Anda di halaman 1dari 8

St.

Swithun Wells Catholic Primary School


Weekly English Plan

Week beginning: 4.2.13 Week No: 5 Term: spring 1 Teacher: miss o’reilly Year: 3

Speaking and listening: Grammar and Punctuation: Comprehension and Composition:


To practise rhyming word, repetition and Exclamation and question marks. Writing riddles and nonsense poems.
performing for an audience. Use relevant ideas. Understand different types of texts.
Listen and respond to a speaker. Choose words to match the content.
Make helpful contributions in a discussion.

Phonics spelling and vocabulary:


Rhyming words

Weekly LO –
Text level Word / sentence Guided work Independent work Plenary
level
Monday Read some To generate To describe an object. To describe an object. To describe an
descriptions with describing words. Recap our writing topic I can use adjectives. object.
words hidden. Show the ch’d a for the next few weeks. I can use a compound
Children to guess at picture and ask them We are going to be sentence. I Put an object in
the hidden words generate adjectives reading and writing our can use similes. a feely bag.
using clues in text. to describe it. own riddles. Choose a child
Children choose real objects
Choose one a create to describe the
Mystery box activity: and/or picture cards/
a sentence. object to the
Have a box with images photographs. Use a book as a
class. Can the
of different animals screen and describe object
class work out
inside such as a crocodile, to partners without naming
what the
tiger, giraffe, etc. it. T to encourage use of
object is?
Describe it to the similes and compound
children using phrases sentences (provide word
such as “I have…I am… bank for this). Children check
People use me…My … I am their work with
Extension: choose an object
longer than…but shorter their partner
and have a go at making up
than…’“ but do not let against the
their own verbal riddle.
children see the object. success
Ask for suggestions for criteria.
LA- With CT.
what the object may be.
Ask children to identify
.
adjectives you have used.
Ask a child to repeat the
activity to the class with
a new object.
Discuss different ways
of starting sentence to
make it more interesting
for the listener
e.g. I am…
You can
Sometimes I am ….
When I am ….
I like…
Etc…
Compile an interesting
sentence starter poster
to refer to in future
riddle writing lessons.
How are we going to be
successful this lesson?
As a class write the
success criteria for the
lesson. This will be
constantly referred to
throughout the lesson.
Tuesday Read a riddle and Using dictionary to To describe an object. Independent Main Task To describe an
discuss any new look up new words- Recap our writing topic To describe an animal. object.
vocab we have found add adjectives to for the next few weeks. I can use adjectives.
in the riddles- put the VCOP wall. Use a We are going to be I can use adverbs. Put an object in
them on the VCOP new word in a reading and writing our I can use similes. a feely bag.
wall. sentence own riddles. Yesterday, I can use a compound Choose a child
we described an object sentence. to describe the
orally. Today we are going object to the
Children have a selection of
to be writing notes to class. Can the
animal pics on their table.
describe an object. class work out
Children create a spider
what the
Slowly reveal images to gram to describe it.
object is?
the children asking the
Children need to include,
children to describe what
compound sentences, similes, Children check
they can see (remind
adverbs and adjectives. their work with
term ‘adjective’).
Word bank of connectives their partner
When children have
for compound sentences and against the
guessed object reveal
copy of ‘different sentence success
the whole image. What
starters’ as support. Adverb criteria.
words/phrases/sentences
word bank too.
could we use to describe
this object? Scribe
LA- To describe an animal.
suggestions as a spider
I can describe an object to
gram.
my partner.
Encourage children to
I can use adjectives.
also think of ideas to work in with HA group-
beyond the appearance of this way they can hear the
the object such as vocab being used and be
comparisons, smell, feel, encourage to think of their
etc. own words about an object.
Explain that we can
describe the object as
being ‘like’ something else
(a simile). Extend ideas
to include ‘similes’- eg I
am as bright as a torch; I
am as smooth as glass; I
am like an upside down
pear…etc. and add to
class spider gram.
As a class write the
success criteria for this
lesson. What do we need
to include in our writing
to be successful? Check
work against the SC.
Wednesday Recap vocab and Look at question To identify the features To write a riddle. Share riddles
punctuation mark again. Discuss of a riddle. I can write the hardest clues at the end of
discussed. Look at how exclamation Recap our writing topic first. I the lesson.
riddle CT has marks change how we for the next few weeks. can describe my object using
written. Ask the read a sentence. We are going to be adjectives, adverbs and
children to list Discuss and list reading and writing our similes.
powerful language - positive language. own riddles. Yesterday, I can use a compound
put words on VCOP we described an object sentence.
board. As a class using a spider gram (give I can write ‘What am I?’ at
look over SCT for a a little time to finish if the end of my riddle.
riddles- as a class needed). Today we are Children are to use their
give some examples going to be using the spider gram from yesterday
for each step using spider gram to write our to write a riddle to describe
words from the wall. own riddles about our their object.
chosen object.
Children need to include,
Explain that today we are compound sentences, similes,
going to order the adverbs and adjectives.
sentences into a riddle.
We will read each clue
and work out which clues LA- To write a riddle.
are hard and which are I can write the hardest clues
easy. (May not focus on first. I
this yet this week- or can describe my object using
just with HA children- adjectives, adverbs and
see how they progress similes.
during week first!) Think I can use a compound
back to riddles read and sentence.
studied earlier in the I can write ‘What am I?’ at
week. How were the clues the end of my riddle.
ordered? Hardest to Children are to use their
easiest so that the spider gram from yesterday
reader would be guessing to write a riddle to describe
until the end. their object.
Highlight/amend the
Children need to include,
ideas you agree are most
compound sentences, similes,
effective and that you
adverbs and adjectives.
want to use.
Write ‘H’ next to the
harder clues and ‘E’ next
to the easier clues.
Number these clues into
the order you would use
them in a completed
riddle.

Model how to write the


first line of your riddle.
Refer to interesting
sentence starter poster
written earlier in the
week.
Thursday Look at riddle CT Discuss the effect Look at riddle CT has To write a riddle. Share
has written about of repeated letters written about remembers I can write the hardest clues examples can
remembers of our and sounds. of our class. Ask the first. I we guess who it
class. Ask the children to list positive can describe my object using is?
children to list language - put words on adjectives, adverbs and
positive language VCOP board. As a class similes.
look over SCT for a I can use a compound
riddles- as a class give sentence.
some examples for each I can write ‘What am I?’ at
step using words from the end of my riddle.
the wall. Ask the children to write a
Choose a child from the riddle about friend using the
class and as a group come skills they developed
up with POSTITIVE clues yesterday.
about them. CT to model
write this into a riddle Give MA word bank with
examples.
LA- To write a riddle about
CT as a grouo- to be give
some helpful info and
wordbank.
Friday To begin a sentence To publish a riddle. To publish a riddle. To be able to
Spelling test with an adverb. Recap our writing topic I can check my riddle makes mark their
for the next few weeks. sense. work using the
They need to choose
We are going to be I can check my punctuation success
an adverb and try to
reading and writing our in my riddle. criteria.
write a sentence
own riddles. Yesterday, I can present my riddle
beginning with that
we wrote a riddle. Today neatly. Children read
word. (repeat this to
we are going to be through their
reinforce it- Children are to publish their
publishing our riddles and work and mark
extending this group riddle they wrote yesterday.
making a class book of it to the
by asking them to They will get a choice of
our riddles. What does success
make sentences typing their riddle or writing
publish mean? Who gets criteria.
compound too.) their riddle.
their work published?
What do we need to do to They underline
LA- Guided reading with LSA
our work to publish it? adjectives, (HA
We need to check our underline
work makes sense first. similes too).
We then need to write
our work up in our They then set
neatest writing. themselves a
Target for
Model how to publish my
next lesson.
riddle from yesterday.
As a class write the
success criteria for this
lesson. What do we need
to include in our writing
to be successful? Check
work against the SC.