Weekly Planning Sheet – Literacy
SPaG Work
M: to know and use alternative pronunciation of a
grapheme Tricky words: water, where
T: to know and use alternative pronunciation of u
grapheme Tricky words: who, again
W: to know and use alternative pronunciation of ow
grapheme Tricky words: thought, through
Th: to know and use alternative pronunciation of ie
grapheme Tricky words: work, mouse
F: to know and use alternative pronunciation of er
grapheme Tricky words: many, laughed
Year 3 – Historical Stories – Mrs Tweedy and Mrs Verrall
Main Learning Intentions
M: LO: To use powerful adjectives
T: LO: To begin to write a character description
W: LO: To write a character description
Th:
F:
Week beginning: 3.4.2014
FSM/Ever 6 Focus Children GRT EAL SENd
SPaG Work
L.I
Mon
10
mins
AM session:
Sentence
Doctor
http://www.ks2
phonics.org.uk/
SentenceDocto
r.html
Handwriting
and Spelling
PM: u
plug, but, gust,
unit, pull, full
under, unicorn,
music, tuba,
stupid, pudding,
, awful.
Success
Criteria & Key
Vocab
Levels
2b: I am
beginning to
use some
interesting and
ambitious
words.
2a: I can use
adjectives and
descriptive
phrases for
detail.
3c: I can use
interesting and
varied words.
3b: I show
evidence of
attention to
Main Teaching & Differentiation
L.I
LO: To use powerful adjectives
Day
High
Middle
Middle
Low Achievers
SEND
Achievers
Achievers +
Achievers
Level 1a – 2c
Level P8 – 1a
Level 2a – 4c
Level 2b
Level 2c - 2b
Did you know that Inuit people have over 300 words for snow? Why do you think
that is? Although there may be many different words for the same thing, there are
usually slight differences in meaning. For example, ‘cross’ and ‘furious’ both mean
angry, but ‘furious’ means more angry than ‘cross’ does.
The words that we choose to describe with can show different shades of meaning,
therefore giving more precise detail.
Have five adjectives with increasing intensity, mixed up. Children to discuss
between them the least powerful to most powerful.
Nice, tasty, delicious, mouth-watering, scrumptious, delectable.
Repeat with Shining, sparkling, glittering, dazzling.
Refer children back to the work they started with Mrs Verrall last week – improving
sentences. Remind children of the sentence they improved together:
A man was at the beach. He wore a t-shirt. He looked at the sea. He picked up
some shells
Discuss with your TP how you can improve a very dull sentence. Take responses and
write up ideas as their success criteria for activity.
Adding adjectives, extending ideas, starting sentences in different ways – using
Plenary
Activity
Select one or two
children to read their
best sentence out to
the class. What do we
like about it? What
could we do that was
even better?
Children to choose
their best sentence
and read to a partner.
Partner to peer assess
their work.
the reader (eg
elaboration,
detail,
adjectives etc).
3a: I can
develop ideas,
characters and
describe
settings,
feelings and
emotions.
4b: • I can
develop ideas
using adverbial
and expanded
phrases before
and after
nouns.
Key vocab-
adverbs for example
Discuss together and focus on improving adjectives. How could we do this? Imagine
we are in the setting and add colour to the description; use a thesaurus to improve
word choices further. Remind children of comparative and superlative adjectives.
Talk through how to choose the most appropriate word referring back to shades of
meaning.
All children to finish writing up the improved sentence completed with Mrs Verrall.
Children to then improve selection of given sentences, referring back to their
success criteria and using thesauruses where necessary.
Moving on to
level
3b – 4c
(level in
brackets
shows
children’s
current level)
Oliver (2a),
Rosie (2a), Leo
(3c), Sky (3a),
Elke (4c),
Hunter (3b)
Evaluation:
Moving on
to level
3c
Vinnie (2b),
Nico (2b),
Summer (2b)
Tommy (2b),
Anika (2b)
Jamie(2b),
Moving on to
level 2a
Moving on to
level 2b
Moving on to
level 2c
Kenzie (2b), Danny
(2b), Darren (2b),
Freddie(2b) Mikey
(2b), Kye (2c),
Sonny (2c), Jack
(2c), Callum (1a)
Scarlett (2c), Oscar
(2c) Brett (1a)
Leon (1b), Sophie
(1a), Ashton (1a),
Holly (1a), Jake
(p8), Bethany (1a)
Kay to support this
group.
Jake to have CiP
sentences
10
mins
AM Session
Exploring
sentence
starters. Try
starting a
sentence by
saying where
something
happened
http://www.ks2
phonics.org.uk/
SentenceMagic.
html
PM Spelling
session:
alternative
pronunciation
of ‘a’ grapheme
Hat, apron,
after, fast,
was, want
Splash, angel,
angle, bath,
afternoon,
breakfast
Laptop, grandly,
washing, squad,
wandered
2b: I am
beginning to
use some
interesting and
ambitious
words.
2a: I can use
adjectives and
descriptive
phrases for
detail.
3c: I can use
interesting and
varied words.
3b: I show
evidence of
attention to
the reader (eg
elaboration,
detail,
adjectives etc).
3a: I can
develop ideas,
characters and
describe
settings,
feelings and
emotions.
4b: • I can
develop ideas
using adverbial
and expanded
phrases before
and after
nouns.
Key vocab-
Remind children of the work we did on charaters last week – looking at how an
author lets us know what a character is like. Today we are going to start writing
some character descriptions ourselves. They may be a positive, kind, lovable
character or a negative character – someone who might be hateful and mean.
Roald Dahl created some wonderful characters. Use Matilda examples: Miss Honey
and Mrs Trunchball. Show short video clip of each character.
Miss Trunchball http://www.youtube.com/watch?v=P0h9oQu5tU8
Miss Honey http://www.youtube.com/watch?v=cdq0d5WKepU
Show and read out authors description of each character. Children to discuss which
words/phrase in particular are effective.
Use characterisation powerpoint to go through some ideas of how to write a good
character description.
Choose a picture of character from story chest. (scan onto IWB beforehand).
Discuss what sort of character they are – good or bad?
Brainstorm adjectives/phrases to describe them, good or bad.
How do they move, what are they wearing/holding, what are they thinking, what are
they like, describe unusual features.
To begin to write a character description
Tues
Activity: children to have character card. Discuss with partner possible names, go
through given checklist and create ideas for their character. Write down ideas
ready for more detailed writing tomorrow. Provide adjective word cards to expand
vocab and ideas.
Moving on
Moving on
Moving on to level Moving on to
Moving on to
to level
to level
2a
level 2b
level 2c
Kenzie (2b), Danny (2b), Sonny (2c), Jack
Leon (1b), Sophie
3b – 4c
3c
(level in
brackets
shows
children’s
current
level)
Oliver (2a),
Rosie (2a),
Leo (3c), Sky
(3a), Elke
(4c), Hunter
(3b)
Vinnie (2b),
Nico (2b),
Summer (2b)
Tommy (2b),
Anika (2b)
Jamie(2b),
Darren (2b),
Freddie(2b) Mikey (2b),
Kye (2c),
(2c), Callum (1a)
Scarlett (2c), Oscar
(2c) Brett (1a)
(1a), Ashton (1a),
Holly (1a), Jake
(p8), Bethany (1a)
Kay to support
One character
card for whole
group. Discuss as a
group first,
children can then
go on to choose
own name etc.
Children to describe to
their partner their
ideas so far.
Evaluation:
10
mins
Key vocab-
Evaluation:
Thur
10
mins
Key vocab-
Evaluation:
Fri
10
mins
Evaluation:
Key vocab-
Using their notes made yesterday, children to write a detailed description.
Model how to write sentences first.
LO: TO
write a
character
descrition
Wed