Year 3 Planning: Links to the 2014 National Curriculum Programs of Study
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| Plan |
Reading Teaching Objectives |
Writing Teaching Objectives |
Spelling Teaching Objectives |
Grammar Teaching Objectives |
Text Type |
Jack and the Beanstalk
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To increase familiarity with a wide range of books, including fairy stories, and retelling some of these orally
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To plan writing by discussing writing similar to that which they are planning to write
To plan writing by discussing and recording ideas
To draft and write by composing and rehearsing sentences orally (including dialogue)
To create settings, characters and plot when writing
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To know that an adverb is a word that adds more information to a verb
To know some adverbs that tell us about time: then, next, soon
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Narrative
Traditional Tale
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Jim and the Beanstalk
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To increase familiarity with a wide range of books, including fairy stories, and retelling some of these orally
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To plan writing by discussing writing similar to that which they are planning to write
To plan writing by discussing and recording ideas
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To know an adverb that tells us about cause: therefore |
Narrative
Traditional Tale
Letter
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Chinese New Year
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To increase familiarity with a wide range of books, including myths and legends, and retelling some of these orally
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To plan writing by discussing writing similar to that which they are planning to write
To plan writing by discussing and recording ideas
To draft and write by composing and rehearsing sentences orally (including dialogue)
To create settings, characters and plot when writing
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To use adverbs that tell us about time and cause, to modify verbs |
Narrative
Myths and Legends
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Aesop’s Fables
Author: Michael Morpurgo
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To increase familiarity with a wide range of books, including myths and legends, and retelling some of these orally
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To plan writing by discussing writing similar to that which they are planning to write
To plan writing by discussing and recording ideas
To draft and write by composing and rehearsing sentences orally (including dialogue)
To create settings, characters and plot when writing
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To know that an adverb is a word that adds more information to a verb
To know some adverbs that tell us about time and cause: then, next, soon; therefore
To make sentences more informative by including adverbs
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Narrative
Fables
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Crummy Mummy
Author: Anne Fine
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Listening to, discussing and expressing views about a wide range of stories
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To create settings through writing
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Revise Y2 spelling words: school, where, again, white, house, year, night, because, Saturday, should, twenty
Investigate how the spelling of words alter when ing is added
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To introduce paragraphs as a way to group related material |
Narrative
Familiar Stories
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The Hodgeheg
Author: Dick King Smith
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Explore speech marks to demarcate dialogue
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To create settings through writing
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Introduce clauses and subordinate clauses in the context of paragraphs |
Narrative
Familiar Stories
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The Julian Stories
Author: Ann Cameron
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Listening to, discussing and expressing views about a wide range of stories
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To discuss writing similar to that which they are planning
to write in order to understand and learn from its structure, vocabulary and grammar
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Revise Y2 spelling words: school, where, again, white, house, year, night, because, Saturday, should, twenty |
Introduce inverted commas to punctuate direct speech |
Narrative
Familiar Stories
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How to Make; a Pop-up Card, Crispy Cakes
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Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
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Using simple organisational devices such as headings and sub-headings
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Introduce preposition (words that are usually used in front of nouns or pronouns and show the relationship between the noun or pronoun and other words in a sentence.) as an example of prefix pre: pre + position |
Expressing time using conjunctions, adverbs
Revise use of commands and imperative verb
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Non-Fiction
Instructions
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How to Grow Broad Beans
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Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
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To notice and investigate a range of organisational devices including: captions, headings; bullet points and time conjunctions
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Prepositions: revise use of un and look at dis and mis that also have negative meanings |
Headings and sub headings to aid presentation
Understand what a command sentence is
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Non-Fiction
Instructions
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Adding a border to a Word document
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Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
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To write sequenced instructions using headings, sub headings and command verbs
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Use of forms a or an according to whether next word begins with a vowel or consonant
Prefixes: re, sub and inter |
Expressing time using conjunctions, adverbs |
Non-Fiction
Instructions
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Hermit Crabs
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To retrieve and record information from non-fiction
To use contents pages and indexes to locate information
To ask questions to improve their understanding of a text
To identify the main ideas drawn from more than one paragraph and summarising these
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To discuss and record ideas
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To use headings and sub-headings to aid presentation |
Non Fiction
Non-Chronological Report
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All About Wolves
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To retrieve and record information from non-fiction
To use contents pages and indexes to locate information
To ask questions to improve their understanding of a text
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To draft and write using simple organisational devices [for example, headings and sub-headings]
To discuss and record ideas
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To use prefixes (to create nouns where appropriate)
Revision of adding s, ed, ing to verbs
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To use headings and sub-headings to aid presentation |
Non Fiction
Non-Chronological Report
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All About Wolves
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To retrieve and record information from non-fiction
To use contents pages and indexes to locate information
To ask questions to improve their understanding of a text
To summarising the main ideas drawn from more than one paragraph
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To discuss and record ideas
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Revision of commas in a list |
Non Fiction
Non-Chronological Report
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Insects
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To retrieve and record information from non-fiction
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To assess the effectiveness of their own and others’ writing and suggest improvements
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To use headings and sub-headings to aid presentation |
Non Fiction
Non-Chronological Report
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Three Billy Goats Gruff play script
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To discuss similar play scripts
To infer characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
To discuss words and phrases that capture the reader’s interest and imagination
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To write a reflection on a character
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Use of the forms a or an according to whether the next word begins with a consonant or a vowel |
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Play Scripts
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Range of Narrative Stories
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To discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
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To rewrite a story as a play
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To introduce inverted commas to punctuate direct speech
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Play Scripts
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BBC link
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To prepare, read aloud and perform play scripts, showing understanding through intonation, tone, volume and action
To create settings, narrative and plot
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To compose sentences using a varied and rich vocabulary and an increasing range of sentence structures
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Expressing time, place and cause using conjunctions |
Play Scripts
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Range of Narrative Stories
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To prepare, read aloud and perform play scripts, showing understanding through intonation, tone, volume and action I can perform a play using the character’s voice
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To compose sentences using a varied and rich vocabulary and an increasing range of sentence structures
To create settings, narrative and plot
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Expressing time, place and cause using conjunctions, adverbs, or prepositions |
Play Scripts
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Pinda Cake by Valerie Bloom
Sandwich by Valerie Bloom
(available online)
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To prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action
To identify, in what they read, how language, structure, and presentation contribute to meaning
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Poetry
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Walking with my Iguana (text and performance)
By Brian Moses
(available online)
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To prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action
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Write expressing an opinion and evaluating others work
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To express time, place and cause using conjunctions such as: when, before, after, while, so, because |
Poetry
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We’re Going on a Bear Hunt by Michael Rosen
McCavity by TS Eliot
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To prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action
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Write expressing an opinion and evaluating others work
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To express time, place and cause using conjunctions such as: when, before, after, while, so, because |
Poetry
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Cat Among Pigeons by Kit Wright
Puffin ISBN 0-14-032367-8
The Magic Box: poems for children
by Kit Wright
Macmillan ISBN-13: 978-0330509817
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To develop positive attitudes to reading and understanding of what they read by listening to and discussing a wide range of poetry
To prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action
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discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
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To use of the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel
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Similies
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Poetry
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Take a Brush by Michael Rosen
Introduction Song by Michael Rosen
Where Broccoli Comes From by Michael Rosen
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To draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
To recognise some different forms of poetry (for example, free verse, narrative poetry)
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discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
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To express time, place and cause using conjunctions such as: when, before, after, while, so, because
To express time, place and cause using adverbs such as: then, next, soon, therefore
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Poetry
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Postcards
(resources included)
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To discuss writing similar to that which is being planned in order to understand and learn from its structure, vocabulary and grammar
To discuss and record ideas
To compose and rehearse sentences, progressively building a varied and rich vocabulary and an increasing range of sentence structures
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To use simple organisational devices
To assess the effectiveness of their own and others’ writing and suggesting improvements
To proof-read for spelling and punctuation errors
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Use root words to recognise word families |
To use headings and subheadings to aid presentation |
Non Fiction
(factual and persuasive writing)
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Postcards
(resources included)
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To discuss writing similar to that which is being planned in order to understand and learn from its structure, vocabulary and grammar
To discuss and record ideas
To compose and rehearse sentences, progressively building a varied and rich vocabulary and an increasing range of sentence structures
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To use simple organisational devices
To assess the effectiveness of their own and others’ writing and suggesting improvements
To proof-read for spelling and punctuation errors
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Spell:
answer, centre, describe
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To use sub-headings to aid presentation |
Non Fiction
(factual writing)
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Postcards
(resources included)
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To read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
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To organise paragraphs around a theme |
Spell:
Breath, breathe, island, disappear
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To use sub-headings to aid presentation |
Non Fiction
(factual and persuasive writing)
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