Year 3/4 Literacy Planning Overview
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1 Autumn Do all Africans look the same? (stories from other cultures, moral and cultural issues, debates, poetry, information texts) Week 1 Suggested Texts: The Village That Vanished by Ann Grifalconi, Fly Eagle Fly by Christopher Gregorowski and Niki Daly Reading Writing Word Reading Comprehension Transcription Composition RC15 To retrieve and record information from non-fiction. Begin with a Star Reading Assessment Test RC9 To understand what they read, in books they can read independently. Discuss understanding of what they have read. Introduce children to the Accelerated Reading Quizzes. reading a day. After each book, children will be tested on their understanding by completing an Accelerated Reading Quiz. Handwriting session teach the first join. WC3 To 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. Assessment of punctuation from Year 2 through dictation (full stops, capital letters, exclamation marks, question marks, commas in lists, apostrophe for contracted forms and possession for singular). Big Writing Recount of Summer Holidays. Assessment: Recap connectives and and but. 1
2 Week 2 reading a day. Assessment: RC10 To understand what they read, in books they can read independently. Asking question to improve their understanding of a text. Introduce topic of Egyptians listening for information and notetaking skills through a range of sources. Handwriting session teach the second join. WC2 To plan their writing by discussing and recording ideas. Recap or, and and but. Teach commas in lists. Writing up notes into complete sentences. 2
3 Week 3 reading a day. RC7 To develop positive attitudes to reading. Understand what they read, by discussing words and phrases that capture the reader s interest and imagination. WC1 Plan their writing by discussing writing similar to their own. WC4 To draft and write by organising paragraphs by a theme. WC6 To use simple organisational devices such as heading and subheadings. Handwriting session teach the third join. Introduce connectives when, if and because. Teach apostrophe of omission. Organising sentences into topic (subheadings and paragraphs). Assessment: 3
4 Week 4 reading a day. RC4 Increase their familiarity with a wider range of books, including fairy stories, myths and legends, and retelling some of them orally. WT3 To spell words that are often misspelt (English Appendix 1) WC9 To proof read for spelling and punctuation errors. WC8 To evaluate and edit their own work. Teach apostrophe of possession (singular). Write a report about the Ancient Egyptians Big Writing Assessment. Assessment: Handwriting session the fourth join. 4
5 Week 5 reading a day. RC6 Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action. WT3 To spell words that are often misspelt (English Appendix 1) WC11 Using a range of sentences with more than one clause by using a wider range of conjunctions. Teach apostrophe of possession (singular) Power of Reading Text (The Village That Vanished). Handwriting session letter formation/the fourth join. Over the course of the next six sessions: Read and retell the story orally using pictures. Story Mapping. Finding evidence in a text to support an argument. Over the course of the next six sessions: Story Mapping. Debating Dilemmas in role: foregrounding moral and cultural issues in the story. Comparing and contrasting characters. Composing a prayer. Retelling the story from the point of view of one of the characters. 5
6 Cross Curricular Links RE: Geography: History: writing a prayer. Moses. locating countries on a map (Africa). Slave Trade. Week 6 reading a day. Assessment: RC1 Discussing a wide range of books. Handwriting session letter formation/ the break letters. WC13 To be able to choose nouns or pronouns appropriately to avoid repetition. Teach apostrophe of possession (plural) Continue with The Village That Vanished Power of Reading. Africa Day to link the two Power of Reading books (dance, music, art, food etc.) 6
7 Week 7 RC4 Increase their familiarity with a wider range of books, including fairy stories, myths and legends, and retelling some of them orally. WC14 To develop their understanding of conjunctions, adverbs and prepositions to express time and cause. reading a day. Teach apostrophe of possession (plural) Power of Reading Texts (Fly Eagle Fly). Handwriting session - letter formation/capitals. Over the course of the next two weeks: Read and respond to the story Fly Eagle Fly Paired Reading. Hot Seating of the Eagle character. Over the course of the next two weeks: Writing a book review. Using picture prompts to retell a story. Re-enact what is happening in their pictures. Create a tableau to show the class. Role Play: Visualisation and Freeze Framing. Shared Writing and Individual Writing in the role of the Eagle. Personal Writing about their wishes and dreams. 7
8 Cross Curricular Links Art: PSHE: drawing the route of where the characters walked and what they saw. painting the geographical features of the settings. create a class book of children s wishes and dreams discuss what can be learnt from the story. Who is Desmond Tutu? can the way we are treated influence what we can be? Week 8 reading a day. RC16 Participate in discussions about books read to them/those they can read by themselves, taking turns and listening to what others say. WC2 To plan their writing by discussing and recording ideas. Recap consistent use of capital letters and full stops. Power of Reading Texts (Fly Eagle Fly). Assessment: Handwriting session revision of the four joins. 8
9 Week 9 reading day. RC16 Participate in discussions about books read to them/those they can read by themselves, taking turns and listening to what others say. WC8 To evaluate and edit their own work. Dictated Punctuation Assessment. Big Writing Fiction Assessment. WT6 To write from memory simple sentences dictated by the teacher (include words and punctuation taught by the teacher so far). Handwriting session - assessment. Assessment: 9
10 Week 10 reading a day. WT4 To place the possessive apostrophe accurately in words with regular and irregular plurals. WC17 To use commas after fronted adverbials. WC18 To use the possessive apostrophe with singular and plural nouns. WC19 To use direct speech. Punctuation Targets for following term. Answer the question: Do All Africans Look The Same? (Summary) Assessment: Handwriting session Targets for the following block. Question children: Is there anything else you would like to know about? use this to support and guide future lessons. Note: The remaining lessons of the term to be spent on the areas which children would like to know more about, as well as recapping what has already been taught. 10
11 Spring Did we steal The Elgin Marbles? (myths, legends and fables, information texts, persuasive texts, advertisements, debate) Week 1 Suggested Texts: Aesop s Fables, Greek Myths by Marcia Williams, Greek Holiday Brochures. Reading Writing Word Reading Comprehension Transcription Composition RC12 To predict what might happen from details stated and implied. RWR1 - To apply their growing RC13 To identify main ideas drawn from more than one paragraph and summarising these. Handwriting Recap all four joins. WC3 To 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. MOVE DOWN! Dictated Punctuation Assessment. What are the Elgin Marbles? research and answer question. Week 2 RC1 Discussing a wide range of books. Handwriting Recap all four joins. WC1 Plan their writing by discussing writing similar to their own. WC2 To plan their writing by discussing and recording ideas. What do we know about Athens? research and report writing. (Focus on the Parthenon). 11
12 Week 3 RC2 To recognise books are structured in different ways and reading for a range of purposes. WT5 To use the first 2 or 3 letters of a word to check its spelling in a dictionary. WC4 To draft and write by organising paragraphs by a theme. WC6 To use simple organisational devices such as heading and subheadings. Research on the gods Which gods did the Ancient Greeks believe in? Week 4 RC3 To use dictionaries to check definitions of words they have read. MOVE DOWN! Would you rather be a Spartan or an Athenian? Week 5 RC5 To identify themes and conventions in a wide range of books. WC14 To develop their understanding of conjunctions, adverbs and prepositions to express time and cause. What is a democracy? Week 6 RC11 To draw inferences such as characters feelings, thoughts and motives from their actions and justifying with evidence. WC13 To be able to choose nouns or pronouns appropriately to avoid repetition. Is Greece a good place to go for a holiday? Week 7 WC7 To evaluate and edit by assessing the effectiveness of their 12
13 own and other s writing and suggesting improvements. Creating a leaflet, persuading people to visit Greece. Week 8 WC8 To evaluate and edit their own work. Myths and Legends/Fables. Week 9 WC9 To proof read for spelling and punctuation errors. Myths and Legends/Fables. Week 10 WT3 To spell words that are often misspelt (English Appendix 1) WC10 To read aloud their writing to an audience, using appropriate intonation and controlling the tone and volume so that the meaning is clear. WC5 To draft and write by, in narratives, creating settings, characters and plot. Myths and Legends/Fables: Big Writing. 13
14 Summer Why is the Earth so angry? (stories from other cultures, moral and cultural issues, debates, poetry, information texts) Week 1 Suggested Texts: Mouse, Bird, Snake, Wolf by David Almond (first 3 weeks), Pebble In My Pocket by Meredith Hooper Reading Writing Word Reading Comprehension Transcription Composition RC1 Discussing a wide range of books. RWR1 - To apply their growing WC3 To 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. 14
15 Over the course of the next three weeks: Recognise important themes in text. Discuss words and phrases that capture readers interests and imagination. Draw inferences about character s feelings, thoughts, emotions and actions. Discuss opinions related to the themes in the text and present these as an argument. Over the course of the next three weeks: Plan writing by discussing writing similar to that which they are planning to write, learning from its structure, vocabulary and grammar. Draft and write by composing and rehearsing sentences orally; in narrative, create characters and plot. Draft and write arguments based on themes explored in a text. Create and perform kennings that explore the positives and negatives of the children s actions. Week 2 Cross Curricular Links Geography human and physical, how and why the Earth has changed over time. Art nature in art (William Morris) Science plants, animals and humans, rocks and living things History gods of ancient civilisations RC6 Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action. RC8 To recognise different forms of poetry. WC1 Plan their writing by discussing writing similar to their own. WC2 To plan their writing by discussing and recording ideas. Power of Reading Mouse, Bird, Snake, Wolf Week 3 RC7 To develop positive attitudes to reading. Understand what they read, by discussing words and WT2 To spell further homophones. WC4 To draft and write by organising paragraphs by a theme. 15
16 phrases that capture the reader s interest and imagination. WC6 To use simple organisational devices such as heading and subheadings. Power of Reading Mouse, Bird, Snake, Wolf Week 4 Week 5 RC6 Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action. WT3 To spell words that are often misspelt (English Appendix 1) Geography (LC) Why is the earth so angry? Research volcanoes in the world making notes, writing notes into sentences. WC14 To develop their understanding of conjunctions, adverbs and prepositions to express time and cause WC12 To use the present perfect form of verbs in contrast to the past tense (Appendix 2). Week 6 Geography: pupils to be taught physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle RC14 To identify how language, structure and presentation contribute to meaning. Research earthquakes and tsunamis, presenting their information in various ways (including ICT). WC11 Using a range of sentences with more than one clause by using a wider range of conjunctions. Week 7 Research and write a newspaper report about local flooding WC7 To evaluate and edit by assessing the effectiveness of their own and other s writing and 16
17 experienced (Cockermouth and Workington) suggesting improvements. WC8 To evaluate and edit their own work. Week 8 Week 9 Testing Week: Reading Comprehension Big Writing Over the course of the next two weeks: To explore an information text in depth. Interpreting the text as an image. Over the course of the next two weeks: WC9 To proof read for spelling and punctuation errors. To present understandings in writing, drawing and painting. Creating a group poem, using the pebble. Creating an illustration of their golden lines. Writing in role. Writing a short script. Week 10 The Pebble in my Pocket the history of our earth (Power of Reading) WC10 To read aloud their writing to an audience, using appropriate intonation and controlling the tone and volume so that the meaning is clear. 17
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