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Spring Term Guidance Year 3

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Spring Term Guidance Year 3 Powered By Docstoc
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Class                                                   Year Group(s) 3                               Year                                 Term    2                1 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 each of                   1 to use awareness of grammar to                                                Discussion and group interaction         Fiction and poetry:
the long vowel phonemes from KS1                             decipher new or unfamiliar words, eg to                                         explaining, reporting, evaluating        myths, legends, fable
(Appendix List 3);                                           predict from the text, read on, leave a gap                                     5 respond to others in the group eg by   and parables, oral
2 to:                                                        and re-read; to use these strategies in                                         encouraging contributions from quiet     performance poetry.
 identify phonemes in speech and writing;                   conjunction with knowledge of phonemes,                                         group members;                           Non-fiction:
 blend phonemes for reading;                                word recognition, graphic knowledge and                                         6 use different ways of moving the       dictionaries and
 segment words into phonemes for                            context when reading;                                                           discussion on eg by summing up;          thesauruses.
    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;
17 to continue the collection of new words
from reading and work in other subjects, and
make use of them in reading and writing;
18 to infer the meaning of unknown words
from context and generate a range of
possible meanings, eg for the word ‘ochre’ in
a particular sentence, discuss which is the
most likely meaning and why;
26 to ensure consistency in size and
proportions of letters and the spacing
between letters and words;
27 to build up handwriting speed, fluency
and legibility through practice.




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

Blocked work:                                                Blocked work:                                Blocked work:                               Blocked work:                              Genre and Title
11 to use the terms ‘singular’ and ‘plural’                  4 to extend knowledge and                    7 to describe and sequence key
appropriately;                                               understanding of pluralisation through:      incidents in a variety of ways eg by        Drama activities                           Myths and legends   1
9 to investigate and identify basic rules for                 recognising the use of singular and        listing, charting, mapping, making          improvisation and role play
changing the spelling of nouns when s is                        plural forms in speech and through        simple storyboards;                         7 use drama to explore key moments
added;                                                          shared reading;                           3 to identify and discuss main and          from a text eg through the use of freeze
2 to:                                                         transforming sentences from singular       recurring characters, evaluate their        frame;
 identify phonemes in speech and writing;                      to plural and vice versa, noting which    behaviour and justify views;                8 respond in role, using language
 blend phonemes for reading;                                   words have to change and which do         8 to write portraits of characters, using   appropriate to given context eg through
 segment words into phonemes for                               not;                                      story text to describe behaviour and        the use of tableau;
   spelling;                                                  understanding the term ‘collective         characteristics, and presenting portraits   9 consider starting points, finishing
25 diagonal joins to letters without                            noun’ and collecting examples –           in a variety of ways, eg as posters,        points and key moments in dramatic
ascenders eg ai, ar, un;                                        experiment with inventing other           labelled diagrams, letters to friends       stories;                                                       2
                                                                collective nouns;                         about them;
                                                              noticing which nouns can be pluralised     9 to write a story plan for own myth,
                                                                and which cannot, eg trousers, rain;      fable or traditional tale, using story
                                                              recognising pluralisation as one test of   theme from reading but substituting
                                                                a noun;                                   different characters or changing the
                                                             5 to use the terms singular and plural       setting;
                                                             appropriately;
19 to use dictionaries to learn or check the                 2 the function of adjectives within          4 to choose and prepare poems for           Speaking for different audiences
spellings and definitions of words;                          sentences, through:                          performance, identifying appropriate        reading aloud eg poetry, questions,        Oral performance    3
20 to write their own definitions of words,                   identifying adjectives in shared           expression, tone, volume and use of         instructions, announcements                poetry
developing precision and accuracy in                            reading;                                  voices and other sounds;                    1 use gesture for effect;
expression;                                                   discussing and defining what they          5 rehearse and improve performance,         2 vary voice for effect, eg volume;
21 to use the term ‘definition’;                                have in common ie words which             taking note of punctuation and
22 to know the quartiles of the dictionary,                     qualify nouns;                            meaning;
em m lies around the halfway mark, t                          experimenting with deleting and            11 to write new or extended verses for
towards the end;                                                substituting adjectives and noting        performance based on models of
23 to organise words or information                             effects on meaning;                       ‘performance’ and oral poetry read eg
alphabetically, using the first two letters;                  collecting and classifying adjectives eg   rhythms, repetition;
25 to practise correct formation of basic                       for colours, sizes, moods;
joins from the use of the four basic                          experimenting with the impact of
handwriting joins from Y2;                                      different adjectives through shared                                                                                                                  4
 horizontal joins to letters without                           writing;
    ascenders eg ou, vi, wi;                                 3 to use the term adjective appropriately;
3 to read and spell correctly the high                       8 other uses of capitalisation from
frequency words from KS1.                                    reading eg names, headings, special
                                                             emphasis, new lines in poetry;




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

8 how words change when er, est and y                        9 to experiment with deleting words in    2 to identify typical story themes eg       Drama activities
are added;                                                   sentences to see which are essential to   trials and forfeits, good over evil, weak   Improvisation and role play                Fables and parables   5
1 the spelling of words containing each of                   retain meaning and which are not;         over strong, wise over foolish;             7 use drama to explore key moments
the long vowel phonemes from KS1                                                                       3 to identify and discuss main and          from a text eg through the use of freeze
(Appendix List 3);                                                                                     recurring characters, evaluate their        frame;
2 to:                                                                                                  behaviour and justify views;                8 respond in role, using language
 identify phonemes in speech and writing;                                                             6 to plan main points as a structure for    appropriate to given context eg through                          6
 blend phonemes for reading;                                                                          story writing, considering how to           the use of tableau;
 segment words into phonemes for                                                                      capture points in a few words that can
    spelling;                                                                                          be elaborated later; discuss different
25 to practise correct formation of basic                                                              methods of planning;
joins from the use of the four basic
handwriting joins from Y2;
 diagonal joins to letters with ascenders
    eg ab, ul, it;




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posted:4/18/2010
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