Page 291 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)

LESSON: 83 (Reading 16) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Any: countable and

Creativity & Innovation
uncountable nouns in questions

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.3 1. Introduce the flashcards for eggs, milk, cheese. Ask pupils what you could Student’s Book, p.56– according to the needs of
Understand a Guess the meaning make with these. Elicit or teach omelette. Ask if pupils have ever had an 57 your pupils and class. Please
variety of linear of unfamiliar words omelette. If so, what was inside it? see the seven differentiation
and non-linear from clues provided Lesson delivery Teacher’s Book, strategies listed in the
print and digital by visuals and the p.90–91 introduction. Please also
texts by using topic 2. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.90. Food flashcards consider the following:
appropriate 3. Introduce the text and ask pupils to read it and tell you which omelette Some more proficient pupils
reading strategies they’d prefer. should be able to tell you in
Complementary Monitor carefully as pupils read and see how they are progressing. Some English their strategy for
Skill pupils may read much more slowly than others. Note down which pupils understanding unknown
Complementary Reading 3.2.2 finish quickly and which take longer. words. You could ask them
Skill Understand specific to translate for other pupils
Reading 3.2 information and 4. Follow the instructions for Activity 1 on Teacher’s Book, p.90, but leave out after helping them say it in
Understand a details of short the performance stage. Ask pupils what they think Yummy and Yuck mean English.
variety of linear simple texts and why they think that.
and non-linear 5. To follow on from the reading, follow instruction for Activity 2. Have pupils Reading the whole text may
print and digital do this individually before checking their answers with a partner. Then feed be difficult for some pupils.
texts by using back, and elicit language from pupils in full sentences. Give them plenty of time to
appropriate Post-lesson try to read it. If necessary,
reading strategies ask faster finishers to think
6. Choose an appropriate post-lesson activity from the list in the introduction about what they would have
that suits your pupils’ needs and interests and that will review the main in their omelette.
areas covered in the lesson.

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