Medium Term Planning
Subject : Literacy
Term: Term 2 Year Group: 3 / Resources: e- books, textbooks, internet, library books, poetry books, / Cross-curricular links:
ICT / Assessment Activities:
Formal assessments at the end of the term
Vocabulary Required: beautiful both cold gold hour Mr Mrs only prove told would character speech paragraphs headings purpose instruction diagram equipment
Duration / Topic / Objectives / Comment
2 weeks / Report / · Check that text makes sense and is in context; Ask questions to improve understanding; Make predictions
· Develop positive attitudes to reading and understanding of what they read; Identify themes and conventions; Understand what they read, in books they can read independently; Identify how language, structure and presentation contribute to meaning; Retrieve and record information from non-fiction
· Identify and summarise main ideas; Identify how language, structure and presentation contribute to meaning;
· Discuss books that are read to them and those they read themselves
· Draft and write, organising paragraphs around a theme; Use simple organisational devices in non-narrative material
· Plan their writing; Discuss writing similar to that which they are planning to write; Discuss and record ideas
· Draft and write, using oral rehearsal, rich vocabulary and increasing range of sentence structures;
· Evaluate and edit; Propose changes to improve consistency; Proof-read for errors, Assess own and other's writing / In this unit, the children explore the Big Question: Where would you like to live? They read the interactive eBook, retrieving and collating information about different countries and identifying the similarities and differences between the lives of children around the world. They learn about how to present information using paragraphs and headings. In their writing tasks, compose a report in response to the Big Question.
2 weeks / Traditional Tales- alternative version / · Become increasingly familiar with a wider range of stories; Make predictions; Participate in discussions and listen to others
· Draw on what they already know/background information/information provided by teacher; Explain clearly their understanding of what is read to them
· Participate in discussions and listen to others
· Recognise simple recurring language in stories and poetry; Make inferences / In this unit, the children explore a range of fiction.
. They discuss characters and key fairy-story features, learning how to make predictions. They plan, edit and write their own versions of a traditional tale, with roles reversed
2 weeks / Explanations / · To use examples of explanation texts to identify key features.
· To explain how ideas are developed in an explanation text.
· To recognise the structure and language features of an explanation in oral explanations.
· To orally explain a process or answer to a question using language features of the text-type.
· To use information collected from reading more than one source and present it in the form of an explanation text.
· To write an explanation text from a diagrammatic plan, using the conventions of the text-type. / The children will read and write explanatory texts based on their individual interests.
1 week / Poetry / · Discuss words/phrases that capture reader’s interest; Recognise different forms of poetry; Identify how language, structure and presentation contribute to meaning Draft and write, using oral rehearsal, rich vocabulary and increasing range of sentence structures / We will look at the structures of Haiku, Tanka and Kennings poetry.
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