Short Term Literacy plan – Year 3 – Citrine Class
Unit:
Dialogue and Plays
Duration:
Week Beg: 16th April 2012
Assessment focus: Talk for Writing. Extending vocabularly. Correct identification and use of verbs and tenses.
Monday 16th
April,2012
Word/Sentence
Level Learning
Intention
AFL
Main Learning
Intention
Success
Criteria/Targets
Remember to:

INSET
DAY
Example of Direct Teaching
Diff Activities
Focus group in bold.
Plenary
Tuesday 17th April
During register:
Sentence Doctor
– display
sentences on
board, chdrn to
write correctly
on own mini wbs.
AFL
i had a great
easter said
mandy
stop him he is
eating all my
easter eggs
why did david get
less easter eggs
than me
To be
able to
identify
verbs
Remember to:

Read the
sentences
carefully

Consider
which is
the doing
or being
word – this
is the
verb/verb
group

Put a circle
around the
verbs.

Revise with children what they remember a noun and
an adjective is. Chdrn to write a number of
examples of each on their whiteboards.
Tell children we are going to be thinking about
another type of word today – a verb. Recap on what
a verb is – a doing/action word. Eg. shouts, plays,
walks. Explain that a sentence has to have a verb in
it to make sense.
Show sentence on whiteboard.
‘Citrine children click their fingers.’ Ask which part
is the action/verb? All children to read the
sentence and ‘click’ their fingers when they say the
word – reinforce this is the action bit!
Repeat with ‘The children stamp their feet.’
‘Oliver scratches his head’ etc.
Explain that as well as an action word, a verb can
thought of as a ‘being’ word such as am, is, were, will
be, has been, etc.
Show examples on board
•
The monkeys are upside down.
•
We were cold and wet all week.
•
I am here!
Mostly we put a being word with a doing word and we
can call this a verb group:
•
I am reading my book.
•
You are talking too loudly.
•
He is eating his lunch.
All children to be given a
differentiated text/series of
separate sentences and they are to
circle the verb or verb group to
identify these types of words.
SN: (supported by Jan) Verbs –
doing words sheet. Ext: LA
sentences – read together and
underline verb.
LA: with a partner: Read single
sentences on sheet two partner,
decide together which is the verb
and circle the correct word. Part 2
– Read sentence with missing verb.
Children to choose a suitable verb
to put into sentence.
MA: Independent activity; Read
single sentences on sheet, decide
which is verb and circle the correct
word. Part 2 – Read sentence with
missing verb. Children to choose a
suitable verb to put into sentence.
MA+: Verb detective – Dev Literacy
pg. 37 (supported by Emma)
HA: Verb detective – Dev. Literacy
pg. 37 (independent activity)
Ext: read the sentence and insert a
verb to make the sentence make
sense.
http://www.funbrain.com
/verb/index.html
Thursday, 19th April
Play ‘Quick
make’ (Grammar
for Writing,
p.158), starting
with: It swirled
and fluttered to
the floor.
AFL
WALT: select
appropriate verbs.
Remember to:

Choose a
noun and a
verb to put
into
sentence;

Read the
sentence out
loud; does it
make sense?

Read the
sentences;

Look closely
at each
picture and
choose the
best
synonym for
the
sentence.

Read each
sentence out
loud;
consider the
best verb to
be inserted.

Read the
sentence
again; does it
make sense?
Display text on IWB with the verbs
covered. Together, read the text with
spaces for the missing words. What
kind of words are missing? What could
the missing verbs be? In talking
partners, children to agree on each
missing verb and record it on their
whiteboards. Read the text again and
share ideas, explain that it doesn’t
matter if their words aren’t the ‘right’
ones, as long as it makes sense, as there
are many possible words with a similar
meaning: synonyms. Today we are going
to be working on selecting appropriate
verbs; so choosing the best synonym for
the context of the sentence.
SN: Construct sentences, by
choosing a noun and a verb to
insert into spaces in a
sentence. (Jan)
LA: As SN, but sort words into
nouns and verbs first. (Steph)
MA/ MA+: ‘Smart Verbs’ (p.39
Sentence Structure &
Punctuation) – select
appropriate synonym to match
picture.
HA: ‘What do they do?’ (p.26
Grammar & Punctuation) – read
sentences with a missing verb,
select an appropriate verb to
complete each sentence.
Hear some sentences from each
group and discuss how
effective they are. Which is
the verb in that sentence?
Friday, 20th April
‘Compare’
(Grammar for
Writing, p.157).
Display on IWB
a text and
another version
written in a
different tense.
Discuss the
effect of using
the present and
past tense in
nonchronological
reports such as
this.
LI: Know how to
use the past and
present tense.
WALT: make the
verb agree with
the rest of the
sentence.
Remember to:

Read the
sentence out
loud; which
part of the
sentence
doesn’t sound
right?

Correct and
read out loud
again to check.
Say some verbs, e.g. catch, go see,
ask, play, sleep, read, and ask the
children to write the past tense
version on their whiteboards.
Share some sentences where the
verbs do not agree with the rest of
the sentence, e.g.:

I sawed a sheep.

We is excited.

I jumps high.

We was all dancing.

Lee catched a ball.

I goed down the road.

She ask to go to the toilet.
In talking partners, try to correct
the mistakes. Correct together;
what was wrong with each sentence?
SN: ‘Teddy Talk’ (p.30,
Grammar & Punctuation) –
correct sentences to use the
correct form of the verb to
be. Extend by choosing a verb
and writing sentences in the
past and present tense with it.
(Jan)
LA/ MA: ‘To be’ (p.32, G & P).
MA+: ‘Feeding time at the
zoo’ (p.34, Grammar &
Punctuation).
HA: As above, plus extend to
changing a piece of text
written in the present tense to
the past tense. (Steph)
Remember to:

Decide who is
going to say
speech part,
who will say
non-speech
part

Look carefully
at the text for
when speech
marks begin
and end

Swap over
Using text on IWB, read The Funny
Walking Stick chapter from The Twits.
Read through together. Stop at start of
dialogue “That stick’s too long for you,”
How do we know that someone is talking?
Choose children to be Mr Twit and Mrs
Twit (put on beard and use walking stick
prop). Using large laminated speech
bubble, identify the words Mr Twit says
in text and put into bubble. ONLY words
Mr Twit says.
Divide class into two parts – one half
reading the speech parts and the other
half reading the non-speech parts (2
mixed ability groups).
Read to end of chapter like this,
emphasising expression needed, partic by
those reading spoken parts.
Feedback on changed
sentences. Tell the children to
watch out for similar mistakes
with verbs made in their own
writing!
Monday 23rd April
AFL
Openers:
what is the most
interesting way
to finish these
sentences?
Merrily ...
Reluctantly ...
Angrily ...
I turned around
and ...
LI: to identify
when a character
is speaking in a
story.
SN: With Jan. Reading
“Whatever Next” by Jill
Murphy together. One half
reading the non-speech
part, the other reading the
speech. Swap.
LA: With Emma. As SN
group.
MA: In pairs (Lloyd to join
this group today) Read text
from Horrid Henry. One
half reading the nonspeech part, the other
reading speech. Swap
MA+ /HA: continue reading
The Twits in pairs (Mrs
Twit has the Shrinks), with
one child reading the
spoken parts and the other
child reading the rest.
Swap over
On miniwhiteboards, children
draw quick sketch of Mr Twit
with an enormous speech
bubble. Display one of the
sentences he says. Children to
write the words Mr Twit
actually utters from that
sentence in the speech bubble,
AF
Tuesday 24th April
Vocabulary:
Replace said
with a better
word:
LI: Put speech
marks into a
familiar text.
“Get out of my
way,”said the
big boy.
“What shall we
play today?” I
said.
“Let’s get some
ice cream from
the freezer,”
said my sister.
“I wish it wasn’t
raining again,” I
said.
AFL
L.I
7
Remember to:

Read the
passage
carefully

Decide
which
words are
said by the
character

Put speech
marks
around
these
words

Copy the
passage
into
literacy
books
following
the
checklist
we have
made
together
Recap on yesterday about dialogue and
speech marks. Explain that we will be
making a check list of rules for writing
dialogue. Look again at text from
yesterday. With talk partner come up
with some rules that they notice/already
know. (use of speech marks to denote
words being spoken, new line started
each time someone new starts to speak,
full-stops after we are told who has
spoken, eg. said Mrs Twit)
Draw children’s attention to the nonspeech sentences which Roald Dahl
oftens includes in the middle of dialogue.
WRITING FOCUS GROUP
with Jude: to write
character descriptions of
Mr or Mrs Twit. Focus on
saying sentence, writing all
words, full stops and
capital letters.
SN (Jan): Have a couple of
pictures with Mr and Mrs
Twit with speech bubbles
and what is said. Children
to transfer to sentences
with correct speech
punctuation.
MA/MA+/HA: Children
have sheet of passages
from The Twits which
become progressively more
difficult. Children have to
put speech marks in
appropriate places. Write
in literacy books.
Together go through passages
to identify where speech marks
should go.
Read the passages as a class,
noting how much easier it is to
read when speech marks are in
place.
AFL
8
AFL
9
AFL
10
AFL