Finborough School Learning Programme
Year Group: 3
Subject: English
Week Commencing
Learning (Objective)
1
Stories by the same author: ‘Foreman’s Fiction,’ ’
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Success
Criteria
Core
Support
Challenge
Homework (s)
Autumn Term 2016
Write lists
Add suffixes and spelling
Use conjunctions and verbs
Use powerful verbs
Can listen attentively and recall the main 3 parts of the
story, predict what will happen next
Can brainstorm ideas and draw imagined ideas and label
/ annotate.
Can learn and apply the rule for adding suffixes to words
ending in e.
Can describe the style of an illustrator / writer and answer
questions about a range of books.
Can recognise simple, compound and complex sentences.
Can use powerful verbs to create humorous simple and
complex sentences.
Can listen attentively and draw imagined ideas.
Make a sensible prediction.
Can use the ideas of others as a platform for their own.
Can learn and apply the rule for adding suffixes to words
ending in e.
Can describe the style of an illustrator / writer and answer
questions about a range of books. using prompts.
Can recognise simple and compound sentences.
Can use powerful verbs to create humorous simple
sentences.
Can listen attentively and recall in detail.
Can predict and give reasons why.
Can independently brainstorm ideas
Can draw imagined ideas with extended annotations.
Can learn and apply independently the rule for adding
suffixes to words ending in e.
Can describe the style of an illustrator / writer and
answer, in detail, questions about a range of books.
Can use conjunctions to create compound and complex
sentences.
Use powerful verbs to create humorous simple, compound
and complex sentences.
2
Stories by the same author: ‘Foreman’s Fiction.’
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Writing in 1st or 3rd person
Begin to write a story based on one read.
Use complex sentences.
Use apostrophes in speech for contracted forms.
Complete the story and edit it to remove errors.
Can recognise pronouns used in first and 3rd person texts.
Can write in 1st or 3rd person
Can use story pegs to plan and write the first draft of a
story using speech punctuation.
Can identify and use with some frequency apostrophes in
contractions.
Can share and edit work .
Can know what a pronoun is.
Can know the main differences between 1st and 3rd
person writing.
Can use story pegs to re- write the first draft of a story
using speech punctuation.
Can identify and begin to use apostrophes in contractions.
Can share and edit work .
Can recognise pronouns. used in 1st and 3rd person texts
and start to include in own writing.
Can write in the 1st and 3rd person and know when each
style is appropriate.
Can use story pegs to plan and write the first draft of a
story using a range of punctuation and paragraphs
accurately.
Can iIdentify and use consistently apostrophes in
contractions.
Can share and edit work .
3
Instructions and Explanation texts:
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Write a simple set of instructions.
Use powerful verbs when writing instructions
Compare and contrast explanations and
instructions.
Write in the 1st or 3rd person
Discuss and compare 2 game show
programmes
Can watch and listen attentively to a game show
programme
Can discuss the programme format in some detail.
Can identify features of instructions including type of
vocabulary used and give own examples.
Can write a simple set of instructions.
Can identify and use imperative verbs.
Can compare and contrast explanation and instructions.
Can identify writing in the 1st or 3rd person in a range of
texts.
Can plan a new game show - mixed ability groupings.
Can watch and listen carefully to a game show
programme
Can discuss the programme format
Can identify features of instructions including type of
vocabulary used.
Can write a simple set of instructions.
Can identify and begin to use imperative verbs.
Can identify time connectives.
Can recognise verbs in the present tense.
Can plan a new game show - mixed ability groupings.
Can watch and listen attentively to a game show
programme
Can discuss the programme format in some detail.
Can identify features of instructions including type of
vocabulary used and give own examples. Apply these in
own writing
Can write a clear and concise set of instructions.
Can identify and use a growing range of imperative verbs.
Can change the person and verb tense in sentences.
Can compare and contrast explanation and instructions
and identify time connectives.
Can plan a new game show - mixed ability groupings.
Finborough School Learning Programme
Year Group: 3
Subject: English
Week Commencing
Learning (Objective)
4
Instructions and Explanations:
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Success
Criteria
Core
Support
Challenge
Homework (s)
Autumn Term 2016
Understand verbs and tense
Use neat handwriting to capture key points
Write in the 3rd person and in the present tense
Draw a diagram to explain a game
Write an explanation and a summary.
5
Poetry - creating images
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Identify and use nouns, adjectives and
descriptive phrases
Learn a chant and perform
Write a prose description of a poem’s content
Write a poem based on on read.
6
Poetry - creating images.
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Analyse a poem
Write a detailed character profile.
Write a poem based on one read
Add adverbs to modify verbs in a poem
Use spelling rules to spell adverbs.
Perform a poem
Can know the features of a recount and compare with an
explanation text.
Can write a first draft of an explanatory text about a game
show.
Can draw and label a diagram to explain a game.
Can identify the use of sub headings in an explanatory text.
Can apply skills to play a class game!
Can add adjectives and noun phrases to sentences.
Can describe characters and events in a poem using
adjectives and descriptive phrases.
Can read a poem with an expressive voice and add actions.
Can write a chant based on one they have read.
Can use a dictionary to find definitions and use a
thesaurus.
Can create a character profile for a different animal.
Can understand how to use adverbs to show how an
animal moves.
Can identify verbs and adjectives in poems about the wind
and understand how a adverb modifies a verb.
Can use adjectives , verbs and adverbs and write a poem
about the wind.
Know the features of a recount.
Can write a first draft of an explanatory text about a game
show using prompts.
Can draw a diagram to explain a game.
Can identify the use of summaries in an explanatory text.
Can apply skills to play class game!
Can highlight nouns, adjectives and adverbs.
Can describe characters and events in a poem.
Can read a poem with an expressive voice
Can write a chant based on one they have read using
prompts.
Can use a thesaurus to find alternative words.
Can discuss the characteristics of an animal in a poem
Can understand how to use adverbs to show how an
animal moves.
Can identify verbs and adjectives in poems about the wind.
Can brainstorm adjectives and verbs and write a poem
about the wind.
Know the features of a recount and compare with an
explanation text and identify verbs and time connectives.
Can write a detailed first draft of an explanatory text
about a game show.
Can draw a diagram and write an explanation for a game.
Can identify the use of summaries and sub headings in an
explanatory text.
Can apply skills to play class game!
Can identify expanded noun phrases and Add adjectives
and noun phrases to sentences.
Can summarise the content of a poem and describe
characters and events in a poem using adjectives and
descriptive phrases.
CVan perform a poem with an expressive voice and actions
that they have learned by heart
Can write a chant based on one they have read. using
powerful verbs and interesting adjectives.
Can write sentences using newly understood words.
Can write a paragraph using adverbs, adjectives and
expanded noun phrases about an animal.
Can understand how to use adverbs to show how an
animal moves.
Can explore how many adverbs end in ly and how to form
adverbs from adjectives.
Can use adjectives, verbs, descriptive phrases and adverbs
to write a poem about the wind,.
Finborough School Learning Programme
Year Group: 3
Subject: English
Week Commencing
Learning (Objective)
7
Information Texts:
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Success
Criteria
Core
Support
Challenge
Homework (s)
Autumn Term 2016
Think, pair and share
Identify examples of report writing.
Recognising word classes and simple sentences
Use present tense and third person
Add suffixes to words using spelling rules
A report plan
Can identify features of non-chronological reports.
Can identify nouns, adjectives, verbs and adverbs and
classify words in a sentence.
Can rewrite an informal report changing it to the third
person and present tense.
Can add suffixes to simple words using known spelling
rules.
Can use a writing frame to make notes for a report.
Can plan headings and subheadings for a report.
Can say the differences between fiction and non-fictions
books. Can spot some features of non-chronological
reports.
Can identify what is a noun, adjective and a verb.
Can change specific words that will change a report into
the third person and present tense.
Can add suffixes to simple words using known spelling
rules.
Can use a writing frame to make notes for a report.
Can name a variety of features of non chronological
reports and share these ideas.
Can identify nouns, adjectives, verbs and adverbs and
classify words in a sentence.
Can begin to recognise simple, compound and complex
sentences.
Can rewrite an informal report changing it to the third
person and present tense. and add own sentences.
Can add suffixes to words using known spelling rules and
use dictionaries to check words are not made up.
Can use a writing frame to make notes for a report.
Can plan headings and subheadings for a report.
Can write in note format succinctly.
8
Information Texts:
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Write a non-fiction report
Use complex and compound sentences in
writing.
Review and edit work
Discuss different views and perspectives on an
issue.
Prepare and give a mini talk
Can start writing the first draft of a report, using sub
headings for paragraphs.
Can use simple and compound sentences in writing and
know what a complex sentence is.
Can use tick list to evaluate and edit report. and aim to use
simple, complex and compound sentences in writing.
Can take part in role play and discuss different views and
perspectives on an issue.
Can work in pairs to plan a presentation giving their
opinions.
Can rehearse features of reports.
Can start writing the first draft of a report.
Can use simple sentences in writing and know what a
compound sentence is.
Can use tick list to evaluate and edit report.
Can take part in role play.
Can work in pairs to plan a presentation giving their
opinions.
Can start writing the first draft of a report, using sub
headings for paragraphs. as well as other features of
reports.
Can use simple, compound and complex sentences in
writing.
Can use tick list to evaluate and edit report. and aim to use
simple, complex and compound sentences in writing.
Can use ICT to edit report.
Can take part in role play and discuss different views and
perspectives on an issue.
Can justify their opinions.
Can work in pairs to plan a presentation giving their
opinions.
9
Stories from other cultures:
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Create a synopsis for a traditional / folktale
Re-tell the story of ‘The Tiger Child.’
Identify and use prepositions
Group reading
Write a review - share experiences and express
preferences
Can give an example of a folktale and write a short
synopsis.
Can retell a folktale.
Can say a number of prepositions and use in sentences.
Group reading
Can compare different versions of of the same folktale and
justify a preference.
Can understand what a folktale is and write a short
synopsis with prompts.
Can identify the main points in a folk tale
Can say what a preposition is and use in a simple sentence.
Group reading
Can compare different versions of of the same folktale.
Can name some folktales and write a detailed synopsis of
one.
Can retell a folktale using some adjectives.
Can say a number of prepositions and use in sentences,
highlighting the prepositional phrase and stating what it
tells us.
Group reading
Can compare different versions of of the same folktale and
justify and explain a preference.
Finborough School Learning Programme
Year Group: 3
Subject: English
Week Commencing
Learning (Objective)
10
Stories from other cultures:
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Success
Criteria
Plan own version of Rama and Sita story
Use descriptions in writing.
Explore different story ideas
Spell ly suffix
Use adverbs and adverbials to modify verbs.
Core
Can plan own version of a folktale.
Can complete own version of folktale, adding descriptive
language to enhance their version.
Can work with other children to brainstorm ideas and
improvise the ending of a folktale.
Cna understand that many adverbs end in ‘ly’
Can understand that phrases can act like adverbials.
Can use words or phrases to modify verbs,
Support
Can plan own version of a folktale using story prompts.
Can use story prompts to complete own version of folktale.
Can work with other children to brainstorm ideas and
improvise the ending of a folktale.
Can understand that adverbs modify verbs (telling HOW
something is done)
Can understand that phrases can act like adverbials.
Can use words to modify some simple verb sentences.
Challenge
Autumn Term 2016
Can plan own version of a folktale, thinking about what
they can change to make it individual .
Can complete own version of folktale, adding descriptive
phrases and clauses to enhance their version.
Can work with other children to brainstorm ideas and
improvise the ending of a folktale.
Can use adverbs when writing about a folktale character.
Can use fronted adverbials. Can use a comma after a
fronted adverbial.
11
Stories from other cultures;
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Group reading and use dictionaries.
Use commas in writing.
Plan own Indian tale
Include adjectives, adverbs, adverbials and
commas in own stories
Edit and improve stories.
Can listen to a folktale and make predictions.
Can identify tricky words and use a dictionary to find word
meanings. .
Can understand what a comma is and use in sentences. - in
lists, to separate parts of sentences and in speech
punctuation.
Can plan own Indian tale using a storyboard, including
descriptions of food and animals.
Can complete own Indian tale, ensuring it has a beginning,
middle and end and some examples of adjectives, adverbs,
adverbials or commas.
Can edit and redraft their Indian tale, adding in further
adjectives or adverbs.
Can listen to a folktale and make predictions.
Can identify tricky words and use various techniques to
decode unfamiliar words.
Can understand what a comma is and begin to use in
sentences.
Can plan own Indian tale using a storyboard.
Can complete own Indian tale, ensuring it has a beginning,
middle and end.
Can edit and redraft their Indian tale.
Can listen to a folktale and make sensible predictions.
Can identify tricky words and use a dictionary to find word
meanings
Can understand what a comma is and use to extend
sentences correctly.
Can plan own Indian tale using a storyboard, including
descriptions of food and animals. as well as a message for
the people reading the story.
Can complete own Indian tale, ensuring it has a beginning,
middle and end and some examples of adjectives, adverbs,
adverbials or commas.
Can edit and redraft their Indian tale, adding in further
adjectives or adverbs. as well as ensuring other features
are present.
12
Christmas activities / Christmas Play / Carol service etc