St James Catholic
Primary School
In the loving peace, justice and joy of Jesus, we achieve.
Year 3
YEAR 3
| Autumn 1 The BFG by Roald Dahl | Autumn 2 Where the Forest Meets the Sea The Vanishing Rainforest The Great Kapok Tree | Spring 1 Iron Man by Ted Hughes | Spring 2 Charlotte’s Web by E.B. White The Pebble In My Pocket. A History of Our Earth | Summer 1 The Journey Trilogy by Aaron Becker
| Summer 2 Tom’s Sausage Lion by Michael Morpurgo Revolting Rhymes by Roald Dahl |
Literary Form | Narrative Fantasy | Non-Fiction Picture book | Modern Fairy Tale Children’s classic | Cultural tales | Wordless text | Contemporary novel |
5 Plagues of the developing reader: Characteristics of text complexity |
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| Complexity of Plot/Symbolism
| Archaic |
| Complexity of Plot/Symbolism
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Link to Main NC Area of Learning | Science: Sound
Music: Instruments and composing | Science: Explore the rainforest habitat and eco-system.
Geography: Map in the end papers and broadening knowledge beyond this in relation to a wider study of the Amazon. |
Science: Forces and magnets; Light
Geography: locate the world’s countries, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities; use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
| Geography: Explore the term Arable and look at land usage in rural settings, comparing and contrasting this with the children’s experiences of urban settings, adding to the children’s locational knowledge.
| PSHE-relationships and responsibility
| Science: Habitats Computing: Publishing |
PSED & Human Themes | Relationships and personal identity | Global issues | Healthy relationships/friendships
| Friendship | Friendship | Bullying, trust, self-belief, empathy |
Reading: Experience, Knowledge, Skills and Strategies | Scanning and close reading Predicting and summarising Developing inference Making personal connections Developing experience by making intertextual connections | Reading illustration Scanning and close reading Predicting and summarising Broadening experience in a range of non-fiction voice | Develop positive attitudes to reading by listening to and discussing a wide range of fiction Increase familiarity with a range of books Identify themes and conventions Discuss words and phrases that capture readers’ interest and imagination Ask questions to improve understanding of the text Draw inferences and justify inferences with evidence Identify how language and structure contribute to meaning
| Read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. Identify and discuss themes and conventions in and across a wide range of writing. Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience. Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. | Increase familiarity with a range of books; Identify themes and conventions; Prepare play scripts to read aloud; Show understanding through intonation, tone, volume and action; Discuss words and phrases that capture readers’ interest and imagination; Draw inferences about characters’ feelings, thoughts, emotions and actions.
| Increase their familiarity with a wide range of books, including fairy stories, myths and legends and retell some of these orally Listen to and discuss a wide range of fiction Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence Predict what might happen from details stated and implied Prepare a poem to read aloud and perform, showing understanding through intonation, tone, volume and action |
National Curriculum Vocabulary, Grammar, Punctuation (and Spelling) |
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Language Competency: through reading, talk and writing | First person voice Past and present perfect tense Descriptive language and precise vocabulary choice: expanded verb, adverbial and noun phrases Modal verbs Imagined and improvised dialogue Expression and empathetic language Book Talk | Non-fiction explanatory voice Formal tone and register Passive and active Consistent present tense Paragraphs to organise ideas Fronted adverbials and conjunctions in co-ordinating and relative clauses Hypotheses and questions – adverbs indicating possibility Descriptive and scientific language – verb prefixes Precise vocabulary choice Choice of nouns, pronouns and determiners for cohesion Commas and parenthesis to clarify meaning | Plan writing by discussing writing similar to that which they are planning to write, learning from its structure, vocabulary and grammar Plan writing by discussing and recording ideas Draft and write by composing and rehearsing sentences orally Draft and write by organising paragraphs around a theme In non-narrative use simple organisational devices Write for different purposes including about fictional personal experiences Assess the effectiveness of their own and others' writing and suggest improvements Proof-read for spelling and punctuation errors Maintain attention and participate actively in collaborative conversations, responding to comments Ask relevant questions to extend their understanding and build vocabulary and knowledge Listen and respond appropriately to adults and peers Articulate and justify answers and opinions Use spoken language to develop understanding through speculating, imagining and exploring ideas Speak audibly and fluently with an increasing command of Standard English Consider and evaluate different viewpoints, attending to the contributions of others Use spoken language to develop understanding through imagining and exploring ideas in discussion, role-play and drama
| Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own. Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Evaluate and edit by assessing the effectiveness of their own and others’ writing. Evaluate and edit proposing changes to vocabulary, grammar and punctuation to Articulate and justify answers, arguments and opinions. Use spoken language to develop understanding through imagining and exploring ideas in role play drama. Select and use appropriate registers for effective communication. | Plan writing by discussing writing similar to that which they are planning to write, learning from its structure, vocabulary and grammar. Draft and write by composing and rehearsing sentences orally; In narrative create settings, characters and plot Articulate and justify answers, arguments and opinions; Use spoken language to develop understanding through imagining and exploring ideas in role | Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Use fronted adverbials Use commas after fronted adverbials Compose and rehearse sentences orally (including dialogue) Discuss and record ideas Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear Extend the range of sentences with more than one clause by using a wider range of conjunctions Use and punctuate direct speech Assess the effectiveness of their own and others’ writing and suggesting improvements Peer edit, checking for punctuation errors and proposing vocabulary changes Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas Consider and evaluate different viewpoints, attending to and building on the contributions of others Participate in discussions and debates Articulate and justify answers, arguments and opinions Speak audibly and fluently with an increasing command of Standard English Select and use appropriate registers for effective communication Participate in discussions, role-play and improvisations |
Extended Writing Outcome | Story opening Character description Setting description Recount | Poetry Debate Writing in role Argument writing | Annotated drawings Recounts (diary entries) Persuasive letter List poetry Questions Newspaper report
| Poetry Letter in role Narrative writing Story mapping Journals and diary entries | Poetry Diary entry Story maps Note taking Fact files Writing in role Character descriptions Narrative descriptions
| Diary writing Persuasive speech Letter writing Poetry Book review Newspaper report writing |
Reading for Pleasure text | The Lion, the Witch and the Wardrobe (Archaic) | The Lion, the Witch and the Wardrobe (Archaic) | The Firework Maker’s Daughter by Philip Pullman (Non-Linear Time Seq.) | The Witches by Roald Dahl (Complexity of the Narrator) | The Magic Faraway Tree by Enid Blyton | Cloud Busting by Malerie Blackman (Resistant Texts)
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