Scheme of Work English stage 3

Scheme of Work – English stage 3

Introduction

This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary English stage 3. Learning objectives for the stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you are free to teach objectives in any order within a stage as your local requirements and resources dictate.

The scheme for English has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number and title of each unit for stage 3 can be seen in the table below.

The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary to suit the pace of your learners and to fit the work comfortably into your own term times.

Speaking and Listening learning objectives are recurring, appearing in every unit and as such are listed separately at the start of each unit below. These are followed by the objectives for the topic of the unit (the objectives are summarized rather than following the precise wording in the curriculum frameworks).

Activities and resources are suggested against the objectives to illustrate possible methods of delivery.

There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary. It has been created solely to provide an illustration of how delivery might be planned over the six stages.

A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge Primary Teacher

Guide available on the Cambridge Primary website. Blank templates are also available on the Cambridge Primary website for you to use if you wish.

Nine units of work are suggested for children working at Stage 3. In each school term there are three units: fiction, non-fiction and poetry. The range of topics suggested are:

1 2 3 Term

Focus

Fiction

(40% of teaching time)

Non-fiction


Poetry


Unit 1A: Stories with familiar settings

Reading, analysing then planning and writing a story in a familiar setting.

Unit 1B: Instructions

Reading, analysing then planning and writing instruction texts.

Unit 1C: Poems based on observation and the senses / Playscript

Reading, analysing then writing poems based on observation and the senses.

Reading, analysing and writing a playscript.

Unit 2A: Myths, legends and fables

Reading, analysing then planning and writing myths, legends and fables.

Unit 2B: Letters

Reading, analysing then planning and writing letters for a variety of purposes.

Unit 2C: Poems from different cultures

Reading poems from different cultures then analysing, then planning and writing a poem.

Unit 3A: Adventure and mystery stories

Reading, analysing then planning and writing adventure and mystery stories.

Unit 3B: Non-chronological reports

Reading, analysing then planning and writing non-chronological reports.

Unit 3C: Humorous poems Reading humorous poems then analysing, planning and writing one.

V1 1Y07 English Stage 3 1

Scheme of Work – English stage 3

Overview

For children to become more proficient in their literacy skills, it is important that they keep revisiting and consolidating new skills in different contexts. For this reason, many of the literacy objectives are revisited in different ways in every unit. This gives all children the opportunity to grasp the ideas involved.

Within each term, it is not important in which order the units are taught – the level of expectation is consistent across all three units. It is important, however, that you should teach the term 1 units before the term 2, and the term 2 before the term 3.

The teaching and learning of literacy is a continuum; the prior knowledge expected for these units is developed in Stages 1 and 2, and the skills and understanding developed in stage 3 are important for the children to make good progress in subsequent stages. If this level of work is not appropriate for the students in your class, it is recommended that you use ideas from the stage 2 or 4 units of work: comparable texts are often studied in each stage, so matching text type with appropriate learning objectives is usually fairly easy.

In general, specific texts are not recommended because of the different resources available in each school and location. Teachers have the flexibility to include locally or nationally relevant resources.

Descriptions of the kinds of texts you will need for teaching are indicated at the beginning of the unit. Large print and picture book texts and individual class copies of a text are never assumed, but the more the children can see and read the text, the more effectively you can teach. Where relevant, websites are recommended.

The list of websites is not exhaustive, and CIE cannot be held responsible for their contents.

It is assumed throughout that you will have access to a whiteboard, blackboard or flipchart to record brief texts for general discussion and analysis.



The objectives listed below should be taught, reinforced and developed throughout the entire school year.

You may wish to allocate time each day to teaching these objectives, or you may prefer to allocate a set amount of time each week.

Recommended Prior Knowledge

Children should be familiar with skills and knowledge taught in Stages 1 and 2, in particular :

 common ways of representing all short and long vowel phonemes in monosyllabic words;

 reading and spelling 200+ high frequency words;

 reading simple texts using a variety of strategies including decoding phonically regular words, using grammar and context to help to decode unfamiliar words;

 forming all letters correctly and using largely joined up writing;

 writing longer texts independently, although using phonic spellings for more complex words.

Ongoing work:

Other Resources Framework

Codes

Learning Outcomes Suggested Teaching Activities

Ongoing work in Phonics, Spelling and Vocabulary

3PSV1

3PSV7

3PSV8

To spell common, phonically regular words correctly.

Throughout the year, follow a spelling programme that will enable the children to spell most of the words they need to use confidently and accurately. They should be spelling high frequency words and words which are phonically regular.

Visit the website: http://national strategies.standards.dcsf.

gov.uk/node473342 to download the spelling section of

Developing Early

Writing.


Framework

Codes

3PSV1

3PSV8

3PSV9


To use effective strategies to tackle unfamiliar words in reading.

To use dictionaries to confirm the meaning and pronunciation of unknown words.

Have regular 5 minute sessions, including at the beginning and end of literacy lessons, where a tricky word is written on the board and ask children what they can say about it. Encourage observations which include reference to:



any recognised long or short vowel phonemes and the possible pronunciations

(ask children to make links to other words when they explain the possible pronunciations e.g. ea could be ‘ee’ as in ‘bead or ‘e’ as in bread.

);



any recognised syllables and possible pronunciations (with analogous words);



prefixes or suffixes that are recognised;



possible pronunciations of the word.

When children have given all the information they can from looking at the word, write the word in a sentence and ask children to read it in the context of a sentence. What new information can they give about the word now? Can they:



decide which of the earlier possible pronunciations is correct and explain why?



try to give a definition for the word?



suggest other words which could take the place of the tricky word in the sentence and explain their reasoning?



list other related words?

Look the word up in a dictionary.

Teach children how to read and use the pronunciation guide.

Check the children’s definitions against that in the dictionary.

Other Resources


Framework

Codes

3PSV1

3PSV4

3PSV1

3PSV10

Learning Outcomes Suggested Teaching Activities Other Resources

Using a variety of strategies to tackle unfamiliar words.

To check that spelling remains consistent when children are writing.

Whilst rereading a text, cover up a potentially tricky word. Ask children what strategies they know of which could help them to identify the word. Encourage reference to:



using pictures cues;



using the sense and syntax of the sentence (rereading the whole sentence, without the missing word and trying to predict the word class, then the likely word).

Uncover the first letter of the tricky word. Discuss whether or not that is helpful in predicting the word;

Continue to uncover the word, bit by bit (focusing on common letter patterns (e.g. ough, ai, sp ) or syllables, depending on the reading skills of the class).

Discuss which strategies were most productive, or whether all the strategies are helpful working together.

As they redraft their text, children should identify their own spelling errors and correct them, perhaps keeping a spelling log to record errors to learn and secure their spellings later.

A book and removable sticky labels.


Framework

Codes


Ongoing work in Grammar and Punctuation

3GPr1

3GPr2

3GPw2

To be aware of all punctuation when reading; to take note of how it is used.

3GPr3

3GPr6

To introduce the metalanguage: ‘verb’,

‘noun’, ‘adjective’ and

‘plural’.

Whilst rereading a book, talk about the function of the punctuation being to split the text into ‘units of meaning’ (the word ‘clause’ will be introduced at Stage 4). Point out the difference between full stops, question marks and commas and discuss the difference can be shown when reading.

Introduce the apostrophe as used to mark omission of letters in words such as can’t, don’t, didn’t, I’m, we’ll, you’re etc. Explain the function of the apostrophe in these words.

Introduce the word classes to the children by making sets of words.

NB always use the words in sentences when putting them into classes because most words can belong in different word classes in different contexts.

Choose sentences from the stories. Write them on a display board and explore them in different ways, e.g.





ask children to identify the different word classes;

cover/ omit a word. Can children predict the word class of the missing word?

Ask them to explain how;



ask children to replace words, e.g. one of the nouns with a different noun.

Discuss how the sentence changes. Explore with changing verbs and adjectives. How does the meaning of the sentence change each time?



play with transposing ideas into singular / plural. Explore what changes in the sentence. Discuss how pluralisation is marked and which words are affected.

Display board on which to write sentences for the class to read and discuss.



Framework

Codes

3Rf11

3GPw2

3GPw2

3GPw4


To look at the punctuation of dialogue and to consider its function.

To be aware that dialogue is usually in the present tense.

Reread books which include dialogue.

Draw children’s attention to the different ways of punctuating dialogue. At the very least, make sure that they understand that the words between the speech marks are the words the character actually speaks.

Discuss why authors choose to include dialogue in their stories. Encourage reasons such as:

 for realism;

 to show us what characters think;

 to tell us about how different characters react to each other;

 to give information.

Copy a brief passage containing dialogue onto a display board, but don’t include dialogue punctuation.

Ask children to identify the words that should be enclosed in speech marks. Discuss how they know.

Punctuate the passage properly and then consider features of the dialogue including the tense.

Discuss why dialogue is usually in the present tense, whereas narrative is usually in the past tense.

Other Resources


Framework

Codes


Ongoing work in handwriting

3Wp1

3Wp2

3Wp3

3Wp1

3Wp2

3Wp3

For the children to develop a fast and fluent handwriting style.

Assessing the children’s handwriting when writing.

Throughout the unit, follow a handwriting programme that will enable children to develop a fast, fluent and legible handwriting style.

Poor handwr iting can affect children’s self esteem and willingness to write.

Focus on a multi-sensory approach which enables children to develop their spelling and handwriting in tandem.

Children’s handwriting needs to be fast, fluent and legible. Take time during the unit, as necessary, to teach good handwriting and insist that the children apply what they have been taught.

Key features of handwriting at this stage are:

 consistency in size and proportion of the letters;

 consistent spacing between letters and between words;

 good formation and some evidence of joining.

Ongoing work in writing

3Wp4 For children to develop presentation skills in writing.

When children redraft and improve their work, give them opportunities to choose different ways of presenting it, including ICT.

If they are using a word processing programme, show them how to use spelling and grammar checks, as well as how to alter the font, the spacing between the lines of text etc.



Unit 1A: Stories with familiar settings

Reading, analysing then planning and writing a story in a familiar setting


Children should be should be familiar with skills and knowledge taught in Stages 1 and 2, in particular:






Context

This is the first of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4 weeks.

Texts needed



Three or four short stories / picture books which will entertain the children and bear re-reading. At least one of the books should include dialogue. All of the stories need to be set in contemporary / familiar settings and they all need to be in a format which you can share with the class of children. Large print and picture books are ideal, as are electronic texts.



A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the children, either with the children simply listening, or with them following in their own copies.



A range of books that the children can read with increasing independence.

Outline

Children will read and discuss a variety of stories, first enjoying the texts as readers, then reading as writers and analysing features of the text and finally planning and writing a story based on one of the texts you have read and analysed.


Framework

Codes

Learning Objective

3PSV1

3PSV6

3Rf5

3Rf9

Activities Resources

To increase the range of prefixes the children recognise.

To read, enjoy and discuss a story, identifying main character, setting, plot and theme.

Revise the prefixes un and dis and introduce de, re, pre.

Ask children to use the dictionary to find words beginning with the prefixes, note the meanings and try to discover what the prefixes might signify:

 what kind of words are the prefixes used before?

 what does the addition of a prefix do to the root word?

 are there always root words? (No. We have the word repeat, but not peat ).

 how can you tell if a word begins with a prefix or not? (In general, prefixes are unstressed and in a separate syllable. So the re in read is not a prefix, whereas the re in repeat is).

Read each book aloud to, and with, the children.

Ask children for their opinions of the book.

 what did they like and dislike?

 what effect did the story have on them? What is their personal response?

 d id they make ‘pictures in their minds’ as they read and listened to the story? What kind of pictures were they?

 were there any particular words, phrases or images that they found particularly effective?

 were there any particularly interesting or surprising moments in the story that the children responded to?

Discuss main character, setting, plot and theme. Check that children are familiar with the vocabulary. Ask them to explain the reasons for their responses.

Always encourage children to find evidence in the text to support their responses.

Short stories and picture books.


Framework

Codes


3Rf4 To begin to infer meaning.

3Rf4

3Wf3

3PSV11

3PSV13

3Rf7

3SL8

V1 1Y07

Activities

To use information from reading to write a character study.

To recognise the impact of a good choice of words in a text

To explore alternative verbs, particularly with dialogue.

Reread a page of a familiar story.

Ask ch ildren questions about the events on the page. Begin with ‘who’,

‘when’ and ‘where’ questions and ask children to find the words and phrases in the story which they use for their answers.

Move on to ‘Why do you think…?’, ‘How do you think/ know…?’, ‘What m ight have happened if…’ questions. Again, ask children to find evidence in the text to support their answers.

Discuss how authors can give readers information without telling them directly. Discuss the difference for a reader between being told what a cha racter or place is like and being ‘shown’ what it is like.

Summarise what is known about one of the characters in a book, including information that has been deduced. Discuss how a short description of the character could be presented, without simply writing a list of characteristics.

Explore ideas such as: writing a ‘wanted’ poster; writing the school report of the character; drawing and labelling a picture; compiling the character’s shopping list or a list of what you would expect to find in the character’s bedroom/ dustbin etc.

Use all the information to write a paragraph for a story introducing the character. Remind children to explain what the character does and feels as well as what they look like.

Select part of a story in which the writer has chosen to use some powerful verbs and precise nouns. Discuss reasons for choosing powerful verbs.

Cover up the powerful verbs. Ask children to suggest other verbs which the author could have used instead. Discuss the impact on the meaning of the sentence.

Focus on verbs connected with dialogue in the story. Explore what would happen if the ‘he said’ phrases were replaced by thundered, whispered, suggested, roared etc . How would that impact on the reader’s understanding of the text?

English Stage 3

Resources

11

Framework

Codes

3Rf11

3Wf8


3PSV11

3PSV14

3Rf7

3Rf1

Activities Resources

To use observations in reading as the model for writing dialogue.

To recognise the importance of accurate vocabulary choice.

To develop lists of synonyms for common words.

To understand why writers use paragraphs.

Revisit part of one of the familiar stories where two characters are having a conversation.

Speculate as to how the conversation might continue. Encourage pairs of children to role play possible dialogues.

Ask children to record part of the dialogue they improvised.

Children should check their punctuation against the punctuation in a book.

They should see if they can strengthen any of the verbs or adjectives in their writing.

Write a sentence which is in some way related to one of the texts, e.g. The big cat got down from the tree. Ask children to change or add an adjective/ noun/ verb, each time with the aim of making the sentence give more information, e.g. the man-eating tiger lunged from the decaying branch; the pampered pussy cat stretched down from the old apple tree. Explore how the meaning changes and discuss the impact on the reader.

Give children time to make their own lists of synonyms for words they use frequently in their writing, particularly verbs of motion, verbs of saying and adjectives to describe size and approval/ disapproval.

Choose one of the stories that has been read with the children. Reread a few pages which have clear paragraphs – try to avoid pages with a lot of dialogue at this point.

At the beginning of each new paragraph, ask the children to try to explain why the author chose to begin a new paragraph at that point.

The most common reasons for new paragraphs are:

 change of time or place;

 change of character focus;

 change of action;

 new speaker in dialogue.

Talk about how helpful it is to the reader to have these significant story changes marked by the visual impact of a paragraph.

Display board for writing.


Framework

Codes

3Rf1

3Wf1

3Wf2

3Wf5

3Wf2

Learning Objective Activities Resources

To recognise that progression in paragraphs can be linked to the story structure.

To write a short description of a setting using as many senses as possible.

Revisit one of the familiar stories.

Using a preferred planning style, help the children to record the plan for the story you have read (try to stick to no more than five plot development stages: introduction, problem/ build up, climax/ conflict, resolution and conclusion).

Revisit the text and point out that the beginning of each of these stages usually coincides with a new paragraph.

Discuss the reasons for this.

Together, draw a plan for a new story (a sequel/ prequel to one you have read? A story about one of the characters from the book? An alternative version of the same story?).

Remind the children of a place they have all been to (or take them to such a place) that they could use as the setting for a ‘story with a familiar setting’.

Ask the children to visualise the place and then quickly jot down:

 four things they see there;

 three things they hear there;

 two things they can touch there;

 one thing they can smell.

Re-read information about the setting from one of the books you have been reading.

Can the children write their own paragraph, describing the place they chose and incorporating the details they have noted, based on the style of the book?

Photographs of place that all of the children have visited are useful but not essential.


Framework

Codes


3Wf5

3Wf6

3SL2

3SL7

3SL8

To plan and write a story using paragraphs and containing dialogue.

To tell the story before writing it, using tone of voice appropriately.

3PSV1

3PSV10

3GPw1

To reread and improve their own writing.

Activities

Give children the opportunity to draw up a plan for a story, which should be related to one of the stories you have been studying.

Children should have the opportunity to tell the story to each other, checking that their planned story makes sense.

Revisit the main points of the unit including:

 how readers can infer information as well as being told it directly;

 study of character and dialogue;

 the importance of the choice of words;

 the use of the senses when describing a setting;

 the use of paragraphs to signal a change of times, place, character or action.

Give children time to write the story they have planned. Make your success criteria clear before they begin writing , e.g. “Write a story with paragraphs....etc. Use some dialogue and remember to choose interesting and powerful words.”

After children have finished their first draft, ask them to do the

‘writer’s mumble’ i.e. read the story aloud four times to check:

 does the story make sense? Is the theme clear? How can it be improved?

 is the information you have given your reader the information they need?

 would a better choice of vocabulary improve it?

 are the paragraphs and sentences well constructed?

Do they help the reader?

 is punctuation and spelling as accurate as it can be?

How can it be improved?

Resources



Unit 1B: Instructions

Reading, analysing then planning and writing instruction texts


Children should be familiar with skills and knowledge taught in Stages 1 and 2, in particular:




 recognising that different text types and genres have different features;



Context

This is the second of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is

4 weeks.

Texts needed



A range of instructional texts including:

 large print and picture books and poster texts;

 simple recipe books;

 books related to other subjects which include instructions, e.g. the Balloon cards section of the Classroom Activities for the Cambridge International

Primary Programme ;

 ‘How to do…’ books.






A range of books – including instructional texts that the children can read with increasing independence.

Outline

Children will read, discuss and follow a variety of instruction texts, first, experiencing the texts as readers, then reading as writers and analysing features of the text and finally planning and writing instructional texts based on one of the texts you have read and analysed.


Framework

Code


Phonics Spelling and Vocabulary work for Stage 3 Term 1

3PSV1

3PSV6



Ask children to use the dictionary to find words beginning with the prefixes, note the meanings and try to discover what the prefixes might signify.



 are there always root words? (No. We have the word repeat, but not peat )


Other Resources


Framework

Code

3SL3

3SL4

3Rf6

3Rf8

3Rn1

3Rn6

3Rn2

3Rn4

3Rn5

3SL1


To identify a text as fiction or non-fiction.

To recognise key features of instructional texts.

To find information efficiently in a book and on a page.

To evaluate different ways of giving information.

To discuss their evaluations, listening to others’ opinions and taking turns in speaking.

Show the children one of the shared texts. Give them a minute or so to look at it and then to consider questions like:



is this fiction or non-fiction? How do you know?



what is the purpose of the text? When would you read a text like this?



what is the text type?



which features of the text type can you identify?

(answers for Balloon Cards would include:

* clear aim at the top;

* a list of what you will need;

* written instructions supported by diagrams;

* instructions are numbered and sequential;

* the language of instructions is directed straight at the reader and includes command (imperative) verbs.

Once features of instructional texts have been identified, give different children access to different kinds of instructional text in books and on sheets. Ask them to:



list similarities and differences between the different kinds of instructions;



be ready to explain how they found particular instructions in a book;





consider how easy it would be to find your way around the instructions;

collect different ways of presenting instructions and evaluate them;



agree features for the ‘perfect’ instructional text.

Give the children opportunities to discuss their findings and evaluations in groups.

Assess the extent to which they are able to participate in group discussions, both in terms of the content and timing of their contributions and their respect for others’ ideas.

Variety of instruction texts, which may include

Balloon Cards.


Framework

Code

Learning Outcomes

3GPr4

3GPr5

3GPw4

Suggested Teaching Activities

To recognise the importance of verbs – in the correct person and tense – in an instruction.

Focus on one of the instructions in a text e.g. Draw and colour your picture.

Ask children to find the verbs in the sentence. What can they tell you about these verb forms?



they are in the present tense.

 they are imperative / command verbs which tell someone to do something.



they are addressed directly at the reader of the text i.e. they are 2 nd person verb forms.

In an instructional text, the importance of the verb is very clear. Make sure the children understand that changing the verbs in an instructional text will change the entire outcome of the activity. (Try changing the verbs above to cut up and throw away and discuss how the outcome would be very different!)

Other Resources


Framework

Code

3Rn3

3SL5


To listen to instructions and to follow them.

To give oral instructions.

Model giving the children oral instructions to do something simple. Include language of sequencing in your instructions, e.g. First get your books, then open than at page 17. After that, get a clean piece of paper and finally, write the date on the paper. Some children will not be able to retain a list of four instructions like this, others will find it too easy; amend your instructions to suit the children.

Write your instructions and together explore how they could have been improved or clarified e.g.



would the children have found it easier if they were written instructions?



would they have liked diagrams?



would they prefer to have been given numbers rather than sequencing words?

Let children work in pairs or small groups to plan and then give instructions orally to another pair or small group. The instructions should be simple and might be:



to make or draw a simple model/ picture / pattern;



to make/do something connected to another cross-curricular subject e.g. a thumb pot made of clay; a simple experiment in science; a PE activity, etc.

Other Resources


Framework

Code


3Wn2

3PSV1

3PSV10


To plan and write a simple instruction text.

To reread and improve their own handwriting.

Give children the opportunity to write a simple instructional text. This can relate to a text you have studied together, an activity you have done together as a class, the oral instructions the children planned or a different idea. The success criteria should include:

 all the features of the ‘perfect’ instructional text you identified in earlier work, including: o a clear aim; o a ‘you will need’ list (with illustrations?); o a clearly sequenced set of instructions to achieve the goal (with illustrations/diagrams?); o command verbs at the beginning of instructions, unless there is a sequencing word.

Depending on the stage of the children, the writing activity could include:



sequencing instructions together with a cloze procedure approach;



sequencing pictures then adding instructions;



adding missing instructions to a partially written set;



writing a complete set of instructions.

After children have finished t heir first draft, ask them to do the ‘writer’s mumble’ i.e. read the story aloud four times to check:



are the instructions clear? How can they be improved?



is the information you have given your reader the information they need?



are the sentences well constructed? Do they help the reader?



is punctuation and spelling as accurate as it can be? How can it be improved?

Other Resources



Unit 1C: Poems based on observation and the senses/ Playscript

Reading, analysing then writing poems based on observation and the senses. Reading, analysing and writing a playscript.


Children should be familiar with skills and knowledge taught in Stages 1 and 2, in particular:



 knowing some language to discuss poems e.g. rhyme, rhythm, alliteration;



 writing poems using existing poems as models and changing rhyming words etc.

Context

This is the third of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry and plays).

Time suggested for this unit is 2 – 3 weeks.

Texts needed



A range of poetry books and poems based on observation and the senses. Large print and picture books and poster poems are ideal, as are electronic texts.



A playscript, ideally linked to a book you have also read.







Outline

Children will read and discuss a variety of texts, first, enjoying them as readers, then reading as writers and analysing features of the text and finally planning and writing a text based on one of the texts you have read and analysed.


Framework

Code



3PSV1 To increase the range of prefixes the children recognise.





 are there always root words? (No. We have the word repeat, but not peat )


Other Resources


Framework

Code

3Rf2

3Rf12


To read, enjoy and discuss poems based on observation and the senses, identifying features.


Let children browse through collections of poems and choose those that they particularly enjoy which are based on the senses or observation.

Possibly ask children to make copies of the poems to add to a class anthology.

Work in groups with the children and each poem discuss:

 likes and dislikes – did you like/ dislike the poem? Why? Were there certain words or phrases that you liked/ disliked?

 effects – what effect does the poem have on you, the reader?

 pictures – does the poem paint a picture in your mind? How?

 patterns – look for patterns of rhyme, rhythm, alliteration, lines, verse structure

 words – which words and phrases were particularly effective? Why?

 interesting things – what else would you like to say about the poem?

For individual poems, you can ask questions and have discussions about different topics, but this list includes many of the issues it is interesting to discuss with poetry.

Bring some of the poems discussed by groups back to the whole class for a wider ranging discussion and to model good discussion for groups where they didn’t happen.

Other Resources

Poems.


Framework

Code


3Rf11

3SL1

3SL6

3Rf7

3PSV11

3PSV12


To read playscripts and understand their basic conventions.

To recognise the impact of a good choice of words in a poem.

Introduce the conventions of playscripts to the children including:

 the layout - with the characters’ names in a row on the left and the dialogue indented;

 the punctuation – there are no speech marks although there is a lot of dialogue;

 discuss why speech marks are unnecessary;

 the presentation and use of stage directions. How are settings introduced in the play?

 the use of stage directions.

Let groups of children enjoy reading (and performing?) playscripts.

In poems, the choice of words is particularly important because poems are so compact that each word has to be worthwhile and meaningful.

As you look at a poem, focus on th e poet’s choice of words:

 why did the poet choose this word? Is it for rhyme? Rhythm? Effect?

 try to find words the poet could have used instead. Are they more or les effective? Did they meet the criteria for the word that the poet used?

Introduce children to simple thesauruses and rhyming dictionaries. Teach them how to use these resources when they are thinking about substituting words in a poem.

Look at the overall impact of the poem with the substituted words. Recognise that a poem is more than a rhyme and rhythm.

Other Resources


Framework

Code

3Wf9

3Wf10

3Wf4


To plan and write a poem. Give children the opportunity to draw up a plan for a poem based on observation and the senses. Their poem could be:

 a rewrite of another poem, replacing pairs of rhyming words and particular verbs or nouns;

 writing a new verse for the poem;

 writing a new version of the poem;

 writing a new poem, which is based on a model.

Encourage children to work with response partners as they write their poem.

The role of the response partner is offer help and advice on word choice etc as well as to listen to each version of the poem and to state explicitly one or two things which are good and something that could be improved.

To write a simple playscript. Once children have read playscripts, encourage them to attempt to write one.

Their playscript could be:

 based on dialogue from a book or play you have read together;

 the continuation of a scene from a book or play;

 an alternative version of the events in a book or play;

 a new playscript based on a familiar story.

Before the children begin to write, remind them of the conventions of a playscript.

Ideally, they should have one in front of them as they write to remind them.

Other Resources


Framework

Code

3PSV1

3PSV10


After children have finished their first draft, ask them to do the ‘writer’s mumble’ i.e. read the text aloud four times to check:

 does the poem/ playscript make sense? Is the theme clear? How can it be improved?


Would a better choice of vocabulary improve it?

 are the sentences/verses and lines well constructed? Do they help the reader?

 is punctuation and spelling as accurate as it can be? How can it be improved?

Other Resources



Unit 2A: Myths, legends and fables

Reading, analysing then planning and writing myths, legends and fables


Children should be familiar with skills and knowledge taught in previous Stages and in Stage 3 Term 1, including:


 reading age appropriate texts, using a variety of strategies to decode unfamiliar words;

 forming all letters correctly and use largely joined up writing;

 understanding and using the metalanguage character , setting , plot and theme;

 using good sentence punctuation, including some functions of commas;

 writing longer texts independently, only using phonic spellings for more complex words.

Context

This is the fourth of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is

4 weeks.

Texts needed



Three or four short stories / picture books which will entertain the children and bear re-reading. At least one of the books should include dialogue. All of the stories should be myths, legends or fables and at least one should come from the part of the world you are working in. The stories need to be in a format which you can share with the class of children. Large print and picture books are ideal, as are electronic texts.







Outline

Children will read and discuss a variety of stories, first enjoying the texts as readers, then reading as writers and analysing features of the text and finally planning and writing a story based on one of the texts you have read and analysed.


Framework

Code



3PSV1

3PSV4

3PSV6

3PSV2

To recognise a wider range of suffixes.

To recognise different ways of making words, including compound words.

Introduce the suffixes –ly, -ful and –less.

Ask children to investigate the kinds of words that each of these suffixes can be attached to and consider what happens to the word when a suffix is added. (Most often, the addition of a suffix causes the word to change word class e.g. help = noun; helpful = adjective.)

Show children how compound words are made from two combined words e.g. everyone, somehow, anything, nowhere.

Talk about the importance of recognising these words as a strategy for reading – if children are aware of compound words, they are less likely to get stuck trying to decode the odd combinations of consonants that occur where the words join.

Other Resources


Framework

Code


3PSV1

3PSV8

To spell common phonically regular words correctly.


Begin to explicitly teach independent spelling strategies for example:

 using visual strings like letter patterns;

 using analogy to work out the likely spelling;

 trying out different possible spellings before checking to see which ‘looks right’.

Other Resources

Visit the website: http://national strategies.standards.dcsf

.gov.uk/node473342 to download the spelling section of

Developing Early

Writing.


Framework

Code


3Rf9

3Rf9

3Rf5

Suggested Teaching Activities Other Resources

To read, enjoy and discuss a story.

To recognise features of myths, legends and traditional tales.

Read each story aloud to, and with, the children.

Ask children for their opinions of the book e.g.








Reread the story and discuss the story features. Draw attention to:

 the opening words Once upon a time…;

 the fact that the characters in the story are ‘standard’ characters. We don’t need to know very much about them and how they feel; we only need to know those characteristics which are crucial to the plot;

 the use of a ‘standard’ setting. Again, we know very little about the setting.

The reteller doesn’t give us more information than we need;

 the rule of three: in traditional tales, things often happen in threes. Can the children identify the three events in this story?

 the theme. Traditional tales often have themes. What do children think the theme of this story is?

 the use of magic. This is an important element in many traditional tales.



Framework

Code

3Rf4

3Rf3


3Rf4

3Wf3


To begin to infer meanings. Reread a page of a familiar story.

Ask children questions about the events on the page. Begin with ‘who’, ‘when’ and

‘where’ questions and ask children to find the words and phrases in the story which they use for their answers.

Move on t o ‘Why do you think…?’, ‘How do you think/ know…?’, ‘What might have happened if…’ questions. Again, ask children to find evidence in the text to support their answers.

Discuss how authors can give readers information without telling them directly.

Discuss the difference for a reader between being told what a character or place is like and being ‘shown’ what it is like.

Link this discussion to the use of ‘standard’ characters and settings in myths, legends and traditional tales. It is particularly important in these stories that the reader brings prior knowledge and inference to bear on the characters and settings.


Summarise what is known about one of the characters in a book, including information that has been deduced. Discuss how a short description of the character could be presented without simply writing a list of characteristics.

Explore ideas such as: writing a ‘wanted’ poster; writing the school report of the character; drawing and labelling a picture; compiling the character’s shopping list or a list of what you would expect to find in the character’s bedroom/ dustbin etc.

Ask the children to use ideas and information from the text to write the character study.

Familiar text.


Framework

Code

3Rf7

3PSV3

3PSV11

3PSV13

3PSV11

3PSV14

3Rf7


To recognise the impact of a good choice of words in a text.




Select part of a story in which the writer has chosen to use some powerful verbs and precise nouns.

Discuss reasons for choosing powerful verbs.



Write a sentence which is in some way related to one of your texts. Ask children to change or add an adjective/ noun/ verb, each time with the aim of making the sentence give more information e.g. the rich landlord captured the poor boy.

Explore how the meaning changes and discuss the impact on the reader.

Give children time to make their own lists of synonyms for words they use frequently in their writing, particularly verbs of motion, verbs of saying and adjectives to describe size and approval/ disapproval.

Familiar text, removable stickers.



Framework

Code

3Rf5


3Rf1

3Wf1

3Wf5


To understand how themes are used in traditional tales.

To recognise that progression in paragraphs can be linked to the story structure.

Once the themes of a story have been established, look through it again and try to find how the theme is developed in the story. If the theme is ‘kindness is more important than riches’ encourage observations like:

 the main character is poor; the people who try to force him to work are rich;

 the main character uses his work to help people; the rich men just want to help themselves;

 the very first thing we know about the main charcter is how poor he is and how hard he works. Since this is a traditional tale, we know immediately that his poverty and hard work are going to be themes. As the only thing we really know about the rich men is that they are rich, we know that this is a feature about them which is important in the story.

Revisit one of the familiar stories. Using a preferred planning style, help the children to record the plan for the story that has been read (try to stick to no more than five plot development stages: introduction, problem/build up, climax/conflict, resolution and conclusion). Revisit the text and point out that the beginning of each of these stages usually coincides with a new paragraph. Discuss the reasons for this.

Together, draw a plan for a new story (a sequel/ prequel to one that has been read? A story about one of the characters from the book? An alternative version of the same story?)

Other Resources


Framework

Code


3Wf5

3Wf6

3Wf8

3SL2

3PSV1

3PSV10





Give children the opportunity to draw up a plan for a traditional tale. It could be:

 a retelling of one that has already been read;

 a new story based on one that has already been read e.g. having the same theme or characters;

 a modern version of the existing story.




 study of themes in the stories and how they are created;



Give children time to write the story they have planned. Make the success criteria clear before they be gin writing, e.g. “Write a story with paragraphs. Use some dialogue and remember to choose interesting and powerful words.”

After children have finished their first draft, ask them to do the ‘writer’s mumble’ i.e. read the story aloud four times to check:




 are the paragraphs and sentences well constructed? Do they help the reader?


Other Resources



Unit 2B: Letters

Reading, analysing then planning and writing letters for a variety of purposes


Children should be familiar with skills and knowledge taught in previous Stage and in Stage 3 term 1 including:


 reading age appropriate texts, using a variety of strategies to decode unfamiliar words;

 knowing that different text types and genres have different features;


 using good sentence punctuation, including some functions of commas;

 writing longer texts independently, only using phonic spellings for more complex words.

Context

This is the fifth of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4 weeks.

Texts needed



Letters, postcards and e-mails written for different purposes (e.g. from relations, friends, and penpals, thank you letters, invitations, apologies, sympathy, complaint, introduction asking questions, giving advice, letters from newspapers and magazines. These can be brought in by the children, invented by you or published in big books and collections. Large print and picture books are ideal, as are electronic texts.







Outline

Children will read and discuss a variety of stories, firstly, enjoying the texts as readers, then retelling the stories orally and then in writing.


Framework

Code



3PSV1

3PSV4

3PSV6

3PSV2

3PSV1

3PSV8


To recognise different ways of making words, including compound words.

To spell common, phonically regular words, correctly.


Ask children to investigate the kinds of words that each of these suffixes can be attached to and consider what happens to the word when a suffix is added. (Most often, the addition of a suffix causes the word to change word class e.g. help = noun; helpful = adjective).









Developing Early

Writing.


Framework

Code


3Rf6

3Rf8

3Rn1

3Rn6


To read, enjoy and discuss a variety of letters.

To think about features of letters and how to skim a letter for its gist.

Discuss letter writing. Ask the children:

 if they ever write letters. If so, to whom and why?

 if they write e-mails? If so, to whom and why?

 if they ever receive letters. How do they feel when they do?

 if their parents write/ receive letters or e-mails?

 whether they think their parents letters and e-mails are about the same kind of things as their own letters and e-mails are?

Share some of the letters and postcards that have been collected. Model skimming a letter to work out:

 who the letter is from;

 the purpose of the letter;

 what the writer wants the reader to do/ feel/ know.

Together, evaluate whether the letter achieves its purpose.

Give the children a variety of letters written for different purposes. Ask them to skim read the letters to find basic information, then to read the letters more closely to discover whether or not their initial skim read was effective and accurate.

Let children share the letters and their evaluations of them.

Discuss whether letters are fact or fiction.

Other Resources


Framework

Code


3Rf4

3SL3

3SL4

To recognise features of letters and know that we can use some of them to infer information about the sender and receiver.

3PSV11

3PSV14

3Rf7




Reread one of the letters together and discuss features and layout, including:

 the salutation – is there one? What does it tell us about the relationship between the reader and the writer?

 the placement of address(es) and date;

 the layout of the letters;

 the way that the letter is finished;

 the way that the writer writes/ signs his or her name.

Ask children to revisit a number of letters and compare the list of features looked at together with features on the letters they are looking at. Ask children to draw up tables to show how different kinds of salutations match with the different kinds of letter endings.

Highlight the fact that you can use inference to work out a lot of information about the relationship between a writer and receiver of letters by looking at these features.

Write a sentence which is in some way related to one of your texts e.g. I got wet.

Ask children to change or add an adjective/ noun/ verb, each time with the aim of making the sentence give more information e.g. I was drenched in the sudden downpour . Explore how the meaning changes and discuss the impact on the reader.

Give children time to make their own lists of synonyms for words they use frequently in their writing, particularly verbs of motion and adjectives to describe size and approval/ disapproval.



Framework

Code


3Rf1

3SL3

3SL4



Choose one of the letters that has been read with the children which has a number of paragraphs. Reread the letter

At the beginning of each new paragraph, ask the children to try to explain why the writer chose to begin a new paragraph at that point.

The most common reasons for new paragraphs in stories are:



change of time or place;



change of character focus;



change of action;



new speaker in dialogue.

What do the children think are the most common reasons for a new paragraph in letters?

 any of the above?

 change of theme or subject?

 developing an idea?

Discuss whether using paragraphs to organise ideas is helpful in letters. Point out the use of paragraphs when beginning and ending a letter.

Other Resources


Framework

Code


3Wn3

3PSV1

3PSV2

3PSV10

3GPw1

3GPw3

3GPw6


To plan and write a letter using paragraphs.


Read a letter to the children and together work out how they might reply to the letter.

Use a shared writing session to develop a reply, focusing on:

 using the features of letters you have previously identified;

 using paragraphs;

 replying to ideas and information in the original letter.

Write another letter (which could be the third in the chain or a new letter) and ask children to write a reply.

Generate / share the success criteria. Their letter should:

 use the features of letters you have previously identified;

 have paragraphs;

 reply to ideas and information in the original letter.

After children have finished their first draft, ask them to do the ‘writer’s mumble’ i.e. read the letter aloud four times to check:

 does the letter make sense? Is the theme clear? How can it be improved?





Other Resources



Unit 2C: Poems from different cultures

Reading poems from different cultures then analysing, planning and writing a poem


Children should be familiar with skills and knowledge taught in previous Stages and in Stage 3 term 1, including:



 knowing some language to discuss poems, e.g. rhyme, rhythm, alliteration;




Context

This is the sixth of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 2 weeks.

Texts needed



A range of poetry books and poems from around the world and different cultures. Large print and picture books and poster poems are ideal, as are electronic texts. Try to include poems from the place where you live, as well as poems from countries from where you have read stories.







Outline

Children will read and discuss a variety of poems, first, enjoying the texts as readers, then reading as writers and analysing features of the text and finally planning and writing a story based on one of the texts you have read and analysed.


Framework

Code



3PSV1

3PSV4

3PSV6



Ask children to investigate the kinds of words that each of these suffixes can be attached to and consider what happens to the word when a suffix is added. (Most often, the addition of a suffix causes the word to change word class e.g. help = noun; helpful = adjective).

3PSV2 To recognise different ways of making words, including compound words.

3PSV1

3PSV8










Developing Early

Writing.


Framework

Code


3Rf2

3Rf12

3PSV12

3SL3

3SL4

To read, enjoy and discuss poems.


Let children browse through collections of poems from different cultures and choose those that they particularly enjoy. Possibly ask children to make copies of the poems to add to a class anthology.

Work in groups with the children and discuss each poem:




 patterns – look for patterns of rhyme, rhythm, alliteration, lines, verse structure





Other Resources


Framework

Code


3Rf2

3Rf12

To consider how poems differ from stories.

3PSV11

3PSV14

3Rf7




Children will have read stories from different cultures. Ask them how poems from the cultures are different. Consider:

 how do we know which culture or country a poem comes from?

 what kind of information do we find out in poems that w e don’t find out in stories and non-fiction books?

 why do people choose to write poems when they could write stories instead?

 what are the themes and ideas in the poems?

Look at the words in the poems that have been read. Consider what made the poet choose those particular words.

 how did they enrich the poem?

 how much did the choice of words contribute to the sense of the culture?

 could the poet have used different words?

Ask the children to use a thesaurus and rhyming dictionary to suggest other words the poet could have used. How would they have changed the meaning of the poem?

Other Resources


Framework

Code


3Wf9

3SL6

To write poems, attending to the sound of the words.


Give children the opportunity to draw up a plan for a poem based on one they have read.

Encourage them to research the country and culture they want to write about so their choice of words is more specific. Their poem could be:

 a rewrite of another poem replacing words to change the culture;


 writing a new version of the poem, changing the culture;

 writing a new poem, which is based on a model.

Encourage children to work with response partners as they write their poem. The role of the response partner is offer help and advice on word choice etc as well as to listen to each version of the poem and to state explicitly one or two things which are good and something that could be improved.

Other Resources



Unit 3A: Adventure and mystery stories

Reading, analysing then planning and writing adventure and mystery stories


Children should be familiar with skills and knowledge taught in Stages 1 and 2 and in Stage 3 Terms 1 and 2, in particular:






Context

This is the seventh of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4 weeks.

Texts needed



Three or four short adventure stories and mysteries which will entertain the children and bear re-reading. They all need to be in a format which you can share with the class of children. Large print and picture books are ideal, as are electronic texts.







Outline



Framework

Code



3PSV1

3PSV4

3PSV6

3PSV1

3PSV8



Revise the prefixes un and dis , de, re, pre and introduce mis, non, anti, ex, co.




what kind of words are the prefixes used before?



what does the addition of a prefix do to the root word?



are there always root words? (No. We have the word repeat, but not peat.

)

Continue to explicitly teach independent spelling strategies for example:



using (electronic) word banks and dictionaries;



finding related words and working out clues from those.



Developing Early

Writing.


Framework

Code


3Rf5

3Rf9


To read, enjoy and discuss a story, identifying main character, setting, plot and theme.

Read each book aloud to and with the children.

Ask children for their opinions of the book e.g.










Framework

Code


3Rf5

3GPr3

3GPr5

3GPw4

3GPr6


To recognise key features of adventure tales and mysteries.

To develop awareness of the importance of verbs in sentences.

To know the importance of consistency of tenses.

Whilst reading the stories, ask children to consider the differences between these stories and stories in familiar settings, so they can begin to understand the features of adventure and mystery stories which include:

 they must have an element of excitement;

 there is always a bad character or enemy;

 the story is built up in waves, increasing the tension and danger at each point until towards the end of the story when there is resolution;

 the stories usually have a happy ending;

 children are usually heroes in children’s fiction;

 is it important that we know how characters are feeling;

 details in building up the settings are crucial;

 the story usually moves from a happy, safe place, to the adventure, then back to the happy, safe place.

Choose sentences from the stories. Write them on a display board, but without the verb each time.

 can children say what is missing from each of the sentences? And suggest a replacement?

 can they explain how they know?

 emphasise the fact that a sentence must have a verb – without a verb you don’t have a sentence.

 what do children instinctively know about verb tenses in books? Show them different books and ask them to say what tense they think the book is written in (at the moment, don’t trick them by finding unusual examples).

Talk about the logic of the different tenses used in each text type.



Framework

Code

3GPr4

3GPw5


3Rf4

3Wf3

3Rf7

3PSV11

3PSV13


To identify the function of pronouns and ensure the grammatical agreement of pronouns and verbs in

Standard English.


To recognise the impact of a good choice of words in a text.


Reread a text, replacing all the pronouns with common nouns. Can the children identify what is odd about the reading?

Find paragraphs which begin with a pronoun. Can the children tell you to whom the pronoun refers? Ask them how they know?

Introduce the word ‘pronoun’, explaining that it takes the place of a noun phrase (a noun and the words associated with it) in a sentence.

Show children sentences with nouns and noun phrases and ask children to show you which word you could replace with a pronoun.

Discuss the importance of pronoun/ verb agreement in Standard English. If necessary give children options between e.g. we was and we were , discussing how they know which option to choose.

Summarise what you know about one of the characters in a book, including information you have deduced. Ask children to draw and label the character, then write about the character, guessing how they would react in different circumstances.

Select part of a story in which the writer has chosen to use some powerful verbs and precise nouns. Discuss reasons for choosing powerful verbs.



Discuss the importance of details in settings in adventure and mystery stories e.g. the creaking door; decaying cobwebs; broken window pane.

Familiar text, peel-able stickers.


Framework

Code


3Wf8

3Rf1

3Wf1

3Wf2


To use observations in reading as the model for writing dialogue.


To write a short description of a setting using as many senses as possible.

Revisit part of a familiar story where two characters are having a conversation.

Speculate as to how the conversation might continue. Encourage pairs of children to role play possible dialogues.

Ask children to record part of the dialogue they improvised.

Children should check their punctuation against the punctuation in a book. They should see if they can strengthen any of the verbs of adjectives in their writing.

Read the beginning of a story together. Can children explain the reason for the change in all of the paragraphs?

Ask children to visualise two contrasting settings; one comfortable and safe, one dangerous and insecure. For each place, ask children to write paragraphs describing the places. Each paragraph should include reference to the senses, seeing, hearing, touching and smelling.

Ask the children to evaluate each other’s writing.

Photographs of places that all of the children have visited are useful but not essential.


Framework

Code


3Wf5

3Wf6

3SL2

3PSV1

3PSV10





Give children the opportunity to draw up a plan for a story, which should be related to one of the stories that has been studied.




 study of character and dialogue;


 the use of the senses when describing a setting ;


Give children time to write the story they have planned. Make your success criteria clear before they begin writing, e.g. “Write a story with paragraphs. Use some dialogue and remember to choose interesting and powerful words.”

Afte r children have finished their first draft, ask them to do the ‘writer’s mumble’ i.e. read the story aloud four times to check:






Other Resources



Unit 3B: Non-chronological reports

Reading, analysing then planning and writing non-chronological reports


Children should be familiar with skills and knowledge taught in Stages 1, 2 and Stage 3 terms 1 and 2, in particular:




 recognising the features of some text types and genres;



Context

This is the eighth of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is

4 weeks.

Texts needed



A range of report texts, ideally linked to some cross curricular subject. Some of the texts need to be in a format which you can share with the class of children.

Large print and picture books are ideal, as are electronic texts.







Outline



Framework

Code



3PSV1

3PSV4

3PSV6

3PSV1

3PSV8







 are there always root words? (No. We have the word repeat, but not peat.

)


 using (electronic) word banks and dictionaries;

 finding related words and working out clues from those.

Other Resources



Developing Early

Writing.


3Rf6

3Rf8

3Rn2

3Rn6

Framework

Code


3Rn5

3Rn7


To find books in libraries.

To look at books containing report texts and:

 recognise the key features and their purposes;

 know whether the books are fiction or non-fiction;

 know how to find information in a book.

Take the children to the school/ local library. Introduce them to the different ways of organising books for fiction and non-fiction: fiction is usually shelved al phabetically by the author’s name; non-fiction is shelved by subject and topic.

Ask them to consider why that might be the case.

Give the children information about the classification system used in the library, and show them how to find books. Encourage use of the library.

Give pairs of children different books of report texts and ask them all questions about their different books to establish what they know and their expectations of the books. Questions could include:

 is your book fiction or non-fiction? How do you know?

 what is your book about? How do you know? (Encourage children to use the title, the covers pictures, the blurb as well as a brief skim through).

 which features usually found in non-fiction book can you find in your book? (e.g. contents, index, glossary, photographs, illustrations, diagrams, maps, charts, headings and subheadings, captions and labels, bullet points, different fonts for different ways of presenting information).

Check that all of the children can identify the features.

Discuss the purpose of each of the features. Focus particularly on the different purposes and organisation of the contents and index pages.

A variety of information books containing report texts linked to a class topic.


Framework

Code


3Rn1

3Rn4

To skim and scan a report text.

3Rf1 To understand why writers use paragraphs.


Prepare copies of one report text for all children to look at.

Ask children to skim read the text to answer a question (e.g. What kind of information does this text give you?).

Ask the children to scan the text to answer a specific question.

Talk about the layout of the text. What are the headings? What is their function?

How do you know what is a heading and what is main text?

Discuss whether it is important to read the information from the top of the page to the bottom of the page. Would the text still make sense if you read a lower heading before a heading higher up the page?

Revisit the reasons for changing paragraphs in fiction texts. Are the same reasons used in non-fiction texts? (No)

Ask children to reread a report text and decide why a writer of non-fiction texts would decide to start a new paragraph (change of topic or change of focus).

Read the opening sentence of each paragraph. This is often called the ‘topic sentence’, discuss why. (Generally the first sentence will introduce the theme or topic for the paragraph).

Other Resources


Framework

Code


3GPr3

3GPr5

3GPw1

3GPw3

3GPw4

3GPw5

3GPw6

3Rn5

3Rn7

To consider the language used in report texts.

To compare report texts in print and in IT sources.


Remind children of the work they did previously on instructional texts. How is the language in report texts similar and different? Focus on:

 the use of present tense throughout (unless the report is a historical report when the tense will be past);

 the use of the third person;

 a slightly distant, formal style. The writer is giving information, not chatting or giving instructions.

 the use of full sentences, no dialogue and generally no questions (except in headings and subheadings, where questions are often used).

Once paper texts have been explored, introduce children to e-texts which are non-fiction, either on CD-ROMs or using the internet.

Compare the different types of text:

 is the style of writing generally the same?

 are paragraphs used in the same way?

 can you skim and scan to find information quickly?

 is the way that you find the information the same?

 what else is different?

Try www.enchantedlearning.

com as a child friendly resource with a huge variety of information texts.


Framework

Code


3SL1

3SL2

3SL6

3SL8

3Wn2

3Wp4


To make an oral report on a topic of interest.

To plan for writing a report text, then write it.

Challenge children to work in groups and plan and present an oral report on a subject that interests them. This may be linked to a school topic or leisure activities. Tell children that their talk may be based either on scripted writing or on notes and should include:

 a clear title to tell the audience what they are going to learn about;

 sections with headings and a topic sentence to introduce the topic.

 consistent use of tense and an appropriate register (not too chatty and informal);

 interesting ideas and information for the audience – and should include background information if the audience is likely to need it.

Assess the children on the clarity and presentation of their talk as well as on the content.

After the children have given an oral report, ask them to write one. This may be linked to their talk or be on a different subject. They should first plan their writing, recording the information in the most appropriate way. This might be:

 on a chart;

 in a diagrammatic form e.g. a mind map. (This is often recommended as the most effective planning proforma for report texts, because children can easily add information as they think of it before they decide which order to write it down);

 as a flow diagram (if they already know what they are going to write and the order in which they are going to present their ideas. This is the hardest planning proforma for report writing).

Once the children have planned their writing, remind them of the success criteria including:

 the use of headings and a title;

 paragraphs with topic sentences to introduce new topics;

 the use of illustrations maps and diagrams if they are helpful – and the importance of labelling them or adding a caption;

 well constructed sentences with clear links between ideas.

Some children may want to make a PowerPoint show as the background to their talk.


Framework

Code


3PSV1

3PSV10


To review and improve their writing.

After children have finished their first draft, ask them to do the ‘writer’s mumble’ i.e. read the writing aloud four times to check:

 does it make sense? How can it be improved?




Other Resources



Unit 3C: Humorous poems

Reading humorous poems then analysing, planning and writing one


Children should be familiar with skills and knowledge taught in Stages 1 and 2 and Stage 3 terms 1 and 2, in particular:



 knowing some language to discuss poems e.g. rhyme, rhythm, alliteration;




Context

This is the ninth of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 2 weeks.

Texts needed



A range of poetry books with jokes and humorous poems. Big Books and poster poems are ideal, as are electronic texts. Try to include poems from the place where you live, as well as poems from countries you have read stories from.







Outline



Framework

Code



3PSV1

3PSV4

3PSV6

3PSV1

3PSV8




Ask children to use the dictionary to find words beginning with the prefixes. Note the meanings and try to discover what the prefixes might signify.



 are there always root words? (No. We have the word repeat, but not peat ).




using (electronic) word banks and dictionaries;



finding related words and working out clues from those.

Other Resources



Developing Early

Writing.


Framework

Code


3PSV12

3GPr1

3Rf2

3Rf12

3SL1

3SL6


To read, enjoy and discuss humorous poems.

Let children browse through collections of humerous poems and choose those that they particularly enjoy. Possibly ask children to make copies of the poems to add to a class anthology.

Work in groups with the children and discuss each poem you look at:




 patterns – look for patterns of rhyme, rhythm, alliteration, lines, verse structure.







Framework

Code


3Rf2

3Rf12

3PSV7

To explore what makes humorous poems funny.

3PSV11

3PSV14

3Rf7




Give groups of children different humorous poems to look at and consider. They should try to think about:

Is the poem funny? What makes the poem funny? Is it:

 the subject matter?

 t he poet’s choice of words?

 the fact that the poet implies things that are never mentioned explicitly?

 the fact that words that look the same can have other meanings?

 that some lines are ambiguous (i.e. the whole line in the poem has another meaning?)

 the sound of the words?

 the rhythm?

 the length of the poem?

Talk as a class and try to find out what it is about poems that children think is funny. Compile a class list of ‘ things that can make poems funny .’

Ask children to think about how funny poems are different from jokes.

Look at the words in the poems that have been read. Consider what made the poet choose those particular words.

 how did they enrich the poem?

 how much did the choice of words contribute to making the poem funny?

 could the poet have used different words?

Ask the children to use a thesaurus and rhyming dictionary to suggest other words the poet could have used. How would they have changed the meaning of the poem?

Other Resources


Framework

Code


3Wf9

3Wf10

3PSV1

3PSV10

3SL1

3SL6


To write poems, attending to the sound of the words.


Give children the opportunity to draw up a plan for a poem based on one they have read. The children should use t heir list of ‘what makes poems funny’ while they think about their own poem:

 a rewrite of another poem replacing words to make it funny in a different way;


 writing a new poem, which is based on a model;

 writing a poem in a specific form, e.g. a limerick.

Encourage children to work with response partners as they write their poem. The role of the response partner is to offer help and advice on word choice etc as well as to listen to each version of the poem and to state explicitly one or two things which are good and something that could be improved.

After children have finished their first draft, ask them to do the ‘writer’s mumble’ i.e. read the poem aloud four times to check:

 does the poem make sense? Is the theme clear? How can it be improved?



 are the verses and lines well constructed? Do they help the reader?


Other Resources


Scheme of Work English stage 3

Introduction

Overview

Unit 1A: Stories with familiar settings

Reading, analysing then planning and writing a story in a familiar setting

Unit 1B: Instructions

Reading, analysing then planning and writing instruction texts

Unit 1C: Poems based on observation and the senses/ Playscript

Reading, analysing then writing poems based on observation and the senses. Reading, analysing and writing a playscript.

Unit 2A: Myths, legends and fables

Reading, analysing then planning and writing myths, legends and fables

Unit 2B: Letters

Reading, analysing then planning and writing letters for a variety of purposes

Unit 2C: Poems from different cultures

Reading poems from different cultures then analysing, planning and writing a poem

Unit 3A: Adventure and mystery stories

Reading, analysing then planning and writing adventure and mystery stories

Unit 3B: Non-chronological reports

Reading, analysing then planning and writing non-chronological reports

Unit 3C: Humorous poems

Reading humorous poems then analysing, planning and writing one

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Scheme of Work English stage 3

Introduction

Overview

Unit 1A: Stories with familiar settings

Reading, analysing then planning and writing a story in a familiar setting

Unit 1B: Instructions

Reading, analysing then planning and writing instruction texts

Unit 1C: Poems based on observation and the senses/ Playscript

Reading, analysing then writing poems based on observation and the senses. Reading, analysing and writing a playscript.

Unit 2A: Myths, legends and fables

Reading, analysing then planning and writing myths, legends and fables

Unit 2B: Letters

Reading, analysing then planning and writing letters for a variety of purposes

Unit 2C: Poems from different cultures

Reading poems from different cultures then analysing, planning and writing a poem

Unit 3A: Adventure and mystery stories

Reading, analysing then planning and writing adventure and mystery stories

Unit 3B: Non-chronological reports

Reading, analysing then planning and writing non-chronological reports

Unit 3C: Humorous poems

Reading humorous poems then analysing, planning and writing one

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