Page 382 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 120 (Reading 23) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)

Technology
statements (positive & negative)

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 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.78– according to the needs of
Understand a Understand suits your pupils’ needs and interests and that will review vocabulary from the 79 your pupils and class.
variety of linear specific previous lesson, leaving the words on the board for later in this lesson. Please see the seven
and non-linear information and Teacher’s Book, p.120– differentiation strategies
print and digital details of short Lesson delivery 121 listed in the introduction.
texts by using simple texts 2. Show the pictures from Student’s Book, p.78 and ask pupils if they think this city Vocabulary flashcards Please also consider the
appropriate is in Malaysia [No]. Ask them where they think it might be [USA, New York City]. following:
reading strategies Find out if pupils know this city or have been there, as appropriate. Ask them Consider pairing more and
when they think the pictures were taken [in the past, 1900]. less proficient pupils
Complementary together, so the more
Complementary Skill 3. Write key words in a list on the board, and ask pupils to read them as you write (if proficient pupil can support
Skill Writing 4.2.2 not already there from pre-lesson stage): cinemas / theatres / shopping centres. the less proficient one in
Writing 4.2 Make and give Add cars / horses / carriages (show flashcards to explain) / quiet / noisy. Use the the prediction activity.
Communicate reasons for words to elicit some sentences from more proficient pupils, introduce negative
basic information simple wasn’t/weren’t. Some pupils may write full
intelligibly for a predictions 4. Ask pupils to put the vocabulary in their notebooks (or create a worksheet with prediction sentences,
range of purposes these words). Ask pupils which of these things were found in New York City in others shorter ones (see
in print and digital 1900 – they should tick what was and cross what wasn’t found (in their opinion). example). Some may not
media Pupils work in pairs to make predictions and write their answers in full sentences, write anything, just put a
tick or a cross.
e.g. There weren’t any cars in New York City in 1900 or No, there weren’t.

5. Have pupils read the texts and check their predictions. Pupils check their
answers with their partner. Check answers as a class.
6. Ask pupils to work on their own on Activity 2, Teacher’s Book, p.121. You could
use this as a classroom-based informal assessment of Reading. Collect the
books after the activity to review and make a note of pupils’ performance.
Post-lesson
7. 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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