Page 96 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)

WEEK: LESSON: 16 (Language Awareness 1) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends

TOPIC: Welcome!
LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language
CROSS-CURRICULAR ELEMENT: Language

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Use the notes you have made on pupils during this unit to adapt this plan so that your Depending on Differentiate learning according
Reading Reading lesson reviews areas needed by your pupils. You might consider using some of the your focus: to the needs of your pupils and
3.2 3.2.2 material as a homework task, if appropriate. Worksheets class. Please see the seven
Understand a Understand specific Plan a Language Awareness lesson which focuses on consolidating and extending (see below) differentiation strategies listed in
variety of linear information and the main language points in Unit 1 according to the needs of your pupils. the introduction. Please also
and non-linear details of short Flashcards of consider the following:
print and digital simple texts Pre-lesson characters from You could offer pupils a choice
texts by using 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Get Smart plus of these activities or you could
appropriate your pupils’ needs and interests and that will prepare the pupils for the lesson. 3 (Greg & Anna, ask different pupils to do
reading strategies Student’s Book different activities depending on
Lesson delivery p.6) their individual needs, based on
Complementary Have got: Action cards formative assessment in this
Skill Complementary 2. Show flashcards of characters from the textbook. Elicit sentences about the unit.
Writing Skill characters He/She has got... Write the sentences on the board and put the pictures Toy clocks
4.3 Writing next to them. Ask pupils why we use he or she. Ask the pupils if we use has got or Get Smart plus Have pupils do more activities
Communicate 4.3.1 have got with he and she. 3 and/or make their own activities.
with appropriate Use capital letters,
language form full stops and 3. Next elicit sentences from pupils about themselves. Ask pupils to come to the Student’s Book
and style for a question marks board, write their name and write a sentence about themselves I have got… Ask p.14 Activities 1
range of purposes appropriately in pupils questions about the form with I (have got). and/or 2 and/or
in print and digital guided writing at 3
media sentence level 4. Next pupils complete Sections A & B of the worksheet (see below).
5. Feed back on the answers as a whole class. Note any common problems or Teacher’s Book
mistakes and review as necessary. p.31
Self-assessment
Can:
worksheets
6. Using action cards, model I can/can’t … with three or four cards. Drill (pupils listen
and repeat) the sentences if necessary. Ask pupils to tell their partners two things
they can and can’t do.
7. Model and drill the question and answer Can you…? Yes, I can/No, I can’t in a
similar way and have pupils ask each other in pairs about two activities.
8. Next pupils complete Section C of the worksheet (see below). Pupils are also
expected to review punctuation here.
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