Page 150 - Year 3 SOW (2020)

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

LESSON: 35 (Reading 7) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous

questions (be + -ing)
Values

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according
Reading Reading 1. Play the song from Student’s Book, p.25. Have pupils sing along and/or Student’s Book, to the needs of your pupils and
3.2 3.2.1 do the actions. p. 26–7 (and 25 for class. Please see the seven
Understand a Understand the pre-lesson) differentiation strategies listed in
variety of linear main idea of short Lesson delivery the introduction. Please also
and non-linear simple texts 2. Introduce the new vocabulary (see Warm up and Vocabulary on Teacher’s Book, consider the following:
print and digital Teacher’s Book, p.48). p.48–49 If you feel your class can follow
texts by using Copies of the the story well, you could reduce
appropriate 3. Show pictures 1, 3, 5 & 6 and ask pupils who they can see. Put the pictures 1, 3, 5 & 6 the number of times you play the
reading strategies Complementary pictures on the board. from the story recording.
Skill 4. Give each pupil a sentence card (there will be some the same). They (blank/without text)
Complementary Reading should come out to the board to decide which picture to put it with. You If you have some less proficient
Skill 3.2.3 could do this in groups if it is easier to manage. Sentence cards to pupils in the class, the sentence
Reading Guess the meaning match pictures 1, 3, matching activity could be done
3.2 of unfamiliar words Watch as pupils do this activity to get an idea of their reading ability. 5 & 6 (one per in pairs, giving one sentence to
Understand a from clues provided Support them as needed by encouraging them to sound out new or pupil) a pair with one more + one less
variety of linear by visuals and the difficult words and/or referring to the pictures in the Student’s Book proficient pupils.
and non-linear topic (p.26).
print and digital
texts by using 5. Ask pupils to read the picture story in Student’s Book, p.26 to check the
appropriate answers.
reading strategies 6. Follow the instructions for Activity 1 (Teacher’s Book, p.48) from the
second point.

7. Use the questions from the language box (Student’s Book, p.27) to
introduce the question and answer forms. Then follow the instructions
for Grammar Box (Teacher’s Book, p.49)
Post-lesson
8. Learning diaries:
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:

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