Year 3
English Curriculum
2014 / 2015
Medium-term planning Summer 1: Chocolate
Week 1
YEAR 3
6
weeks
Overview
Reading Comprehension
When using non-fiction, children
should know what information
they need to look for before they
begin and be clear about the
task.
Transcription
Children should learn to spell
new words correctly and have
plenty of practice in spelling
them.
Composition
Grammar should be taught
explicitly: children should be
taught the terminology and
concepts set out in Appendix 2,
and be able to apply them
correctly to examples of real
language.
Learning Objectives to be covered
● To apply their growing knowledge of root words, prefixes
and suffixes (see Appendix
1), both to read aloud and to understand the meaning of
new words.
● To retrieve and record information from non-fiction.
● To compose and rehearse sentences orally,
progressively building a varied and rich vocabulary and
an increasing range of sentence structures (see
Appendix 2).
● To organise paragraphs around a theme.
● To read aloud their writing, using appropriate intonation so
the meaning is clear.
● To identify themes and conventions in a wide range of
books.
● To ask questions to improve their understanding of a text.
● To identify main ideas drawn from more than one
paragraph and summarise them.
● To write simple sentences, dictated by the teacher.
Resources
(suggested)
Assessment
Use of ICT
to retrieve
information
on the
topic.
For assessment of reading, refer to
Assessing Pupil Progress: Gathering
Evidence in Reading
Non fiction
books.
Can research
and present on a topic.
Can understand, classify and spell
new words in context.
Reading Comprehension
The focus should continue to be
on children’s comprehension. The
knowledge and skills that children
need in order to comprehend are
very similar at different ages. The
complexity
of
the
writing
increases the level of challenge.
Week 2
Children should be taught to
recognise themes in what they
read. They should also learn the
conventions of different types of
writing, such as the greeting in
letters or the use of presentational
devices such as numbering and
headings in instructions.
Children should have guidance
about the kinds of explanation and
question that are expected from
them. They should help to
develop, agree on, and evaluate
rules for effective discussion. The
expectation should be that all
children take part.
Composition
Grammar should be taught
explicitly: children should be
taught the terminology and
concepts set out in Appendix 2,
and be able to apply them
correctly to examples of real
language.
Transcription
Children should be using joined
handwriting throughout their
independent writing. Handwriting
should continue to be taught, with
the aim of increasing the fluency
with which children are able to
write down what they want to say.
This, in turn, will support their
composition and spelling.
● To draw inferences and justify them with evidence,
predicting what might happen from details stated and
implied.
● To discuss words and phrases that capture the reader’s
interest and imagination.
● To increase familiarity with a wide range of books and
retell some of these orally.
● To identify main ideas drawn from more than one
paragraph and summarise them.
● To compose and rehearse sentences orally.
● To indicate grammatical and other features by using and
punctuating direct speech.
● To check that the text makes sense to them,
discussing their understanding and explaining the
meaning of words in context.
● To discuss writing similar to that which they are planning
to write in order to understand and learn from its structure,
grammar and vocabulary.
Fiction
books.
For assessment of reading, refer
to Assessing Pupil Progress:
Gathering Evidence in Reading
Can recognise the themes and style of
an author.
Can infer character’s attributes and
traits.
Reading Comprehension
The focus should continue to be
on children’s comprehension. The
knowledge and skills that children
need in order to comprehend are
very similar at different ages. The
complexity
of
the
writing
increases the level of challenge.
Week 3
Children should be taught to
recognise themes in what they
read. They should also learn the
conventions of different types of
writing, such as the greeting in
letters or the use of presentational
devices such as numbering and
headings in instructions.
● To apply their growing knowledge of root words, prefixes
and suffixes (see Appendix
1), both to read aloud and to understand
the meaning of new words.
Can use a range of spelling
strategies.
● To identify main ideas drawn from more than one
paragraph and summarise them.
Can compare themes and
conventions in books by
the same and different authors
● To discuss words and phrases that capture the reader’s
interest and imagination.
● To check that the text makes sense to them.
● To use dictionaries to check the meaning of words that
they have read.
Children should learn to spell
new words correctly and have
plenty of practice in spelling
them.
Dictionaries are not useful for
children who cannot yet spell,
since these children do not have
sufficient knowledge of spelling
to use them efficiently.
● To identify themes and conventions in a wide range of
books.
Handwriting should continue to be
taught, with the aim of increasing
the fluency with which children
are able to write down what they
want to say. This, in turn, will
support their composition and
spelling.
Composition
Grammar should be taught
explicitly: children should be
taught the terminology and
concepts set out in Appendix 2,
and be able to apply them
correctly to examples of real
language.
For assessment of reading, refer
to Assessing Pupil Progress:
Gathering Evidence in Reading
● To draw inferences and justify them with evidence,
predicting what might happen from details stated and
implied.
Children should have guidance
about the kinds of explanation and
question that are expected from
them. They should help to
develop, agree on, and evaluate
rules for effective discussion. The
expectation should be that all
children take part.
Transcription
Fiction
books.
● To spell words that are often misspelled.
● To use the first two or three letters of a word to check its
spelling in a dictionary.
● To write simple sentences, dictated by the teacher.
● To listen to and discuss a wide range of fiction and nonfiction texts.
● To learn the grammar in column 1 of Years 3 and 4 (see
Appendix 2).
Reading Comprehension
The focus should continue to be
on children’s comprehension. The
knowledge and skills that children
need in order to comprehend are
very similar at different ages. The
complexity
of
the
writing
increases the level of challenge.
Week 4
Children should be taught to
recognise themes in what they
read. They should also learn the
conventions of different types of
writing, such as the greeting in
letters or the use of presentational
devices such as numbering and
headings in instructions.
Children should have guidance
about the kinds of explanation and
question that are expected from
them. They should help to
develop, agree on, and evaluate
rules for effective discussion. The
expectation should be that all
children take part.
Transcription
Children should continue to be
supported in understanding and
applying the concepts of word
structure
Children should be using joined
handwriting throughout their
independent writing. Handwriting
should continue to be taught, with
the aim of increasing the fluency
with which children are able to
write down what they want to say.
Composition
Grammar should be taught
explicitly: children should be
taught the terminology and
concepts set out in Appendix 2,
and be able to apply them
correctly to examples of real
language.
They should understand how to
place the apostrophe in words with
regular plurals (such as girls’,
boys’) and in words with irregular
plurals (such as children’s).
● To discuss writing similar to that which they are
planning to write in order to understand and learn
from its structure, grammar and vocabulary.
● To plan their writing by discussing and recording ideas.
● To retrieve and record information from non-fiction.
● To identify main ideas drawn from more than one
paragraph and summarise them.
● To apply their growing knowledge of root words, prefixes
and suffixes (see Appendix
1), both to read aloud and to understand
the meaning of new words.
● To compose and rehearse sentences orally.
● To use dictionaries to check the meaning of words that
they have read.
● To draft and write non-narrative material, using simple
organisational devices.
● To proofread for spelling and punctuation errors.
Packaging
of different
chocolates
and adverts
for
chocolates.
For assessment of reading, refer
to Assessing Pupil Progress:
Gathering Evidence in Reading
Can design packaging that includes
text and present it to a high
standard.
Can be creative. Can understand
the structure and style of a dictionary
entry.
Week 5
Transcription
Children should continue to be
supported in understanding and
applying the concepts of word
structure
Children should be using joined
handwriting throughout their
independent writing. Handwriting
should continue to be taught, with
the aim of increasing the fluency
with which children are able to
write down what they want to say.
Composition
Week 6
Children should start to learn
about some of the differences
between Standard and nonStandard English and begin to
apply what they have learned.
Reading Comprehension
Children should continue to
have opportunities to listen
frequently to stories, poems,
non-fiction and other writing,
including whole books and not
just extracts, so that they
build on what was taught
previously. In this way, they
also meet books and
authors that they might not
choose themselves. They should
also have opportunities to
exercise choice in selecting
books.
Transcription
Children should continue to be
supported in understanding and
applying the concepts of word
structure
Children should be using joined
handwriting throughout their
independent writing. Handwriting
should continue to be taught, with
the aim of increasing the fluency
with which children are able to
write down what they want to say.
● To discuss writing similar to that which they are planning
to write.
● To plan their writing by discussing and recording ideas.
Adverts for
chocolates
and other
sweets.
For assessment of reading, refer to
Assessing Pupil Progress:
Gathering Evidence in Reading
Can use persuasive language.
Can critically analyse each other’s
work.
● To assess the effectiveness of their own and others’ writing
and suggest changes.
● To propose changes to grammar and vocabulary to
improve consistency.
● To draft and write non-narrative material, using simple
organisational devices.
● To compose and rehearse sentences orally.
● To recognise some different forms of poetry.
● To prepare poems and play scripts to read aloud and to
perform.
● To identify how language, structure and presentation
contribute to meaning.
● To read aloud their writing, using appropriate intonation so
the meaning is clear.
● To assess the effectiveness of their own and others’ writing
and suggest changes.
● To compose and rehearse sentences orally.
● To revise all of the handwriting curriculum objectives in
Years 3–4.
Poetry
books
For assessment of reading,
refer to Assessing Pupil
Progress: Gathering Evidence in
Reading
Can produce a list poem.
Can revise and edit their own or
other’s work.