Page 119 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)

LESSON: 24 (Reading 5) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for habits

and occupations

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading 1. Play a word game to focus on the word teacher. You could choose an appropriate pre- Student’s Book, according to the
3.2 3.2.4 lesson activity from the list in the introduction that suits your pupils’ needs and interests p.18 needs of your pupils
Understand a Recognise and and that will review language and prepare the pupils for the lesson. and class. Please see
variety of linear use with support 2. Tell pupils this is your job – you are a teacher, and you teach and help children every day. Teacher’s Book the seven
and non-linear key features of a Tell pupils that today you will help them learn to use a dictionary. Show pupils a dictionary. p.36 differentiation
print and digital simple word cards: strategies listed in the
texts by using monolingual Lesson delivery firefighter, fire, introduction. Please
appropriate dictionary 3. Elicit and write the alphabet on the board (or draw pupils’ attention to a copy on display if lifeguard, save, also consider the
reading strategies you have one). dentist, fix, teeth following:
4. Write the word cat on the board. Model using a dictionary to find the word and read the Using a dictionary can
definition. Picture cards of be challenging. Try to
Complementary Complementary the three people pair/group more
Skill Skill 5. Put the pictures of the people from Student’s Book p.18 on the board. Show pupils the on Student’s proficient pupils with
Reading Reading word cards and put them randomly on the board too. Book p.18 less proficient pupils
3.2 3.2.2 6. Have pupils work in at least seven groups. Assign one word to each group and ask them to Class set of and encourage them
Understand a Understand find the word in the dictionary. Give them time to find the word and then ask them which monolingual to work together.
variety of linear specific picture on the board they think their word belongs with. Do not expect pupils to understand dictionaries
and non-linear information and the dictionary definitions in full, but to try to get a rough meaning so they can decide which
print and digital details of short picture it belongs to.
texts by using simple texts 7. For each of the seven words, ask one pupil to come out and move their word card next to
appropriate the correct picture on the board.
reading strategies 8. Follow the steps for Vocabulary and Activity 1 in Teacher’s Book p.36

9. If you have time, do Activity 2 (Student’s Book p.19; Teacher’s Book p.37). You could do
this at the beginning of the next lesson instead, if you do not have time.
Post-lesson
10. Ask pupils if they have a family member who is a firefighter, doctor or lifeguard.

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