Page 142 - Year 3 SOW (2020)

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

WEEK: LESSON: 32 (Language Awareness 2) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends

TOPIC: Every day
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of unit language

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so your Depending on your focus: Differentiate learning
Reading 3.2 Reading lesson consolidates and extends language areas needed by your pupils. You Worksheets (see below) according to the needs of
Understand a 3.2.2 Understand might consider using some of the material as a homework task, if appropriate. your pupils and class.
variety of linear specific information Note: You could also make use of the review activities in Revision (Student’s Picture of a girl and a boy Please see the seven
and non-linear and details of short Book p.24 / Teacher’s Book p.44–45) and/or consider offering pupils a choice Get Smart plus 3 differentiation strategies
print and digital simple texts of activities from the optional activities described on Teacher’s Book p.45. listed in the introduction.
texts by using Student’s Book, p.24 Please also consider the
appropriate Pre-lesson Activities 1 and/or 2 following:
reading strategies Complementary 1. Play a game to review vocabulary from the unit as needed for the lesson. Teacher’s Book, p.44–45 You could offer pupils a
Skill For this, you could choose an appropriate pre-lesson activity from the list choice of these activities or
Complementary in the introduction that suits your pupils’ needs and interests. Self-assessment you could ask different
Skill Writing 4.2.4 worksheets pupils to do different
Writing 4.2 Describe people Lesson delivery activities depending on
Communicate and objects using 2. Show pupils the picture and tell them the boy is Hamid and the girl is May. their individual needs,
basic information suitable words and They are brother and sister. Ask pupils to look at and read silently the text based on formative
intelligibly for a phrases on the worksheet. Ask a gist question, for example, Who wrote this? assessment in this unit.
range of purposes Hamid or May?
in print and digital Have pupils do more
media Ask questions about the language: activities and/or make their
own activities.
Which words tell you how often they do something? Where do we find it in
the sentence?
Which sentences have an ‘s’ in the verb (or show them in an example)?
Why?
What can we find at the beginning of the sentences? And at the end?
3. Show pupils how to unjumble a sentence by doing an example on the
board.
Ask pupils to work in groups of three. Give one set of jumbled sentences
(worksheet) to each pupil in the group. Each pupil works on a different set.
When they are finished, ask them to show each other their sets and to
check each other’s answers.

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