Year 3 English Activities OverviewDay 1Do you remember what adjectives, similes and metaphors are?

Choose a picture from the Images for Writing Inspiration document and say what you might see or hear using…Mild: AdjectivesSpicy: SimilesHot: MetaphorsRemember to use full sentences with the correct punctuation.

Day 2Take a look at the similes and metaphors below…

Mild: Sort them into similes and metaphors.Spicy: Explain why they have been described like that to an adult at home.Hot: Order the similes and metaphors from least to most effective and explain why you think that.

Day 3Mild: Use effective adjectives to describe these pictures. Try using one of your adjectives to create a simile.

Spicy: Use these starter to write effective similes.

Hot: Change these similes to metaphors

Day 4

Question time!

How many balloons do you think are taking part in the race?

What do the crews have to do to win the race?

What does the winner receive?

What obstacles might they encounter along the way?

How many of the crews will make it around the world?

How do you think the crews would prepare for such a journey?

What are the most dangerous things that they might encounter?

Now read the story starter and continue the story for yourself. Remember to use the ‘3 Ps’ (presentation, punctuation and paragraphs) as well as:Mild: Powerful adjectivesSpicy: SimilesMetaphors: Metaphors

After all the months of preparation and building excitement the big day had finally arrived. In unison, the balloons all took off into the air, leaving the cheering crowd far below, gasping at the magnificent spectacle.

A difficult journey lay ahead, and surely not all of the balloons would make it, but they had to try – the prize of £1000 000 for the first crew to make it around the world was a great incentive…

Day 5

Please choose one of the reading comprehension (mild or spicy) activities from the separate Reading Comprehension document. The answers are at the end so you can mark them when you have finished.

Day 6What is a verb?

Remember, a fronted adverbial starts a sentence and describes the verb, e.g. In the middle of the night, the boy heard a loud bang.Notice how the fronted adverbial is followed by a comma.

Mild: Choose one fronted adverbial from each column to put into a sentence.Spicy: As mild, but underline the verbs you have described in the sentences.

Hot: Choose one picture from Day 1 and write a paragraph about someone visiting the scene using fronted adverbials to add extra detail.

Days 7 and 8Write a story which includes your favourite book character. You may wish to create a story map to plan your story first. Remember to include a clear beginning, middle and an end. You could illustrate the story if you wish to. Extra Challenge:Can you include a fronted adverbial in your story?Could you open some paragraphs with a subordinating conjunction?

Don’t forget your commas!

Day 9Homophones are words that sound the same but are not spelt the same. Please practise using homophones in sentences, particularly there, their and they’re. Also try these:

bare/bear would/wood made/maid night/knightgreat/grate

Day 10Write a book review about a book you have read recently. Remember to include: the title, the author, a summary of the plot (without giving away the ending!), your favourite part of the story and who you would recommend it to. We would like to hear of your recommendations when we come back to school