phrases.
•Understand and use simple clauses.
•Understand and use subordinate clause.
•Understand and use co-ordination (or, and, but).
•Show relationships of time, reason and clause through subordination and connectives; when, if, because, although
•Ensure grammatical agreement in speech and writing of pronouns and verbs. E.g. I am, we are.

Year 3

Texts/Films linked to topics

Scumdiddlyumptious / Gods and Mortals / Urban Pioneers / Predator / FLOW
  • Charlie and the Chocolate Factory
  • The World of food
  • Ratatioulle
  • ‘Food Glorious Food’
/
  • Greek Myths
  • Hercules
  • Jason and the Argonauts
  • Theseus and the Minotaur
/
  • Boy
  • Emil and the dectectives
  • The family from one end of the street
  • Scribble boy
  • Banksey art breaks the rules
/
  • Windhover
  • The Wolf’s footprint
  • The call of the wild
/
  • Wind in the willows
  • Swallows and Amazons]
  • This morning I met a Whale
  • River story
  • The river singers

(Great short clips to support learners)

Year 3 Coverage grid for objective to be covered during English unit (Refer to national curriculum for year group objective below)

Reading - word reading
  • •apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in - see English appendix 1 , both to read aloud and to understand the meaning of new words they meet
  • •read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

Reading - comprehension
Pupils should be taught to:
  • •develop positive attitudes to reading, and an understanding of what they read, by: •listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • •reading books that are structured in different ways and reading for a range of purposes
  • •using dictionaries to check the meaning of words that they have read
  • •increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
  • •identifying themes and conventions in a wide range of books
  • •preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
  • •discussing words and phrases that capture the reader’s interest and imagination
  • •recognising some different forms of poetry [for example, free verse, narrative poetry]
  • •understand what they read, in books they can read independently, by: •checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context
  • •asking questions to improve their understanding of a text
  • •drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • •predicting what might happen from details stated and implied
  • •identifying main ideas drawn from more than 1 paragraph and summarising these
  • •identifying how language, structure, and presentation contribute to meaning
  • •retrieve and record information from non-fiction
  • •participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

Writing - transcription
Pupils should be taught to:
  • •use further prefixes and suffixes and understand how to add them - see English appendix 1
  • •spell further homophones
  • •spell words that are often misspelt - see English appendix 1
  • •place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
  • •use the first 2 or 3 letters of a word to check its spelling in a dictionary
  • •write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far

Handwriting
Pupils should be taught to:
  • •use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
  • •increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the downstrokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]

Writing - composition
Pupils should be taught to:
  • •plan their writing by: •discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • •discussing and recording ideas
  • •draft and write by: •composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures English appendix 2
  • •organising paragraphs around a theme
  • •in narratives, creating settings, characters and plot
  • •in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
  • •evaluate and edit by: •assessing the effectiveness of their own and others’ writing and suggesting improvements
  • •proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
  • •proofread for spelling and punctuation errors
  • •read their own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear