English Stage 3 SOW Tcm142-354084

Cambridge Primary
Scheme of Work – English Stage 3
Introduction
This document is a scheme of work created by Cambridge International as a suggested plan for delivery of Cambridge Primary English Stage 3.
Learning objectives for the stage have been grouped into topic areas or ‘units’. These have then been arranged in a recommended teaching order,
but you are free to teach objectives in any order within a stage as your local requirements and resources dictate.
The scheme of work assumes a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number
and title of each unit for Stage 3 can be seen in the table on the next page. The scheme of work is based on the minimum length of a school year to
allow flexibility. You should be able to add in more teaching time as necessary, to suit the pace of your learners and to fit the work comfortably into
your own term times.
Some learning objectives are designed to be recurring across all units. As such, these are listed separately at the beginning of the scheme of work
as ongoing work across Stage 3. Each term consists of three units. Grammar, spelling and vocabulary learning objectives for the whole term are
listed first followed by learning objectives relating directly to the unit topic. Learning objectives are given using their curriculum framework codes and
a summary rather than following the precise wording in the curriculum framework. Activities and resources are suggested against the objectives to
illustrate possible methods of delivery. In the fiction and non-fiction units, these include more general activities that can be carried out at any point
across the unit to reinforce learners’ skills.
There is no obligation to follow the published Cambridge schemes of work to deliver Cambridge Primary. They have been created solely to provide
an illustration of how delivery might be planned over the six stages. A step-by-step guide to creating your own scheme of work and implementing
Cambridge Primary in your school can be found in the Cambridge Primary Teacher Guide available on the Cambridge Primary support site. Blank
templates are also available on the Cambridge Primary support site for you to use if you wish.
Two sample lesson plans (short-term plans), with suggested resources, are included in Appendix A at the end of this document.
Cambridge International is not responsible for the content of materials or websites recommended in this document. All website references were
accurate at the time of writing. As websites may be changed and newer, better websites are being created, we recommend that you check all
websites before using them and actively search for appropriate new online resources.
V1 8Y01 English Stage 3 1

Overview
Nine units of work are suggested for Stage 3. In each school term there are three units: fiction, non-fiction, and poetry/playscripts. The range of
topics suggested is:
TERM 1 TERM 2 TERM 3

Fiction Unit 1A: Real life stories Unit 2A: Myths and legends Unit 3A: Adventure stories
(40% of teaching Reading and analysing real life Reading and analysing myths and Reading and analysing adventure
time) stories, then planning and writing a legends, then planning and writing a stories, then planning and writing one.
story. story.
Non-fiction Unit 1B: Instructions Unit 2B: Letters Unit 3B: Non-chronological reports
(40% of teaching Reading and analysing instructions, Reading and analysing letters for a Reading and analysing non-
time) then planning and writing them. variety of purposes, then planning and chronological reports, then planning
writing a letter. and writing a report.
Poetry and Unit 1C: Poems based on Unit 2C: Poems from different Unit 3C: Humorous poems
playscripts observation and the senses; cultures Reading and analysing humorous
(20% of teaching playscripts Reading and analysing poems from poems, then planning and writing one.
time) Reading and analysing poems based different cultures, then planning and
on observation and the senses, then writing a poem.
writing one. Reading, analysing and
writing a playscript.
For learners to become more proficient in English skills, it is important that they keep revisiting and consolidating skills in different contexts. For this
reason, many of the learning objectives are revisited in different ways in every unit. This gives all learners the opportunity to grasp the ideas
involved. Within each term, the order in which units are taught is not important – the level of expectation is consistent across all three units. It is
important, however, that you teach the Term 1 units before the Term 2 units, and the Term 2 units before the Term 3 units.
The teaching and learning of English skills is a continuum. The prior knowledge expected for these units is developed in Stage 2, and the skills and
understanding developed in Stage 3 are important for learners to make good progress in subsequent stages. If the Stage 3 level of work is not
appropriate for the learners in your class, it is recommended that you use ideas from the Stage 2 or Stage 4 units of work: comparable texts are
often studied in each stage, so matching a text type with the appropriate learning objectives is usually straightforward.
In general, specific texts are not recommended because of the different resources available in each school and location. You have the flexibility to
include resources that they have available and locally or nationally relevant resources. Descriptions of the types of texts you will need are given at
the beginning of each unit. Large print books and electronic texts that can be displayed are particularly useful for teaching learners of this age – the

more the learners can see and read the text, the more effective the teaching will be. It is assumed throughout that you have access to a whiteboard,
blackboard or flipchart to record brief texts for general discussion and analysis.
Learners should be familiar with the literacy skills developed in Stage 2. In particular, at the start of the Stage 3 work it is assumed that all learners:
 know common ways of representing all short and long vowel phonemes in monosyllabic words
 can read and spell 200+ high frequency words
 can read simple texts using a variety of strategies including decoding phonically regular words, using grammar and context to help to decode
unfamiliar words
 can form all letters correctly and using largely joined-up writing
 can write longer texts independently, using phonic spellings for more complex words.

Ongoing work
The learning objectives listed below should be taught, reinforced and developed throughout the entire school year.
You may wish to allocate time each day to teaching these learning objectives, or you may prefer to allocate a set amount of time each week.
Ongoing phonics, spelling and vocabulary

Framework Summary of learning Suggested activities
codes objectives
3Ro1 Use effective strategies to  While learners are reading a text aloud, cover up a potentially unfamiliar word. Ask learners
tackle unfamiliar words in what strategies they know which could help them to identify the word. Encourage reference
reading. to:
- using pictures cues
- using the sense and syntax of the sentence (re-reading the whole sentence, without the
missing word, and trying to predict the word class, then the likely meaning of the word).
Uncover the word, bit by bit. Focus on common letter patterns (e.g. ough, ai, sp) or syllables,
depending on the reading skills of the learner. Discuss which strategies were most
productive, or whether all the strategies are helpful working together.
 Use five-minute sessions, including at the beginning and end of lessons, where you write a
potentially unfamiliar word on the board. Ask learners what they can say about it. Encourage
observations which include reference to:
- any recognised long or short vowel phonemes and the possible pronunciations (ask
learners to make links to other words when they explain the possible pronunciations, e.g.
ea could be ‘ee’ as in bead or ‘e’ as in bread)
- any recognised syllables and possible pronunciations (with analogous words)
- prefixes or suffixes that are recognised
- possible pronunciations of the word.
3Ri2 Predict the meaning of  In the previous activity, when learners have given all the information they can from looking at
unfamiliar words. the word, write the word in a sentence. Ask learners to read the word in the context of a
sentence. What new information can they give about the word now? Can they:
- try to give a definition for the word?
- suggest other words which could take the place of the focus word in the sentence and
explain their reasoning?
- list other related words?
3Wo9 Use dictionaries to confirm  Ask learners to put groups of words in alphabetical order. Include:
3Ws6 the meaning of unfamiliar - groups that all begin with the same letter, and discuss how the order depends on the
words. second letter
- groups of unfamiliar words that individuals have collected from their own reading
- groups of words that learners have generated for themselves for a partner to order.
 Display a few potentially unfamiliar words on the board. Ask learners to look up the words in a
dictionary.
To develop learners’ confidence in using dictionaries, begin by giving learners groups of
words all beginning with the same letter to look up. Reinforce that the order of these words in
the dictionary depends on the second letter.
For each word ask a learner to share the meaning in their own words. Other learners check
that the meaning given reflects the dictionary definition. Ask another learner to say the word
in a sentence.
 Ask learners to use dictionaries to explore the different meanings of words with the same
spelling (e.g. form, wave). Check their understanding by asking them to write sentences
containing the words with their different meanings.
 Encourage learners to keep a record of new words that they like and their meanings (or
sentences demonstrating their meaning), so they can try to use them in their own writing.
3Ro1 Spell common and  Throughout the year, follow a spelling programme that will enable learners to spell most of the
3Wo7 phonically regular words words they need to use confidently and accurately. Include:
3Wp12 correctly. - phonically regular high frequency words
3Ws3 - –ing, -ed and –s forms of regular verbs
- common irregular verbs
It is a good idea to have a list of irregular verbs displayed in a classroom poster until learners
become familiar with them.
When asking learners to spell a word, also develop understanding of the word’s meaning by
providing an example sentence containing the word or asking learners to write the word in
their own sentence.
 Carry out regular dictation activities that enable learners to apply spellings in context.

3Ro1 Check that spelling remains  As they redraft their writing, ask learners to identify and correct their own spelling errors using
3Wo5 consistent in own writing. a dictionary to help them, or work with a partner to identify and correct each other’s spelling
3Wo9 errors.
Ask learners to keeping a spelling log to record spellings to learn and practise in their writing.

Ongoing reading
codes objectives
3Ro2 Develop learners’ reading  Use class novels – chapter books that you can read gradually across a unit/term. Use your
3Ro3 appreciation. class novels in a variety of ways, e.g. reading aloud to the class (either with learners simply
3Ri1 listening or with them following in their own copies), asking learners to take turns to read
3Rw1 short passages or assigning individuals to read the dialogue of particular characters.
3Rw2 Once you have completed a novel, write a book review as a class. This will model what
3Wa8 learners should include in their independent book reviews.
 Across the year, learners should be given opportunities to read a range of non-fiction and
fiction books independently.
When reading non-fiction, ask learners to consider:
- what they liked and disliked about the book
- what new information they have learned
- how the information is presented, e.g. pictures with captions, illustrations, lists, bullet
points.
When reading fiction, ask learners to consider:

- what they liked and disliked about the book
- how the events unfolded
- whether there was a good beginning and a good ending
- how the writer uses interesting or powerful words to describe characters, settings or the
action
- comparisons between books by the same and different authors.
 Encourage learners to share their opinions of the books they have read with other learners
(e.g. by writing book reviews).
 Choose the main character from a story or fable that your learners are familiar with. Ask one
learner to pretend to be that character and be in the hot-seat while the rest of the learners
ask questions about his/her motives for doing what he/she did, and their feelings, at relevant
moments in the story. Allow learners to take turns being different characters.
At the end, you could ask learners to write what the hot-seated characters said in sentences
using direct speech.

Ongoing grammar and punctuation
codes objectives
3Ro7 Be aware of the purpose of  While sharing a book, talk about the function of the punctuation being to split the text into
3Wp5 punctuation when reading ‘units of meaning’ (the word clause will be introduced at Stage 4). Also talk about the
3Wp7 and writing. difference between full stops, question marks, exclamation marks and commas, and discuss
how the difference can be shown when reading.
 Introduce the apostrophe as used to mark omission of letters in words such as can’t, don’t,
didn’t, I’m, we’ll, you’re, etc. Explain the function of the apostrophe in these words.
3Ro12 Look at the punctuation of  Share text which includes dialogue. Draw learners’ attention to how to punctuate dialogue,
3Wo6 dialogue and consider its including the other punctuation used in dialogue, e.g. the use of a full stop inside the speech
3Wp6 function. marks to mark the end of what someone says, or the use of a comma inside the speech
marks if the speech is followed by a reporting verb such as said, murmured or shouted.
At the very least, make sure learners understand that the words between the speech marks
are the words the character actually speaks.
 Share a text and discuss why the author has chosen to include dialogue in their stories.
Encourage reasons such as:
- to make the narrative more interesting and realistic
- to show us what characters are like and what they think
- to tell us about how different characters react to each other
- to give information.
 To develop learners’ understanding of how dialogue is represented, assign individuals to read

the dialogue of particular characters when reading your class novel.

3Wp8 Understand the terms noun,  Introduce the word classes by making sets of words. Always give the words in sentences
3Wp11 verb, adjective, singular and when putting them into classes because most words can belong in different word classes in
plural. different contexts.
 Choose sentences from stories. Write them on a display board and explore them in different
ways. For example:
- Ask learners to identify the different word classes.
- Cover/omit a word. Can learners predict the word class of the missing word? Ask them to
explain how.
- Ask learners to replace words, e.g. one of the nouns with a different noun. Discuss how the
sentence changes. Explore changing verbs and adjectives. How does the meaning of the
sentence change each time?
- Play with transposing ideas into singular/plural. Explore what changes in the sentence.
Discuss how pluralisation is marked and which words are affected.

Ongoing writing
codes objectives
3Wo1 Develop a fast and fluent  Poor handwriting can affect learners’ self-esteem and willingness to write. So, throughout the
3Wo2 handwriting style. year, give learners a range of opportunities to develop a fast, fluent and legible handwriting
3Wo3 style, e.g.
- using a programme of handwriting activities, each focusing on a different join
- including handwriting in the success criteria for a piece of work
- focusing on joining when copying spellings to learn (this will also help learners to
remember spelling patterns)
- using a range of different writing implements, e.g. paint brush, quill.
- trying out different writing surfaces, e.g. windows or mirrors.
 Ask learners to make handwriting sheets for younger learners, using thick pens to create
letters, joins or criss-cross and curly patterns which mirror the shapes made in joined up
handwriting. Share the sheets with younger learners who can go over the thick line with a
fine pen/pencil, making sure they always stay within the thick line.
 After learners have redrafted and improved a piece of writing, ask them to write a final copy
in their best handwriting to present in a wall display or in a class book. They should take care
to think about:
- consistency in size and proportion of letters
- consistent spacing between letters and between words
- good formation and some evidence of joining.
3Wo4 Using a range of ways to  Give them opportunities for learners to choose how to present their written work to the class
present work. using ICT, e.g.
- text processing software
- presentation software
- graphics software for e.g. posters
- blog.
Show/remind learners how to use appropriate ICT tools, e.g. to check spelling and grammar,
to change the font, to change the spacing between the lines of text.
Talk about learners’ ICT choices and how they decided.

Ongoing speaking and listening
codes objectives
3SL1 Speak confidently and make Across the curriculum, encourage learners to:
3SL2 effective contributions in  speak clearly and confidently in a range of different situations (e.g. pair work, group work,
3SL3 group and class discussions. class discussions).
3SL4 To develop learners’ confidence, provide plenty of opportunities for learners to practise their
3SL8 speaking in a supportive environment.
 take turns talking, listen attentively to what others say and comment relevantly on the ideas
being communicated.
Two possible approaches are:
- Learner A explains an idea, Learner B listens carefully and asks two questions relating to
the information once Learner A has finished talking
- Learner A explains their idea to Learner B, and Learner C explains their idea to Learner D.
Then Learner B reports Learner A’s idea to Learner C, and Learner D reports Learner C’s
idea to Learner A.
 be sensitive to other learners’ opinions, which may be different from their own.
Hold a class debate and model ways of politely disagreeing with others such as ‘I understand
what you’re saying, but in my opinion …’
 fully engage in discussions, interpreting meaning from the way others talk and non-verbal
communication.
- Divide learners into groups. Give each group a set of cards showing a mood word, e.g.
happy, sad, scared, angry, surprised. Also give each group a card with a sentence written
on. Learners take it in turns to pick a mood card secretly and read the sentence in a way
conveying the mood on their card. Other learners in the group should try to guess the
mood.
- Using mood cards (as above), ask learners to use non-verbal communications only to
communicate the mood on their card. Can the other group member guess the mood from
the facial expressions and posture or other non-verbal gestures that a learner uses?

3SL7 Create character in drama.  Share a short playscript or part of a longer one. In groups, learners to discuss what they
know about the characters from the information given and from what the characters say. Ask
learners to think about how they can portray the characters in the way they move, their facial
expressions and the way they speak.
 Give learners time to practise before performing the playscript to the class. As each group
performs, others watch carefully so they can feedback on the performances. Encourage
constructive feedback by asking learner to say what they liked most about the performance
and one thing that could be improved.
Once all groups have performed, you could ask learners to rewrite the playscript as a
descriptive story, adding detail about the setting and characters’ appearances and using
direct speech to record what each character said.

TERM 1
Unit 1A: Real life stories
Reading and analysing real life stories, then planning and writing a story.
Unit 1B: Instructions

Reading and analysing instructions, then planning and writing them.
Unit 1C: Poems based on observation and the senses; playscripts
Reading and analysing poems based on observation and the senses, then writing one. Reading, analysing and writing a playscript.
Grammar, spelling and vocabulary activities for all units

Use these activities across the term to develop learners’ grammar, spelling and vocabulary alongside the activities for each unit topic.

codes objectives
3Ro1 Recognise a wider range of Revise the prefixes un- and dis-, and introduce de-, re-, pre-.
3Ws4 prefixes.
Ask learners to use the dictionary to find words beginning with these prefixes, note the
meanings and try to discover what the prefixes might signify:
 What kind of words are the prefixes used before?
 What does the addition of a prefix do to the root word?
 Are there always root words? (No. We have the word predict, but not dict.)
 How can you tell if a word begins with a prefix or not? (In general, prefixes are unstressed
and in a separate syllable. So the re- in read is not a prefix, whereas the re in repeat is.)
Reading and analysing real life stories, then planning and writing a story
This is the first of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested
for this unit is four weeks.
Outline:
Learners will read and discuss a variety of real life stories, first enjoying the texts as readers, then reading as writers and analysing features of the
text. Then they will plan and write a story based on one of the texts they have read and analysed.
Resources needed:
 three or four short stories / picture books which will entertain learners and bear re-reading. Include different books by the same author. At least
one of the books should include dialogue. All of the stories need to be set in contemporary/familiar settings and they all need to be in a format
which you can share with the class
 photographs of a place that all learners have visited (optional).

codes objectives
3Ro2 Read, enjoy and discuss a Read aloud three or four short stories / picture books to, and with, the class. Include different
3Ro3 story, identifying main books by the same author. For each story, ask learners for their opinions:
3Rv3 character, setting, plot and  What did they like and dislike?
theme.  What effect did the story have on them? What is their personal response?
 Did they make ‘pictures in their minds’ as they read and listened to the story? What kind of
pictures were they?
 Were there any particular words, phrases or images that they found particularly effective?
 Were there any particularly interesting or surprising moments in the story that learners
responded to?
Discuss the main character, setting, plot and theme. Check that learners are familiar with the
vocabulary. Ask them to explain the reasons for their responses.
How are the books similar … different? Always encourage learners to find evidence in the text to
support their responses.
3Rx1 Begin to infer meaning. Re-read a page of a real life story.
3Ri1
Ask learners questions about the events on the page. Begin with who, when and where
questions and ask learners to find the words and phrases in the story which they use for their
answers.
Move on to Why do you think …? How do you think/know …? What might have happened if …?
questions. Again, ask learners to find evidence in the text to support their answers.
Discuss how authors can give readers information without telling them directly. Discuss the
difference for a reader between being told what a character or place is like and being ‘shown’
what it is like.
codes objectives
3Ri1 Use information from Summarise what is known about one of the characters in a story, including information that has
3Wa2 reading to write a character been deduced. Discuss how a short description of the character could be presented without
study. simply writing a list of characteristics.
Explore ideas such as: writing a ‘wanted’ poster; writing the school report of the character;
drawing and labelling a picture; compiling the character’s shopping list or a list of what you would
expect to find in the character’s bedroom/dustbin, etc.
Use all the information to write a paragraph for a story introducing the character. Remind
learners to explain what the character does and feels as well as what they look like.
3Rw1 Recognise the impact of a Select part of a story in which the writer has chosen to use some powerful verbs and precise
3Rw2 good choice of words in a nouns. Discuss reasons for choosing powerful verbs.
3Wa4 text and explore alternative
3SL8 verbs, particularly with Cover up the powerful verbs. Ask learners to suggest other verbs which the author could have
dialogue. used instead. Discuss the impact on the meaning of the sentence.
Focus on verbs connected with dialogue in the story. Explore what would happen if the ‘he said’
phrases were replaced by thundered, whispered, suggested, roared, etc. How would that impact
on the reader’s understanding of the text?
3Ro12 Use observations in reading Revisit part of one of the familiar stories where two characters are having a conversation.
3Wo6 as the model for writing Speculate as to how the conversation might continue. Encourage pairs of learners to role-play
dialogue. possible dialogues.
Ask learners to record part of the dialogue they improvised. Learners should check their
punctuation against the punctuation in a book. They should see if they can strengthen any of the
verbs or adjectives in their writing.

codes objectives
3Rw1 Recognise the importance Write a sentence which is in some way related to one of the texts, e.g. The big cat got down from
3Rw2 of an accurate choice of the tree. Ask learners to change or add an adjective/noun/verb, each time with the aim of making
3Wa5 vocabulary and develop the sentence give more information, e.g. The man-eating tiger lunged from the decaying branch;
lists of synonyms for The pampered pussycat stretched down from the old apple tree. Explore how the meaning
common words. changes and discuss the impact on the reader.
Give learners time to make their own lists of synonyms for words they use frequently in their
writing, particularly verbs of motion, verbs of saying and adjectives to describe size and
approval/disapproval.
3Ro6 Understand why writers use Choose one of the stories that has been read with the class. Re-read a few pages which have
paragraphs. clear paragraphs – try to avoid pages with a lot of dialogue at this point. At the beginning of each
new paragraph, ask learners to try to explain why the author chose to begin a new paragraph at
that point.
The most common reasons for new paragraphs are:

 change of time or place
 change of character focus
 change of action
 new speaker in dialogue.
Talk about how helpful it is to the reader to have these significant story changes marked by the
visual impact of a paragraph.
3Ro6 Recognise that progression Revisit one of the familiar stories. Using a preferred planning style, help learners to record the
3Wt2 in paragraphs can be linked plan for the story they have read. Try to stick to no more than five plot development stages:
3Wt3 to the story structure. introduction, conflict, build-up, climax, and resolution. Revisit the text and point out that the
beginning of each of these stages usually coincides with a new paragraph. Discuss the reasons
for this.
Together, draw a plan for a new story (e.g. a sequel/prequel to one learners have read, a story
about one of the characters from the book, an alternative version of the same story).

codes objectives
3Wa1 Write a short description of Remind learners of a place they have all been to (or take them somewhere) that they could use
3Wa7 a setting using as many as the setting for a ‘real life’ story. Photographs of a place that all learners have visited are useful
senses as possible. but not essential.
Ask learners to visualise the place and then quickly jot down:
 four things they see there
 three things they hear there
 two things they can touch there
 one thing they can smell.
Re-read information about the setting from one of the books learners have been reading. Can
learners write their own paragraph, describing the place they chose and incorporating the details
they have noted, based on the style of the book?
3Wt2 Plan and write a story using Give learners the opportunity to draw up a plan for a story, which should be related to one of the
3Wt3 paragraphs and containing stories that has been studied. Learners should have the opportunity to tell the story to one
3SL2 dialogue, telling the story another, checking that their planned story makes sense.
3SL8 before writing it, using tone
of voice appropriately. Revisit the main points of the unit, including:
 how readers can infer information as well as being told it directly
 study of character and dialogue
 the importance of the choice of words
 the use of the senses when describing a setting
 the use of paragraphs to signal a change of time, place, character or action.
Give learners time to write the story they have planned. Make your success criteria clear before
they begin writing, e.g. ‘Write a story with paragraphs. Use some dialogue and remember to
choose interesting and powerful words.’

codes objectives
3Wo5 Re-read and improve own After learners have finished the first draft of their story, ask them to do the ‘writer’s mumble’, i.e.
3Wp1 writing. read it aloud four times to check it.
 Does the story make sense? Is the theme clear? How can it be improved?
 Is the information you have given your reader the information they need?
 Would a better choice of vocabulary improve it?
 Are the paragraphs and sentences well-constructed? Do they help the reader?
 Are punctuation and spelling as accurate as they can be? How can they be improved?

Reading and analysing instructions, then planning and writing them
This is the second of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time
suggested for this unit is four weeks.
Outline:
Learners will read, discuss and follow a variety of instructions, first experiencing them as readers, then reading as writers and analysing features of
the text. Then they will plan and write instructions based on one of the texts they have read and analysed.
Resources needed:
 a range of instructions, including:
- large print texts/posters
- simple recipe books
- books related to cross-curricular subjects
- ‘How to’ books.
codes objectives
3Rx2 Identify a text as fiction or Show the class one of the shared texts. Give them a minute or so to look at it and then to
3Rx3 non-fiction. Recognise key consider questions like:
3Rw3 features of instructions and  Is this fiction or non-fiction? How do you know?
3Rv1 find information efficiently in  What is the purpose of the text? When would you read a text like this?
3Rv2 a book and on a page.  What is the text type?
3SL1  Which features of the text type can you identify?
3SL3 Evaluate different ways of
3SL4 giving information, Answers for features might include:
discussing their  clear aim at the top
evaluations, listening to  a list of what you will need
others’ opinions and taking
 written instructions supported by diagrams
turns in speaking.
 numbered, sequential instructions
 language directed straight at the reader, including command (imperative) verbs.
Once features of instructions have been identified, give different learners access to different
kinds of instructions. Ask them to:
 list similarities and differences between the different kinds of instructions
 be ready to explain how they found particular instructions in a book
 consider how easy it would be to find your way around the instructions
 collect different ways of presenting instructions and evaluate them
 agree features for the ‘perfect’ instructions.
Give learners opportunities to discuss their findings and evaluations in groups. Assess the extent
to which they are able to participate in group discussions, in terms of both the content and timing
of their contributions, and their respect for others’ ideas.
codes objectives
3Wp3 Recognise the importance Focus on one of the instructions in a text, e.g. Draw and colour your picture. Ask learners to find
3Wp9 of verbs – in the correct the verbs in the sentence. What can they tell you about these verb forms?
3Wp10 person and tense – in an  They are in the present tense.
instruction.  They are imperative/command verbs which tell someone to do something.
 They are addressed directly to the reader of the text, i.e. they are second person verb forms.
In instructions, the importance of the verb is very clear. Make sure learners understand that
changing the verbs in an instruction will change the entire outcome of the activity. (Try changing
the verbs above to cut up and throw away and discuss how the outcome would be very
different!)
3Ro10 Listen to instructions and Model giving learners oral instructions to do something simple. Include language of sequencing
3SL5 follow them. Give oral in your instructions, e.g. First get your books, then open than at page 17. After that, get a clean
instructions. piece of paper, and finally write the date on the paper. Some learners will not be able to retain a
list of four instructions like this, others will find it too easy; amend your instructions as
appropriate.
Write your instructions and together explore how they could have been improved or clarified, e.g.
 Would learners have found it easier if they were written instructions?
 Would they have liked diagrams?
 Would they prefer to have been given numbers rather than sequencing words?
Let learners work in pairs or small groups to plan and then give instructions orally to another pair
or small group. The instructions should be simple, e.g.:
 make or draw a simple model/picture/pattern
 make/do something connected to another, cross-curricular subject, e.g. a pot made of clay, a
simple science experiment, a PE activity.

codes objectives
3Wa6 Plan and write a simple Give learners the opportunity to write simple instructions. This can relate to a text they have
instruction text. studied together, an activity you have done together as a class, the oral instructions learners
planned, or a different idea. The success criteria should include all the features of the ‘perfect’
instructions identified in earlier work, including:
 a clear aim
 a ‘you will need’ list (with illustrations?)
 a clearly sequenced set of instructions to achieve the goal (with illustrations/diagrams?)
 command verbs at the beginning of instructions, unless there is a sequencing word.
Depending on the stage of learners, the writing activity could include:

 sequencing instructions together with a cloze procedure approach
 sequencing pictures then adding instructions
 adding missing instructions to a partially written set
 writing a complete set of instructions.
3Wo5 Re-read and improve own After learners have finished the first draft of their instructions, ask them to do the ‘writer’s
writing. mumble’, i.e. read them aloud four times to check them.
 Are the instructions clear? How can they be improved?
 Are the sentences well-constructed? Do they help the reader?

Reading and analysing poems based on observation and the senses, then writing one. Reading, analysing and writing a playscript.
This is the third of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested
for this unit is two weeks.
Outline:
Learners will read and discuss a variety of poems and a playscript, first enjoying them as readers, then reading as writers and analysing features of
the texts. Then they will plan and write a poem and playscript based on ones they have read and analysed.
Resources needed:
 a range of large print poems based on observation and the senses
 a range of playscripts, ideally linked to books you have also read.
codes objectives
3Ro2 Read, enjoy and discuss Let learners browse through collections of poems based on the senses or observation, and
3Ro4 poems based on choose and recite those that they particularly enjoy. Possibly ask learners to make copies of the
observation and the poems to add to a class anthology.
senses, identifying features.
Work in groups with learners and discuss each poem:
 likes and dislikes – Did you like/dislike the poem? Why? Were there certain words or phrases
that you liked/disliked?
 effects – What effect does the poem have on you, the reader?
 pictures – Does the poem paint a picture in your mind? How?
 patterns – Look for patterns of rhyme, rhythm, alliteration, lines, verse structure.
 words – Which words and phrases were particularly effective? Why?
 interesting things – What else would you like to say about the poem?
For individual poems, you can ask questions and have discussions about different topics, but
this list includes many of the issues it is interesting to discuss with poetry.
Bring some of the poems discussed by groups back to the whole class for a wider-ranging
discussion and to model good discussion for groups where it didn’t happen.
3Ri2 Recognise the impact of a In poems, the choice of words is particularly important because poems are so compact that each
3Rw1 good choice of words in a word has to be worthwhile and meaningful. As you look at a poem, identify the meaning of
3Rw2 poem. unfamiliar words from their context and focus on the poet’s choice of words.
 Why did the poet choose this word? Is it for rhyme? Rhythm? Effect?
 Try to find words the poet could have used instead. Are they more or less effective? Did they
meet the criteria for the word that the poet used?
Introduce learners to simple thesauruses and rhyming dictionaries. Teach them how to use
these resources when they are thinking about substituting words in a poem. Look at the overall
impact of the poem with the substituted words. Recognise that a poem is more than a rhyme and
rhythm.
codes objectives
3Wa3 Plan and write a poem. Give learners the opportunity to draw up a plan for a poem based on observation and the
3Wa9 senses. Their poem could be:
 a rewrite of another poem, replacing pairs of rhyming words and particular verbs or nouns
 writing a new verse for the poem
 writing a new version of the poem
 writing a new poem, which is based on a model.
Encourage learners to work with response partners as they write their poem. The role of the
response partner is to offer help and advice on word choice, etc. It is also to listen to each
version of the poem and state explicitly one or two things which are good and something that
could be improved.
3Wo5 Re-read and improve own After learners have finished the first draft of their poem, ask them to do the ‘writer’s mumble’, i.e.
writing. read it aloud four times to check it.
 Does the poem make sense? Is the theme clear? How can it be improved?
 Is the information you have given your reader the information they need? Would a better
choice of vocabulary improve it?
 Are the verses and lines well-constructed? Do they help the reader?
3Ro4 Perform own poem. Give learners the opportunity to perform their poem to the class or to a small group. They should
3Ro5 focus on engaging the listener.
Ask other learners to comment on how the ‘poet’ engaged the listeners.
3Ro12 Read playscripts and Introduce the conventions of playscripts to the class, including:
3SL1 understand their basic  the layout – with the characters’ names in a row going down on the left and the dialogue
3SL6 conventions. indented
 the punctuation – there are no speech marks although there is a lot of dialogue
 discuss why speech marks are unnecessary
 the presentation and use of stage directions – how are settings introduced in the play?
 the use of stage directions.
Let groups of learners enjoy reading (and performing?) some playscripts.

codes objectives
3Wo8 Write a simple playscript. Once learners have read some playscripts, encourage them to attempt to write one. Their
playscript could be:
 based on dialogue from a book or play you have read together
 the continuation of a scene from a book or play
 an alternative version of the events in a book or play
 a new playscript based on a familiar story.
Before learners begin to write, remind them of the conventions of a playscript. Ideally, they
should have one in front of them as they write to remind them.
3Wo5 Re-read and improve own After learners have finished the first draft of their playscript, ask them to do the ‘writer’s mumble’,
writing. i.e. read it aloud four times to check it.
 Does the playscript make sense? Is the theme clear? How can it be improved?
 Are the sentences and lines well-constructed? Do they help the reader?

TERM 2
Unit 2A: Myths and legends
Reading and analysing myths and legends, then planning and writing a story.
Unit 2B: Letters

Reading and analysing letters for a variety of purposes, then planning and writing a letter.
Unit 2C: Poems from different cultures
Reading and analysing poems from different cultures, then planning and writing a poem.


codes objectives
3Ro1 Recognise a wider range of Introduce the suffixes -ly, -ful and -less.
3Ws1 suffixes.
Ask learners to investigate the kinds of words that each of these suffixes can be attached to and
3Ws4
consider what happens to the word when a suffix is added. (Most often, the addition of a suffix
causes the word to change word class, e.g. help = noun; helpful = adjective.)
3Ws5 Recognise compound Show learners how compound words are made from two combined words, e.g. everyone,
words. somehow, anything, nowhere.
Talk about the importance of recognising these words as a strategy for reading – if learners are
aware of compound words, they are less likely to get stuck trying to decode the odd
combinations of consonants that occur where the words join.
3Ro1 Spell common, phonically Begin to explicitly teach independent spelling strategies, such as:
3Wo9 regular words correctly.
 using visual strings like letter patterns
 using analogy to work out the likely spelling
 trying out different possible spellings before deciding which ‘looks right’
 using a dictionary.

Reading and analysing myths and legends, then planning and writing a story
This is the fourth of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested
Outline:
Learners will read and discuss a variety of myths and legends, first enjoying the texts as readers, then reading as writers and analysing features of
the text. Then they will plan and write a story based on one of the texts you have read and analysed.
Resources needed:
 three or four short stories which will entertain the class and bear re-reading. At least one of the stories should include dialogue. All of the stories
should be myths or legends and at least one should come from the part of the world you are working in. The stories need to be in a format which
you can share with the class.
codes objectives
3Ro2 Read, enjoy and discuss a Read each story aloud to, and with, the class. Ask learners for their opinions of the story.
story.  What did they like and dislike?
 What effect did the story have on them? What is their personal response?
 Did they make ‘pictures in their minds’ as they read and listened to the story? What kind of
pictures were they?
responded to?
How are the stories similar … different? Always encourage learners to find evidence in the text
to support their responses.
3Ro2 Recognise features of Re-read the story and discuss the story features. Draw attention to:
3Rv3 myths, legends and  the opening words Once upon a time …
traditional tales.  the fact that the characters in the story are ‘standard’ characters – we don’t need to know
very much about them and how they feel; we only need to know those characteristics which
are crucial to the plot
 the use of a ‘standard’ setting – again, we know very little about the setting; the reteller
doesn’t give us more information than we need
 the rule of three – in traditional tales, things often happen in threes (Can learners identify the
three events in this story?)
 the theme – traditional tales often have themes (What do learners think the theme of this
story is?)
 the use of magic – an important element in many traditional tales.
codes objectives
3Rx1 Begin to infer meanings. Re-read a page of a familiar story.
3Ri1
Ask learners questions about the events on the page. Begin with who, when and where
questions and ask learners to find the words and phrases in the story which they use for their
answers.
Move on to Why do you think …?, How do you think/know …?, What might have happened if
…? questions. Again, ask learners to find evidence in the text to support their answers.
Discuss how authors can give readers information without telling them directly. Discuss the
difference for a reader between being told what a character or place is like and being ‘shown’
what it is like.
Link this discussion to the use of standard characters and settings in myths, legends and
traditional tales. It is particularly important in these stories that the reader brings prior knowledge
and inference to bear on the characters and settings.
3Wa2 reading to write a character been deduced. Discuss how a short description of the character could be presented without
study. simply writing a list of characteristics.
Explore ideas such as: writing a ‘wanted’ poster; writing the school report of the character;
drawing and labelling a picture; compiling the character’s shopping list or a list of what you would
expect to find in the character’s bedroom/dustbin, etc.
Ask learners to use ideas and information from the text to write the character study.

codes objectives
3Rw2 good choice of words in a nouns. Discuss reasons for choosing powerful verbs. Which of the verbs are regular …
3Wa4 text and explore alternative irregular? How do you know? (link to the rules for adding -ing, -ed, -s.
3Wp12 verbs, particularly with
3Ws3 dialogue. Cover up the powerful verbs. Ask learners to suggest other verbs which the author could have
used instead. Discuss the impact on the meaning of the sentence.
3Rw1 Recognise the importance Write a sentence which is in some way related to one of your texts. Ask learners to change or
3Rw2 of an accurate choice of add an adjective/noun/verb, each time with the aim of making the sentence give more
3Wa5 vocabulary and develop information, e.g. the rich landlord captured the poor boy. Explore how the meaning changes and
lists of synonyms for discuss the impact on the reader.
common words.
writing, particularly verbs of motion, verbs of saying, and adjectives to describe size and
approval/disapproval.
3Rv3 Understand how themes Once the themes of a story have been established, look through it again and try to find how the
are used in traditional tales. theme is developed in the story. If the theme is ‘kindness is more important than riches’,
encourage observations like:
 the main character is poor; the people who try to force him to work are rich
 the main character uses his work to help people; the rich men just want to help themselves
 the very first thing we know about the main character is how poor he is and how hard he
works; since this is a traditional tale, we know immediately that his poverty and hard work are
going to be themes
 the only thing we really know about the rich men is that they are rich; since this is a
traditional tale, we know that this is a feature about them which is important in the story.

codes objectives
3Ro6 Recognise that progression Revisit one of the familiar stories. Using a preferred planning style, help learners to record the
3Wt3 in paragraphs can be linked plan for the story you have read. Try to stick to no more than five plot development stages:
to the story structure. introduction, conflict, build-up, climax, and resolution. Revisit the text and point out that the
beginning of each of these stages usually coincides with a new paragraph. Discuss the reasons
for this.
Together, draw a plan for a new story (e.g. a sequel/prequel to one that has been read, a story
about one of the characters from the book, an alternative version of the same story).
3Wo6 Plan and write a story using Give learners the opportunity to draw up a plan for a traditional tale. It could be:
3Wa7 paragraphs and containing  a retelling of one that has already been read
3Wt2 dialogue, telling the story  a new story based on one that has already been read, e.g. having the same theme or
3Wt3 before writing it, using tone characters
of voice appropriately.  a modern version of the existing story.
Learners should have the opportunity to tell the story to one another, checking that their planned
story makes sense.
Revisit the main points of the unit, including:

 study of themes in the stories and how they are created
 the use of paragraphs to signal a change of time, place, character or action.
Give learners time to write the story they have planned. Make the success criteria clear before

codes objectives
3SL2 Perform own poem. Give learners the opportunity to read their story to the class or to a small group. They should
focus on engaging the listener.
Ask other learners to comment on how the ‘storyteller’ engaged the listeners (e.g. using tone of
voice, non-verbal features).

Unit 2B: Letters
Reading and analysing letters for a variety of purposes, then planning and writing a letter
This is the fifth of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested
Outline:
Learners will read and discuss a variety of letters, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then
they will plan and write a letter.
Resources needed:
 a range of letters, postcards and emails written for different purposes (e.g. from relations, friends and pen pals; thank you letters; invitations;
apologies; letters of sympathy; complaints; introductions; letters asking questions or giving advice; letters from newspapers and magazines).
These can be brought in by learners, invented by you or published in books and collections.
Unit 2B: Letters
codes objectives
3Rx2 Read, enjoy and discuss a Discuss letter writing.
3Rx3 variety of letters. Think  Do learners ever write letters? If so, who to and why?
3Rv1 about features of letters  Do they write emails? If so, who to and why?
3Rv2 and how to skim a letter for  Do they ever receive letters? How do they feel when they do?
its gist.  Do their parents write/receive letters or emails?
 Do they think their parents’ letters and emails are about the same kind of things as their own
letters and emails?
Share some of the letters and postcards that have been collected. Model skimming a letter to
work out:
 who the letter is from
 the purpose of the letter
 what the writer wants the reader to do/feel/know.
Together, evaluate whether the letter achieves its purpose. Give learners a variety of letters
written for different purposes. Ask them to skim read the letters to find basic information, then to
read the letters more closely to discover whether or not their initial skim read was effective and
accurate. Let learners share the letters and their evaluations of them.
Discuss whether letters are fact or fiction.

Unit 2B: Letters
codes objectives
3Ri1 Recognise features of Re-read one of the letters together and discuss features and layout, including:
3SL3 letters and know that we  the salutation – is there one and, if so, what does it tell us about the relationship between the
3SL4 can use some of them to reader and the writer?
infer information about the  the placement of address(es) and date
sender and receiver.  the layout of the letters
 the way that the letter is finished
 the way that the writer writes/signs their name.
Ask learners to revisit a number of letters and compare the list of features looked at together
with features on the letters they are looking at. Ask learners to draw up tables to show how
different kinds of salutations match with the different kinds of letter endings.
Highlight the fact that inference can be used to work out a lot of information about the
relationship between a writer and receiver of letters by looking at these features.
3Rw1 Recognise the importance Write a sentence which is in some way related to one of your texts, e.g. I got wet. Ask learners
3Rw2 of an accurate choice of to change or add an adjective/noun/verb, each time with the aim of making the sentence give
3Wa5 vocabulary and develop more information, e.g. I was drenched by the sudden downpour. Explore how the meaning
lists of synonyms for changes and discuss the impact on the reader.
common words.
writing, particularly verbs of motion and adjectives to describe size and approval/disapproval.

Unit 2B: Letters
codes objectives
3Ro6 Understand why writers use Choose one of the letters that has been read with the class which has a number of paragraphs.
3SL3 paragraphs. Re-read the letter. At the beginning of each new paragraph, ask learners to try to explain why
3SL4 the writer chose to begin a new paragraph at that point.
The most common reasons for new paragraphs in stories are:

 change of time or place
 change of character focus
 change of action
 new speaker in dialogue.
What do learners think are the most common reasons for a new paragraph in letters?
 any of the above?
 change of theme or subject?
 developing an idea?
Discuss whether using paragraphs to organise ideas is helpful in letters. Point out the use of
paragraphs when beginning and ending a letter.
3Wa10 Plan and write a letter using Read a letter to the class and together work out how they might reply to the letter. Use a shared
paragraphs. writing session to develop a reply, focusing on:
 using the features of letters you have previously identified
 using paragraphs
 replying to ideas and information in the original letter.
Write another letter (which could be the third in the chain or a new letter) and ask learners to
write a reply. Generate/share the success criteria. Their letter should:
 use the features of letters you have previously identified
 have paragraphs
 reply to ideas and information in the original letter.

Unit 2B: Letters
codes objectives
3Wo5 Re-read and improve own After learners have finished the first draft of their letter, ask them to do the ‘writer’s mumble’, i.e.
3Wp1 writing. read it aloud four times to check it.
3Wp2  Does the letter make sense? Is the theme clear? How can it be improved?
3Ws5  Is the information you have given your reader the information they need? Would a better

Reading and analysing poems from different cultures, then planning and writing a poem
This is the sixth of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested
Outline:
Learners will read and discuss a variety of poems, first enjoying the texts as readers, then reading as writers and analysing features of the text.
Then they will plan and write a poem based on one of the texts they have read and analysed.
Resources needed:
 a range of poetry books and poems from around the world and different cultures. Try to include poems from where you live, as well as poems
from countries you have read stories from.
 thesauruses
 rhyming dictionaries.
codes objectives
3Ro4 Read, enjoy and discuss Let learners browse through collections of poems from different cultures, and choose and recite
3SL3 poems. those that they particularly enjoy. Possibly ask learners to make copies of the poems to add to a
3SL4 class anthology.
Work in groups with learners and discuss each poem:

 patterns – Look for patterns of rhyme, rhythm, alliteration, lines, verse structure
For individual poems, you can ask questions and have discussions about different topics, but
this list includes many of the issues it is interesting to discuss with poetry.
discussion and to model good discussion for groups where it didn’t happen.
3Ro2 Consider how poems differ Learners will have read poems from different cultures. Ask them how poems from the cultures
from stories. are different:
 How do we know which culture or country a poem comes from?
 What kind of information do we find out in poems that we don’t find out in stories and non-
fiction books?
 Why do people choose to write poems when they could write stories instead?
 What are the themes and ideas in the poems?
codes objectives
3Rw1 Recognise the importance Look at the words in the poems that have been read. Consider what made the poet choose
3Rw2 of an accurate choice of those particular words.
3Wa5 vocabulary and develop  How did they enrich the poem?
lists of synonyms for  How much did the choice of words contribute to the sense of the culture?
common words.  Could the poet have used different words?
Ask learners to use a thesaurus and rhyming dictionary to suggest other words the poet could
have used. How would they have changed the meaning of the poem?
3Wa9 Write poems, attending to Give learners the opportunity to draw up a plan for a poem based on one they have read.
3SL6 the sound of the words. Encourage them to research the country and culture they want to write about so their choice of
words is more specific. Their poem could be:
 a rewrite of another poem, replacing words to change the culture
 writing a new version of the poem, changing the culture
 writing a new poem, which is based on a model.
could be improved.
3Ro4 Perform own poem. Give learners the opportunity to perform their poem to the class or to a small group. They should
3Ro5 focus on engaging the listener.
Ask other learners to comment on how the ‘poet’ engaged the listeners.

TERM 3
Unit 3A: Adventure stories
Reading and analysing adventure stories, then planning and writing one.
Unit 3B: Non-chronological reports

Reading and analysing non-chronological reports, then planning and writing one.
Unit 3C: Humorous poems
Reading and analysing humorous poems, then planning and writing one.


codes objectives
3Ro1 Recognise a wider range of Revise the prefixes un-, dis-, de-, re-, pre-, and introduce mis-, non-, anti-, ex-, co-.
3Ws1 prefixes.
Ask learners to use the dictionary to find words beginning with the prefixes, note the meanings
3Ws4
and try to discover what the prefixes might signify.
 What kind of words are the prefixes used before?
 What does the addition of a prefix do to the root word?
 Are there always root words? (No. We have the word predict, but not dict.)
 How can you tell if a word begins with a prefix or not? (In general, prefixes are unstressed
and in a separate syllable. So the re- in read is not a prefix, whereas the re in repeat is.)
3Ro1 Spell common, phonically Continue to explicitly teach independent spelling strategies, such as:
3Wo9 regular words correctly.
 using (electronic) word banks and dictionaries
 finding related words and working out clues from those.

Reading and analysing adventure stories, then planning and writing one
This is the seventh of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time
suggested for this unit is four weeks.
Outline:
Learners will read and discuss a variety of adventure stories, first enjoying the texts as readers, then reading as writers and analysing features of
the text. Then they will plan and write a story based on one of the texts they have read and analysed.
Resources needed:
 three or four short adventure stories which will entertain the class and bear re-reading. They all need to be in a format which you can share with
the class
 photographs of places that all of the learners have visited (optional).
codes objectives
3Ro2 Read, enjoy and discuss a Read each story aloud to and with the class. Ask learners for their opinions of the story.
3Rv3 story, identifying main  What did they like and dislike?
character, setting, plot and  What effect did the story have on them? What is their personal response?
theme.  Did they make ‘pictures in their minds’ as they read and listened to the story? What kind of
pictures were they?
responded to?
How are the stories similar … different? Always encourage learners to find evidence in the text
to support their responses.
3Rv3 Recognise key features of While reading the stories, ask learners to consider the differences between these stories and
adventure tales. real life stories, so they can begin to understand the features of adventure stories. These
include:
 they must have an element of excitement
 there is always a bad character or enemy
 the story is built up in waves, increasing the tension and danger at each point until towards
the end of the story when there is resolution
 the stories usually have a happy ending
 children are usually heroes in children’s fiction
 it is important that we know how characters are feeling
 details in building up the settings are crucial
 the story usually moves from a happy, safe place to the adventure, then back to the happy,
safe place.
codes objectives
3Wp3 Develop awareness of the Choose sentences from the stories. Write them on the board, but without the verb each time.
3Wp8 importance of verbs in  Can learners say what is missing from each of the sentences? And suggest a replacement?
3Wp10 sentences and know that  Can they explain how they know?
3Wp11 consistency of tenses is  How do you know whether the verb should be singular or plural?
important.
Emphasise the fact that a sentence must have a verb – without a verb you don’t have a
sentence. What do learners instinctively know about verb tenses in stories? Show them different
stories and ask them to say what tense they think it is written in (at this point, don’t trick them by
finding unusual examples). Talk about the logic of the different tenses used in each text type.
3Wp9 Identify the function of Re-read a text, replacing all the pronouns with common nouns. Can learners identify what is odd
3Wp13 pronouns and ensure the about the reading?
grammatical agreement of
pronouns and verbs in Find paragraphs which begin with a pronoun. Can learners tell you who the pronoun refers to?
standard English. How do they know?
Introduce the word pronoun, explaining that it takes the place of a noun phrase (a noun and the
words associated with it) in a sentence. Show learners sentences with nouns and noun phrases
and ask learners to show you which word you could replace with a pronoun.
Discuss the importance of pronoun–verb agreement in standard English. If necessary, give

learners options between e.g. we was and we were, discussing how they know which option to
choose.
3Wa2 reading to write a character been deduced. Ask learners to draw and label the character, then write about them, guessing
study. how they would react in different circumstances.

codes objectives
3Rw2 good choice of words in a nouns. Discuss reasons for choosing powerful verbs.
3Wa4 text and explore alternative
verbs, particularly with Cover up the powerful verbs. Ask learners to suggest other verbs which the author could have
dialogue. used instead. Discuss the impact on the meaning of the sentence.
Discuss the importance of details in settings in adventure stories, e.g. the creaking door,
decaying cobwebs, broken window pane.
3Wo6 Use observations in Revisit part of a familiar story where two characters are having a conversation. Speculate as to
reading as the model for how the conversation might continue. Encourage pairs of learners to role-play possible
writing dialogue. dialogues.
Ask learners to record part of the dialogue they improvised. Learners should check their
punctuation against the punctuation in a book. They should see if they can strengthen any of the
verbs of adjectives in their writing.
3Ro6 Understand why writers use Read the beginning of a story together. Can learners explain the reason for the change in all of
3Wt1 paragraphs and adverbials. the paragraphs?
Investigate the use of adverbials in the story and how they give extra information, particularly
about when or how something happens. Discuss how adverbials can be used to vary sentence
openings.
3Wa1 Write a short description of Ask learners to visualise two contrasting settings; one comfortable and safe, one dangerous and
3Wa7 a setting using as many insecure. Photographs of places that all of the learners have visited are useful but not essential.
senses as possible.
For each place, ask learners to write a paragraph describing it. Each paragraph should include
references to the senses: seeing, hearing, touching and smelling.
Ask learners to evaluate one another’s writing.

codes objectives
3Wt1 Plan and write a story using Give learners the opportunity to draw up a plan for a story, which should be related to one of the
3Wt2 paragraphs and containing stories that has been studied. Learners should have the opportunity to tell the story to one
3Wt3 dialogue, telling the story another, checking that their planned story makes sense.
3Wp4 before writing it, using tone
of voice appropriately. Revisit the main points of the unit, including:
 study of character and dialogue
 the use of the senses when describing a setting
 the use of paragraphs to signal a change of time, place, character or action
 the use of adverbials to vary sentence openings.
Give learners time to write the story they have planned. Make your success criteria clear before

Reading and analysing non-chronological reports, then planning and writing a report
This is the eighth of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested
Outline:
Learners will read and discuss a variety of non-chronological reports, first enjoying the texts as readers, then reading as writers and analysing
features of the text. Then they will plan and write a report based on one of the texts they have read and analysed.
Resources needed:
 access to a school/local library.
 a range of non-chronological report texts, ideally linked to another curriculum subject. Some of the texts need to be in a format which you can
share with the class.
codes objectives
3Ro11 Find books in libraries. Take the class to the school/local library. Introduce them to the different ways of organising
books for fiction and non-fiction: fiction is usually shelved alphabetically by the author’s name;
non-fiction is shelved by subject and topic. Ask them to consider why that might be the case.
Give learners information about the classification system used in the library, and show them how
to find books. Encourage them to use the library.
3Ro8 Look at books containing Give pairs of learners different books of report texts and ask questions about their different
3Rx3 report texts and recognise books to establish what they know and their expectations of the books:
3Rv1 the key features and their  Is your book fiction or non-fiction? How do you know?
3Rv2 purposes.  What is your book about? How do you know? (Encourage learners to use the title, the covers
pictures, the blurb as well as a brief skim through.)
Distinguish non-fiction  Which features usually found in non-fiction books can you find in your book? (e.g. contents,
books from fiction books, index, glossary, photographs, illustrations, diagrams, maps, charts, headings and
and know how to find subheadings, captions and labels, bullet points, different fonts for different ways of
information in them. presenting information)
Check that all of the learners can identify the features. Discuss the purpose of each of the
features. Focus particularly on the different purposes and organisation of the contents and index
pages.
codes objectives
3Rx1 Skim and scan a report Prepare copies of one report text for all learners to look at. Ask learners to skim read the text.
3Rx3 text. What kind of information does the text give?
3Rw3
3Wo10 Ask learners to scan the text to answer a specific question.
Ask learners to make a record of other information drawn from the report.
Talk about the layout of the text:

 What are the headings?
 What is their function?
 How do you know what is a heading and what is main text?
 Is it important to read the information from the top of the page to the bottom of the page?
Does the text still make sense if you read a lower heading before a heading higher up the
page?
3Ro6 Understand why writers use Revisit the reasons for changing paragraphs in fiction texts. Are the same reasons used in non-
paragraphs. fiction texts? (No.)
Ask learners to re-read a report text and decide why a writer of a non-fiction text decides to start
a new paragraph (change of topic or change of focus).
Read the opening sentence of each paragraph. This is often called the topic sentence. Discuss
why. (Generally the first sentence will introduce the theme or topic for the paragraph.)
3Wp2 Consider the language Remind learners of the work they did previously on instructions. How is the language in report
3Wp3 used in report texts. texts similar and different? Focus on:
3Wp7  the use of present tense verbs throughout (unless the report is a historical report, where the
3Wp8 tense will be past)
3Wp10  the use of the third person
3Wp13  a slightly distant, formal style – the writer is giving information, not chatting or giving
instructions
 the use of full sentences, no dialogue and generally no questions (except in headings and
subheadings, where questions are often used).

codes objectives
3Ro9 Compare report texts in Once paper texts have been explored, introduce learners to e-texts, via non-fiction texts either
3Ro11 print and in IT sources. on CD-ROMs or using the internet.
Compare the different types of text.

 Is the style of writing generally the same?
 Are paragraphs used in the same way?
 Can you skim and scan to find information quickly?
 Is the way that you find the information the same?
 What else is different?
3SL1 Make an oral report on a Challenge learners to work in groups and plan and present an oral report on a subject that
3SL2 topic of interest. interests them. This may be linked to a school topic or leisure activities. Tell learners that their
3SL6 talk may be based either on scripted writing or on notes, and should include:
3SL8  a clear title to tell the audience what they are going to learn about
3Wo4  sections with headings and a topic sentence to introduce the topic
 consistent use of tense and an appropriate register (not too chatty and informal)
 interesting ideas and information for the audience – plus background information if the
audience is likely to need it.
Some learners may want to make an electronic presentation as the background to their talk.
Assess learners on the clarity and presentation of their talk as well as on the content.

codes objectives
3Wa6 Plan writing a report text, After learners have given an oral report, ask them to write one. This may be linked to their talk or
then write it. be on a different subject. They should first plan their writing, recording the information in the
most appropriate way:
 on a chart
 in a diagrammatic form, e.g. a mind map (often recommended as the most effective planning
proforma for report texts, because learners can easily add information as they think of it
before they decide which order to write it down)
 as a flow diagram (the hardest planning method for report writing; only use if they already
know what they are going to write and the order in which they are going to present their
ideas).
Once learners have planned their writing, remind them of the success criteria, including:
 the use of headings and a title
 paragraphs with topic sentences to introduce new topics
 the use of illustrations, maps and diagrams if they are helpful – and the importance of
labelling them or adding a caption
 well-constructed sentences with clear links between ideas.
3Ro1 Re-read and improve own After learners have finished the first draft, ask them to do the ‘writer’s mumble’, i.e. read it aloud
3Wo5 writing. four times to check it.
 Does it make sense? How can it be improved?

Reading and analysing humorous poems, then planning and writing one
This is the ninth of nine units for Stage 3. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested
Outline:
Learners will read and discuss a variety of poems, first enjoying the texts as readers, then reading as writers and analysing features of the text.
Then they will plan and write a humorous poem based on one of the texts they have read and analysed.
Resources needed:
 books of humorous poems
 thesauruses
 rhyming dictionaries.
codes objectives
3Ro2 Read, enjoy and discuss Let learners browse through collections of humorous poems, and choose and recite, those that
3Ro4 humorous poems. they particularly enjoy. Possibly ask learners to make copies of the poems to add to a class
3Rw1 anthology.
3Rw2
Work in groups with the learners and discuss each poem:
 patterns – Look for patterns of rhyme, rhythm, alliteration, lines, verse structure.
For individual poems, you can also ask questions and have discussions about different topics.
discussion. This is also an opportunity to reinforce how to have a good discussion.
3Rw1 Explore what makes Give groups of learners different humorous poems to look at, recite and consider. First ask them
3Rw2 humorous poems funny. whether they think the poem is funny. What makes it funny? Is it:
3Ro4  the subject matter?
3Ro5  the poet’s choice of words?
3Ws2  the fact that the poet implies things that are never mentioned explicitly?
 the fact that words that look the same can have other meanings?
 that some lines are ambiguous (i.e. the whole line in the poem has another meaning)?
 the sound of the words?
 the rhythm?
 the length of the poem?
Talk as a class and for each poem try to find out what it is that learners find funny about that
poem. Compile a class list of Things that make poems funny.
Ask learners to think about how funny poems are different from jokes.
codes objectives
3Rw1 Recognise the importance Look at the words in the poems that have been read. Consider what made the poet choose
3Rw2 of an accurate choice of those particular words.
3Wa5 vocabulary and develop  How did they enrich the poem?
lists of synonyms for  How much did the choice of words contribute to making the poem funny?
common words.  Could the poet have used different words?
Ask learners to use a thesaurus and rhyming dictionary to suggest other words the poet could
have used. How would they have changed the meaning of the poem?
3Wa3 Write poems, attending to Give learners the opportunity to draw up a plan for a poem based on one they have read.
3Wa9 the sound of the words. Learners should use their list of Things that make poems funny while they think about their own
poem, which could be:
 a rewrite of another poem, replacing words to make it funny in a different way
 writing a new poem, which is based on a model
 writing a poem in a specific form, e.g. a limerick.
could be improved.
3Wo5 Re-read and improve own After learners have finished the first draft of their poem, ask them to do the ‘writer’s mumble’, i.e.
 Does the poem make sense? Is the theme clear? How can it be improved?
 Are the verses and lines well-constructed? Do they help the reader?

Appendix A: Sample lesson plans
Stage 3: Lesson plan 1
Week beginning: Unit 2B: Letters Class: Stage 3

Timing Framework Learning objectives Success criteria Activities Resources Evidence of
ref. (see notes below re. differentiation details, etc.) achievement
W: whole class; G: group; I: Individual
Description W/G/I
20 mins 3Ws5 Use and spell compound Can I identify compound Demonstrate examples of how simple words can be W/G ‘Making longer words’ D/O
words. words? combined to make new, longer (compound) words. sheet made into cards
Learners make sets of words.
30 mins 3Rv1 Identify the main Can I say what a letter is Discuss letter writing. Let learners examine different W Letters and postcards D
3Rx2 purpose of a text. for? letters. (some could be made
Scan a passage to find (Discussion will give list What do they do? Learners suggest ideas. Model up for the lesson –
3Rx3 some features could
specific information and of criteria to judge each skimming the text to work this out (who from;
answer questions. letter – could be used in purpose; what the writer wants to tell reader). be left out)
Identify the main points future sessions as steps Using list: Do examples have all these? Learners
or gist of a text. to achievement.) contribute to discussion using their examples.
10 mins 3Rv2 Understand and use the Do I know what … is? Finish lesson by discussing terms. W Range of books D
terms fact, fiction and
non-fiction.
Organisation: details of differentiation / groups / adults’ role (linked to activities) Notes / extension opportunities / homework
Compound words: You could challenge some learners to work from sheet; Extension opportunity: Learners find different kinds of letters at home and identify Q&A: question and
others could work using cards and writing a list. For extra support learners features; parents will need to help; aspects of privacy need to be observed – learners answer
could place cards together and practise reading them with adult help (new cards should not bring letters belonging to other people into school. D: discussion
of the compound words could be made ready for reading practice in the next
session). O: observation
Classroom assistant may need to support and prompt some learners and could M: marked work
act as scribe for whole class.

Stage 3: Lesson plan 2
Week beginning: Unit 2B: Letters Class: Stage 3

Timing Framework Learning objectives Success criteria Activities Resources Evidence of
ref. (see notes below re. differentiation details, etc.) achievement
W: whole class; G: group; I: Individual
Description W/G/I
15 mins 3Rv2 Understand and use the Do I know the difference Learners sort books into fiction and non-fiction, by W/G Range of texts O
terms fact, fiction and between fiction and non- either holding up F (fiction) of NF (non-fiction) cards
non-fiction. fiction? as teacher goes through a range of texts, or putting
books into F/NF piles with partner/group.
10 mins 3Rv1 Identify the main Can I say the main Discuss homework. W D
purpose of a text. reason for a letter?
15 mins 3Ri1 Begin to infer meanings (These will be decided in Use letter examples to discuss features; make a list W/G Examples of letters D/O
beyond the literal, e.g. the discussion.) of main features – discuss how they vary with
about motives and purpose.
character. Learners review letters in groups and decide if they
meet criteria for a letter.
Whole class review list to check.
Set homework.
Organisation: details of differentiation / groups / adults’ role (linked to activities) Notes / extension opportunities / homework
3Rv2 should be partly (if not completely) achieved by end of lesson. Homework: Find examples of compound words in reading text. Make a list to share. Q&A: question and
In group work: teacher works with learners who need support. Classroom Next session: Work on language of letters, text structure, etc. answer
assistant has overview of other groups. Both gather observations of D: discussion
understanding O: observation
M: marked work

Stage 3
Making longer words
any book where some every
top burn room ground wards
care board moon thing bath
back sick berry sound sun
one play less no white
straw proof black water hill
beam light stroke star home
fall down up cloud bed
[These can be made into sets of cards.]
V1 8Y01 English Stage 3 60 60

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Cambridge Primary

Scheme of Work – English Stage 3

V1 8Y01 English Stage 3 1

TERM 1 TERM 2 TERM 3

V1 8Y01 English Stage 3 2

V1 8Y01 English Stage 3 3

Ongoing phonics, spelling and vocabulary

V1 8Y01 English Stage 3 5

V1 8Y01 English Stage 3 6

When reading fiction, ask learners to consider:

V1 8Y01 English Stage 3 7

 To develop learners’ understanding of how dialogue is represented, assign individuals to read

V1 8Y01 English Stage 3 8

V1 8Y01 English Stage 3 9

V1 8Y01 English Stage 3 10

V1 8Y01 English Stage 3 11

V1 8Y01 English Stage 3 12

Unit 1B: Instructions

Grammar, spelling and vocabulary activities for all units

Framework Summary of learning Suggested activities

V1 8Y01 English Stage 3 14

V1 8Y01 English Stage 3 16

The most common reasons for new paragraphs are:

V1 8Y01 English Stage 3 17

V1 8Y01 English Stage 3 18

V1 8Y01 English Stage 3 19

V1 8Y01 English Stage 3 22

Depending on the stage of learners, the writing activity could include:

V1 8Y01 English Stage 3 23

Let groups of learners enjoy reading (and performing?) some playscripts.

V1 8Y01 English Stage 3 26

V1 8Y01 English Stage 3 27

Unit 2B: Letters

Grammar, spelling and vocabulary activities for all units

Framework Summary of learning Suggested activities

V1 8Y01 English Stage 3 29

V1 8Y01 English Stage 3 32

V1 8Y01 English Stage 3 33

Revisit the main points of the unit, including:

V1 8Y01 English Stage 3 34

V1 8Y01 English Stage 3 35

Discuss whether letters are fact or fiction.

V1 8Y01 English Stage 3 38

The most common reasons for new paragraphs in stories are:

V1 8Y01 English Stage 3 39

V1 8Y01 English Stage 3 40

Work in groups with learners and discuss each poem:

V1 8Y01 English Stage 3 43

Unit 3B: Non-chronological reports

Grammar, spelling and vocabulary activities for all units

Framework Summary of learning Suggested activities

V1 8Y01 English Stage 3 44

Discuss the importance of pronoun–verb agreement in standard English. If necessary, give

V1 8Y01 English Stage 3 47

Ask learners to evaluate one another’s writing.

V1 8Y01 English Stage 3 48

V1 8Y01 English Stage 3 49

Talk about the layout of the text:

V1 8Y01 English Stage 3 52

Compare the different types of text.

V1 8Y01 English Stage 3 53

V1 8Y01 English Stage 3 54

V1 8Y01 English Stage 3 57

Stage 3: Lesson plan 1