KNES Primary School Year 3 Literacy Course Outline: 2017-2018 Term Overview During the year (Terms 1, 2, 3 ) topics that will be covered include: Students will use a thematic approach which will be integrated to their reading and writing. They will incorporate the following readings: Fiction and non-fiction units. These units will provide the content and purpose for speaking, listening, reading and writing. Explanation texts and poetry. Work on presentational skills and will be on going throughout the term. The basic skills of vocabulary, spelling, grammar and punctuation and sentence construction will be taught in the Literacy scheme of work combined with the stories read for each unit. New vocabulary words pertaining to the stories read will be discussed and taught. A weekly spelling test will be given every Thursday. Comprehension activities which collectively seek to elicit literal, inferential, deductive and evaluative responses will be done every week. Writing activities, that will put into practice the different writing styles learned. Textbooks: Rising Stars- New Curriculum Primary English- Year 3, Rising Stars- Skills builders (Grammar and Punctuation), Rising Stars- Skills builders (Spelling and Vocabulary), Collins Primary Focus- Writing (Pupil book) Assorted worksheets for extra practice- www.primaryresources.co.uk Cross curricular links- homework Class Rules: If a pupil is absent, it is his/her responsibility to get his/her homework assignment from a classmate and submit it when he/she returns. Homework left at home will be considered as not being done. If a test or deadline on an assignment is missed, the pupil will receive 0% unless he/she can provide a letter from a medical doctor to show the reason that he/she was not able to attend. It is the pupil s responsibility to come to class with the necessary books and other items- they are of no value sitting at home.
Pupils are to use the washrooms before school and during scheduled breaks. They are not to be asking to leave class to use the washroom except in emergencies, which should not occur often. Pupils are to line up immediately at the start of the day or at break time as soon as they hear the bell. No food and/or drink is allowed into class. Unit Outline: _Literacy This outline is for the whole year Task/Topic/Area Learning Outcome. Students will be able to: Term 1 1 INTRODUCTION and DISTRIBUTION OF COPY AND TEXT BOOKS 2 - Revision of previous skills- UNIT 3: Theseus and Minotaur - A Greek myth- Myths and legends Common nouns Unit 1: Story settings Increase familiarity with a wide range of books, including fairy stories, myths and legends; retell some myths and legends orally. Identifying and use common nouns in sentences, where nouns are naming words of people, places and animals. List 1: Words with suffixes (ed, ing, er and est) Write short description based on real and imagined places. Use of full stops and capital letters. 3 UNIT 4: Skateboarding - Headings and Sub-headings Spell word after adding suffixes ed, ing, er and est. In Non- narrative material, identify the use simple organizational devices such as headings and sub-headings. Proper nouns Continued work: Unit 1: Story settings: descriptive writing Identify and use proper nouns in sentences. Identify what letters are added to the end of a word in the plural form. List 2: Words with suffixes ness, ment, ful, less) Write short description based on real and imagined places. Spell word after adding suffixes ness, ment, ful and less.
4 UNIT 5: The Girl Who Stayed for Half a - Drawing Inferences: characters and feelings Use of (a) and (an) Draw inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied. Unit 2: Using spoken words in stories Use of speech marks, full stops, questions marks and commas List 3: Words with i and spelt as y Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box. Write dialogue in stories using speech marks. Use of correct punctuation in their writing, including full stops, questions marks, commas and speech marks. 5 Assessment 1 Spell words with I but spelt as y. Students should make inferences from Singular and plural nouns Writing Assessment: Short task Identify what is added to a word to change it to the plural form. Plan and write a short writing task. 6 List 4:Words with letter u and spelt as ou UNIT 6: Reference Texts - Finding your way around reference texts Spell words with u and spelt as ou. Retrieve and record information from non-fiction text. Grammar Assessment 1 Unit 17: Writing a letter Plan and write a letter using standard letter- writing conventions. RS 1- Words from the Spell high frequency words from. 7 UNIT 8: Letters - Planning your writing: letters Discuss the format of letters. Identifying and using verbs in sentences. Verbs- action words Plan and write a letter using standard letter- writing conventions.
8 Continued Unit 17: Writing a letter List 5: Words with (ai) spelt as ei, eigh or ey It s Not My Fault - Fiction Spell words with (ai) spelt as ei, eigh or ey. Understand and discuss a fiction text and able to draw inferences. 9 Verb tenses- present and past tenses Unit 3: Story openings un List 6: Words with prefix Assessment 2 Identifying verb tenses- present and past tenses/words that change spelling in the past tense. Write a story opening that engages the reader s interest. Spell words with un prefix Students should make inferences from Verb tenses- present and past tenses/words that change spelling in the past tense Identifying verb tenses- present and past tenses/words that change spelling in the past tense. Continued work Unit 3: Story openings Write a story opening that engages the reader s interest. 10 List 7: Words with prefix dis The Magic Finger - Fiction Grammar Assessment 2 Unit 4: Shape Poems Spell words with prefix dis. To read and understand a fiction text. Identify how language, structure and presentation contribute to meaning. Write a shape poem. mis List 8: Words with prefix Spell words with prefix mis. 11 Go ahead, Secret Seven - Fiction Discuss words and phrases that capture the reader s interest and imagination. What is a sentence? Revise sentence ending (full stop, question mark, exclamation mark ) Writing Assessment: Long task Identify structure of a sentence- subject and verb. Plan and write a long writing task.
12 RS 2- Words from the UNIT 13: Ten White snowmen - Poems to perform Spell high frequency words from. Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action. Adjectives Unit 11: Poetry re List 9: Words with prefix Identifying and use of adjectives in sentences. Write a poem using a given structure. Spell words with prefix re. 13 UNIT 15: Mr Croc Gets Fit - Planning your writing- correct order Organise paragraphs around a theme. Retrieve and record information. Simple sentences and clauses Continued Unit 11: Poetry List 10: Word families Identify what a clause is. To write a poem using a given structure. Spell words that are related in form and meaning. Task/Topic/Area Learning Outcome. Students will be able to: Term 2 1 Birthday Surprise Conjunctions Students should understand what they read by drawing inferences such as inferring characters feelings, thoughts and motives from their actions. Justify inferences with evidence predicting what might happen. Unit 5: Turning a story into a play: writing playscripts Identify and use conjunctions to join sentences. Write a simple playscript. List 1- prefixes Spell words with prefixes: re, un, dis, mis. 2 The Magic Twig prepositions Continued Unit 5: Turning a story into a play: writing Students should understand what they read by drawing inferences such as inferring characters feelings, thoughts and motives from their actions. Justify inferences with evidence predicting what might happen. Identifying and use prepositions in sentences.
List 2- prefix (super) Write a simple playscript. 3 Assessment 1 Spell words with prefix super- Students should make inferences from Prefixes (un, dis, in, de and mis) Writing Assessment: Short task List 3- prefixes anti and sub Using prefixes (un, dis, in, de and mis) with words and how its effects the meaning. Organize and present factual information in different ways: arrange in a list; in a chart with simple definitions; in a poster. 4 Unit 17: Charmed Life - Capturing imagination- words and phrases Spell words with prefixes anti- and sub- Discuss words and phrases that capture the reader s interest and imagination. Grammar Assessment 1 Unit 6: Giving information Organize and present factual information in different ways: arrange in a list; in a chart with simple definitions; in a poster. RS 1- Words from the Spell high frequency words from. 5 UNIT 18: Big Bad Raps - Predicting what might happen Prefixes pre and re Unit 7: Writing a report List 4- prefix auto Draw inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied. To use prefixes pre and re in words and identify the effects on meaning. Write a non- chronological report from known information using a writing frame. 6 Unit 20: The Sun and the Wind - Paragraphs 1 Spell words with prefixes auto-, sub-, anti- and super. Use paragraphs as a way to group related material. Use prefixes super-, anti and re in. words
Prefixes super, anti and re and identify the effects on meaning. Adverbs Identifying and using adverbs. 7 Continued Unit 7: Writing a report List 5- Suffix (ly) Assessment 2 Write a non- chronological report from known information using a writing frame. Spell words with suffix (ly) - (change words that end in y to i before adding suffix ly). Students should make inferences from Conjunctions Unit 8: A story plan List 6- suffix (ly) Using time conjunctions and adverbs of time. To plan a simple story structure; sequence the key incidents in a diagrammatic form. 8 Unit 22: Jamie s visit to the British museum - Paragraphs 2 Spell words with suffix(ly) -change words that end in le to ly. To use paragraphs as a way to group related material. Grammar Assessment 2 Continued Unit 8: A story plan To plan a simple story structure; sequence the key incidents in a diagrammatic form. List 7- suffix (ally) Spell words with suffix (ally). 9 A Visit to Yalding Verb tenses Writing Assessment: Long task To identify the writer s use of words, phrases and language features including figurative language and how it has an impact on the meaning. To identify theme. Revise verbs-present and past tense. RS 2- Words from the Write a portrait of a fictional character in a letter or story context. Spell high frequency words from the.
10 A Big Surprise Comparative and superlative adjectives. Unit 9: Characters in stories List 8- suffix (ation) To identify main idea. Summarise main idea from more than one paragraph. To identify key details that support main ideas. Identify and use comparing adjectives with suffixes er and est. Write a portrait of a fictional character in a letter or story context. 11 Unit 23: Through the looking Glass - Punctuation of direct speech Spell words with suffix ation. Read and understand how direct speech is used in stories. Present perfect form of verbs Identify and use present perfect verbs in sentences. Continued Unit 9: Characters in stories Plan and write an alternative sequel to a traditional story. 12 List 9- Double consonants Cartoon Faces Spell words with double consonants. To retrieve and record information from non-fiction text. Contractions Continued Unit 10: Continuing a story List 10-split digraphs Use of apostrophes in place of missing letters in a word. To make long words shorter. Plan and write an alternative sequel to a traditional story. Spell split digraphs where two letters make one sound. Long vowels with help of silent. e. E.g. a-e ---same Task/Topic/Area Learning Outcome. Students will be able to: Term 3 1 Unit 25: The First Stamps - Clauses Contractions Unit 12: Instructions Extend the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although. Use of apostrophes in place of missing letters in a word. To make long words shorter.
List 1- (ly) suffix Write simple instructions using a range of organisational devices. 2 3 Jim-jam Pyjamas Pronouns Continued Unit 12: Instructions List 2- (in) prefix Assessment 1 Spell words with ly suffix. Make inferences from the text, explain inferences and justify them with evidence from text. Use pronouns to replace nouns. Write simple instructions using a range of organisational devices. Spell words with prefix in. Students should make inferences from Possessive singular and plural owners Use possessive S to show something belongs to a person. Unit 13: Using Key points Present key points using a flow chart format. RS 1- Words from the Spell high frequency words from the. 4 5 All About Owls - Non-fiction Grammar Assessment 1 Continued Unit 13: Using Key points List 3- (il) and (im) prefixes Unit 27: The Gigantic Badness Continued Possessive singular and plural owners Identify main ideas drawn from more than one paragraph and summarising these. Present key points using a flow chart format Spell words with prefixes il and im. Read, understand and comprehend text and retrieve and record information from non-fiction text. Use possessive S to show something belongs to a person. Writing Assessment: Short task Plan and write a short writing task. List 4- (ir) prefix Spell words with prefix ir-
6 Vikings in Britain Collective Nouns: Continued Unit 14: How stories make you feel Identify main ideas drawn from more than one paragraph. Retrieve and record information from non-fiction text. Understand and use collective nouns. These nouns are used for a collection of people, places, and things. RS 2- Words from the Plan and write a short story using language to create an effect: fear, amusement or pity. 7 Assessment 2 Spell high frequency words from the. Students should make inferences from Gender Words Identify different words for females and males. E.g. girl - boy, Woman man Unit 15: Writing about myself Write a first person accounts about a place visited and a known person. 8 Unit 10: Leaflets List 5- (inter) prefix Spell words with prefix inter- Read and understand leaflets. Retrieve information. Grammar Assessment 2 Continued Unit 15: Writing about myself Spell words with homophones and near homophones. 9 List 6- homophones and near homophones Unit 9: The Line Trick Read and understand instructions. Retrieve information. Personal Pronouns Unit 16: Sound poetry List 7- homophones and near homophones Understand when to use personal pronouns I and me, I is always capitalized. Write a poem using onomatopoeia. Spell words with homophones and near homophones.
10 UNIT 1 : Tricky Spelling - Prefixes and suffixes Retrieve and record information. Use further prefixes and understand how to add them. Review nouns, verbs and adjectives Let s get writing: Alphabetical order (Collins Writing text book p.48) Identify nouns, verbs and adjectives and use them in sentences To write a reference book page using a given structure. Review sound of letters and dictation Spell words according to phonetic sounds Assessments for Literacy Term 1 Topic Marks ly assessments Spelling 10 Assessment 1 Spelling 1,2 20 Assessment 2 Grammar 1,2 20 Assessment 3 Comprehension 1,2 20 Assessment 4 Writing: Short, Long 20 Assessment 5 Listening and Speaking 10 Term 2 ly assessments Spelling 10 Assessment 1 Spelling 1,2 20 Assessment 2 Grammar 1,2 20 Assessment 3 Comprehension 1,2 20 Assessment 4 Writing: Short, Long 20 Assessment 5 Listening and Speaking 10 Term 3 ly assessments Spelling 10 Assessment 1 Spelling 1 20 Assessment 2 Grammar 1 20 Assessment 3 Comprehension 1 20 Assessment 4 Writing: Short 20 Assessment 5 Listening and Speaking 10