Page 415 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 131 (Reading 25) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Past simple (irregular

verbs): Questions & statements
Environmental Sustainability

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Understand a Guess the pupils’ needs and interests and that will review language to prepare pupils for the p.86 of your pupils and
variety of linear meaning of lesson. class. Please see the
and non-linear unfamiliar words Lesson delivery Teacher’s Book, seven differentiation
print and digital from clues p.132 strategies listed in the
texts by using provided by 2. Tell pupils they will read a story about a trip to the forest. Show a picture of a forest and Pictures of forest introduction. Please
appropriate visuals and the elicit some differences between the forest and forests/jungles in your local area. Ask also consider the
reading strategies topic pupils what they might do in a forest (and/or a jungle). Write some of their ideas on the Worksheets A & B following:
board. (see below) Some pupils may know
3. Ask pupils to look at the pictures in the story (Student’s Book, p.86) to see if the children the vocabulary already.
Complementary Complementary in the story did any of the same things. Dictionaries If that is the case, plan
Skill Skill 4. Give pairs of pupils the A or B worksheets (see below). Ask them to look at the words a different activity for
Reading 3.2 Reading 3.2.4 on their worksheet. Hand out dictionaries and ask pupils to check the meaning of the Colour pens and them so they can work
Understand a Recognise and words in the dictionary. They should draw a picture to show what each one means. pencils (optional) towards the Learning
variety of linear use with support Pupils can work in pairs for this activity. Standards of this
and non-linear key features of a lesson.
print and digital simple 5. For the second part of the worksheet, pupils read the story to find the words on their
texts by using monolingual worksheet. Then they work in their pairs to guess the meaning and draw a picture to
appropriate dictionary show their understanding. Ask them to cover the vocabulary section at the top of the
reading strategies page.
6. Change pupil pairs so that A and A / B and B are together. Have them compare their
pictures to see if they drew the same things.
7. Play the CD of the story and ask pupils to read along. Ask some questions to different
pupils to check that they have understood the story. You could ask them whether they
have experience of doing these things.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.

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