Page 135 - Year 3 SOW (2020)

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

LESSON: 30 (Writing 6) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for

routines

CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Writing Writing 1. Play Do not break the chain (See Teacher’s Book p.34) Student’s Book, p.21 needs of your pupils and class. Please
4.3 4.3.1 see the seven differentiation strategies
Communicate Use capital letters, Lesson delivery Teacher’s Book p.34, listed in the introduction. Please also
with appropriate full stops and 2. Follow steps 1–3 for Activity 1 (Teacher’s Book p.40). Then play 39 & 40–41 consider the following:
language form question marks the recording. Ask pupils to tick the activities they hear in Jim’s You could set a time for the Writing task
and style for a appropriately in diary as they hear them. Watch pupils to see how well they and ask pupils to write at least 2 (or at
range of purposes guided writing at keep up. If it is too fast, you could read the text again more least 3) sentences so that more
in print and digital sentence level slowly. proficient pupils write more sentences.
media
Complementary 3. Play the recording again and have pupils read along as they
Skill listen. Ask some questions about the text, letting pupils find the
Complementary Writing answers in the text (see Teacher’s Book p.40 Activity 1 for
Skill 4.1.2 example questions).
Writing Begin to use cursive 4. Show pupils the three questions on the page. Pupils work in
4.1 handwriting in a
Form letters and limited range of pairs to ask and answer the questions. Monitor carefully as
pupils do this to make sure they can answer them.
words in neat written work*
legible print using 5. Follow the instructions for Writing Tip (Teacher’s Book, p.40),
cursive writing including some or all of the gap fill sentences on the board.

6. Ask pupils to write sentences about their day in their notebooks.
Encourage the use of cursive writing. Pupils then exchange
notebooks to check each other’s work. Monitor carefully to
check their work, with a focus on punctuation, use of capital
letters and handwriting as well as comunication. Collect their
notebooks in at the end of the activity to mark and give some
feedback on their progress this unit.

7. (If time) Play Working Whispers (Teacher’s Book p.39)
Post-lesson
8. Learning diaries:

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