year 3 english medium term plans...

Year 3 English Medium Term Plans

2018-2019

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Themes Seaside Holidays The Stone Age Science Fiction

Nature and the Environment

Ancient Egypt Folk Tales

Fertile Question

How does knowledge of different places and traditions help us?

What is better: old or new?

Can you believe in things that you cannot see?

If the environment could speak, what would it say?

What did Ancient Egyptians find important?

Can we be rich and poor at the same time?

Texts Tales of Wisdom and Wonder- 1st tale: Monkey and Papa God (PoR sequence) 1 week Oliver and the Seawigs (PoR sequence) 5 weeks

Ug: Boy Genius of the Stone Age (PoR sequence) 3 weeks The Pebble in my Pocket (PoR sequence) 2-3 weeks

Leon and the place between- Angela McAllister (PoR sequence) 4 weeks

The Tin Forest (PoR sequence) 6 weeks

The Miraculous Journey of Edward Tulan (PoR sequence) 3-4 weeks

Pea Boy and other Stories from Iran by Elizabeth Laird (PoR sequence) 2 weeks

Genres

Poetry- free-verse poem, haiku 1 week Stories with a familiar setting 5 Weeks

Letter writing 1 week Report 1 week Discussion 1 week Adventure story writing 2 weeks Explanation Text 2 Weeks Recount of school trip- 1 day linked to History topic

Science fiction/ fantasy setting 3 Weeks

Play scripts 3 Weeks

Writing in role Diary Entry Persuasive Writing Environmental poem Information text- (Link to theme- Plant lifecycle) 6 weeks

Adventure stories Instruction Texts Auto-biographies 6 weeks

Folktales Persuasive poster Information leaflet 6 weeks

Educational Visits

Science Museum

Natural History Museum

Science workshops on

Forces

Library visit/ Religious leader

visit

Ancient Egyptian workshop

African drumming

Power of Reading (PoR) Text

Writing Outcomes

Poetry

Story maps

Fact files

Instructions

Writing in role

Narrative descriptions

Book making _____________________

Writing in role

Note writing

Message

Character profile

Diary entry

Chants

Instruction writing

Dictionary definitions

Leaflets

Poetry

Argument

Role on the wall

Message in a bottle

Storymapping

Story writing

Letter

Report

Discussion/ debate

Poetry

Story maps

Fact files

Instructions

Writing in role


Book making

Diary entry

Notes on a story scene

Speech / Thought bubbles

Written predictions

List poems

Performance reading

Creating a descriptive piece about characters and events

Creating a new picture book spread

Persuasive poster

Writing in role as a character

Creative writing – poem, news report, playscript, story narrative

Storymaps

Parallel Narrative

Writing in role

Diary entry

Poetry

Descriptive Writing

Letter writing

Book Reviews

Creative Writing

Poetry

Story maps

Instructions

Writing in role

Character descriptions


Diary entry

Autobiography

Creating a descriptive piece about characters and events

Persuasive poster/ information leaflet

Writing in role as a character

Play script of a new scene

Story writing

Note making

Diary entry

Autumn 1 Spoken

Language Speaking and

Listening

Pupils should be taught to:

ask relevant questions to extend their understanding and knowledge

give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Reading Guided reading daily sessions

Word reading Pupils should be taught to:

apply growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in 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.

Comprehension Maintain positive attitudes to reading and 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. Understand what they read by:

drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence

identifying how language, structure, and presentation contribute to meaning

retrieving and record information from non-fiction.

Writing Genre features

Tales of Wisdom and Wonder- 1st

tale: Monkey and Papa God (PoR sequence) 1 week Poetry- free-verse poem, haiku 1 week Oliver and the Seawigs (PoR sequence) 5 weeks Stories with a familiar setting 5 Weeks

Transcription/ Spellings


use further prefixes and suffixes and understand how to add them. (RWI –Unit 1 & 2) Further Spelling Guidance: Most prefixes are added to the beginning of root words without any changes in spelling, but see in– below. Like un–, the prefixes dis– and mis–have negative meanings. Rules and Guidance: The prefix in–can mean both ‘not’ and ‘in’/‘into’. In the words given here it means ‘not’ Example Words: dis–: disappoint, disagree, disobey/ mis–: misbehave, mislead, misspell (mis + spell)/ in–: inactive, incorrect

Grammar Vocabulary

Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition. Grammar

Use conjunctions, adverbs and prepositions to express time and cause.

Use fronted adverbials. Text

Introduction to paragraphs as a way to group related material. Punctuation

Use and punctuate direct speech.

Composition Ongoing objectives that should be completed with every genre taught:

discuss 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

organise paragraphs around a theme in narratives, creating settings, characters and plot

in non-narrative material, using simple organisational devices

proof-read for spelling and punctuation errors. Please refer to genre guidance for further support Poetry features:

use at least two of the special poetic techniques we have studied, e.g rhyme, rhythm, alliteration, repetition, onomatopoeia

use some unusual combinations of two words to build interesting descriptions

is presented in an interesting shape that helps the reader imagine what I’m describing.

Stories with a familiar setting features:

story opening includes a setting using the time of day and/or time of year

described what the weather is like

described what you can see, hear, smell, touch, taste

use powerful verbs

use adjectives

use similes

story opening includes two named characters

use dialogue, with correct, punctuation

use powerful verbs after speech

write what the characters are doing (when they are speaking) using powerful verbs.

Handwriting 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.

Autumn 2 Spoken


Listening


participate in discussions, presentations, performances, role-play/ Improvisations and debates

gain, maintain and monitor the interest of the listener(s).

Reading Phonics programme- RWI Guided reading daily sessions


apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet



preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action


reading books that are structured in different ways and reading for a range of purposes. Understand what they read by:

drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence

identifying how language, structure, and presentation contribute to meaning

retrieving and record information from non-fiction


Ug: Boy Genius of the Stone Age (PoR sequence) 3 weeks Letter writing 1 week Report 1 week Discussion 1 week The Pebble in my Pocket (PoR sequence) 2-3 weeks Adventure story writing 2 weeks Explanation Text



use further prefixes and suffixes and understand how to add them. (RWI –Unit 2 & 3). Rules and Guidance: Sometimes the root word is obvious and the usual rules apply for adding suffixes beginning with vowel letters. Sometimes there is no obvious root word. – our is changed to –or before –ous is added. A final ‘e’ of the root word must be kept if the sound of ‘g’ is to be kept. If there is an /i:/ sound before the –ous ending, it is usually spelt as i, but a few words have e. /dʒ/ Example Words: poisonous, dangerous mountainous, famous, various tremendous, enormous, jealous humorous.

Grammar Vocabulary

Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.

Grammar

Use conjunctions, adverbs and prepositions to express time and cause.

Use powerful verbs and introduce the idea of a verb. E.g explain the concept of a verb and encourage children to use powerful verbs in their writing. Not: I Went out of the room but instead I stormed out of the room or I plodded out of the room.

Text

Use paragraphs as a way to group related material.

Use heading and subheading to aid presentation. Punctuation

Use commas after fronted adverbials. Introduce children to brackets, which can be used for stage directions.


discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

discuss and record ideas

compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

2 Weeks Recount of school trip- 1 day linked to History topic

assess the effectiveness of their own and others’ writing and suggesting improvements. Please refer to genre guidance for further support Letter writing features:

opening contains a general classification

a description of their chosen subject

paragraphs about different aspects of the subject

conclusion

present tense

technical vocabulary relevant to the subject

descriptive and factual language

general language

third person. Non-chronological report features:

includes some facts from my notes that the reader will find interesting

is structured clearly to help the reader find information, e.g with headings and subheadings

includes extra information in diagrams and pictures with captions

includes conjunctions (and, so, but) to make the structure of my sentences varied, clear and interesting. Discussion text features:

ensure it is balanced (it includes statements that show I have thought about both sides of the argument)

ensure it shares information with the reader in clear sentences that make sense

show which is fact and which is opinion

include adverbs and adverbials to show that I am considering both sides of the argument e.g Some people think that, however, on the other hand, etc. Adventure story writing features:

a story in which the characters go somewhere exciting and dangerous

a chase or narrow escape. A battle might be fought

‘Goodies’ against ‘Baddies’. Usually makes us wonder if the characters will make it or not. Explanation text features

describe a process using clear and useful diagrams, with labels and symbols

use continuous prose to explain a process

can be used as part of a presentation, so I can share my understanding of a process in my class

includes adverbs of time and conjunctions to help the reader understand the sequence in which things happen (First, Then, Now) and cause and effect (so, therefore).

Recount features:

a ‘scene setting’ opening

recount of events as they occurred

in chronological order

a closing statement summing up the main points

past tense

first or third person

focus on specific people or events, not general topics.



Spring 1 Spoken


Listening


articulate and justify answers, arguments and opinions

maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

speak audibly and fluently with an increasing command of Standard English

consider and evaluate different viewpoints.






increasing their familiarity with a wide range of books, including fairy stories, science fiction, myths and legends, and retelling some of these orally

discussing words and phrases that capture the reader’s interest and imagination. Understand what they read by:

predicting what might happen from details stated and implied.


Leon and the place between- Angela McAllister (PoR sequence) 4 weeks Science fiction/ fantasy setting 3 Weeks

Play scripts 3 Weeks



use the suffix –ation, homophones and near homophones (RWI unit 6 and special focus). Rules and Guidance: The suffix –ation is added to verbs to form nouns. The rules already learnt still apply. Example Words: information, adoration, sensation, preparation, admiration Homophones: accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare,

Grammar Vocabulary

Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition. Grammar


Use co-ordination: using ‘and’, ‘or’ and ‘but’ (compound).

Use subordination: using a wider range of conjunctions to add subordinate clauses (complex). Extend children’s use of longer sentences in their writing, so they frequently use sentences with at least one subordinate clause.

Use joining words (conjunctions) such as: and, or, but, if, when, where, because, so, although, etc. Text

Use paragraphs as a way to group related material. Punctuation

Reinforce punctuation learnt from KS1and further work on punctuating direct speech.



organise paragraphs around a theme

propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

assess the effectiveness of their own and others’ writing and suggesting improvements. Please refer to genre guidance for further support Science fiction/ fantasy setting features:

a story about imagined places and people. Not based on reality in any way

a whole other world with fantastical creatures and magic

extraordinary and beautiful events. Narrative features:

include a problem reaction and resolution

include dialogue that sounds convincing because it is based on what I know about the characters

show the characters reactions to new situations

include correct use of first person (I, We) for a short part which is written by a first person narrator. Play script features

script includes a cast list at the start

it has a narrator

the speakers’ names are on the left

speech marks have not been used

new speech starts on a new line

play script has scenes

stage directions in brackets

use adverbs and powerful verbs.



Spring 2 Spoken


Listening


use relevant strategies to build their vocabulary

use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

select and use appropriate registers for effective communication.






listening to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action. Understand what they read by:

using dictionaries to check the meaning of words that they have read

recognising some different forms of poetry

identifying how language, structure, and presentation contribute to meaning.


The Tin Forest (PoR sequence) 6 weeks Writing in role Diary Entry Persuasive Writing Environmental poem Information text- (Link to theme- Plant lifecycle) 6 weeks



use further prefixes and suffixes and understand how to add them.(RWI Unit guidance Unit 9-11)

spell further homophones

spell words that are often misspelt

use the first 2 or 3 letters of a word to check its spelling in a dictionary. Rules and Guidance: Strictly speaking, the suffixes are –ion and –ian. Clues about whether to put t, s, ss or c before these suffixes often come from the last letter or letters of the root word. Homophones: In the pairs of words opposite, nouns end –ce and verbs end –se. Advice and advise provide a useful clue as the word advise (verb) is pronounced with a /z/ sound – which could not be spelt c. Example Words: advice/advise, device/devise, licence/license, practice/practise, prophecy/prophesy

Grammar

Vocabulary


Use fronted adverbials. Grammar

Use the forms a or an according to whether the next word begins with a consonant or a vowel.

Express time place or cause using conjunctions, adverbs and prepositions. Text

Use paragraphs as a way to group related material. Punctuation

Use commas after fronted adverbials.

Reinforce punctuation learnt from KS1.

Use apostrophes and recognising why they are used.



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

assess the effectiveness of their own and others’ writing and suggesting improvements. Please refer to genre guidance for further support Writing in role features:

writing from a character’s point of view

first person

focus on specific people or events, not general topics. Diary entry features:

a ‘scene setting’ opening

recount of events as they occurred

chronological order

a closing statement summing up the main points

past tense

first or third person

focus on specific people or events, not general topics. Persuasive writing features

often begin with a question

clear presentation of the point being argued

arguments

summary of the arguments followed by a restatement of the opening argument

present tense

use temporal conjunctions

exaggeration and flattery

catchy names and slogans. Environmental poem features:

use at least two of the special poetic techniques we have studied, e.g rhyme, rhythm,, alliteration, repetition, onomatopoeia

use some unusual combinations of two words to build interesting descriptions

is presented in an interesting shape that helps the reader imagine what I’m describing. Information text features:

title (which includes the words ‘How . . .’ or ‘Why. . .’) shows what I am writing about

opening statement introduces the topic and addresses the reader

a series of logical steps explains how or why something happens

include a diagram.

concluding summary or statement relates the subject to the reader

additional information in boxes

use the present tense

use time and causal connectives

glossary explains technical language.

Handwriting 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.


Summer 1 Spoken


Listening


listen and respond appropriately to adults and their peers

use relevant strategies to build their vocabulary

give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.








discussing words and phrases that capture the reader’s interest and imagination. Understand what they read:

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

participating 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.


The Miraculous Journey of Edward Tulan (PoR sequence) 3-4 weeks Adventure stories Instruction Texts Auto-biographies 6 weeks



place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals. Further Spelling Guidance:

use further prefixes and suffixes and understand how to add them

write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far

spell words that are often misspelt. Rules and Guidance: sub–means ‘under’. super–means ‘above’. Example Words: Word list Year 3/4

Grammar Vocabulary

Express time, place and cause using conjunctions, adverbs or prepositions. Grammar

Use the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel. Text

Use of the present perfect form of verbs instead of the simple past (He has gone out to play contrasted with He went out to play.)

Use headings and subheadings paragraphs. Punctuation

Use inverted commas to punctuate direct speech.

Use commas after fronted adverbials.


discuss and recording ideas

in narratives, creating settings, characters and plot

in non-narrative material, using simple organisational devices. Please refer to genre guidance for further support Adventure story features:

story has an opening, build-up, problem, resolution and ending

use suspense at the end of at least one chapter

use speech and powerful verbs to describe characters

start sentences in different ways –for example, with an adverbial phrase (how, when, where), a connective or a verb

chose adjectives, simile and precise nouns to describe

use speech marks correctly. Instruction Text features:

set of instructions includes a heading, an introduction, a list of equipment, step by-step instructions and a note or tip at the end.

use bullet points, numbers or connectives to make the order clear

use diagrams to make the instructions easy to follow

use imperative or ‘bossy’ verbs to start instructions

use adjectives, adverbs and special or technical words to be precise

use conjunctions to join two ideas together

use a comma to separate ideas

use of different fonts and styles, including bold, italic and capitals

use capital letters at the beginning of sentences and for special names

ask someone to try out my instructions to see if they are easy to follow. Auto-biography features:

include interesting information, developed from my notes, about the journeys made

written in first person

organise information clearly, e.g using headings and subheadings

use paragraphs to help the reader follow the biography easily.



Summer 2 Spoken


Listening


ask relevant questions to extend their understanding and knowledge

give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

select and use appropriate registers for effective communication.








increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these

discussing words and phrases that capture the reader’s interest and imagination. Understand what they read 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

predicting what might happen from details stated and implied

retrieving and record information from non-fiction.


Pea Boy and other Stories from Iran by Elizabeth Laird (PoR sequence) 2 weeks Folktales Persuasive poster Information leaflet 6 weeks



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.

Further Spelling Guidance:

(RWI spelling)

use further prefixes and suffixes and understand how to add them. Rules and Guidance:

most prefixes are added to the beginning

of root words without any changes in spelling.

like un–, the prefixes dis– and mis– have negative meanings. Example Words:

dis–: disappoint, disagree, disobey

mis–: misbehave, mislead, misspell (mis + spell)

Grammar Vocabulary

Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although. Grammar

Use the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel.

Text

Use headings and subheadings to aid presentation.

Use paragraphs as a way of grouping related material. Punctuation

Use inverted commas to punctuate direct speech.


discuss 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

organise paragraphs around a theme in narratives, creating settings, characters and plot

use simple organisational devices in non-narrative material

proof-read for spelling and punctuation errors. Please refer to genre guidance for further support Folktale features:

vividly described setting that the reader can imagine

includes dialogue and action that move the story on

is tense and suspenseful, because my characters have secrets

includes adverbs and adverbials to explain when and where things happened Persuasive poster features:

often begin with a question

clear presentation of the point being argued

arguments

summary of the arguments followed by a restatement of the opening argument

present tense

use temporal conjunctions

exaggeration and flattery

catchy names and slogans Information leaflet features:

opening contains a general classification description of their chosen subject

paragraphs about different aspects of the subject

conclusion

present tense

technical vocabulary relevant to the subject

descriptive and factual language

general language

third person

Handwriting Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un joined.


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