Year 3 New Primary Framework Literacy Units Overview

A choice is available for many of the New Primary Framework Units – the B Plan is usually developed beyond the A plan. Pre-Unit plans are an introduction leading into the main Unit plan and those labelled (i) are an alternative Unit plan, e.g. looking at a different author. We have included extra Units (H1, H2, etc), which may be seasonal or to give further choice to suit a particular class.

Autumn Term /

Description

Narrative Unit 1: Stories in familiar settings (3 weeks) / Chn read I’ll Take You to Mrs Cole & explore its imaginative setting. They extend this work by looking at Harry Potter & Toy Story & comparing film & written texts. Finally (optional week) chn study the works of John Burningham focussing on the settings.
Non-fiction Pre-Unit 1: Reports
(1 week) / This unit is specifically designed for the start of Y3 and stimulates all chn to start writing reports & thinking about the features of this type of factual text. Chn create fact files about themselves & produce a basic report, preparing them for Unit 1.
Non-fiction Unit 1A: Reports: Bikes and Cycling (2 weeks) / Chn read non-fiction texts about bikes to identify features of a report and to use indexes. We also use the AnimatedBicycle Facts and websites to learn about BMX and mountain biking before filming oral presentations and writing reports.
Poetry Unit 2: Shape poetry and calligrams (2 weeks) / Stimulated by a great website chn write calligrams using font size, colour & style to express the word’s meaning. Identify features in descriptive poems then create animal concrete poems. Chn review some shape poems before writing their own in spirals.
Narrative Unit 5A: Dialogues and Plays (3 weeks) / This 3 wk unit uses The Twits by Roald Dahl to examine dialogue in stories, before using a playscript of The Twits to learn about the layout, preparation and performance of plays. In final week chn write their own plays, including stage directions.
Non-fiction Unit 1B: Reports
(2 weeks) / Lions start this motivating unit off as children learn about these Big Cats using both written non-fiction texts and through watching video footage. In the second week each group designs an information report poster on a different Big Cat.
Poetry Unit 3A: Language Play
(2 weeks) / Chn explore poems that use different forms of language play, including word puns, changing word order, swapping adjectives and nouns and onomatopoeia. They write their own language play poem in the style of Wendy Cope and email it to a friend.

Spring Term

Description

Narrative Unit 2A:Myths and Legends (3 weeks) / Chn spend a fun 3 weeks listening to, reading & forming opinions of a variety of the best Greek myths. They invent a mythical creature, make posters, write an ID profile, assume the role of a Greek hero and finally write their own amazing Greek quest!
Non-fiction Unit 2A: Instructions (3 weeks) / Use recipes in Beware of Boys to identify diffs between fiction & non-fiction text & to stimulate recipe writing. Make pop-up cards without pics & study recipes without ingredients to identify features. Then write instructions for pet care & as a poem!
Poetry Unit 1A: Poems to perform (2 weeks) / The focus is on RHYTHM & RHYME in Performance Poetry. Wk 1 centres on Gran Can You Rap? & gets chn writing their own raps. Then chn look at Double, Double, Toil & Trouble (Macbeth), learning it by heart & preparing a performance with movement & music.
Narrative Unit 2B: Myths and Legends (2 weeks) / Using drama, reading & writing, this 2 week unit explores settings & themes in traditional folk tales. Chn compare these with modern versions, including Shrek film, looking at stock fairytale characters. Finally, chn write their own extended tale.
Non-fiction Unit 2B: Instructions (2 weeks) / This 2-week unit has chn working together to build model cars & write instructions to match. Then chn write instructions to go with the ingredients from George’s Marvellous Medicine before writing an atmospheric instruction poem to round off the unit.
Poetry Unit 3B: Language Play
(2 weeks) / A two week poetry unit which starts off teasing chn’s brains with the riddle game from the Hobbit. Then chn move on to learning favourite poems by heart, writing own riddles and creating wordplay jokes. A guaranteed fun-filled favourite for boys!

Summer Term

/ Description

Narrative Unit 3: Adventure/ Mystery stories (4 weeks)

/ We use Gorilla, The Tunnel and The Wrong Trousers to identify the structure of adventure stories. Using drama and imaginative writing we look at characters and their dilemmas/actions. Finally chn publish extended chapter stories in books.

Non-fiction Unit 3A: Information texts (2 weeks)

/ We use websites about sport to research and identify our favourite sports and how sports keep us healthy. Chn create their own simple info text before having a class debate about football. We finish with persuasive letter writing.

Poetry Unit 1B: Performance and favourite poets

(2 weeks)

/ Two fun weeks of performing and reviewing poetry. Chn read, listen to, write, learn and perform simple ‘conversation’ poems. They study and discuss a wide range of poems and write a review. A class book of favourite poems is made!

Narrative Unit 4: Authors and Letters (2 weeks)

/ Immerse yourself & class in books by Quentin Blake. Write a blurb. Find out about QB online. Look at the language of book reviews & review favourite book. Study language & layout of letters. Write postcards, then a letter to QB. Invent own QB character.

Narrative Unit 5B: Dialogues and Plays (2 weeks)

/ Explore and write puppet shows. Find out about Punch & Judy, traditional & alternative. Invent new characters. Write play scripts, watch short movies online. Have fun making a sock puppet; invent a play and make a short movie.

Non-fiction Unit 3B: Information texts (2 weeks)

/ The subject of Personal Music Players, incl. MP3 & i-pods, is used to stimulate work in researching and presenting information in many different ways: oral, written, PowerPoint, Movie Maker. Chn deal with all types of information text.

New Framework Literacy Strand Coverage

Year 3

Objectives/Units

/ N 1 / N-F Pre-1 / N-F 1A / P 2 / N 5A / N-F 1B / P 3A / N 2A / N-F 2A / P 1A / N 2B / N-F 2B / P 3B / N 3 / N-F 3A / P 1B / N 4 / N 5B / N-F 3B
1. Speaking / Choose and prepare poems or stories for performance, identifying appropriate expression, tone, volume and use of voices and other sounds / X / X / X / X / X / X
Explain process or present information, ensuring that items are clearly sequenced, relevant details are included and accounts are ended effectively / X / X / X / X / X / X
Sustain conversation, explain or give reasons for their views or choices / X / X / X / X / X / X / X / X / X / X / X
Develop and use specific vocabulary in different contexts / X / X / X / X / X / X / X / X
2. Listening & responding / Follow up others' points and show whether they agree or disagree in whole-class discussion / X / X / X / X / X / X / X / X / X
Identify the presentational features used to communicate the main points in a broadcast / X / X / X
Identify key sections of an informative broadcast, noting how the language used signals changes or transitions in focus / X / X

Objectives/Units

/ N 1 / N-F Pre-1 / N-F 1A / P 2 / N 5A / N-F 1B / P 3A / N 2A / N-F 2A / P 1A / N 2B / N-F 2B / P 3B / N 3 / N-F 3A / P 1B / N 4 / N 5B / N-F 3B
3. Group discussion and interaction / Use talk to organise roles and action / X / X / X / X / X / X / X / X / X / X / X
Actively include and respond to all members of the group / X / X / X / X / X / X / X / X / X / X / X / X / X
Use the language of possibility to investigate and reflect on feelings, behaviour or relationships / X
4. Drama / Present events and characters through dialogue to engage the interest of an audience / X / X / X / X
Use some drama strategies to explore stories or issues / X / X / X / X / X / X / X
Identify and discuss qualities of others' performances, including gesture, action and costume / X / X / X / X
6. Word structure & spelling / Spell high and medium frequency words / X / X / X / X / X / X
Recognise a range of prefixes and suffixes, understanding how they modify meaning and spelling, and how they assist in decoding long complex words / X / X / X / X
Spell unfamiliar words using known conventions including grapheme-phoneme correspondences and morphological rules / X / X / X / X / X / X / X / X / X / X / X / X / X / X

Objectives/Units

/ N 1 / N-F Pre-1 / N-F 1A / P 2 / N 5A / N-F 1B / P 3A / N 2A / N-F 2A / P 1A / N 2B / N-F 2B / P 3B / N 3 / N-F 3A / P 1B / N 4 / N 5B / N-F 3B
7. Understanding & interpreting texts / Identify and make notes of the main points of section(s) of text / X / X / X / X / X / X / X / X / X / X / X
Infer characters' feelings in fiction and consequences in logical explanations / X / X / X / X
Identify how different texts are organised, including reference texts, magazines and leaflets, on paper and on screen / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Use syntax, context and word structure to build their store of vocabulary as they read for meaning / X / X / X / X / X / X
Explore how different texts appeal to readers using varied sentence structures and descriptive language / X / X / X / X / X / X / X / X / X / X / X / X / X / X
8. Engaging with & responding to texts / Share and compare reasons for reading preferences, extending the range of books read / X / X / X / X / X / X / X
Empathise with characters and debate moral dilemmas portrayed in texts / X / X / X / X / X
Identify features that writers use to provoke readers' reactions / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X

Objectives/Units

/ N 1 / N-F Pre-1 / N-F 1A / P 2 / N 5A / N-F 1B / P 3A / N 2A / N-F 2A / P 1A / N 2B / N-F 2B / P 3B / N 3 / N-F 3A / P 1B / N 4 / N 5B / N-F 3B
9. Creating & shaping texts / Make decisions about form and purpose, identify success criteria and use them to evaluate their writing / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Use beginning, middle and end to write narratives in which events are sequenced logically and conflicts resolved / X / X / X / X
Write non-narrative texts using structures of different text-types / X / X / X / X / X / X / X / X / X / X / X / X / X
Select and use a range of technical and descriptive vocabulary / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Use layout, format graphics and illustrations for different purposes / X / X / X / X / X / X / X / X / X / X / X / X
10. Text structure & organisation / Signal sequence, place and time to give coherence / X / X / X / X / X / X / X / X
Group related material into paragraphs / X / X / X / X / X / X / X / X / X
Objectives/Units / N 1 / N-F Pre-1 / N-F 1A / P 2 / N 5A / N-F 1B / P 3A / N 2A / N-F 2A / P 1A / N 2B / N-F 2B / P 3B / N 3 / N-F 3A / P 1B / N 4 / N 5B / N-F 3B
11. Sentence structure & punctuation / Show relationships of time, reason and cause through subordination and connectives / X / X
Compose sentences using adjectives, verbs and nouns for precision, clarity and impact / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Clarify meaning through the use of exclamation marks and speech marks / X / X / X / X / X / X
12. Presentation / Write with consistency in the size and proportion of letters and spacing within and between words, using the correct formation of handwriting joins / X / X / X / X / X / X / X / X / X / X / X / X / X
Develop accuracy and speed when using keyboard skills to type, edit and re-draft / X / X / X / X / X / X / X