Literacy Summer term Year 3 6 weeks (12th April – 17th May)
Phonics, Spelling and Vocabulary / Grammar and Punctuation / Comprehension and Composition / TextContinuous work: / Continuous work: / Continuous work: / Range:
· Spell further homophones.
· Spell words that are often misspelt.
· To practise HFW
· Practise spelling silent letter words. / Pupils will be taught to:
w Develop their understanding of the concepts set out in English Appendix 2 by:
§ Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
§ Using the present perfect form of verbs in contrast to the past tense.
§ Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.
§ Using conjunctions, adverbs and prepositions to express time and cause.
§ Using fronted adverbials.
§ Learning the grammar for years 3 and 4 in English Appendix 2.
w Indicate grammatical and other features by:
§ Using commas after fronted adverbials.
§ Indicating possession by using the possessive apostrophe with plural nouns.
§ Using and punctuating direct speech.
w Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading. / § Pupils will read a range of adverts, book and movie reviews, letters to editors, persuasive essays and persuasive letters –
§ Pupils will use modelled texts to write their own persuasive text, which presents their position clearly and supports it with examples and evidence.
Pupils should be taught to:
w 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.
w 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.
§ Organising paragraphs around a theme.
w 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.
w Proof-read for spelling and punctuation errors.
w Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
· Use steps to success to mark their own work. / Persuasive Texts:
· Variety of different examples of advertisements
· Variety of different examples of movie reviews.
· Variety of different examples of book reviews.
· Copy of a Persuasive Letter, which is about a possible class trip to Ferrari World
The children will access a range of comprehension texts from a level 2 and 3 literacy level building on word recognition and comprehension.
Blocked work: / Blocked work: / Blocked work: / Titles: / Wk
· Spelling words with Silent K’s. / Comprehension based assessment
Capital letters and full stops
Further practise of Adjectives
Powerful verbs
Classifying of verbs
Sentence openers
Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
§ Clauses
§ First person and present tense
§ Writing in the 3rd person / § Children to identify features of advertisements.
§ Children to identify where they may find advertisements.
§ Children to view a wide range of advertisements e.g. videos, posters, TV etc.
§ Children to discuss what makes a good advert.
§ Children to discuss why companies spend lots of money on advertising. / § Comprehension texts
§ Variety of examples of different types of advertisements.
§ Examples of different types of advertisement
§ Show sweet/toy adverts. / 1
§ Spelling words with silent W’s. / Comprehension based assessment
Capital letters and full stops
Further practise of Adjectives
Sentence openers
Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
§ Clauses
§ First person and present tense.
§ Writing in the 3rd person
§ Alliteration / § Children to create their own packaging for a new Willy Wonka Chocolate bar.
§ Children to use all the features of a good advert that has been discussed the previous week.
§ Speaking and listening, children to market their own product in front of “Willy Wonka” himself to see who wins the best logo/advertisement.
§ Children to rainbow mark their own work, to see whether they have included all the correct features of a good advertisement. / § Comprehension texts
§ Variety of examples of different types of advertisements.
§ Examples of different types of advertisement.
§ Charlie and the chocolate factory.
§ Sweet wrappers/chocolate bar wrappers. / 2
· Spelling words with silent H’s. / Comprehension based assessment
Capital letters and full stops
Further practise of Adjectives
Powerful verbs
Classifying of verbs
Sentence openers
Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
§ Clauses
§ First person and present tense.
§ Writing in the 3rd person / § Show the children a review of a book/film that is famous.
§ Children to identify features of a book/film review.
§ Children to discuss why books and films may get reviewed.
§ Children to talk about blurb’s (back of the book) and why they are there (persuasive).
§ Speaking an listening, presentation on favourite book, why others should read that book.
§ Design a poster on their favourite book, persuading other children to watch or read the film/book. / § Examples of book and film reviews.
§ A book that the children enjoy reading. / 3
· Spelling words with silent B’s. / Comprehension based assessment
Capital letters and full stops
Further practise of Adjectives
Powerful verbs
Classifying of verbs
Sentence openers
Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
§ Clauses
§ First person and present tense.
§ Writing in the 3rd person
§ Informal and Formal words / § Children are to write a letter to an author of a book, or a friend telling them why they should read that book, or why they enjoyed that book.
§ Children to identify features of a letter to an author about why they enjoyed that book.
§ Children to give their own thoughts on the book, about how they felt about the book, whether they enjoyed the book or not, and how the book made them feel. / § Examples of letters to authors / 4
§ Spelling words with silent L’s / Comprehension based assessment
Capital letters and full stops
Further practise of Adjectives
Powerful verbs
Classifying of verbs
Sentence openers
Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
§ Clauses
§ First person and present tense.
§ Writing in the 3rd person
§ Informal and Formal words / § Children to identify features of a persuasive essay.
§ Children to discuss for and against why we should or shouldn’t recycle.
§ Speaking and listening, children to split into groups, why we should or shouldn’t recycle.
§ Children to identify pros and cons of recycling researching on the internet.
§ Children to write a persuasive essay at the end of the week, with pro’s, cons and a conclusion. / § Video clips on recycling. / 5
§ High Frequency words. / Comprehension based assessment
Capital letters and full stops
Further practise of Adjectives
Powerful verbs
Classifying of verbs
Sentence openers
Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
§ Clauses
§ First person and present tense.
§ Writing in the 3rd person
§ Formal words / § Children to write a persuasive formal letter to Mr. KK. about why the school should recycle more.
§ Children to mention pros and cons of why the school should recycle.
§ Remember formal letter writing which the children have done in the previous term, children to discuss features of a formal letter. / § Video clips on recycling.
§ Examples of formal persuasive writing. / 6