MEDIUM TERM PLANNING
Year group: THREE
B
ONGOING WORK
VOCABULARY FOR PUPILS: preposition conjunction
word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas (or ‘speech marks’)
GENRE:
Fiction and poetry:
Stories by the same author, fable and parable, adventure / mystery
Shape poems, different cultures, performance poetry, limmerick
Perform and study features of plays, write with brief stage directions
Non-Fiction:
Discussion: study range of viewpoints, hold debate
Explanation: read and analyse text and identify features, share write an explanation
Information: look at range of information texts and how to present, write using notes from range of sources
Persuasion: adverts, radio / TV
Recount: Write from first and third person diaries from two different voices
Instructions: Write range of instructions developing features
HANDWRITING:
SPEAKING AND LISTENING
 Start to use the diagonal and horizontal strokes that are
 Give structured descriptions
needed to join letters.
 Participate actively in conversation
 Increase the legibility, consistency and quality of their
 Consider and evaluate different viewpoints
handwriting [for example, by ensuring that the down strokes of
 Use questions to build knowledge
letters are parallel and equidistant; that lines of writing are
 Asking questions to improve their understanding of a text
spaced sufficiently so that the ascenders and descenders of
 Participate in discussion about both books that are read to them and those
letters do not touch].
they can read for themselves, taking turns and listening to what others say.
WORD
Formation of nouns using a range of prefixes [for example super–, anti–, auto–]
Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]
Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]
READING TO AID WRITING
develop positive attitudes to reading and understanding of what they read by:
 listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
 reading books that are structured in different ways and reading for a range of purposes
 using dictionaries to check the meaning of words that they have read
 increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
 identifying themes and conventions in a wide range of books
 preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
 discussing words and phrases that capture the reader’s interest and imagination
 recognising some different forms of poetry [for example, free verse, narrative poetry]
understand what they read, in books they can read independently, by:
 checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
 asking questions to improve their understanding of a text
 drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
 predicting what might happen from details stated and implied
 identifying main ideas drawn from more than one paragraph and summarising these
 identifying how language, structure, and presentation contribute to meaning
 retrieve and record information from non-fiction ( note-taking)
 participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
TERM ONE
Text structure and writing composition
 Writer holds the interest of the reader.
 Edit work.
 Writing makes sense; it is organised,
imaginative and clear.
 Sentence length chosen for effect.
 Develop understanding of paragraphs as
a way to group related material. A group
of closely related sentences that
develop a central idea. A paragraph
usually begins on a new line, which is
sometimes indented. There is no set or
"correct" length for a paragraph.
st
rd
 Consistency in use of 1 and 3 person
 Consistency in past and present tense.
 Use of progressive form of verbs in
present and past tense, to make actions in
progress e.g she is drumming, he was
shouting.
 Writer chooses narrative or non- narrative
form according to the appropriateness or
purpose of the writing, showing
appropriate style.
Narrative
 In narrative there is a clear sequence
beginning, build up,problem, resolution
and ending.
 Description of characters and setting
Grammar- sentence structure and punctuation
 Correct use of simple and compound sentences
 Increasing range of connectives are used to create compound sentences e.g. ‘and’ ‘then’ ‘so’
 Begin to understand the difference between a phrase and a clause
 Connective phrases that signal time e.g. suddenly, after that, just then and before.
 Begin to use adverb linked to verb to show time, place and manner.
 Continue to develop subordination to use ‘when’ ‘because’ ‘if’ ‘as’ and ‘while’
Some sentences are complex. Such sentences have two clauses, one main [or independent] and one subordinate [or
dependent]. The essential ingredient in a complex sentence is the subordinate conjunction to express time, place
and cause:
 Nocturnal animals come out at night when they need to find food. [Main clause + subordinate clause]
 Mr. Twit picks old food out of his beard if he is feeling hungry. [Main clause + subordinate clause]
 The Gruffalo scares the creatures in the woods because he has a poisonous wart at the end of his nose.
[Main clause + subordinate clause]
The subordinate conjunction has two jobs.
1. It provides a necessary transition between the two ideas in the sentence. This transition will indicate a
time, place, or cause and effect relationship.
2. It reduces the importance of one clause so that a reader understands which of the two ideas is more
important. The more important idea belongs in the main clause, the less important in the clause introduced
by the subordinate conjunction.
If the clauses are swapped around, the sentence begins with the conjunction, followed by the subordinate clause
then a comma must be inserted before the main clause:
 When they need to find food, nocturnal animals come out at night.
 If he is feeling hungry, Mr. Twit picks old food out of his beard.
 Because he has a poisonous wart at the end of his nose, the Gruffalo scares the creatures in the woods.
Co-ordination or, and, but- Use a coordinating conjunction when you want to give equal emphasis to two main clauses.
within the story.
 Include dialogue between characters
Non narrative
 In non-narrative consistent use of
headings, subheadings and introduce
bullet points.
The pattern for coordination looks like this: main clause + coordinating conjunction + main clause.
 ‘And’ expresses the general meaning of ‘one thing after another’, e.g. I saw a fox and a badger in the woods.
 ‘Or’ introduces an alternative, e.g. Mrs. Twit told Mr. Twit to clean his beard now or clean it later.
 ‘But’ introduces contrast, e.g. The mouse went to find the Gruffalo but he had already gone.
 Vary sentence openings through time connectives in the meantime, after that.
Punctuation
 Capital letters and full stops mostly correct.
 Use comma in a list
 Accurately use ?! and be aware how grammatical patterns in a sentence indicate its function.
 Apostrophe for contraction and possession.
 Show awareness of inverted speech to punctuate direct speech.
Term two
Text structure and writing composition
 The writer builds tension and suspense
 The writer begins to respond to the
audience by engaging interest
 Writing is imaginative, organised and clear
 Sentence length is chosen for effect.
 Developing more accurate use of
paragraphing.
Narrative
 In narrative there is a clear sequence
beginning, build up, problem, resolution
and ending.
 In narrative some description of setting,
character, feelings or motives is included
to create mood.
 Consistency between first and third
person.
Non narrative
 consistent use of presentation devices
such as heading, subheadings, bullet
points.
Grammar- sentence structure and punctuation
 Select specific nouns e.g. poodle instead of dog.
 Varies use of adjectives and verbs for impact e.g. a purring Ferrari.
 Choose vocabulary for effect
 Lists noun phrases to describe something in detail e.g. Harry wore a black cap, red cape and a shiny
 Begin to use of the present perfect form of verbs instead of the simple past tense [for example, He has gone
out to play contrasted with He went out to play]
We use the Present Perfect to say that an action happened at an unspecified time before now. The exact time
is not important. You CANNOT use the Present Perfect with specific time expressions such as: yesterday, one
year ago, last week, when I was a child, when I lived in Japan, at that moment, that day, one day, etc. We CAN
use the Present Perfect with unspecific expressions such as: ever, never, once, many times, several times,
before, so far, already, yet, etc. [has/have + past participle]
Examples:
 I have seen Shrek twenty times.
 There have been many earthquakes in California.
 People have travelled to the Moon.
 People have not travelled to Mars.
 Have you read the book yet?
 Nobody has ever climbed that mountain.
 Express time, place and cause using conjunctions, these conjunctions show that one clause depends on the other,
e.g.The Demon Headmaster banged his fist on the table when the boy questioned his instruction. or When the
boy questioned his instruction, the Demon Headmaster banged his fist on the table.
Hugo ran through the station before the toy maker could catch up with him. or Before the toy maker could
catch up with him, Hugo turned and ran through the station.
Harry Potter had tummy ache after drinking the mysterious potion. or After drinking the mysterious potion,
Harry Potter turned green.
James cut the strings while the centipede steered the peach away from danger. or While the centipede steered
the pitch away from the Empire State building, James cut the strings to bring them all closer to the ground.
The Oompa Loompas took Mrs. TV away so she could meet up with her son. or So she could meet up with her son,
Mike, the Oompa Loompas took Mrs. TV away.
The hare stood gloating because he thought he had beaten the tortoise . or Because he thought he had beaten
the tortoise, the hare stood gloating at the finish line.
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Start to identify phrases and clauses.
Continue to develop use of adverbs to show time, place and manner- using adverbs e.g then, next, soon, carefully,
quietly, in the garden , in the house
A conjunctive adverb brings together two complete thoughts. Each clause can stand on its own as a sentence.
Hermione ran to the window, then she yelled out to Harry at the top of her voice.
James rubbed his eyes, next he pushed himself up to stand.
Hagrid fed the dragon a steak, soon he would be hungry again.
Nobody knew that Hugo lived behind the station clock, therefore he had to sneak around in the shadows.
More able pupils will be able to use a conjunctive adverb to start a sentence. They are also known as
"transitional phrases". A conjunctive adverb is used to join two simple sentences (or clauses). The following can
all be used as conjunctive adverbs, e.g.
also, consequently, furthermore, however, incidentally, indeed, likewise, meanwhile, nevertheless, nonetheless
and therefore
When used to join two sentences, a conjunctive adverb must be preceded by a semicolon and not a comma. (This
is a common mistake - particularly with however.) A comma should be used after the adverb since it appears
before an independent clause.
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TERM THREE
The instructor's English is poor; consequently, they all failed the exam.
I know Mr Evans was drunk; however, I am not responsible for his actions.
Begin to add extra information in sentences in the form of a ‘who bit’ drop clause the tramp, who was wet and cold…
Some pronouns used to avoid repetition.
Varies sentences openings through time connection to avoid repetition (in the meantime, after that) Varies sentence
openings with use of a range of connectives
Few errors made in use of capital letters and full stops,?, and !
Use of inverted commas to punctuate direct speech.
Comma’s used accurately in a list.
Apostrophe for contraction and possession.
Text structure and writing composition
 Growing awareness of reader
 Uses paragraphs to structure.
 The person and tense is consistently
maintained.
 Use of the present perfect form of
verbs instead of the simple past tense
[for example, He has gone out to play
contrasted with He went out to play]
See term 2.
 Writer uses simple imagery to create
interest and make writing more stimulating
for example similies or metaphors.
Narrative:
 The main features of story structures to
organise events, vary openings and build
ups, conflicts and endings.
 Events happen in logical sequence.
 Uses setting and characterisation to
engage readers’ interest e.g. the weather
to create atmosphere.
 Dialogue is sometimes used accurately to
develop characters.
Non- narrative:
 Uses basic features of the text type such
as introductory statements followed by
clear points leading to a conclusion.
 Uses appropriate layout conventions..
 In non-fiction, attempts are made to
interest, persuade or amuse the reader.
Grammar- sentence structure and punctuation
 Simple and compound sentences containing ‘drop in clauses’ are balanced.
 Identify phrases and clauses.
 Express time, place and manner- using adverbs e.g then, next, soon, carefully, quietly, in the garden , in the house.
Preposition –before, after , during, in , because of. Prepositions show how two parts of a sentence are related, e.g.
 Jemma pulled her homework out of the dog’s mouth before he had a chance to eat it.
 James closed the gate after the horse had bolted.
 The goalkeeper jogged on the spot during the game to keep his muscles active.
 I can see a fox in the bushes.
 Charlie beamed all the way home from the shop because of the Golden Ticket in his hand.
 Varies sentences openings through use of ‘ly’ ‘ing’ ‘ed’ starts e.g staggering down the alleyway the tramp fled from
police.
 Correctly punctuated with full stops, capital letters, ?!
 Apostrophe for contraction and possession.
 Commas to separate phrases and clauses within clauses.
 Use of inverted commas to use direct speech.
 Use of detail through a variety if adjectives and adverbs provides humour, variety or suspense.
 Use powerful verbs to show character or add impact.
 Consistent noun phrases to describe something in detail e.g. Harry wore a black cap, red cape and a shiny shirt.