Short Term Literacy plan – Year 3 – Citrine Class
Unit:
Week Beg: 8th October 2012
Duration:
Assessment focus: Talk for Writing. Identifying Verbs, Extending vocabularly. Acrostic Poetry
Monday 8th October, 2012
Word/Sentence
Level Learning
Intention
During register:
Sentence Doctor
– display
sentences on
board, chdrn to
write correctly
on own mini wbs.
i had a great
weekend
stop him he is
hurting me
why did david get
more than me
Main Learning
Intention
To be able
to identify
verbs
Success
Criteria/Targets
Remember to:

Read the
sentences
carefully

Consider
which is the
doing or
being word –
this is the
verb/verb
group

Put a circle
around the
verbs.

Example of Direct Teaching
Diff Activities
Focus group in bold.
Explain that there are many different
types of word that make up a sentence –
some describe, some are names for
things and some let us know what is
happening.
Tell children we are going to be thinking
about verbs. On IWB show ‘doing
pictures’ . What are these people doing?
A verb is – a doing/action word. Eg.
shouts, plays, walks. Explain that a
sentence has to have a verb in it to make
sense.
Show sentence on whiteboard.
‘Citrine children click their fingers.’ Ask
which part is the action/verb? All
children to read the sentence and ‘click’
their fingers when they say the word –
reinforce this is the action bit!
Repeat with ‘The children stamp their
feet.’
‘Cory scratches his head’ etc.
Explain that as well as an action word, a
verb can thought of as a ‘being’ word
such as am, is, were, will be, has been,
etc.
Show examples on board
•
The monkeys are upside down.
•
We were cold and wet all week.
•
I am here!
Mostly we put a being word with a doing
word and we can call this a verb group:
•
I am reading my book.
•
You are talking too loudly.
•
He is eating his lunch.
All children to be given a
differentiated text/series of
separate sentences and they
are to circle the verb or verb
group to identify these types
of words.
SN: (Angel supported by Jan,
Layton by Lyndsey) Verbs –
doing words sheet. Ext: Using
pictures on sheet write
complete sentence in literacy
book, underlining the verb
LA: with a partner: Read
single sentences on sheet to
partner, decide together
which is the verb and circle
the correct word. Part 2 –
Read sentence with missing
verb. Children to choose a
suitable verb to put into
sentence. (Kay)
MA: Independent activity;
Read single sentences on
sheet, decide which is verb
and circle the correct word.
Part 2 – Read sentence with
missing verb. Children to
choose a suitable verb to put
into sentence.
MA+: Verb detective – Dev
Literacy pg. 37 (supported by
Emma)
HA: Verb detective – Dev.
Literacy pg. 37 (independent)
Plenary
http://www.funbrain.com/verb/index.html
AFL
Tuesday 9th October 2012
During register:
Inserting verbs
Show sentences
missing verbs,
children to write
on whiteboards
inserting own
suggestions.
AFL
The giant ......
down the hill.
Father Christmas
is ......... down the
chimney.
The mouse ......
across the floor.
WALT: use
powerful verbs
Remember to:

Write down
the actions
you think a
superhero
would do

Use a
thesaurus to
look up the
word

Choose
suggestions
you like and
record in
literacy
book.

Look
particularly
for words
that begin
with the
SUPERHERO
letters
Sing alphabet song together.
From register activity check children
understand what is meant by a verb.
Explain to make writing really exciting
and interesting to read it is important
to use WOW words. Get child to walk
across the classroom. Write up
sentence – Layton walks across the
room. Which part is the verb?
Sentence correct but rather boring,
what could we do to make it more
interesting. Elicit changing the words
to make more powerful. Instead of
walk we could have strolls, ambles,
strides, hikes, staggers, saunters. Get
a child at a time to then change how
they walk across the room. MUCH
more interesting!
Put into context of superheroes – What
do they do? (could use Superhero ABC
book for inspiration) Brainstorm list of
actions – fly, charge, jump, hide,
stretch etc. etc.
Model how to use a thesaurus to
improve the vocab and create wow
words.
Explain that we need to create a list of
action words/verbs to make an acrostic
poem tomorrow. So really good if they
could find words that began with S-UP-E-R-H-E-R-O!!
Provide alphabet strips and
thesauruses for all groups.
SN: (Angel supported by Jan)
working as a group, brainstorm
actions they think suitable for
a superhero. Together they
choose one or two to look up in
a thesaurus to improve word
choice. Record in literacy
books.
LA: (Kay to support) children
brainstorm their own words.
TA to support children in
looking up words in thesaurus.
MA: Work with a partner to
brainstorm actions for
superheros, record and then
use thesaurus to improve word
choice.
MA+: As MA
HA: Individual activity.
Brainstorm words and use
thesaurus to improve word
choice. Look particularly for
words beginning with
SUPERHERO letters (Emma)
Share ideas together. Provide
each child with highlighter and
they are to go through their
list, highlighting any verbs they
have written that begin with
SUPERHERO ready for using
tomorrow.
Thursday, 11th October
Remember to:
 Include your improvements
– don’t copy your first
draft / spelling mistakes;
 Use your best handwriting;
 Read through when you
have finished and check for
your target.
Big Writing: children to copy
their final drafts of their
superhero origin story.
AFL
Friday, 12th
October
Remember to:
AFL
DT: planning superhero
costumes.
Register
activity:
Monday, 15th October 2012
Answer the
register with a
verb!
AFL
WALT: generate
powerful verbs.
WALT: use a
thesaurus
Use your words
from your
brainstorm

Choose word
and use a
thesaurus to
look up the
word

Choose
suggestions you
like and record
in literacy
book.
Look particularly
for words that
begin with the
SUPERHERO
letters

Continuing from last week’s session
children understand what an action verb
is, some HA children understand a being
verb. They struggled more with using a
thesaurus and looking up words to find
more powerful ones. To continue today.
Recap on work from last Mon and Tues.
We are finding really good powerful
vocabulary to make an acrostic poem
about a SUPERHERO. Children to
brainstorm with their TP verbs that
might apply to a superhero.
Demonstrate how to use a thesaurus –
children to have an alphabet strip and
thesaurus with them on carpet. Take
verb – jump. All children to look it up
and talk about alternatives.
Model how to record in their books.
Remind children that when they are
getting alternative verbs be really good
if they began with the letters of
superhero as we could use them
tomorrow.
SN: (Angel supported by
Jan) working as a group,
brainstorm actions they
think suitable for a
superhero. Together they
choose one or two to look
up in a thesaurus to
improve word choice.
Record in literacy books.
LA: (I) work with a
partner to choose ordinary
verb and use thesaurus to
get at least three
alternatives.
MA: Work with a partner
to brainstorm actions for
superheros, record and
then use thesaurus to
improve word choice.
(Emma)
MA+: As MA
HA: Brainstorm words
and use thesaurus to
improve word choice. Look
particularly for words
beginning with
SUPERHERO letters (Kay)
Share ideas together. Provide
each child with highlighter and
they are to go through their
list, highlighting any verbs they
have written that begin with
SUPERHERO ready for using
tomorrow.
Tuesday 16th October 2012
Missing
sentence.
WALT: write an
acrostic poem.
Given the
children a
punctuation
mark – ie, ?
They must write
a sentence on
their
whiteboard that
uses that
punctuation
mark
appropriately.



Each line to
begin with
letter from
SUPERHERO
Each line to
begin with a
verb – where
possible!
(U and O may
be more tricky
so other types
of words could
be used)
Each line to be
a phrase about
what a
superhero
does.
Children to bring their literacy
books to the carpet.
Show children some examples of
acrostic poems.
Tell them that they will be writing
their own SUPERHERO poem.
The poem will be telling the reader
about the superhero and all the
amazing things they do.
Each line to start with letter
spelling out SUPERHERO. Try to
start with verb (doing or action
word) and complete a phrase. c
Eg. Soaring through the sky
Undoing evil
Pouncing on the enemies
Escalating up buildings
etc. etc.
All children to have writing
frame for acrostic poem
with SUPERHERO down the
side.
SN: Angel with Jan
Others with Jude’s writing
group
LA: Supported by Kay
MA: I
MA+: Emma
HA: I
Children to read their poem to
a partner.
Choose a couple to read out to
class.
On IWB show children a range of
calligrams and introduce the term
- calligram. What do they think a
calligram is by looking at these
examples? Discuss in talking
partners. Give children some
words to draw on their
whiteboards – share and discuss
favourite ones; why are they so
effective?
Children to have a go at
creating their own
calligrams.
SN/LA: to have similar
words given as a visual cue,
e.g. crack and break.
MA/HA: to choose from a
list of words.
Share calligrams made and
discuss their effectiveness.
Thursday, 18th October
AFL
WALT: Create our own
calligrams.
Remember to:

Read the word;

Think about the
meaning of the word;

Draw the word to
show its meaning –
think about:

-shape

-size

-colour

-font
Friday, 19th
October
AFL
D.T: making superhero costumes
throughout the day.
AFL
F
AFL