Page 165 - Year 3 SOW (2020)

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

LESSON: 40 (Reading 8) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous

negative statements
Values

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading 1. Tell pupils that you like to exercise and show them what this word means. Student’s Book, p.28– according to the needs of
3.2 3..2.1 Give pupils 2–3 minutes to do some exercise in the classroom. You could 29 your pupils and class. Please
Understand a Understand the suggest aerobics or Zumba, for example. Watch pupils to see which see the seven differentiation
variety of linear main idea of short vocabulary you can teach them afterwards to say what they are doing (if any) Teacher’s Book, strategies listed in the
and non-linear simple texts – e.g. Zumba, aerobics, dancing, jogging. p.50–51 introduction. Please also
print and digital Copies of pictures of consider the following:
texts by using Lesson delivery four children on Fast finishers could do an
appropriate 2. Follow the instructions for Warm up on Teacher’s Book, p.50, to introduce Student’s Book p.28 additional Writing task at the
reading strategies new vocabulary. Comment on the pupils’ exercise in the pre-lesson stage if (1 copy of each) end of this lesson, where
you can teach them vocabulary for what they were doing. they write a sentence about
Complementary Copies of the texts each child to say one more
Complementary Skill 3. Show pupils the pictures of the four children from the textbook. Ask them what from Student’s Book action they are not doing.
Skill Reading they are doing. Put them on the board. p.28 (one text per
Reading 3.2.2 4. Give each pupil a text. Ask them to read the text and decide which picture it pupil) Ask different pupils
3.2 Understand specific different/more/fewer
Understand a information and matches. Feed back by asking a pupil to come out and label each picture with questions to guide their
the name of the child.
variety of linear details of short understanding of the text
and non-linear simple texts 5. Follow the instructions for Activity 1 (Teacher’s Book, p.50) from Step 3). (see Teacher’s Book).
print and digital
texts by using 6. Next, follow instructions for Grammar Box and Activity 2 (Teacher’s Book,
appropriate p.50–51).
reading strategies You may wish to note pupils who have difficulty with Activity 2 and those who
complete it easily. This will help you later in the week to decide how much to
review and how to group pupils.
7. (If time) Play a True/False quiz. Talk about what each child isn’t doing in the
pictures (including a false statement, which includes what they are actually
doing). Pupils should call out True/False or Yes/No.
Post-lesson
8. Learning diaries:

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