Low Road and Windmill Music Federation
Literacy Planning
Information
Year 3/4
Genre: Instructions
Week Beginning:
24thNovember
Literacy links across curricular
topics:
Rocks and soils write up
Australia write up
Countries write up
country fact file
SMSC:
Word
Considerate
Communicates
Challenges
Chooses
Considers
Concludes
Collaborates
Connects
Curious
Confident
Creates
Culturally Aware
Formation of nouns using a range of prefixes [for example super–, anti–,
auto–]
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]
Word families based on common words, showing how words are related in
form and meaning [for example, solve, solution, solver, dissolve, insoluble]
The grammatical difference between plural and possessive –s
Standard English forms for verb inflections instead of local spoken forms
[for example, we were instead of we was, or I did instead of I done]
Sentence
Expressing time, place and cause using conjunctions [for example, when,
before, after, while, so, because],adverbs [for example, then, next, soon,
therefore], or prepositions [for example, before, after, during, in, because
of]
To build on their selection of openers to begin sentences and connectives to
extend sentences: eg use ‘because’, ‘if’, ‘although’ and ‘when’ securely, and
experiment with ‘before’ and ‘after’.
To be able to use ‘Soon’, ‘After that’ and ‘Last’ securely as openers, and
experiment with ‘Last time’, ‘Also’, ‘After’ and ‘Another thing’.
Noun phrases expanded by the addition of modifying adjectives, nouns and
preposition phrases (e.g. the teacher expanded to: the strict maths teacher
with curly hair)
Fronted adverbials [for example, Later that day, I heard the bad news.]
To begin to vary the length of sentences.
Speaking and Listening
Focus:
Speaking
8 The range should include:
a reading aloud
b presenting to different audiences
c extended speaking for different purposes.
Listening
9 The range should include opportunities for
pupils to listen to:
a live talks/readings/presentations
b recordings [for example, radio, television, film]
cothers in groups.
Group discussion, debate and interaction
10 The range of purposes should include:
ainvestigating, selecting, sorting
b planning, predicting, exploring
cexplaining, reporting, evaluating.
Drama activities
11 The range should include:
a improvisation and working in role
b scripting and performing in plays
c responding to performances.
Group NC Levels, PP Children and More Able (MA):
Silver (HA) – 3c – MA - Harvey Lee (PP),
KiyraIsotta (PP), Ruby Kirk, Millie Bateman, Evie
Lindsay
Introduction to paragraphs as a way to group related material
Text
Headings and sub-headings to aid presentation
Use of the present perfect form of verbs instead of the simple past [for
example, He has gone out to play contrasted with He went out to play]
To produce a structured text with a beginning, middle and end.
Create settings, characters and plot
Blue (MA) – MA - 2a – Leo Medley, Zac Russell,
Neive Banks, Iyobosa Benjamin
To structure writing with clear opening and closing statements
Red (LA) – 2b – Daniel Banaszczyk (PP), Kolby
Burnell, Thomas Walker (PP), Abbey Ashwell
(PP), Hannah Constantine, JoannahKitumaini
(PP), Ruby Medley, Lillyanna Rush (PP)
Pink (LA) – 2b - Thomas Lillywhite (PP), JohnPaul Morgan, Wyatt Rudge (PP), Marko Rybak
(P), PaulianeWambula (PP), Rebecca Walton
(PP), Leah Nicholls (PP)
Appropriate choice of pronoun or noun within and across sentences to aid
cohesion and avoid repetition
To begin to identify the features associated with different types of writing
and include these in their writing.
Punctuation
Construct sentences consistently using capital letters, full stops, commas to
separate items in a list, exclamation marks and question marks.
Use of inverted commas and other punctuation to indicate direct speech
[for example, a comma after the reporting clause; end punctuation within
inverted commas: The conductor shouted, “Sit down!”]
Apostrophes to mark plural possession [for example, the girl’s name, the girls’
names]
Spelling Focus:
Phase 5 – beer, sheer, veer,
career, world, worse, worm,
worship
Phase 6 – can’t, he’s, she’ll,
they’ve, I’ll, he’d, there’s, we’re
Connection/
Introduction
Learning Objective
chronological order
Teaching
VCOP - adverbs
Reflection
Look at 2 instruction texts on the board.
What is the purpose of these texts? When
would you use them? What other things
might you need instructions for? How do
you know they are instructions?
Learning
HA – Follow instructions on making a paper snowflake.
How well did it work? Were the instructions easy to follow? How could
you have improved the instructions? Discuss verbally.
MA – Follow instructions on making a paper snowflake.
How well did it work? Were the instructions easy to follow?
LA – Follow instructions on making a paper snowflake.
Reflection
Session 1:
Mon
Activation
EXT: Instructions reading comp
Teacher:Question HA on improving the instructions.
TA:Support LA with reading instructions.
VCOP - connectives
numbers to show logical
steps.
Show some instructions on the board.
Recap when you need instructions. What
do they notice about it? It is presented in
an order that needs to be followed step by
step – each step has a number next to it.
Suggest that the instructions have been
muddled up can they rearrange them so it
makes sense and can be followed?
Homework: N/A
HA – Have a sheet of muddled instructions; write the instructions in the
correct order. Can they improve the instructions – make them clearer?
MA – Have a sheet of muddled instructions; write the instructions in
the correct order.
LA – Have a sheet of muddled instructions; write the instructions in the
correct order. Work in pairs to put them in chronological order and use
white boards.
Teacher: Extend pupils by asking them to improve the instructions.
TA: Support LA with ordering the instructions.
Homework: N/A
Reflection
chronological order
Reflection
Session 2:
Tues
Session 3:
Wed
imperative verbs
VCOP – punctuation
Teacher: Extend MA with using a range of bossy verbs.
Reflection
Recap what a verb is. Write down as
many verbs as they can. Teach what an
imperative verb is (‘bossy verb’). When
would we use them? Find bossy verbs in
sentences. Suggest which sentences are
bossy. Come up with sentences that one
of these bossy verbs could go in.
HA – Write a range of sentences using the same ‘bossy’ verb in
different contexts.
MA – Write sentences with ‘bossy’ verbs in.
LA – Write a sentence using each of these ‘bossy’ verbs on the word
bank.
TA: Support LA
Session
4:Thurs
To answer reading
comprehension style
questions
VCOP quickies – description of a setting.
NA – support LA with ideas and responses.
Reflection
Show reading comp text – do you think it
is fiction or non-fiction? Why? What do
you think the text is about? Do you have
any questions about the text?
Homework: using imperative verbs
Pupils read through text independently. Then as a class and finally
listen to it being reading by JV – ask a range of questions related to
the understanding of the text. Then look at the questions one at a
time. What is it asking us to do? Where could we find the answer?
Refer back to the text to find the answer where appropriate. Ask
children for the answer. Then model how to write it down on the board.
Then children to write up their answer.
JV – to guide children through the text and ask questions.
Homework: N/A
Session 5:
Reflection
Homework: