Summer Term Year 3 Guidance

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Summer Term Year 3 Guidance Powered By Docstoc
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Class                                                    Year Group(s) 3                              Year                            Term       3               2        Half   Teacher


Word Level Work                                         Sentence Level Work                           Text Level Work                        Speaking & Listening                      Text
                                                                                                                                                                                                Wk
Phonics, Spelling and Vocabulary                        Grammar and Punctuation                       Comprehension and Composition

Continuous work:                                        Continuous work:                              Continuous work:                       Continuous work:                          Range:
1 the spelling of words containing                      1 to use awareness of grammar to                                                     Through group work or cross-
each of the long vowel phonemes from                    decipher new or unfamiliar words eg to                                               curricular activities:
KS1 (Appendix List 3);                                  predict from the text, read on, leave a gap                                          Listening and responding to others in a
2 to:                                                   and re-read; to use these strategies in                                              whole class discussion eg about an
 identify phonemes in speech and                       conjunction with knowledge of phonemes,                                              environmental issue
    writing;                                            word recognition, graphic knowledge and                                              2 follow up others’ points;
 blend phonemes for reading;                           context when reading;                                                                3 show whether they agree or disagree
 segment words into phonemes for                                                                                                            with others;
    spelling;
3 to read and spell correctly the high
frequency words from KS1 (Appendix
List 1);
4 to discriminate syllables in reading
and spelling (from Year 2)
5 to identify mis-spelt words in own
writing; to keep individual list (eg
spelling logs) and learn to spell them;
6 to use independent spelling
strategies, including
 sounding out and spelling using
    phonemes;
 using visual skills, eg recognising
    common letter strings and checking
    critical features (ie does it look right,
    shape, length, etc?);
 building from other words with
    similar patterns and meanings, eg
    medical, medicine;
 spelling by analogy with other
    known words, eg light, fright;
 using word banks, dictionaries;
7 to practise new spellings regularly
by ‘look, say, cover, write, check’
strategy;
12 to continue the collection of new
words from reading and work in other
subjects, and making use of them in
reading and writing;
18 to ensure consistency in size and
proportions of letters and the spacing
between letters and words
19 to build up handwriting speed,
fluency and legibility through practice.




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Blocked work:                                          Blocked work:                                  Blocked work:                                        Blocked work:                            Titles:
14 to explore homonyms which have                                                                     6 to compare forms or types of humour eg by          Speaking for different audiences         Poetry
the same spelling but multiple                                                                        exploring, collecting and categorising form or       reading own writing aloud                                1
meanings and explain how the                                                                          type of humour, eg word play, joke poems,            1 consider effect of reading aloud, eg
meanings can be distinguished in                                                                      word games, absurdities, cautionary tales,           how expression adds or changes
context, eg form (shape or document),                                                                 nonsense verse, calligrams;                          meaning;
wave (gesture, shape or motion);                                                                      7 to select, prepare, read aloud and recite by
                                                                                                      heart poetry that plays with language or
                                                                                                      entertains; to recognise rhyme, alliteration and
                                                                                                      other patterns of sound that create effects;
                                                                                                      15 to write poetry that uses sound to create
                                                                                                      effects, eg onomatopoeia, alliteration,
                                                                                                      distinctive rhythms;
16 to collect, investigate, classify                   2 to identify pronouns and understand          16 to read examples of letters written for a
common expressions from reading and                    their functions in sentences through:          range of purposes, eg to recount, explain,                                                                    2
own experience eg ways of expressing                    noticing in speech and reading how           enquire, complain, congratulate, comment;
surprise, apology, greeting, warning,                      they stand in place of nouns;              understand form and layout including use of                                                   Letters
thanking, refusing;                                     substituting pronouns for common and         paragraphs, ways of starting, ending, etc and
17 to practise correct formation of basic                  proper nouns in own writing;               ways of addressing different audiences –
joins from the use of the four basic                    distinguishing personal pronouns eg I,       formal/ informal;
handwriting joins from Y2, and use                         you, him, it and possessive pronouns       20 to write letters, notes and messages linked
these for independent writing;                             eg my, yours, hers;                        to work in other subjects, to communicate
 diagonal joins to letters with                        distinguishing the 1st, 2nd, 3rd person      within school; letters to authors about books,
      ascenders eg ab, ul, it;                             forms of pronouns eg I, me, we; you;       selecting style and vocabulary appropriate to
                                                           she, her, them investigating the           the intended reader;                                                                                          3
                                                           contexts and purposes for using            22 experiment with recounting the same event
                                                           pronouns in different persons, linked to   in a variety of ways, eg in the form of a story, a
                                                           previous term’s work on 1st and 3rd        letter, a news report;
                                                           person;                                    23 to organise letters into simple paragraphs;
                                                        investigating how pronouns are used
                                                           to mark gender: he, she, they, etc.
                                                        to ensure grammatical agreement in
                                                           speech and writing of pronouns and
                                                           verbs, e.g. I am, we are, in standard
                                                           English
15 to understand that some dictionaries                5 how sentences can be joined in more          18 to locate books by classification in class or
provide further information about words,               complex ways through using a widening          school libraries;                                                                                             4
eg their origins, multiple meanings and                range of conjunctions in addition to ‘and’     17 to ‘scan’ indexes, directories and IT
that this can provide a guide to spelling;             and ‘then’, eg if, so, while, though, since,   sources, etc to locate information quickly and
9 to recognise and spell the prefixes                  when;                                          accurately;
mis-, non-, ex-, co-, anti-;                           7 to become aware of the use of                25 to revise and extend work on note-making
10 to use their knowledge of these                     commas in marking grammatical                  from previous term;                                                                           Encyclopaedia
prefixes to generate new words from                    boundaries within sentences.                   24 to make alphabetically ordered texts – use                                                                 5
root words eg lead/mislead, sense/                                                                    information from other subjects, own
nonsense, and to understand how they                                                                  experience, or derived from other information
give clues to meaning eg extend,                                                                      books, eg a book about building materials,
export, explode; mislead, mistake,                                                                    sports;
misplace;                                                                                             21 use IT to bring to a published form –
17 to practise correct formation of basic                                                             discuss relevance of layout, font, etc to                                                                     6
joins from the use of the four basic                                                                  audience;
handwriting joins from Y2, and use
these for independent writing;
 horizontal joins to letters with
ascenders eg ol, wh, ot;


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