Page 448 - Year 3 SOW (2020)

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

LESSON: 141 (Reading 27) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular &

irregular): Negatives & questions

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 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 Student’s Book, p.91 according to the needs of your
Understand a Understand specific introduction that suits your pupils’ needs and interests and that will pupils and class. Please see
variety of linear information and review language to prepare pupils for the lesson. Teacher’s Book, p.138 the seven differentiation
and non-linear details of short Worksheets (see below) strategies listed in the
print and digital simple texts Lesson delivery introduction. Please also
texts by using 2. Tell pupils they will read an email about a holiday. Give pupils a Questions (cut up and consider the following:
appropriate worksheet (see below, one per pair) and ask pupils to tell you who stuck around the room In the email Reading activity
reading strategies Complementary went on holiday [James]. You could ask them about the email before the lesson) pupils could write short
Skill (To/From/Date). answers or full sentences,
Writing 4.2.5 depending on their proficiency
Complementary Connect sentences 3. Tell pupils they will answer some questions about James’s email. level.
Skill using basic There are 5 questions around the room (remember to stick these up
Writing 4.2 coordinating before the lesson). Pupils, in pairs, should take it in turns to go and find
Communicate conjunctions the question, read and remember it, return to their partner and tell the
basic information partner. Together they should find the answer in the text. The partner
intelligibly for a writes the answer. Then they swap roles for the next question. The
range of purposes pupil writing must be sitting at the desk and the pupil reading the
in print and digital question cannot take the question off the wall or shout it to their
media partner – they must remember it and tell it to the partner. Check the
answers as a class after having pairs check with another pair.
Monitor carefully during this activity to manage behaviour and pairwork
as well as to evaluate pupils’ Reading, memory,
Speaking/communication and Writing skills.
4. Have pupils look at the picture on Student’s Book, p.91. Ask them to
tell you about the boy in the picture and where they think he is. Play
the CD and ask pupils to read along with it.
5. Draw pupils’ attention to Writing Tip (Student’s Book, p.91). Do not
follow the teacher’s guide for this stage from Teacher’s Book, p.138.

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