Foun
datio
n Ph
ase
Wor
k Sc
hedu
les
Grade
3 Literacy
FOREWORD Policy implementation is not an uncomplicated event. It is a process of interpretation and engagement that spans a period of time. We learn from this process and we try to modify interventions so that they become appropriate and relevant to diverse contexts. Our learning over the last decade and more has taught us that we all need to talk, listen and find solutions to the challenges we face. The work schedules are the result of such a policy and learning process. Literacy and Numeracy, together with other areas of work in the Foundation and Intermediate Phases, are important focuses of the Western Cape Education Department. We want to strengthen primary schools and create possibilities for a solid foundation so that we improve the chances of learners in their scholastic careers. We believe that this foundation can improve literacy and numeracy results, pass-rates in general and the throughput rate. South Africa is a developing country and we have heard, in this age of globalisation, that countries involved in the catch-up must produce the necessary skills. So countries such as ours are capable of being competitive and stable. What is more important is to have a community of scholars who are able to read, write and enjoy schooling. The social value of school can be improved if the scholastic effort is enhanced. The work schedules will be regarded as a component of the package that is concerned with the Foundations for Learning Campaign. It is regarded as a tool to bolster and give meaning to the campaign. In view of the perception that campaigns are merely rhetoric, the work schedules will act as support mechanism to give meaning to the building of foundations for literacy and numeracy. It is an attempt to provide guidelines to teachers on how to teach each school day. The work schedules will be sent out with a view to eliciting feedback. They will also be field-tested in selected schools. The documents will be circulated as guidelines in January 2009 and comments requested by July 2009. The work schedules will also be field-tested in July 2009. All comments will inform the further development of work schedules. The Western Cape Education Department is a learning organisation and attempts to understand its environment at all times. This learning process is a continuous one, since we have such a dynamic and rapidly changing context. Bearing this in mind, the invitation for comments and field-testing is an attempt to embrace the notion of a learning organisation through developing insights based on views of teachers, as well as those in other diverse contexts within our province. We know that a one-size-fits-all approach is not a recipe for success. We also know that we all need to listen, talk and find solutions to our challenges. Field-testing and an invitation to comment will give us the space to talk, listen and find solutions as we move forward to a quality education system for all our learners.
Dr. S. Naicker, Chief Director: Curriculum Development
WORK SCHEDULE LITERACY
GRADE 3
PLEASE NOTE:
The work schedule for Literacy has been developed to assist and guide teachers in the Foundation phase in the fundamentals of the curriculum that must be taught on a daily basis. Careful planning went into the development of the work schedule to make the application of the NCS and thus the Learning Outcomes and Assessment Standards more practicable for the teacher to teach. This work schedule can therefore be used with confidence as all the Learning Outcomes and Assessment Standards have been used in the development thereof, knowing that it covers all that the learner needs to know at end of a grade and the phase. The work schedule for Literacy is further based on the Balanced Language Approach to literacy that places the teaching of language i.e. (speaking, listening, reading and writing) within the context of a story. Three approaches are combined into one cohesive programme: the phonic approach, the look-and-say approach, and the whole language approach. These all complement one another to ensure literacy acquisition by every learner. The work schedule is divided into daily activities that cover the four terms evenly. The time allocation for Literacy per day is 1 hour 50 minutes i.e.
Oral work (listening, speaking) 10 minutes Phonics: (word and sentence level work) 15 minutes Reading/Writing: 35 minutes Handwriting 20 minutes Reading half hour (at the end of the day) 30 minutes
Daily greeting, calendar, weather and news must be covered as incidental learning every day.
For guidance on how to use this time you will need to refer to the Teacher’s Guide that encapsulates structured learning and teaching activities for the acquisition of basic literacy concepts and skills. During the first two weeks of term 1 baseline assessment must be administered parallel to the teaching of new concepts as indicated in this work schedule.
- 1 -
WORK SCHEDULE LITERACY
GRADE 3
TERM 1
WEEK 1 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a magazine advertising ‘Holiday destinations’ from a travel agency.
Reads the advertisements to different destinations.
Chapter 4
Listening
and Speaking
LO 1, 2:
Talks about the dream destinations. Describes own holiday experience (e.g. what you did
during your holiday), taking turns to speak Listens without interrupting, showing respect for the
speaker
Chapter 2
Word and sentence level work
LO 3:
Revision of grade 2 sounds with special emphasis on the revision of the fairy e (e.g. a-e with 4 and 5 letter words)
Provide activity to assess knowledge of fairy e words (e.g. clap when a-e word is heard)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Revise basic punctuation (capital letters and full stops) Draws a holiday picture Writes about holiday picture, attempting to use the correct
punctuation
Chapters
5 & 6
Handwriting
See work schedule for Handwriting
Chapter 8
- 2 -
WEEK 1 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1, 3:
Create and read aloud classroom rules Discuss meaning of new words and record in personal
dictionary
Chapter 4
Listening
and Speaking
LO 1, 2:
Discuss the classroom rules showing respect for another person’s opinion.
Chapter 2
Word and sentence level work
LO 3:
Consolidate fairy e (e.g. i – e with 4 and 5 letter words) Play word games with fairy e words (e.g. rhyming snap)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Process information – write list of classroom rules in workbook.
Chapters
5 & 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 1 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fictional story about a family
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Answer questions related to the story (main idea, main characters)
Describe own family
Chapter 2
- 3 -
Word and sentence level work
LO 3:
Revise fairy e (e.g. o-e with 4 and 5 letter words) Do word building activities with fairy e words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5 ,6:
Revise the format of a letter Write a letter to the teacher, telling him/her about your
family.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 1 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a fable Predict what story is about from the cover or title. Read the fable
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen attentively to develop critical listening skills Identify key details and characters in the fable Answers questions on the text
Chapter 2
Word and sentence level work
LO 3, 6:
Revises fairy e (e.g. u-e and e-e with 4 and 5 letter words)
Suggest some new words and explain meaning Record new words in personal dictionary Create own sentences with the new words Provide a written activity
Chapter 3
- 4 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Revise the use of paragraphs Rewrite fable in own words, focusing on punctuation and
paragraphs
Chapters
5 & 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 1 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a short poem
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Listen to, read and memorise poem Revise concepts of volume and intonation Recite poem, using appropriate volume and intonation
Chapter 2
Word and sentence level work
LO 6:
Identify rhyming words in the poem Suggest more words that rhyme with the words in the
poem Create own simple sentences with rhyming words Provide an activity
Chapter 3
Group,
guided and independent reading and
writing
LO 3, 5: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading
Chapter 4
- 5 -
Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension Do a simple comprehension activity on the reading text
Writing
LO 4, 5, 6:
Write a simple poem
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 2 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a story on a tape or CD.
Chapter 4
Listening
and Speaking
LO 1, 2:
Listens to the speaker Recalls story in correct sequence Suggest a different ending to the story Listens without interrupting, showing respect and taking
turns to speak
Chapter 2
Word and sentence level work
LO 3, 6:
Revise consonant blends r – family (e.g. br-, cr-, dr-, fr- …)
Record words with beginning consonant blends (e.g. bring, crown, drive, fruit …)
Revise singular and plural Use r – family words to consolidate singular and plural
(e.g. brush – brushes / crime – crimes / dress – dresses / friend – friends)
Provide written activity
Chapters
3 & 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
- 6 -
Writing
LO 4, 5, 6:
Rewrite story (that was heard on tape / CD) in own words, giving the story a new ending
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 2 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source adverts (e.g. advertising cars, furniture, toys etc) Share descriptions in groups
Chapter 4
Listening
and Speaking
LO 1, 2:
Identify and explain the meaning of five new words extracted from the adverts
Discuss the characteristics and format of an advert
Chapter 2
Word and sentence level work
LO 3, 6:
Revises vowel with r: ar and or and write new words Create own sentences with own words Suggest synonyms for each of the new words Record the synonyms next to the correct words (e.g.
large – huge, big, enormous / corn – maize, mealie) Add the new words to their personal dictionary
Chapters
3 & 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write own advert (e.g. for a car)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 7 -
WEEK 2 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fantasy story
Chapter 4
Listening
and Speaking
LO 1, 2:
Take turns to speak Discuss the difference between fact and fantasy Identify “fantasy” words in the story and explain meaning Listen without interrupting, showing respect for the
speaker
Chapter 2
Word and sentence level work
LO 3, 6:
Revise vowel with r and er, ir and ur Do word building and rhyming activities Identify er, ir and ur words in the fantasy story Provide a written activity (e.g. work cards, activity sheet,
sentence building) consolidating ar, or, er, ir and ur
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity related to the fantasy story
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 2 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a newspaper / magazine article Revise capital letters (e.g. names of people / places / days
/ months) Identify capital letters in article and explain why they have
been used
Chapters
4 & 6
- 8 -
Listening
and Speaking
LO 1, 2:
Listen to the article Answer questions on the article and gives reasons for
answers Take turns to speak
Chapter 2
Word and sentence level work
LO 3:
Revise consonant blends l – family (e.g. bl, cl, fl, gl …) Recognise words with beginning consonant blends (e.g.
bless, cloud, fleet, gloom …) in written text
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Revise punctuation Provide a written punctuation activity Use personal dictionary to spell unfamiliar words
Chapters
5 & 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 2 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a few simple rhymes / poems aloud
Chapter 4
Listening
and Speaking
LO 2:
Identify the rhyming words in the poems Suggest other rhyming words Create own simple rhymes
Chapters
2 & 3
Word and sentence level work
LO 3, 6:
Revise vowel with r: ar, er, ir, or and ur (e.g. charm, perch, third, storm, burnt)
Revise future tense
Chapters
3 & 6
- 9 -
Create sentences with ar, er, ir, or and ur words, using
future tense in sentences (e.g. The boy will sharpen his pencil.)
Provide a written activity
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write simple poem Edits own writing (e.g. check spelling errors, suggest new
words, correct punctuation errors etc.)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 3 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING FORMAL ASSESSMENT TASK 1
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a newspaper article that recounts an event / experience in someone’s life
Read article aloud
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Talk about personal experience (e.g. something good / bad that has happened to you), taking turns to speak
Revise nouns and identify some nouns in the newspaper article
Chapters
2 & 6
Word and sentence level work
LO 3:
Revise a preceding sk, ss, st and ft (e.g. ask, pass, fast, raft)
Recognise sk, ss, st and ft words in reading text Revise antonyms Suggest antonyms for some sk, ss, st and ft words (e.g.
ask – answer / pass – fail / fast – slow)
Chapters
3 & 6
- 10 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write about personal experience that happened in own life (at least 10 sentences)
Attempt to use the correct punctuation (capital letters and full stops)
Chapters
5 & 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 3 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a story that contains a dialogue Read the story aloud Identify the “spoken words” in the story e.g. “HeyTim” said
the man.
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Express feelings and opinions on what was read Read parts of the dialogue Use different expressions and gestures when repeating
dialogue
Chapter 2
Word and sentence level work
LO 3:
Revise vowel diagraphs ay, ey, oy Provide a written activity
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently)
Chapter 4
- 11 -
Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Write own short dialogue between two characters.
Chapters
5 & 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 3 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’SGUIDE
Shared
reading and writing
LO 1:
Read a myth or a legend
Chapter 4
Listening
and Speaking
LO 1, 2:
Listens attentively to the story. Answers questions on what was read (e.g. what, when,
why, etc.)
Chapter 2
Word and sentence level work
LO 3, 6:
Revise initial s blends (e.g. scarf, skill, sleep, small, snatch, spoke, stunt, swing)
Revise concept of singular and plural Covert nouns to the plural (e.g. scarf – scarves / skate –
skates)
Chapters
3 & 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6: Participate in pre-writing strategies (e.g. brainstorming,
sharing ideas, discuss a topic) Discuss a writing frame Plan a writing frame to write own story on a given topic.
Chapter 5
- 12 -
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 3 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a text containing instructions (e.g. a recipe, how to make something)
Read the instructions aloud Identify important details in the instructions
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to a complex sequence of instructions e.g. ‘How to make… etc’
Explain cause and effect issues related to following the instructions (e.g. what will happen if you don’t follow the instructions in sequence / leave out certain details in the instructions)
Word and sentence level work
LO 6:
Revise verbs Identify all the verbs in the sequence of instructions Discuss the use of the verb when writing instructions (e.g.
tense, position in a sentence)
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Rewrite the list of instructions in logical sequence (e.g. planting a tree, washing the dog)
Write a simple instruction to a friend (e.g. Please buy an apple for me at break time, then wash it, then...)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 13 -
WEEK 3 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read simple poem (e.g. 6 to 8 lines) Answer questions on the poem
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to poem and identify the rhyming words Create own rhymes (e.g. Grasshopper green, where have
you been? Spreading my wings, looking for things.)
Chapter 2
Word and sentence level work
LO 3:
Consolidate o-e (e.g. smoke, chose, drove), oa (e.g. float, coach, toast)
Compare o-e and oa words through reading and sorting Create sentences using o-e and oa words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Plan a writing frame to write a poem with a friend. In pairs, write a simple poem of about 8 lines. Publish the poem in the class anthology
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 4 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fiction story
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the fictional story Express personal response to the story
Chapters
2 & 6
- 14 -
Give reasons for your response Revise adjectives Identify descriptive words in the story Suggest synonyms for the adjectives that have been
identified
Word and sentence level work
LO 3:
Consolidate o-e and oa words Revise vowel diagraph ow (e.g. slow, throw, show, below) Compare o-e, oa and ow words Provide an activity (e.g. sorting words into word families)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Discuss the characteristics of a story e.g. it has a beginning, a middle and an ending
Write a short creative story on a given topic Apply the correct punctuation (capital letters and full
stops) Use personal dictionary and phonic knowledge to spell
unfamiliar words
Chapters
5 & 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 4 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared reading and
writing
LO 1: Source pictographs (pictures/drawings/symbols) on a
given topic Use visual cues to read / describe the pictograph.
Chapter 4
Listening and
Speaking
LO 1, 2: Listen without interrupting, showing respect for the
speaker and taking turns to speak Express opinion on what is being discussed (e.g. the
photograph) Suggest and elaborate on ideas
Chapter 2
- 15 -
Word and sentence level work
LO 3:
Consolidate o-e, oa and ow Use these words to create sentences Record words (e.g. combination of o-e, oa and ow words) Recognise some homophones with the o sound (e.g. road
/ rode / nose / knows / whole / hole
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Use an appropriate visual image to initiate writing (e.g. a newspaper / magazine article/ photograph / picture as reference)
Apply basic punctuation when writing (capital letters and full stops)
Chapters
5 & 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 4 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source some riddles and jokes Read the riddles and jokes
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen, enjoy and respond appropriately to jokes. Listen without interrupting, showing respect for the
speaker Identify imaginative language in the riddles and jokes Tell own jokes. Say what was liked / disliked about the joke
Chapter 2
Word and sentence level work
LO 3:
Consolidate a-e, ay and ey Revise vowel digraph ai (e.g. pain, nail, train, again)
Chapter 3
- 16 -
Listen to some a-e, ay ey and ai words and suggest which
phonic combination is being applied Record some new words in personal dictionary
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write own riddles and or jokes that have been read
Chapters
4 & 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 4 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a television programme schedule Read some of the programme schedules
Chapter 4
Listening
and Speaking
LO 2:
Identify and describe favourite programme Give reasons for your choice of favourite programme
Chapter 2
Word and sentence level work
LO 3, 4:
Consolidate and compare a-e, ay, ey and ai words through reading and sorting
Introduce vowel diagraph ei (e.g. rein, eight, weigh, neighbour)
Explain meaning of new words Record new ei words in personal dictionary Provide a written activity
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently)
Chapter 4
- 17 -
Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Draw up own schedule of favourite programmes to view for the week.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 4 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a Comic Book and read the captions from the comic strip
Chapter 4
Listening
and Speaking
LO 1, 2:
Discuss the writing frame for a comic strip in groups. Discuss type of language used in captions / comic strips
Chapter 2
Word and sentence level work
LO 3:
Consolidate a-e, ay, ey ai and ei Use these words to create sentences Record some new words (e.g. combination of ai and ei
words) Provide a short passage containing a-e, ay, ey ai and ei
words Identify a-e, ay, ey ai and ei words in the written text
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Design and write own comic strip focussing on the correct sequence of events.
Chapter 5
- 18 -
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 5 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING FORMAL ASSESSMENT TASK 2
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read aloud a newspaper article and discuss some general news events
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker.
Answer open-ended questions on the text (e.g. Why do you think…)
Chapter 2
Word and sentence level work
LO 3:
Recognise some homophones with the a sound (e.g. maid / made, tale / tail, rain / rein, waist / waste)
Create own sentences with homophones (e.g. My granny told me a tale about a dog without a tail.)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write abut the newspaper article focusing on the correct use of punctuation.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 5 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared reading and
writing
LO 1: Source or create a text containing words with the sound -
ld (e.g. child, wild, mild) and -nd (e.g. kind, find, blind) words
Read the text aloud
Chapters 3 & 4
- 19 -
Listening
and Speaking
LO 1, 2:
Listens without interrupting, showing respect for the speaker
Identifies the words ending with –ld and nd in the story.
Chapter 2
Word and sentence level work
LO 3, 4, 5, 6:
Identify –ld and –nd words in the story Explain meaning of new words and record them in
personal dictionary Suggest more –ld and –nd words
Chapter 3
Group,
guided and independent reading and
writing
LO 3, 5: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension Provide a comprehension activity on the reading text
Chapter 4
Writing
LO 4, 5, 6:
Writes words ending in -ld and -nd in own sentences.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 5 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fable
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the story Identify details in the story and answer questions, giving
reasons for answers (e.g. answers using full sentences) Discuss difference between fact and fantasy
Chapter 2
Word and sentence level work
LO 3, 6:
Consolidate ee and ea words (e.g. sleep, green, steam, clean)
Use ee and ea words to create sentences
Chapters
3 & 6
- 20 -
Record some of the sentences Explain how sentences can be divided into subject, verb
and object (e.g. The little boy / sleeps / in his bed. Mommy / cleans / our house.)
Identify subject, verb and object in some of the sentences in the fable that was read
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 5 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Listens to an advert on radio.
Chapter 4
Listening
and Speaking
LO 2:
Respond to questions on what has been advertised for who and why?
Chapter 2
Word and sentence level work
LO 3, 6:
Consolidate and compare ee and ea words through reading and sorting
Introduce y that says e at the end of a word (e.g. happy, funny, slowly)
Suggest and list new words Revise adjectives (e.g. happy, funny, dirty, heavy) Introduce adverbs (e.g. slowly, quickly, brightly, clearly) Sort the new words into adjectives and adverbs Provide a written activity (e.g. sorting adjectives and
adverbs)
Chapters
3 & 6
- 21 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a letter to a friend explaining the advert you have heard on the radio.
Focus on the correct use of punctuation. Use a dictionary to spell words.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 5 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a topical picture. Study the picture.
Chapter 4
Listening
and Speaking
LO 1, 2:
Discuss what the picture is about taking turns to describe something in the picture
Comment and elaborate on ideas showing respect for another’s opinion.
Chapter 2
Word and sentence level work
LO 3, 6:
Play word games to consolidate ee, ea and y (e.g. spelling quiz)
Record some new words (e.g. combination of ee, ea and y)
Revise adjectives and adverbs Provide a written activity (e.g. fill in appropriate adjective /
adverb in a sentence)
Chapters
3 & 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background
Chapter 4
- 22 -
Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Use adjectives and adverbs to describe what is happening in the picture
Chapters
5 & 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 6 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’SGUIDE
Shared
reading and writing
LO 1:
Source a newspaper article Read articles aloud
Chapter 4
Listening
and Speaking
LO 2, 6:
Talk about personal experience (weekend news) Concentrate on using the past tense correctly when telling
news
Chapters
2 & 6
Word and sentence level work
LO 6:
Recognise some homophones with the e sound (e.g. meat / meet/ read/ reed/ weak / week / steal / steel)
Revise nouns and verbs Present homophones in sentence context Identify whether homophone is a noun or a verb (e.g.
Daddy will meet mommy at the butcher to buy some meat)
Chapters
3 & 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
- 23 -
Writing
LO 4, 5, 6:
Write about personal experience (at least 10 sentences) attempting to use the correct form of the past tense
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 6 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a narrative poem (i.e. a poem that tells a story)
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to poem and identify key details Answer questions about the oral text Memorise and recite the poem (can be done in groups as
a role-play)
Chapter 2
Word and sentence level work
LO 3, 6:
Consolidate or (e.g. storm, short, horse, morning) Introduce vowel diagraph au (e.g. Paul, naughty, autumn,
August) Record new au words in personal dictionary Revise conjunctions (e.g. and, but, because) Use conjunction to express cause and effect (e.g. I don’t
like her because she is rude)
Chapters
3 & 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a comprehension activity on the poem
Chapters
4 & 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 24 -
WEEK 6 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fantasy story aloud Identify adjectives and adverbs in the story
Chapters
4 & 6
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker Recall sequence of events in story (e.g. order of events /
characters as they appeared in the story)
Chapter 2
Word and sentence level work
LO 3:
Consolidate and compares or and au words through reading and sorting
Introduce vowel diagraph aw (e.g. saw, lawn, straw, crawl) Classify or, au and aw words into word families Record some new words in personal dictionary
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write own fantasy story Concentrate on writing the story with a beginning, middle
and ending
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 6 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 3:
Provide a number of loose and different sentence strips. Join the sentences/strips with a joining word or
conjunction e.g. Daddy is at work. Mommy has gone shopping = (Daddy has gone to work and mommy has gone shopping.)
Chapter 4
- 25 -
Listening and
Speaking
LO 2:
Read the sentences.
Chapter 2
Word and sentence level work
LO 3:
Play word games with or, au and aw (e.g. simple riddles: Wake up, wake up, sleepy head. The sun is up, get out of bed – morning)
Record some words (e.g. a combination of au and aw words)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5:
Provide a written activity (e.g. join simple sentences with conjunctions)
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 6 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a non-fictional story Identify key details
Chapter 4
Listening
and Speaking
LO 2:
Participate in class discussions (e.g. recall information in the text)
Ask questions for clarification Contribute to making a summary of the context (e.g.
writing frame or mind-map)
Chapter 2
Word and sentence level work
LO 3, 6:
Consolidate vowel diagraph oy (e.g. boy, toy, enjoy, annoy, employ)
Chapters
3 & 6
- 26 -
Introduce oi (e.g. boil, coin, noise, spoilt) Revise nouns and pronouns Create sentences with oy and oi words, using nouns and
pronouns (e.g. The boy was making a noise and he was annoying his mother.)
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity (e.g. make a summary of the non-fictional text)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 7 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING FORMAL ASSESSMENT TASK 3
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper article
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Talk about personal experiences (weekend news) Concentrate on using past tense correctly when telling
news Attempt to introduce adjectives and adverbs into oral
presentation
Chapters
2 & 6
Word and sentence level work
LO 3:
Consolidate oy and oi through word building and rhyming Record new words (e.g. oi words) Break up long words in correct word parts or syllables
(e.g. poi-so-nous en-joy-ment) Create sentences with oy and oi words
Chapter 3
- 27 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a newspaper article on a topic of own choice Edit the article Publish article in class newspaper
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 7 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a humorous story
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen with respect, taking turns to speak Express personal response to the story Discuss what makes the text humorous Shows sensitivity to the rights and feelings of others
Chapter 2
Word and sentence level work
LO 3: Consolidate vowel diagraph ow (e.g. show, know, below) Introduce vowel diagraph ow (e.g. down, brown, clown,
flower) Compare words and recognise differences
Chapter 3
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
- 28 -
Writing
LO 4, 5, 6:
Write unprepared dictation test, using both high frequency words (e.g. and, they, come, mommy etc.) and words with learnt phonic sounds
Chapter 3
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 7 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Prepare a text containing the greetings of different cultures e.g. ‘Good day’, Molo, ‘Sanbonani’, Goeiedag’, ‘Namaste’ ‘Hallo’, ‘Salaam’ etc.
Read the words aloud
Chapter 4
Listening
and Speaking
LO 1, 2:
Listens with interest asking questions for clarity. Identify the language of the particular greeting attempting
to pronounce it correctly, and showing respect for the language and cultural differences.
Chapter 2
Word and sentence level work
LO 3:
Consolidate vowel diagraph ow (e.g. town, crown) Introduce vowel diagraph ou (e.g. out, house, about,
found) Do word-building to consolidate ow and ou words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Writes the greetings of the different cultures in own workbook.
Chapters
5 & 6
Handwriting
See work schedule for Handwriting
Chapter 8
- 29 -
WEEK 7 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fable
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to fable Answer higher order questions on the text (e.g. What
could have happened?) Contribute to making a summary of the fable (e.g. list of
short sentences)
Chapter 2
Word and sentence level work
LO 3, 4, 5, 6:
Consolidate ow and ou words through word building and rhyming
Record some new words (e.g. combination of ow and ou words
Provide a written activity (e.g. work card, activity sheet, sentence strips)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write own fable with a beginning, a middle and an ending. Use dictionary to spell unfamiliar words
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 7 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a few rhymes / poems
Chapter 4
- 30 -
Listening and
Speaking
LO 1:
Listen to poems / rhymes and identify rhyming words Make up own simple rhyme (e.g. The clown jumped up
and down when the mouse ran into the house.)
Chapter 2
Word and sentence level work
LO 3, 4, 5, 6:
Revise vowel diagraphs (e.g. recognise vowel diagraphs in high frequency words)
Create sentences using words with learnt diagraphs Provide a written activity to consolidate learnt vowel
diagraphs (e.g. crossword puzzle, word search, unscramble letters in a word)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write own simple rhyme (e.g. 4 to 6 lines) and displays it in the class
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 8 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper / magazine report that contains an interview
Answer questions on the text
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the newspaper / magazine interview Extract 10 new words from the newspaper report and
explain meaning Revise different types of sentences (e.g. statement,
question, exclamation)
Chapters
2 & 6
- 31 -
Work in pairs and conduct an interview about weekend
news Avoid using words like “um…”, “okay”, “you see” when
speaking
Word and sentence level work
LO 3:
Write unprepared dictation test to evaluate knowledge of learnt vowel diagraphs
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Prepare in writing questions for an interview
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 8 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Interview a friend using the questionnaire of Day 1
Chapter 4
Listening
and Speaking
LO 1, 3:
Listens to questionnaire Answers questions on the text
Chapter 2
Word and sentence level work
LO 3:
Introduce the f sound in ph (e.g. photograph, telephone, pharmacy)
Use these words in sentences to indicate understanding Add ph words to personal dictionary
Chapter 3
- 32 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Respond again in writing to the questions on the questionnaire.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 8 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read an adventure story Discuss the use of descriptive language in the story Explain the use of different facial expressions and
gestures when telling a story.
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the adventure story Answers higher order questions on the text (e.g. What
might have happened if…?)
Chapter 2
Word and sentence level work
LO 3:
Revise ph Introduce the f sound in gh (e.g. rough, tough, enough) Add gh words to personal dictionary
Chapter 3
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
- 33 -
Writing
LO 4, 5, 6:
Use pre-writing skills – brainstorm and share ideas on the topic
Write an adventure story with a beginning, a middle and an ending from given topic
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 8 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a narrative poem (i.e. a poem that tells a story)
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the poem and answer questions related to content (e.g. who, why, when, what, which, where)
Express personal response to the poem Source own poem and memorise it Discuss qualities of a good presentation (e.g. make eye
contact, use of volume and pitch of voice) Recite the poem
Chapter 2
Word and sentence level work
LO 3, 4, 5, 6:
Use adverbs to introduce suffix –ly (e.g. quickly, gently, slowly, badly)
Use words with –ly suffix to create more complex sentences
Provide a written activity (e.g. 10 sentences) using words with -ly
Use phonic knowledge to spell words correctly
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity related to the poem
Chapter 5
- 34 -
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 8 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read two different rhymes
Chapter 4
Listening
and Speaking
LO 1, 5:
Listen to the two rhymes. Identify similarities and differences Describe the similarities and differences (use correct
language: like, the same as, different to)
Chapter 2
Word and sentence level work
LO 3:
Introduce some other suffixes (e.g.. pavement, advertisement, basement / goodness, kindness, happiness)
Suggest some words and record on charts for the classroom
Use words on charts to create own sentences
Chapter 6
Group,
guided and independent reading and
writing
LO3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Create own rhyme
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 9 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING FORMAL ASSESSMENT TASK 4
TEACHER’SGUIDE
Shared reading and
writing
LO 1: Read a news report from the newspaper
Chapter 4
- 35 -
Listening
and Speaking
LO 1, 2:
Talk about personal experiences, avoiding repetition when telling news
Use appropriate language when speaking to friends and adults
Listen without interrupting, showing respect for the speaker
Chapter 2
Word and sentence level work
LO 3, 4:
Recognise onset and rhyme in more complex words (e.g. cr – eam, dr-eam, ice-cr-eam, scr-eam)
Consolidate concept through word building Provide a written activity to consolidate –eam words (e.g.
write about personal experiences – I always scream when I watch a scary movie.)
Use phonic knowledge and personal dictionary to spell words correctly
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write personal experiences (at least 8 sentences) avoiding repetition (e.g. avoid using “and then…”)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 9 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a non-fictional story
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to non-fictional story Comment on content of the text Take turns to speak Ask relevant questions on the text Answer questions and give reasons for answers
Chapter 2
- 36 -
Word and sentence level work
LO 3:
Identify homophones in some high frequency words (e.g. so / sow / sew, brake/ break, daze / days)
Use context of sentences to identify meaning
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity relating to the non-fictional story
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 9 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’SGUIDE
Shared
reading and writing
LO 1:
Read a poem Discuss the types of sentences used in the poem Understand the varieties of language used (e.g. word order)
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the poem Identify rhyming words in the poem Suggest more rhyming words Create own poem, avoiding repetition
Chapter 2
Word and sentence level work
LO 3, 4:
Revise homophones – identify words in written text Provide a written activity (e.g. complete the sentences by
choosing the correct homophone)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently)
Chapter 4
- 37 -
Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Write a poem and draw a picture
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 9 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a weather report
Chapter 4
Listening
and Speaking
LO 1, 2:
Participate in class discussions – discuss the weather Suggest and elaborate on ideas (e.g. weather conditions
and the impact on clothes, activities, the environment etc.)
Chapter 2
Word and sentence level work
LO 3:
Write unprepared dictation test to assess understanding of high frequency homophones
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Answers questions by interpreting the information on the weather chart
Chapters
4 & 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 38 -
WEEK 9 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a non-fictional book
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen attentively to non-fictional story Ask relevant questions and search for answers (in other
available texts) Give constructive feedback to others
Chapter 2
Word and sentence level work
LO 3, 5:
Classify word families (e.g. works in a group – sorts and lists pack of words according to phonic family)
Using words in phonic family, rewrite words in alphabetical order
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide jumbled sentences on the content of the non-fiction story
Rewrite the sentences in the correct order.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 10 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a sports report / article about a specific person
Chapter 4
Listening and
Speaking
LO 1, 2: Listen without interrupting, showing respect for the
speaker
Chapter 2
- 39 -
Tells the class about own (individual) self, avoiding
repetition (e.g. what I like, what I don’t like, favourite food / activity / television programme)
Word and sentence level work
LO 3:
Use phonic knowledge to decode more complex words (e.g. jawbone, lawnmower, playground, overgrown)
Identify syllables in more complex words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write about own self (at least 10 sentences) attempting to use the correct punctuation (capital letters and full stops) and avoiding repetition
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 10 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a story from a different culture Recall key details in the story
Chapter 4
Listening and
Speaking
LO 1, 2: Listen to the story and show appreciation for different
cultures Explain the use of the negative form Answer questions on the story in the negative (e.g. Did
the boy eat the cake? No, the boy did not eat the cake.)
Chapter 2
Word and sentence level work
LO 3, 6: Use phonic knowledge when converting known words
from singular to plural (e.g. peach – peaches / mouse – mice / aunty – aunties)
Provide a written activity consolidating singular and plural form of the noun
Chapters 3 & 6
- 40 -
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide written activity (e.g. rewrite sentences correctly converting to negative forms)
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 10 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a text that contains a dialogue (e.g. a conversation between people)
Explain when to speak softly and when to speak loudly
Chapter 4
Listening
and Speaking
LO 1, 2:
Listens to text and responds to questions Answers questions using volume and intonation Engages in conversation as a social skill
Chapter 2
Word and sentence level work
LO 3:
Use phonic knowledge when converting known words from present to past tense (e.g. see – saw, find – found, catch – caught, write – wrote)
Chapters
3 & 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
- 41 -
Writing LO 4, 5, 6:
Provide a written activity (e.g. answer questions in the negative)
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 10 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fable
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to fable Identify the beginning, the middle and the end of the story Discuss the message / moral in the fable Express whether fable was liked or not and give reasons Summarise the fable
Chapter 2
Word and sentence level work
LO 6:
Revise conjunctions ( e.g. and, while, because, but after, before etc)
Use conjunctions to joins two simple sentences to form a coordinate sentence
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write own fable with a beginning, a middle and end. Avoid repetition when writing the story
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 42 -
WEEK 10 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Identify suitable key events in own local community and write about it.
Chapter 4
Listening
and Speaking
LO 1, 2:
Read aloud the written text. Listens to the articles taking turns to speak and asking
questions for clarification. Express personal response to the articles
Chapter 2
Word and sentence level work
LO 6:
Discuss types of sentences that are used in headlines, captions under pictures and in articles.
Identify subject, verb and object in sentences in the text
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4:
Classify all important school and community events Summarise and create a mind map of the important
events. Write selected events and news from own community and
publish in informal “community/school” newspaper.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 43 -
WORK SCHEDULE LITERACY
GRADE 3
TERM 2
WEEK 11 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper report
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect and taking turns to speak
Talk about personal experience (holiday news) Apply the past tense correctly
Chapters
2 & 6
Word and sentence level work
LO 3:
Revise vowel diagraphs ow and ou Do word building Create sentences to illustrate understanding of words Provide an activity
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write at least 12 sentences about holiday, avoiding repetition and using capital letters and full stops correctly
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 11 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Play a story on a tape or CD
Chapter 4
- 44 -
Listening
and Speaking
LO 1, 2:
Listen to speaker that cannot be seen (e.g. story on a tape or CD)
Identifies details in the story (e.g. names, places, what happened)
Comments on the story (e.g. what was liked or disliked , how it made you feel)
Chapter 2
Word and sentence level work
LO 3, 4:
Revise vowel diagraphs ow (as in brown) and ow (as in below)
Do word building and rhyming Write sentences with selected words and pronounce the
ow sound correctly when reading the sentences
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Rewrite story that was listened to on the tape / CD, concentrating on repeating the events in the correct sequence
Apply punctuation correctly
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 11 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Create a story with words containing vowel diagraphs (e.g. oi and oy)
Read story aloud Identify vowel diagraphs in the story
Chapter 3
Listening
and Speaking
LO 1, 2:
Give more complex instructions (e.g. 5 actions with delayed response)
Responds correctly to instructions
Chapter 2
- 45 -
Word and sentence level work
LO 3, 4:
Revise vowel diagraphs (e.g. oi and oy) Do word building activities Write at least 10 sentences using words with vowel
diagraphs Use dictionary to spell unfamiliar words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 11 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fantasy story
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to fantasy story and identify main idea Listen without interrupting, showing respect for the
speaker Answer questions related to the story (e.g. answer in full
sentences) Discuss the characters in the story
Chapter 2
Word and sentence level work
LO 3, 6:
Revise vowel diagraphs or, au and aw Find words in a reading text Explain subject verb agreement (e.g. The boy is … / The
boys are ….) Use or, au and aw words to create sentences,
concentrating on applying the subject verb agreement correctly
Chapters
3 & 6
- 46 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Rewrite the fantasy story that was read in own words, concentrating on the correct use of punctuation marks and the subject verb agreement
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 11 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a narrative poem (e.g. 4 to 5 verses)
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to narrative poem Listen without interrupting, showing respect for the
speaker Express feelings about the poem (e.g. liked or disliked
and why) Discuss use of different expressions and gestures when
reciting poems
Chapter 2
Word and sentence level work
LO 3:
Revise vowel diagraphs ai and ei Do word building Provide an activity (e.g. class quiz)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading
Chapter 4
- 47 -
Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Provide written activity related to the poem
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 12 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper article (e.g. sports report)
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect and taking turns to speak
Talk about personal experience (weekend news) Show sensitivity for the rights and feelings of others Answers questions and gives reasons for answers
Chapter 2
Word and sentence level work
LO 3, 6:
Revise ending y (e.g. happy, funny, pretty) Identify words y words in newspaper article Sort the y words into adjectives (e.g. happy) and adverbs
(e.g. slowly)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a short paragraph about the weekend news Attempt to use more descriptive language Spell common words correctly (e.g. names of the days)
Chapter 5
- 48 -
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 12 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source or create a short puppet show Present puppet show
Chapter 4
Listening
and Speaking
LO 1, 2:
Watch puppet show without interrupting, showing respect for the speaker
Discuss the use of different expressions and gestures when presenting a puppet show
Give constructive feedback on the puppet show (e.g. how it could be improved, what was liked or disliked)
Chapter 2
Word and sentence level work
LO 3, 4:
Recognise i sound in words (e.g. tie, sky, high) Use these i words to create simple rhymes (e.g. The fluffy
clouds float way up high. They chase each other across the sky.)
Create own sentences with I words to show understanding
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Discuss format used when writing a puppet show Explain the use of the present tense Write own puppet show, concentrating on format and
correct use of tenses using the dialogue format.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 49 -
WEEK 12
DAY 3 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Read a series of instructions (e.g. how to make a cup of tea)
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to series of instructions Recall series of instructions in correct sequence Mime a series of actions for others to interpret
Chapter 2
Word and sentence level work
LO 3:
Recognise u sound in words (e.g.- few, you) Revise consonant diagraphs ph and gh making f sound Demonstrate understanding of syllabification (e.g. te-le-
phone)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6: (e.g. rewrite a sequence of events in correct order)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 12 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared reading and
writing
LO 1: Source a variety of invitations (e.g. birthday party,
wedding, parent evening etc.) Reads the invitations Identify common details in invitations
Chapter 4
Listening and
Speaking
LO 1, 2: Listen to invitations Discuss differences and similarities between invitations Create an invitation, using words in the correct context
Chapter 2
- 50 -
Word and sentence level work
LO 6:
Identify the nouns in the various invitations Explain the difference between common (e.g. party,
birthday, wedding) and proper nouns (e.g. John, Tuesday, Cape Town)
Identify common and proper nouns in the invitations
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write an invitation to a ‘birthday party’, concentrating on format and detail
Apply capital letters to proper nouns correctly
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 12 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read an adventure story
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the adventure story Answer questions on what was read (e.g. what, when,
why, etc.) Extract 10 new sight words from the story Explain meaning of new sight words Create more complex sentences with new sight words,
using more descriptive language
Chapter 2
Word and sentence level work
LO 6:
Identify adjectives in the adventure story Introduce adjectives of quantity or number (e.g. many,
few, plenty) Identify adjectives of quantity or number in the story
Chapter 6
- 51 -
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write at least 10 more complex sentences using new sight words
Use dictionary to confirm spelling
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 13 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING FORMAL ASSESSMENT TASK 1
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a news report imitating a television / radio news reader
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Talk about personal experience, using role-play (e.g. news presenter)
Vary volume and pitch of voice
Chapter 2
Word and sentence level work
LO 6:
Identify adjectives in news report Revise adjectives of quantity or number Introduce demonstrative adjectives (e.g. this, that, these,
those) Identify demonstrative adjectives in news report
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading
Chapter 4
- 52 -
Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Write about personal experiences in the form of a news report
Experiment with words from own language Spell high frequency words correctly
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 13 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a non-fictional book
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to non-fictional story Extract 10 new words from the story Discuss meaning of the new words Create sentences with the new words
Chapter 2
Word and sentence level work
LO 6:
Explain the concept of contracted forms of words (e.g. there is – there’s / could not – couldn’t)
Provide an activity to practise the contracted form of the word
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity related to the non-fiction story that was read
Chapter 5
- 53 -
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 13 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a poem (e.g. 12 to 16 lines)
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the poem and answer questions on the poem Discuss varieties in language used in the poem (e.g.
phrases, word order to enable rhyme) Develop skills for a good presentation Discuss the different expressions and gesture when
reciting a poem Memorise and recite a poem
Chapter 2
Word and sentence level work
LO 6:
Identify nouns in the poem Discuss the most common plural form (e.g. by adding s) Explain that words ending in s, sh and ch add es to form
the plural (e.g. dish - dishes / dress - dresses / peach – peaches)
Provide a written activity
Chapters
3 & 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Do a comprehension activity on the poem Write answers to higher order questions
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 54 -
WEEK 13
DAY 4 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Source or create a story that contains a variety of sentence types (e.g. statements, questions, exclamations)
Read the story aloud
Chapter 6
Listening
and Speaking
LO 1, 2:
Listen to story Identify types of sentences Answer questions about the story and gives reasons for
answers Summarise the story in own words
Chapter 2
Word and sentence level work
LO 6:
Revise different types of sentences (e.g. statements, questions, exclamations)
Revise the punctuation marks that are used with each type of sentence (e.g. . / ? / !)
Provide an activity to consolidate the correct use of full stop, question mark and exclamation mark
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity to consolidate different types of sentences (e.g. work cards, activity sheet, sentences strips)
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 13 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared reading and
writing
LO 1: Read a myth or a legend
Chapter 4
- 55 -
Listening and
Speaking
LO 1, 2:
Listen to the myth or the legend Listen without interrupting, showing respect for the
speaker Recall sequence of events (e.g. order in which events
occurred / characters appeared in the story) Ask questions for clarity and information
Chapter 2
Word and sentence level work
LO 6:
Identify nouns in the myth or legend Revise singular and plural Focus on plural form of words ending in e (e.g. horse –
horses / plate – plates / sleeve – sleeves)
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide sentence strips taken from the myth or legend Rewrite the sentences in logical sequence
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 14 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper report
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Talk about personal experiences, using more descriptive language (e.g. “Immediately before…” instead of “Before…”)
Focus on improving presentation skills
Chapter 2
- 56 -
Word and sentence level work
LO 6:
Identify nouns in newspaper report Discuss plural forms (e.g. adding s and es) Explain that when there is a vowel before a y, just add s
to form the plural (e.g. boy – boys / day – days / monkey – monkeys)
Explain that when there is a consonant before the y, the y changes to i and then you add es (e.g. party – parties / baby – babies / berry – berries)
Provide an activity
Chapter 6
Group,
guided and independent reading and
writing
LO3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write personal experience (weekend news) using more descriptive language (e.g. “We spent the morning on the beach.” instead of “We went to the beach.”
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 14 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source some riddles and jokes Read the riddles and jokes aloud
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to riddles and jokes and respond appropriately Show respect for the speaker, taking turns to speak Share own jokes and riddles with the class Attempt to create own riddle or joke, using imaginative
language
Chapter 2
Word and sentence level work
LO 6:
Provide some sentences containing prepositions (e.g. in, on, under, over, between)
Chapter 6
- 57 -
Read the sentences together Explain prepositions and highlight them in the sentences Create own sentences with prepositions
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a simple riddle or joke Illustrate the riddle or joke Publish in class joke book
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 14 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Provide a set of pictures Creates / suggests sentences about pictures Write sentences (e.g. on board / strips)
Chapter 4
Listening
and Speaking
LO 1, 2:
Participate in class discussions - create a story (e.g. from a set of pictures), using more imaginative language (e.g. fantastic, wonderful, exciting, etc.)
Divide sentence into a beginning, a middle and an ending
Chapter 2
Word and sentence level work
LO 6:
Introduce homonyms (sometimes two words sound the same but their spelling and meaning is different e.g. heal and heel)
Use homonyms in sentences to bring out the meaning of words.
Chapter 3
- 58 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a creative story, using imaginative language Write in paragraphs to indicate beginning, middle and end
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 14 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a story that deals with solving a problem (e.g. a mystery)
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the story Identify problem situation in the story Discuss alternative ways of solving a problem
Chapter 2
Word and sentence level work
LO 6:
Consolidate homonyms from yesterday Suggest some more examples of homonyms Recognise that the same spelling can represent different
sounds (e.g. bread – read / brown – grown)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
- 59 -
Writing
LO 4, 5, 6:
Sketch a problem situation Participate in pre-writing strategies Writes own solution to problem
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 14 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a story from another culture
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to story and identify key details Answer questions about story and give reasons for
answers Express whether the story was liked and why Discuss the different characters in the story Show appreciation for story from a different culture by
identifying cultural values
Chapter 2
Word and sentence level work
LO 3:
Do word building to consolidate learnt phonic combinations
Write an unprepared dictation test to assess knowledge of learnt phonic combinations
Chapter 3
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6: Complete a comprehension activity, answering questions
on the story that was read Answer some higher order questions (e.g. What if…? /
What do you think…?)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 60 -
WEEK 15
DAY 1 ASSESSMENT STANDARDS / CORE TEACHING
FORMAL ASSESSMENT TASK 2 TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Read a newspaper report
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect and taking turns to speak
Talk about personal experiences (weekend news)
Chapter 2
Word and sentence level work
LO 3, 6:
Classify learnt phonic words into word families Practise syllabification of words with two or more syllables Provide a written activity to consolidate syllabification
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write about own personal experiences (2 paragraphs of at least 6 sentences) avoiding repetition and applying tenses correctly
Use phonic knowledge and personal dictionary to spell words correctly
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 15 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a scary story
Chapter 4
- 61 -
Listening
and Speaking
LO 1, 2:
Listen to story and respond appropriately Express feelings about story Explain what makes you feel this way Describe other feelings that stories can evoke (e.g. a funny /
exciting / sad)
Chapter 2
Word and sentence level work
LO 6:
Select some of the sentences from the story Revise subject, verb and object in sentences Identify subject, verb and object in the selected sentences Provide a written activity to consolidate subject, verb and
object
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write “feeling” sentences (e.g. I feel excited when…. / I feel scared when….)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 15 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a weather report
Chapter 4
Listening
and Speaking
LO 1, 2:
Interpret information on the weather chart Use language for logic and reasoning (e.g. hold
brainstorming session) Discuss impact of weather on people (e.g. clothes,
activities, food) Classify this information in simple graphical form
Chapter 2
- 62 -
Word and sentence level work
LO 3:
Explain spelling rule - when using the words (e.g. all, well, full) as a suffix, always drop one l before adding it to another word (e.g. all – also / well – welcome / full – fulfil)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Organise information in simple graphical forms (e.g. make a chart on weather conditions with relevant clothes, activities and food)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 15 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Provide a series of sentence strips that can form a story Read the sentence strips
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to sentences Extract 10 new words and explain meaning Record words in personal dictionary Participate in class discussion – create a story with a
beginning, a middle and an ending from the set of sentences
Discuss elements of plot and characteristics
Chapter 2
Word and sentence level work
LO 6:
Revise adjectives (e.g. quantity and demonstrative) Introduce possessive adjectives (e.g. my, your, his, her,
their, our) Use these words to create own sentences
Chapter 6
- 63 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Participate in pre-writing strategies Write creative story using imaginative language and
correct punctuation Create story that has elements of a plot and
characterisation
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 15 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a traditional children’s story (e.g. Gingerbread Boy, The boy who cried wolf)
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to story Answer higher order questions on the story Do role-play in small groups (e.g. situations taken from
traditional story) Discuss values that are evident in the story
Chapter 2
Word and sentence level work
LO 3:
Introduce some phonic combinations that make more than one sound (e.g. ch as in church / k as in character / sh as in chef)
Create word families with these words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading
Chapter 4
- 64 -
Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Provide a written activity relating to the story that was read
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 16 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper / magazine article that portrays an accident or tragedy
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to newspaper / magazine article Talk about own experience in an accident or tragic event
with the teachers support and supervision. Discuss cause and effect relations (e.g. what caused
something to happen) Express emotional response, showing respect for the
rights and feelings of others
Chapter 2
Word and sentence level work
LO 3:
Discuss the different sounds that can be made with the letter s (e.g. sh as in sure, sugar / zh as in vision, measure)
Recognise some of these words in the newspaper article
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a short report about one of the accidents
Chapter 5
- 65 -
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 16 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source some menus from different cultures. Read the menus
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen while menus are read Compare and contrast the information on the menus
Explain why / how foods are grouped / classified on the
menus Analyse the information and give constructive feedback to
class
Chapter 2
Word and sentence level work
LO 6:
Revise adjectives (quantity, demonstrative, possessive) Introduce comparative and superlative forms of the
adjective (e.g. long longer longest / quick quicker quickest)
Create sentences with these words to illustrate meaning (e.g. The snail is small, the beetle is smaller, but the ladybird is the smallest)
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write own menu.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 66 -
WEEK 16
DAY 3 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Read a story from a different culture
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to story from a different culture Recall key details and characters Participate in class discussions – share ideas with class
and ask questions on the story for clarification (e.g. why, who, when, where, which, what)
Show respect for people from different cultures
Chapter 2
Word and sentence level work
LO 6:
Revise concept of synonyms and antonyms Select some words from the story Suggest appropriate synonyms and / or antonyms for the
selected words
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Rewrite story from a different culture in own words Focus on writing the story in paragraphs with a beginning,
a middle and an ending
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 16 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a story that solves a problem (e.g. a mystery)
Chapter 4
- 67 -
Listening and
Speaking
LO 1, 2:
Listen to the story Express feelings about the story Discuss ways of solving the problem (e.g. use problem
situation in story to initiate discussion)
Chapter 2
Word and sentence level work
LO 6:
Revise adjectives of comparison (e.g. great, greater, greatest)
Extend knowledge of comparison of adjective (e.g. when an adjective ends in the letter e, only add r and st when doing comparison (e.g. nice, nicer, nicest / wide, wider, widest)
Provide an activity
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Present class with a problem situation Discuss possible solutions to the problem Write a solution to the problem
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 16
DAY 5 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1: Read a fictional story
Chapter 4
Listening and
Speaking
LO 1, 2: Listen to the fictional story Listen without interrupting, showing respect for the
speaker Recall sequence of events in story (e.g. order in which
things happened in the story) Discuss the elements of plot and characterisation in the
story
Chapter 2
- 68 -
Word and sentence level work
LO 3:
Write unprepared dictation test to assess development of phonic skills
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity related to the fictional story (e.g. comprehension, missing words, crossword puzzle, jumbled sentences)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 17 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING FORMAL ASSESSMENT TASK 3
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper report Highlight news events
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Report on general news events (e.g. through role-play / news reporter)
Share opinion on general news events, beginning to use critical thinking skills
Chapter 2
Word and sentence level work
LO 3:
Revise and practise long vowel sound a made by diagraph ‘ai’
Suggest known words with ai sound (e.g. brain, train, snail)
Introduce more complex words with ai (e.g. complain, remain, sustain)
Use these words to create more complex sentences
Chapter 3
- 69 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a report about a general news event Publish in class newspaper
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 17 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a myth or a legend
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the myth or legend Identify key details and characters and the order in which
they appeared in the story Discuss elements of plot and characterisation in the story Discuss the difference between fact and fantasy Discuss possible values that the story portrays
Chapter 2
Word and sentence level work
LO 3:
Revise and practise long vowel sound a made by diagraph ay
Suggest known words with ay sound (e.g. play, stay, spray)
Introduce more complex words with ay sound (e.g. holiday, always, display)
Do syllabification
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background
Chapter 4
- 70 -
Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Rewrite myth or legend in own words Write sentences in paragraphs indicating that story has a
beginning, a middle and an ending Use dictionary to spell unfamiliar words
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 17 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source some simple jokes and riddles Read them together
Chapter 4
Listening
and Speaking
LO 2:
Respond to jokes and riddles (e.g. listen to jokes and riddles and express feelings about them)
Chapter 2
Word and sentence level work
LO 3:
Revise and practise long vowel sound e made by diagraph ee
Suggest known words with ee sound (e.g. sleep, green, fleet)
Introduce more complex words with ee sound (e.g. agreement, weekend, succeed)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
- 71 -
Writing
LO 4, 5, 6:
Provide a written activity (e.g. syllabification)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 17 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read an adventure story Identify new words in text
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to adventure story Answer questions on the story Discuss elements of plot and characterisation
Chapter 2
Word and sentence level work
LO 3:
Revise and practise long vowel sound e made by diagraph ea
Suggest known words with ea sound (e.g. dream, cheap, feast)
Introduce more complex words with ea sound (e.g. repeat, ice-cream, pleasing)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Use new words extracted from adventure story Use dictionary to establish meaning Write sentences with the words
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 72 -
WEEK 17
DAY 5 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Read a fictional story Identify some high frequency words in the story and
discuss meaning
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to story without interrupting, showing respect for the speaker
Answer closed questions (e.g. how many…. / what happened before… / when did…)
Chapter 2
Word and sentence level work
LO 3:
Revise and practise long vowel sound o made by diagraph oa
Suggest known words with oa sound (e.g. float, toast, coach)
Introduce more complex words with oa sound (e.g. approach, cockroach, boastful)
Do syllabification
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write own sentences, using the high frequency words identified during shared reading
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 18 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper article Highlight some general news events
Chapter 4
- 73 -
Listening
and Speaking
LO 1, 2:
Share and elaborate on general news events Discuss cause and effect relations (e.g. what would you
do in a similar situation / what could have been done differently)
Using information in the article, create questions
Chapter 2
Word and sentence level work
LO 3:
Revise and practise long vowel sound o made by diagraph oe
Suggest known words with oe sound (e.g. toe, foe, woe) Introduce more complex words with oe sound (e.g.
tomatoes, heroes) Do syllabification
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Use general news events to write at least 10 questions, the answers to which are already known (e.g. Which country is our president visiting? England)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 18 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared reading and
writing
LO 1: Source an interview in a newspaper or magazine Read the interview Identify the questions and answers
Chapter 4
Listening and
Speaking
LO 1, 2: Listen attentively to the interview, developing critical
thinking skills Distinguish between questions and answers Discuss the different types of questions that can be used
in an interview Suggest and elaborate on ideas
Chapter 2
- 74 -
Word and sentence level work
LO 3:
Revise and practise long vowel sound o as found in old Suggest known words with old sound (e.g. hold, cold,
fold) Introduce more complex words with old sound (e.g.
stronghold, boldness, scaffolding) Do syllabification
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Prepare in writing questions for own interview. Write down possible answers
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 18 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a text that contains comparisons
Chapter 4
Listening
and Speaking
LO 2:
Identify similarities and differences in the text Describe the similarities and differences (use correct
language: like, the same as, different to)
Chapter 2
Word and sentence level work
LO 3:
Revise and practise long vowel sound i as found in igh Suggest known words with igh sound (e.g. high, fight,
night) Introduce more complex words with igh sound (e.g.
midnight, frightened, enlighten) Do syllabification
Chapter 3
- 75 -
Group, guided and
independent reading and
writing
LO3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 18 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a traditional children’s story (e.g. The tortoise and the hare, The elves and the shoemaker)
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the story Answer questions on the story Discuss the difference between fact and fantasy Suggest a different ending to the story
Chapter 2
Word and sentence level work
LO 3:
Revise and practise long vowel sound i as found in y Suggest known words with y sound (e.g. cry, sky, fly) Introduce more complex words with y sound (e.g. reply,
dryness, comply) Do syllabification
Chapter 3
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
- 76 -
Writing
LO 4, 5, 6:
Revise nouns and verbs Write at least 10 sentences using language from own
experiences (e.g. I am painting a picture. / I am eating a hamburger. / I am picking apples.)
Indicate the nouns and verbs in the sentences
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 18 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a myth or a legend Identify words that are used to start a sentence
Chapter 4
Listening
and Speaking
LO 1, 2:
Create own story with a beginning, a middle and an ending
Use more imaginative language (e.g. different ways to start a sentence)
Suggest and elaborate on ideas
Chapter 2
Word and sentence level work
LO 3:
Revise and practise long vowel sound i as found in ild Suggest known words with ild sound (e.g. wild, child, mild) Introduce more complex words with ild sound (e.g. mildly,
wildness) Do syllabification
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide written activity related to the myth (e.g. use conjunctions to join two simple sentences)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 77 -
WEEK 19
DAY 1 ASSESSMENT STANDARDS / CORE TEACHING
FORMAL ASSESSMENT TASK 4 TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Provide short factual pieces (from newspaper / magazine) Read in small groups
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Hold group discussion on short factual pieces Extract information from the factual pieces and record it Take turns to report back on group’s work
Chapter 2
Word and sentence level work
LO 3:
Revise and practise long vowel sound i as found in ind Suggest known words with ind sound (e.g. find, blind,
mind) Introduce more complex words with ind sound (e.g.
blindness, mindful, kindness) Do syllabification
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Record information taken from factual pieces (e.g. tables, diagrams, charts, flowcharts, mind maps)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 19 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read an article from a children’s magazine
Chapter 4
- 78 -
Listening and
Speaking
LO 1, 2:
Listen to the article Answer questions on the article Revise different text types Identify characteristics of different text types (e.g.
questions, statements, exclamations) in the article
Chapter 2
Word and sentence level work
LO 6:
Revise prepositions (e.g. in, on, under, over, between) Create sentences with prepositions
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Complete written activity taken from the article (e.g. comprehension / answer questions on the content, summarise the article)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 19 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared reading and
writing
LO 1: Read a non-fictional book
Chapter 4
Listening and
Speaking
LO 1, 2: Listen to non-fictional story Discuss details in non-fictional text Ask questions for information and clarification Search for answers (e.g. in magazines, books, brochures)
Chapter 2
Word and sentence level work
LO 6: Revise tenses (e.g. present, past, future) Introduce continuous present tense (e.g. The dog is going
to sleep in front of the fire.) Provide an activity
Chapter 6
- 79 -
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity (e.g. questionnaire where answers must be found in available texts)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 19 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a mystery story
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the mystery story Discuss, suggest and elaborate on ideas in the story Support and clarify arguments by giving reasons and
evidence
Chapter 2
Word and sentence level work
LO 3: Revise and practise long vowel sound u as found in ew Suggest known words with ew sound (e.g. new, grew,
blew) Introduce more complex words with ew sound (e.g.
newspaper, chewing-gum) Do syllabification
Chapter 3
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
- 80 -
Writing
LO 4, 5, 6:
Write a mystery story in paragraphs, indicating the beginning, the middle and the ending
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 19 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fictional story Identify 10 new words and discuss meaning
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the fictional story Engages in conversation as a social skill Role-play: hold a telephone conversation (e.g. tell friend
what the story was about) Discuss how your conversation will differ depending on
who you are talking to)
Chapter 2
Word and sentence level work
LO 3:
Revise and practise long vowel sound u as found in ue Suggest known words with ue sound (e.g. blue, true, glue) Introduce more complex words with ue sound (e.g.
continue, statue, bluebottle) Do syllabification
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity Share phonic knowledge with group in order to spell
unfamiliar words correctly
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 81 -
WEEK 20 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source the ‘Children’s Charter’ Read the ‘Rights and Responsibilities’ captured within the
‘Children’s Charter’ Indentify and list new words and write in personal
dictionary.
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen with interest to the Rights and Responsibilities’ of children.
Asks questions fro clarification. Discuss the ‘Children’s Charter’ showing respect for
another persons opinion.
Chapter 2
Word and sentence level work
LO 3:
Revise and practise long vowel sound u as found in u-e Suggest known words with u-e sound (e.g. use, cute,
tube) Introduce more complex words with u-e sound (e.g.
confuse, refuse, parachute) Do syllabification
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Writes own personal rights and responsibilities e.g. ‘I have the right to ask others to say please and thank you when talking to me and the responsibility to do the same.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 20 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared reading and
writing
LO 1: Read a story from a different culture Identify 10 new words in the text and explain the meaning
Chapter 4
- 82 -
Listening
and Speaking
LO 1, 2:
Listen to the story, showing respect for the varieties in language (e.g. names, pronunciation, dialect)
Pick out important information from a text (e.g. characters, events)
Summarise the story by processing the information
Chapter 2
Word and sentence level work
LO 6:
Introduce prefixes (e.g. be-, ex-, pro-) Suggest some words with prefixes (e.g. behind, explain,
profess) Explain meaning of these words Do syllabification
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Pick out selected information from a text and process it (e.g. write a summary, make a mind map)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 20 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared reading and
writing
LO 1: Source and read aloud sports/movie report from the
newspaper.
Chapter 4
Listening and
Speaking
LO 1, 2: Discuss the report asking questions for clarity.
Chapter 2
Word and sentence level work
LO 6: Revise prefixes Revise suffixes (e.g. –ly, -ness, -ment) Classify words with suffixes and prefixes Do syllabification
Chapter 6
- 83 -
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write own report on a selected school event.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 20 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a story that outlines a problem Read the story
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the story, developing critical thinking skills Discuss cause and effect relations in the story Do role-play in small groups (e.g. act out situation taken
from the story as a way of suggesting an alternative solution to the problem)
Supports and clarifies arguments / opinions by giving reasons and evidence
Chapter 2
Word and sentence level work
LO 3, 6:
Build unfamiliar words using learnt phonic sounds (e.g. bookworm, headache, meatloaf)
Ask questions for information and clarification Make own sentences with these words, indicating
understanding of the words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading
Chapter 4
- 84 -
Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Write at least 12 sentences using learnt phonic sounds to decode unfamiliar words (e.g. My brother visits the library every day because he is a bookworm.)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 20 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared reading and
writing
LO 1: Read a story that contains dialogue
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the story Discuss when to speak softly and when to speak loudly Do role-play to model volume and intonation (e.g. a
puppet show, a television interview)
Chapter 2
Word and sentence level work
LO 3: Provide a few simple rhymes and lyrics Recognise rhyming words in poems and lyrics Match the rhyming words and add to them
Chapter 3
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6: Write a book review about your favourite text that was
read during the term Comment on the text and give reasons (e.g. what you
liked / disliked, how it made you feel and why, what you learnt from the text)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 85 -
WORK SCHEDULE LITERACY
GRADE 3
TERM 3
WEEK 21 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper article about current news events
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect and taking turns to speak
Talk about personal experience (holiday news) Express feelings and opinions about your holiday
Chapter 2
Word and sentence level work
LO 3:
Revise long a sounds (e.g. a-e, ai, ay, ei, ey) through sight word recognition skills
Use syllabification skills to read more complex words (e.g. demonstrate, entertain, holiday, reindeer)
Do word building activities
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Revise punctuation marks (capital letters, full stops, question marks)
Write at least 14 sentences about holiday, avoiding repetition, using imaginative language and applying punctuation marks correctly
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
- 86 -
WEEK 21
DAY 2 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Source a book with text and pictures Predicts what the story is about by looking at the pictures Stop at stages while reading, asking learners to predict
what will happen next
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Predict what will happen next and justify your answers Answer higher order questions related to the story (e.g.
answer in full sentences)
Chapter 2
Word and sentence level work
LO 3:
Revise long e sounds (e.g. e-e, ee, ea) through sight word recognition skills
Use syllabification skills to read more complex words (e.g. complete, bookkeeper, conceal)
Do word building activities
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Use series of pictures to create a story Focus on the correct use of tenses Make an attempt at editing own writing (e.g. correcting
spelling and punctuation errors)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 87 -
WEEK 21
DAY 3 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Read a narrative poem Identify and explain any new words
Chapter 4
Listening
and Speaking
LO 1, 2:
Listens to a longer poem (e.g. 4 to 5 verses) Listen without interrupting, showing respect for the
speaker Express feelings about poem (e.g. liked or disliked), giving
reasons why
Chapter 2
Word and sentence level work
LO 3:
Revise long i sounds (e.g. i-e, igh, y, ild, ind) through sight word recognition skills
Use syllabification skills to read more complex words (e.g. despite, frightened, shyness, mildly, blindness)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide written activity related to the poem
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 21 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Listens to messages/instructions announced on the intercom or at assembly.
Chapter 4
Listening
and Speaking
LO 1, 2:
Recalls the messages/instructions heard over the intercom or at Assembly
Chapter 2
- 88 -
Responds to questions about the messages or
instructions e.g. for whom the messages are intended, by when, why, where etc.
Word and sentence level work
LO 3:
Revise long o sounds (e.g. o-e, oa, ow) through sight word recognition skills
Use syllabification skills to read more complex words (e.g. boneless, boathouse, undergrowth)
Do word building activities
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Discuss the language that is used in messages Write a series of messages for the intercom or to
announce at Assembly
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 21 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a series of instructions (e.g. recipe, how to make something)
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to a short sequence of instructions (e.g. 8 to 10 elements)
Recall the sequence of instructions in the correct order Ask questions for information and clarification
Chapter 2
Word and sentence level work
LO 3, 4, 5, 6:
Revise long u sounds (e.g. u-e, ue, ew) through sight word recognition skills
Chapter 3
- 89 -
Use syllabification skills to read more complex words (e.g.
computer, issue, stewing) Do word building activities Provide a written activity consolidating revised phonics
(e.g. long a, long e, long i, long o, long u)
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 22 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a newspaper article Read the article
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to newspaper article Listen without interrupting, showing respect for the
speaker Take turns to speak Talk about personal experience using appropriate volume
and intonation (i.e. attempting to engage the listener) Discuss headlines
Chapter 2
Word and sentence level work
LO 3:
Recognise silent letter k in words (e.g. know, knew, knot, knife knowledge)
Make sentences with these words Enter new words in personal dictionary
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently)
Chapter 4
- 90 -
Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Discuss what a paragraph is Write 2 paragraphs about weekend news, paying attention
to correct grammatical structures Give your news a headline
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 22 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source or create a story that contains some slang words e.g. eish, howzit, ntah etc.
Identify the slang words
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Discuss slang words commonly used by children in the class
Suggest the correct words that could be used in place of the slang words
Discuss who might not understand these slang words and why
Chapter 2
Word and sentence level work
LO 3:
Recognise silent letter l in words (e.g. yolk, chalk, walk, talk, stalk)
Suggest some more complex words with the sound (e.g. walking-stick, talkative, chalkboard, beanstalk)
Create sentences with these words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading
Chapter 4
- 91 -
Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Revise prepositions (e.g. in, on, under, after, under, between, over)
Provide a written activity
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 22 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a few poems Read poems
Chapter 4
Listening
and Speaking
LO 1, 2:
Select favourite poem to memorise Discuss qualities of a good presentation Recite poem, using varying volume and pitch, facial
expressions and other gestures
Chapter 2
Word and sentence level work
LO 3:
Recognise silent letter b in words (e.g. comb, climb, crumb, thumb)
Suggest some more complex words with the sound (e.g. honeycomb, breadcrumbs)
Make sentences with these words Enter new words in personal dictionary
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6: Write in logical sequence (e.g. rewrite more complex
jumbled sentences in the correct order)
Chapter 5
- 92 -
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 22 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a story containing a conversation
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to story Identify the conversation in the story Discuss important details to remember when taking a
message Do role-play (e.g. telephone conversation) Recall message that was taken
Chapter 2
Word and sentence level work
LO 3:
Recognise letter c that says s in words (e.g. scene, city, cent, cell)
Suggest some more complex words with the sound (e.g. discipline, concert, recent, receive)
Make sentences with these words Enter new words in personal dictionary
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Revise subject, verb and object in sentences Provide a written activity
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
- 93 -
WEEK 22
DAY 5 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Read a non-fictional book Identify 10 new words in the text and discuss their
meaning
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen attentively to non-fictional story, developing critical listening skills
Ask questions for clarification Explain the difference between a simple and a complex
sentence Create more complex sentences with the new words
Chapter 2
Word and sentence level work
LO 3:
Recognise silent letter w in words (e.g. write, wrong, wrap, wrist)
Suggest some more complex words with the sound (e.g. handwriting, wrongfully, wrapping, wristwatch)
Make sentences with these words Enter new words in personal dictionary
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity related to the non-fictional text (e.g. summary, comprehension, crossword puzzle, table, mind map)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 94 -
WEEK 23
DAY 1 ASSESSMENT STANDARDS / CORE TEACHING
FORMAL ASSESSMENT TASK 1 TEACHER’S
GUIDE
Shared reading and
writing
LO 1: Read a newspaper report (e.g. headline news) Identify words that denote gender in the article (e.g. Mr. /
Mrs. , he / she, his / her, man / woman)
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker Talk about personal experience Discuss what activities boys and girls prefer to do / not to do
Chapter 2
Word and sentence level work
LO 6:
Consolidate ly at the end of words (e.g. slowly, neatly, quietly, bravely)
Revise adverbs Create sentences with ly words, using more descriptive
language (e.g. The young girl sang so sweetly that everyone clapped loudly.)
Chapters
3 & 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write personal experience (at least 2 paragraphs) about activities boys and girls prefer to do / not to do
Use phonic knowledge to spell unfamiliar words
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 23 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a series of instructions (e.g. having a bath, washing your hair, brushing your teeth)
Identify 10 new sight words and explain meaning
Chapter 4
- 95 -
Listening and
Speaking
LO 1, 2:
Listen to sequence of instructions, developing critical listening skills
Repeat the instructions in sequence Discuss why the instructions have to follow a specific
sequence
Chapter 2
Word and sentence level work
LO 6:
Revise singular and plural (e.g. adding s and es) Introduce the plural form for words ending in o – some
make their plural by adding s (e.g. piano-pianos / solo-solos) and others by adding es (e.g. hero-heroes / tomato-tomatoes)
Make a chart for the classroom with these words
Chapters
3 & 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a series of at least 8 instructions in the correct sequence
Rewrite the same instructions in the past tense
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 23 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a narrative poem
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to a longer poem (e.g. 5 to 6 verses) to develop critical listening skills
Answer questions on poem Express personal response to the poem
Chapter 2
- 96 -
Word and sentence level work
LO 6:
Revise singular and plural (e.g. adding s and es) Introduce the plural form for words ending in f – change
the f to v and add es (e.g. elf-elves / leaf-leaves / loaf-loaves)
Create sentences with both singular and plural forms of the word (e.g. Mommy bought one loaf of brown bread and two loaves of white bread.)
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Do elementary comprehension on poem that has been learnt
Write in full sentences when answering the questions
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 23 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a selection of short poems Identify rhyming words in the poems
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to poems Make up own simple rhyme of at least 6 lines (e.g. Ants
have six little legs. They lay a million eggs. Buzz goes the busy bee. His hive is in a tree. The worm likes to eat all day. He never has any time to play.)
Chapter 2
Word and sentence level work
LO 6:
Introduce words where the plural remains the same as the singular form of the word (e.g. sheep, deer, bread)
Chapter 6
- 97 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write own poem (at least 3 verses of 4 lines each) Make use of descriptive language and rhyme Attempt to spell unfamiliar words using phonic knowledge
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 23 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read an adventure story Identify elements of plot and characterisation that create
the sense of adventure Stop at stages while reading, and ask learners to predict
what will happen next
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Listen to the story Answer open ended questions on the story (e.g. what do
you think / why do you think / what would happen if…) Express emotional response to the story Suggest an alternative ending to the story
Chapter 2
Word and sentence level work
LO 6:
Introduce plural forms where the words change their spelling completely (e.g. mouse-mice / goose-geese)
Use phonic knowledge to spell words correctly
Chapter 6
- 98 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Rewrite the adventure story in own words, giving it an alternative ending
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 24 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper article
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Revise the correct use of intonation when speaking Talk about personal experiences, using appropriate
intonation
Chapter 2
Word and sentence level work
LO 6:
Introduce silent letters in words Recognise silent letter h in words (e.g. honest, honour,
hour) Distinguish between words with h (e.g. house, help,
horse) and words with silent h (e.g. honest, honour, hour)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading
Chapter 4
- 99 -
Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Provide a written activity on the newspaper article (e.g. true / false questionnaire, missing word sentences, comprehension)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 24 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a story from a different culture Identify 10 new words and explain meaning
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to an extended sequence of instructions Respond appropriately to the instructions Express personal response to the story (e.g. liked or
disliked and why) Show respect for people of different cultures
Chapter 2
Word and sentence level work
LO 6: Revise silent letter h in words Recognise silent letter g in words (e.g. sign, gnome,
design) Use these words in sentences to indicate meaning
Chapter 3
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6: Revise future tense Extract some sentences from the story from a different
culture Rewrite the sentences in the future tense
Chapter 6
- 100 -
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 24 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a variety of advertisements Read the advertisements in groups
Chapter 4
Listening
and Speaking
LO 1, 2:
Discuss descriptive language Identify descriptive language in the advertisements Suggest synonyms for some of the words used in the
advertisements Express personal response to the advertisements
Chapter 2
Word and sentence level work
LO 6:
Revise silent letters h and g in words Recognise silent letter p in words (e.g. psalm, pneumonia) Use these words in sentences to indicate meaning Enter new words in personal dictionary
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a critical report on an advertisement evaluating design features (e.g. good / bad, colourful / dull, interesting / boring, informative / uninformative) and effectiveness (e.g. appealing or not)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 101 -
WEEK 24
DAY 4 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Create a story that deals with a problem
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the story and identify the problem Discuss ways of solving a problem (e.g. use situations
arising at school to initiate problem solving) Supports and clarifies arguments, by giving reasons and
evidence
Chapter 2
Word and sentence level work
LO 6:
Revise silent letters h, g and p Recognise silent letter n in words (e.g. autumn, column) Create sentences with new words Provide a written activity to consolidate silent letters
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Describe a problem situation (e.g. missing the bus, lost my keys)
Write best solution to problem after discussion with the class
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 24 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fable Discuss elements of plot and characterisation in the fable
Chapter 4
- 102 -
Listening and
Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Listen to fable Identify details (e.g. main characters) Ask questions for clarification (e.g. why, when, which,
who, what, where) Suggest what moral / value can be learnt from the fable
Chapter 2
Word and sentence level work
LO 6:
Revise silent letters h, g, p and n Recognise silent letter t in words (e.g. castle, listen)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a comprehension activity on fable that was read Answer higher order thinking questions (e.g. what do you
think…) Use basic punctuation when writing sentences (capital
letters and full stops)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 25 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING FORMAL ASSESSMENT TASK 2
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a selected text aloud.
Chapter 4
Listening and
Speaking
LO 1, 2: Listen without interrupting, showing respect and taking
turns to speak Discuss the use of volume and intonation Talk about personal experience using varying volume and
intonation
Chapter 2
- 103 -
Word and sentence level work
LO 3:
Revise silent letters h, g, p, n and t Select some of these words and arrange them in
alphabetical order Provide a written activity to consolidate understanding
alphabetical order
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write personal experience (at least 3 paragraphs) attempting to use more imaginative and descriptive language
Apply tenses and punctuation correctly
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 25 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Provide sentence strips that can form a story Read the sentence strips together
Chapter 4
Listening
and Speaking
LO 1, 2, 5:
Use language for logic and reasoning (e.g. hold brainstorming session and sort sentence strips into logical sequence to form a story)
Divide the story into a beginning, a middle and an ending Listen without interrupting, showing respect and taking
turns to speak
Chapter 2
Word and sentence level work
LO 6:
Introduce the use of the apostrophe when words are contracted (e.g. is not - isn’t / do not - don’t / could not – couldn’t)
Chapter 6
- 104 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide written activity on the use of the apostrophe.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 25 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a photograph or picture to initiate discussion Discuss what the photograph/picture depicts in groups
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect and taking turns to speak
Ask for further input on photograph or picture from others e.g. what do you think…
Prepare for a formal oral presentation (prepared speech) describing a picture / photograph, focussing on good presentation skills.
Chapter 2
Word and sentence level work
LO 6:
Revise the use of the apostrophe when words are contracted (e.g. is not - isn’t / do not - don’t / could not – couldn’t)
Introduce the use of the apostrophe to indicate possession in singular words (e.g. The cat’s paw. The girl’s brush.)
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently)
Chapter 4
- 105 -
Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Write a story about the photograph / picture, using descriptive language
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 25 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read the story about the photograph / picture of Day 3
Chapter 4
Listening
and Speaking
LO 1, 2:
Present prepared speech on photograph or picture of Day 3
Chapter 2
Word and sentence level work
LO 3:
Revise the use of the apostrophe to indicate possession in singular words (e.g. The cat’s paw. The girl’s brush.)
Introduce the use of the apostrophe to indicate possession in plural words (e.g. The boys’ suitcases. The dogs’ kennels.)
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide written activity related to non-fictional text Use simple strategies for getting information (e.g. library
books)
Chapter 5
- 106 -
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 25 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a story that portrays emotions Identify emotions in the story Introduce some new “emotion” words Suggest synonyms and antonyms for these words
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the story Express feelings about story (e.g. a funny / exciting / sad /
scary story) Describe what makes you feel this way
Chapter 2
Word and sentence level work
LO 4, 5, 6:
Provide a written activity to consolidate the use of the apostrophe
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Use the identified “feeling” words to write more complex sentences (e.g. I was terrified when I saw a long black snake slithering across our back garden.)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 26 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared reading and
writing
LO 1: Read a newspaper / magazine article (e.g. interview with
a famous person)
Chapter 4
- 107 -
Listening
and Speaking
LO 1, 2:
Listen to the newspaper / magazine article Listen without interrupting, showing respect and taking
turns to speak Recall details about the person who was interviewed Ask questions for clarity
Chapter 2
Word and sentence level work
LO 6:
Identify some adverbs and adjectives in the written text Suggest some antonyms and synonyms for these adverbs
and adjectives Create own sentences with these words
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Discuss different types of information revealed in the newspaper article (e.g. personal, career, events etc.)
Sequence the information and put it under headings Spell high frequency words correctly, using dictionary to
confirm spelling
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 26 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fictional story
Chapter 4
Listening
and Speaking
LO 1, 2, 5:
Listen to the fictional story Answer questions on the text, using higher order thinking Say what was liked / disliked about the story
Chapter 2
- 108 -
Word and sentence level work
LO 3, 6:
Identify nouns and verbs in the text Revise plural form of the nouns Revise past tense of the verbs
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Retell the fictional story in own words, writing in paragraphs
Write in logical sequence (i.e. retell story in correct order)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 26 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a picture and display for all to see. Study the picture individually in preparation for creative
writing
Chapter 4
Listening
and Speaking
LO 1, 2:
Discuss a characteristics of a writing frame.
Chapter 2
Word and sentence level work
LO 6:
Discuss proper nouns (e.g. David, Gail ) and common nouns (e.g. mother, dinosaur, giant, dwarf)
Revise pronouns (e.g. he, she, it, they, we, you) Create sentences using nouns and pronouns in
combination (e.g. The angry giant said he would eat the prince if he did not give him the gold.)
Chapter 6
- 109 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a creative story with a beginning, middle and end using the picture on display as a point of reference.
Write the story in paragraphs
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 26 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Create / source a story or article that portrays a problem Read the story aloud
Chapter 4
Listening and
Speaking
LO 1, 2: Listen without interrupting, showing respect and taking
turns to speak Discuss ways of solving the problem Offer solutions and suggest alternatives, giving reasons
for arguments
Chapter 2
Word and sentence level work
LO 3: Write unprepared dictation test, using both high frequency
words (e.g. said, because, after, when etc.) and words with learnt phonic sounds
Chapter 3
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
- 110 -
Writing
LO 4, 5, 6:
Write own solution to a problem, giving reasons for argument
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 26 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source advertising pamphlets (e.g. travel brochures) Compare items and descriptions portrayed in the
pamphlets
Chapter 4
Listening
and Speaking
LO 1, 2, 5:
Classify things (e.g. sort specified items in the pamphlets into categories)
Give reasons for classification
Chapter 2
Word and sentence level work
LO 6:
Revise subject, verb and object in simple sentences Introduce compound sentences Identify simple and compound sentences in the travel
brochures
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Discuss key details of an advert Revise examples of descriptive words Write an advertisement about your country as a travel
destination using descriptive language
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 111 -
WEEK 27
DAY 1 ASSESSMENT STANDARDS / CORE TEACHING
FORMAL ASSESSMENT TASK 3 TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Source a newspaper / magazine report (e.g. sport report)
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Share details of newspaper / magazine article with class in own words
Summarise information in the articles
Chapter 2
Word and sentence level work
LO 3:
Revise words with the same sound, but with different spelling (e.g. ray, crane, rain, rein, reign)
Use words in more complex sentences to indicate meaning
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5 , 6:
Write own “news article” of at least 10 sentences for class newspaper
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 27 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a series of instructions (e.g. following directions)
Chapter 4
- 112 -
Listening and
Speaking
LO 1, 2:
Listen without interrupting, showing respect and taking turns to speak
Listen attentively to develop critical listening skills Recall instructions in the correct sequence
Chapter 2
Word and sentence level work
LO 3:
Revise words with the same sound, but with different spelling (e.g. she, see, sea, scene, busy)
Use words in more complex sentences to indicate meaning
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a sequence of instructions in the correct order (e.g. directions from school to home)
Apply knowledge of grammar and phonics correctly in sentences
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 27 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a book containing jokes and riddles Read some jokes and riddles
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to jokes and riddles, showing respect for the speaker
Respond appropriately Use imaginative and fantasy language to create own
riddles and jokes
Chapter 2
- 113 -
Word and sentence level work
LO 3:
Revise words with the same sound, but with different spelling (e.g. sky, kite, sight, tie)
Use words in more complex sentences to indicate meaning
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Draft, write and publish own simple riddle / joke Illustrate riddle or joke Attempt to edit poem after discussion with others
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 27 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source or create a story that contains a variety of adjectives
Read the story
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the story Identify adjectives in the story and list them Suggest synonyms for these adjectives (e.g. shocked –
surprised / tired – exhausted) Suggest antonyms for these adjectives (e.g. shocked –
unmoved / tired – alert)
Chapter 2
Word and sentence level work
LO 3:
Revise words with the same sound, but with different spelling (e.g. so, stove, soap, snow)
Use words in more complex sentences to indicate meaning
Chapter 3
- 114 -
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity (e.g. processing and organising information – antonyms and synonyms)
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 27 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a legend Identify 10 new words from the story
Chapter 4
Listening and
Speaking
LO 1, 2: Listen to the legend Listen without interrupting, showing respect for the
speaker Answer open ended questions (e.g. what do you think…/
why do you think….) Give reasons for answers
Chapter 2
Word and sentence level work
LO 3: Revise words with the same sound, but with different
spelling (e.g. cute, clue, crew) Use words in more complex sentences to indicate
meaning
Chapter 3
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
- 115 -
Writing
LO 4, 5, 6:
Write own creative story (at least 12 sentences), using descriptive language
Use knowledge of phonics to spell more difficult words
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 28 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper / magazine article
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to newspaper / magazine article Listen without interrupting, showing respect for the
speaker and taking turns to speak In groups, discuss general news events in the newspaper
/ magazine Take turns to give feedback, pointing out key details
Chapter 2
Word and sentence level work
LO 3:
Revise silent letters k, l and b (e.g. knife, stalk, thumb) Do word building and rhyming activities Use words in sentences
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write an expressive text (e.g. a letter to the newspaper commenting on a general news item)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 116 -
WEEK 28
DAY 2 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Source an experiment from the Leaning Area Natural Sciences.
Read the experiment
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the instructions on how to carry out the experiment
Responds appropriately to the instructions Report back on findings / result of the experiment Give reasons / evidence for answers
Chapter 2
Word and sentence level work
LO 3:
Revise silent letters w, h and g (e.g. wrinkle, honest, gnome)
Do word building and rhyming activities Use words in sentences
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Record all aspects of the experiment in the correct sequence
Record information under the correct headings
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 28 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read an adventure story
Chapter 4
- 117 -
Listening
and Speaking
LO 1, 2:
Listen to the adventure story Retell extracts from the adventure story using appropriate
facial expressions and gestures Identify 10 new words in the text and explain the meaning Suggest antonyms for the 10 new words taken from the text Add the new words to personal dictionary
Chapter 2
Word and sentence level work
LO 3:
Revise silent letters p, n and t (e.g. psalm, autumn, listen) Do word building and rhyming activities Use words in sentences
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a short report on a book that was read during the reading half hour.
Comment on what was liked, not liked about the book
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 28 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source or create a short interview Read the interview, clearly indicating who is speaking
Chapter 4
Listening
and Speaking
LO 1, 2:
Discuss key features of an interview Identify types of questions that might be used in an
interview Suggest how tone of interview might differ for different
people (e.g. a pop star / the president) Conduct short interviews in pairs
Chapter 2
- 118 -
Word and sentence level work
LO 3:
Provide a written activity to assess knowledge of silent letters k, l, b, h, g, p, n and t (e.g. missing word sentences, crossword puzzle, word search)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Draw up a questionnaire that can be used to interview a specific person
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 28 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fictional story Identify beginning, middle and ending in the story
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the fictional story Create own story with a beginning, a middle and an
ending, using more interesting descriptions (e.g. The waterfall thundered down the mountain and crashed into the valley below.)
Chapter 2
Word and sentence level work
LO 3:
Recognise gh at the end of words (e.g. laugh, tough) Record new words in personal dictionary Use new words in compound sentences (e.g. Although
the sea was very rough, the captain managed to steer the ship safely into the harbour.)
Chapter 3
- 119 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 3, 4, 5, 6:
Discuss the image and design features of a poster Create a poster to advertise a book that has been read
independently during the reading half hour. Use knowledge of grammar and phonics to write correctly
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 29 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING FORMAL ASSESSMENT TASK 4
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Use posters that were made previously to initiate discussion
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Discuss qualities of poster presentation and whether the advert creates an interest in the book advertised.
Take turns to present poster/s to the class
Chapter 2
Word and sentence level work
LO 3:
Recognise ght at the end of words (e.g. sight, thought) Use present and past tense (e.g. bring – brought / think-
thought)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading
Chapter 4
- 120 -
Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Provide a written activity (e.g. comprehension test, punctuation activity, jumbled sentences, work card)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 29 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Create a “friendly” letter Read the letter aloud
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the letter Identify characteristics of different sentence types (e.g.
questions, statements, exclamations) in the letter Explain the format of a letter
Chapter 2
Word and sentence level work
LO 6:
Revise basic punctuation Revise punctuation marks used in different sentence
types (e.g. full stop, question mark, exclamation mark) Identify different sentence types in the written text (e.g.
graded reader, newspaper, magazine)
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a letter to a friend, concentrating on the correct format
Chapter 5
- 121 -
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 29 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a non-fictional text Identify some interesting facts in the text
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker and taking turns to speak
Ask questions for information and clarification (e.g. uses context to initiate discussion)
Search for answers (e.g. in books, newspaper, magazines)
Chapter 2
Word and sentence level work
LO 5, 6:
Discuss how to identify and select key information from a written text
Discuss what types of “sentences” should be used when making a summary (e.g. key words, phrases)
Suggest and elaborate on ideas for a summary of the non-fictional text
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide written activity related to non-fictional text (e.g. comprehension, drafting a summary)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 122 -
WEEK 29
DAY 4 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Source a variety of shopping lists/receipts Read the shopping lists
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the shopping lists Compare similarities and differences in the shopping lists Identify new words and explain meaning Add new words to personal dictionary
Chapter 2
Word and sentence level work
LO 3:
Select words from shopping lists and arrange them in alphabetical order
Give the singular and plural forms of some of the nouns on the shopping list
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide written activity (e.g. make graph of items on shopping lists, write items on shopping list in alphabetical order)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 29 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read the shopping lists of Day 4
Chapter 4
- 123 -
Listening and
Speaking
LO 1, 2:
Continue with work of Day 4 i.e. o Listen to the reading of items listed on the shopping
lists o Compare similarities and differences in the shopping
lists o Identify new words and explain meaning o Add new words to personal dictionary
Chapter 2
Word and sentence level work
LO 3:
Select words from shopping lists and arrange them in alphabetical order
Give the singular and plural forms of some of the nouns on the shopping list
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write in table form similar products captured under a specific heading e.g. (perishable goods/ non perishable goods) or (tin foods, meat, drinks etc).
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 30 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper report
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the newspaper report Listen without interrupting, showing respect for the
speaker Express personal response to the article Ask questions about the article Share own personal news with the class
Chapter 2
- 124 -
Word and sentence level work
LO 3:
Use phonic knowledge to decode more complex words (e.g. windscreen, roadworthy, crossbar, scoreboard)
Practise syllabification skills
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write 6 statements about newspaper article Using these statements as answers, write 6 questions to
match the statements
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 30 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a non-fictional book
Chapter 4
Listening
and Speaking
LO 1, 2:
Pick out selected information from a text Organise information in graphical form (e.g. chart, list,
mind map, table)
Chapter 2
Word and sentence level work
LO 3:
Revise spelling conventions when converting nouns from singular to plural
Use phonic knowledge when converting known words from singular to plural (e.g. potato – potatoes / shelf - shelves / deer - deer)
Chapter 3
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background
Chapter 4
- 125 -
Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Pick out selected information from a text and process it (e.g. complete a comprehension activity / draw up a table / make a mind map or graph on the non-fictional text)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 30 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a story containing dialogue Read the story aloud
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to the dialogue Participate in class discussions – identify different text
types (e.g. question, statement and exclamation) in the dialogue
Repeat the dialogue using appropriate facial expression, gestures volume and pitch of voice
Chapter 2
Word and sentence level work
LO 3:
Use phonic knowledge when converting known words from present to past tense (e.g. break – broke / chase – chased / tell – told / bring - brought)
Do word building to practise these examples
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
- 126 -
Writing
LO 4, 5, 6:
Discuss the format and punctuation used when writing a dialogue
Write a short dialogue between two people
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 30 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read the dialogue again Identify different roles in the story
Chapter 4
Listening
and Speaking
LO 1, 2:
Role-play in small groups (e.g. act out the story as depicted in the dialogue)
Use correct volume and intonation, facial expression and gestures during role-play
Give constructive feedback on others’ presentations
Chapter 2
Word and sentence level work
LO 3:
Build unfamiliar words using learnt phonic sounds (e.g. highway, grapevine, scorecard, beekeeper)
Make own sentences using these words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write 12 sentences using learnt phonic sounds to decode unfamiliar words (e.g. Mommy gave a milkshake to all the children at my birthday party.)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 127 -
WEEK 30 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a short narrative poem
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to narrative poem Discuss when to speak softly and when to speak loudly Memorise and recite poem using volume and intonation
Chapter 2
Word and sentence level work
LO 3:
Recognise rhyming words in poems and lyrics Match the rhyming words and add to them
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Revise adjectives Identify adjectives in narrative poem Write 12 sentences using adjectives (e.g. The pretty
princess dropped her golden ball into the sparkling pool.)
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
- 128 -
WORK SCHEDULE LITERACY
GRADE 3
TERM 4
WEEK 31 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper / magazine article
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect and taking turns to speak
Talk about personal experience (holiday news) Express personal response to experiences of others
Chapter 2
Word and sentence level work
LO 3:
Revise phonic sounds learnt in term 3 – word building
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write at least 15 sentences about holiday, avoiding repetition, using imaginative language and applying punctuation marks correctly
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 31 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fictional story Predicts what will happen next as story is being read
Chapter 4
- 129 -
Listening and
Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Answer questions related to the story (e.g. answer in full sentences)
Discuss elements of plot and characterisation in the story
Chapter 2
Word and sentence level work
LO 3:
Consolidate phonic sounds learnt in term 3 – play game (e.g. odd man out)
Use these words to create complex sentences
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write the fictional story in own words Use personal dictionary to spell unfamiliar words Make an attempt at editing own writing after discussion
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 31 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a narrative poem Identify new words in the poem and explain the meaning
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to a longer poem (e.g. 3 to 4 verses) Listen without interrupting, showing respect for the
speaker Comment on the poem (e.g. enjoyed or not / understood
or not) Identify rhyming words in the poem
Chapter 2
- 130 -
Word and sentence level work
LO 3:
Do syllabification exercises with more complex words Create compound sentences with words containing two or
more syllables
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 3, 4, 5, 6 :
Provide a written activity related to the poem (e.g. crossword puzzle, comprehension)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 31 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Write a simple dialogue/story in pairs that will include puppet work.
Chapter 4
Listening
and Speaking
LO 1, 2:
Source instructions to design and create a hand or finger puppet/s
Discuss elements for making a finger or hand puppet Asks questions for clarification
Chapter 2
Word and sentence level work
LO 6:
Revise continuous present tense Convert sentences from simple present to continuous
present tense (e.g. The boys kick the ball. / The boys are kicking the ball.)
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background
Chapter 4
- 131 -
Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Follow the instructions and create a simple hand or finger puppet/s for the story.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 31 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read the dialogue of Day 4 using the puppet/s created.
Chapter 4
Listening
and Speaking
LO 1, 2:
Listens with interest to the puppet story and expresses appreciation for the presentation.
Chapter 2
Word and sentence level work
LO 3:
Play word games with phonic sounds learnt in term 3 List some high frequency words that need consolidation
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a report on the puppet presentation.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 132 -
WEEK 32 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a variety of community notices from a newspaper e.g. notices on new births, birthdays, deaths, engagements or marriages
Read the reports
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Listen for key details in the notices Provide opinions on the notices, taking turns to speak,
showing respect for the speaker.
Chapter 2
Word and sentence level work
LO 3:
Recognise hard c (e.g. carpet) and soft c (e.g. space) in words
Do word building
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a community notice about a celebration in own family e.g. marriage, new birth, birthday etc.
Give the notice a heading (i.e. headline) Publish in class magazine
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 32 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source and read a variety of invitations (e.g. wedding, birthday, conference, meeting)
Identify similarities and differences in the invitations
Chapter 4
- 133 -
Listening and
Speaking
LO 1, 2:
Discuss the format for writing invitations for different
occasions.
Chapter 2
Word and sentence level work
LO 3:
Revise diphthong ai (e.g. train, claim, faith, raisin) Introduce diphthong air (e.g. chair, repair, airport, stairs) Do word building and rhyming with ai and air words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Design and write an invitation with a reply slip attached focusing the use of appropriate language for a given invitation e.g. birthday party, wedding, kitchen tea, graduation etc.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 32 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source and read a variety of invitations (e.g. wedding, birthday, conference, meeting)
Identify similarities and differences in the invitations
Chapter 4
Listening
and Speaking
LO 1, 2:
Discuss the format for writing invitations for different
occasions. Discuss the meaning of the reply slip. Discuss the writing of an apology to an invitation. Suggest ways of replying to an invitation Give reasons for not accepting an invitation.
Chapter 2
- 134 -
Word and sentence level work
LO 3:
Revise diphthong ai (e.g. train, claim, faith, raisin) Introduce diphthong air (e.g. chair, repair, airport, stairs) Do word building and rhyming with ai and air words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write an apology in reply to an invitation giving reasons for the non attendance.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 32 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a variety of birthday cards Read the messages inside the cards
Chapter 4
Listening
and Speaking
LO 1, 2:
Discuss the similarities and differences in the birthday cards
Recognise the language usage in birthday cards focusing on who the intended recipients of the different birthday cards might be.
Chapter 2
Word and sentence level work
LO 3:
Revise diphthong a-e (e.g. plate, escape, insane, frustrate)
Introduce diphthong are (e.g. scare, beware, compare, careful)
Do word building and rhyming with a-e and are words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background
Chapter 4
- 135 -
Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Discuss image and design features of the birthday cards Design / create a birthday card Write own message in card Give feedback on effectiveness of the design
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 32 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a variety of thank you letters / cards Read the thank you letters / cards
Chapter 4
Listening
and Speaking
LO 1, 2:
Listens with respect to the speaker Shows sensitivity to the rights and feelings of others Discuss similarities and differences in the thank you
letters / cards Identify varieties in language in the thank you letters /
cards and suggest reasons for this
Chapter 2
Word and sentence level work
LO 3:
Revise diphthongs air and are Compare the words with these diphthongs and arrange
them in word families
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
- 136 -
Writing
LO 4, 5, 6:
Revise format of a letter Write a thank you letter for a given purpose
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 33
DAY 1 ASSESSMENT STANDARDS / CORE TEACHING
FORMAL ASSESSMENT TASK 1 TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Source a few recipes from newspapers / magazines/menu books
Read the recipes Identify new words and explain meaning
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to recipes Identify key details Compare similarities and differences Discuss format when writing a recipe (e.g. ingredients,
method) Discuss impact of visual images in recipe books (e.g.
photographs)
Chapter 2
Word and sentence level work
LO 3:
Revise diphthong e-e (e.g. scene, theme, scheme, complete)
Introduce diphthong ere (e.g. where, adhere, merely) Do word building and rhyming with e-e and ere words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Use informational text structures – write a recipe and illustrate it
Use phonic knowledge to spell unfamiliar words Publish recipe in class recipe book
Chapter 5
- 137 -
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 33 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a traditional children’s story
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen attentively, developing critical listening skills Discuss values in the story Identify elements of plot and characterisation in the story
Chapter 2
Word and sentence level work
LO 3:
Revise diphthong ea (e.g. cream, beach, repeat, feast) Introduce diphthong ear (e.g. near, spear, appear, ear-
ring) Do word building and rhyming with ea and ear words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity related to the traditional children’s story (e.g. sequencing, comprehension, summary, rewrite in own words)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 33 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a narrative poem
Chapter 4
- 138 -
Listening and
Speaking
LO 1, 2:
Listen to a longer poem (e.g. 3 to 4 verses) to develop critical listening skills
Answer questions on poem Revise concept of nouns / verbs / adjectives Identify nouns / verbs / adjectives in the poem
Chapter 2
Word and sentence level work
LO 3:
Revise diphthongs ear and ere Compare the words with these diphthongs and arrange
them in word families
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide an elementary comprehension on poem that has been read.
Answers questions focusing on the writing of full sentences.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 33 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fantasy story Discuss difference between fact and fantasy
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen attentively to fantasy story to develop critical listening skills
Identify imaginative and descriptive language in the story Recognise elements of fantasy in the story
Chapter 2
- 139 -
Word and sentence level work
LO 3:
Introduce collective nouns (e.g. a flock of birds / a fleet of ships / a pride of lions)
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write own poem / rhyme (at least 2 verses of 4 lines each) Attempt to spell unfamiliar words using phonic knowledge
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 33 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read an adventure story
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to story without interrupting, showing respect for the speaker
Identify key details and characters in the story Express personal response to the emotional elements in
the story Answer higher order questions (e.g. what could have been
done instead / how would you have felt)
Chapter 2
Word and sentence level work
LO 3:
Write a dictation test using known high frequency words and learnt phonic words (e.g. diphthongs air, are, ere and ear)
Chapter 3
- 140 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write in logical sequence (e.g. rewrite adventure story that was read in own words)
Sequence text by using words like “first”’ “next” and “finally”
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 34 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper report Discuss some general news events
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Talk about personal experiences, using more imaginative and descriptive language
Comment on what has been heard
Chapter 2
Word and sentence level work
LO 3:
Identify some root words (e.g. form in perform, uniform) in written text
Extend words (e.g. form in performance, dormitory)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading
Chapter 4
- 141 -
Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Write personal experiences (at least 2 paragraphs) using both imaginative and descriptive language
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 34 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a story where the characters are children Revise adjectives and adverbs Identify some of the adjectives in the story and list them
Chapter 4
Listening
and Speaking
LO 1, 2:
Participate in class discussions - create a story (e.g. choose topic significant to the learner), using more descriptive language (e.g. adjectives and adverbs)
Chapter 2
Word and sentence level work
LO 3:
Revise diphthong oa (e.g. boat, coach, throat, raincoat) Introduce diphthong oar (e.g. roar, board, coarse) Do word building and rhyming with oa and oar words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write own make-believe story with children as characters (e.g. choose own topic)
Write in paragraphs (minimum of 15 sentences) Apply correct tenses and punctuation Use phonic knowledge to spell unfamiliar words
Chapter 5
- 142 -
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 34 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a newspaper / magazine that describes a problem Read the article and discuss the problem
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen with respect to the speaker Shows sensitivity to the views of others Discuss ways of solving a problem, suggesting alternative
ideas Elaborates on and compares ideas
Chapter 2
Word and sentence level work
LO 3:
Revise diphthong o-e (e.g. stove, alone, remote, ringtone) Introduce diphthong ore (e.g. more, before, ignore,
seashore) Do word building and rhyming with o-e and ore words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write own solution to a problem.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 34 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a text about the life of a hero past or present Read the text Discuss why the person is a hero
Chapter 4
- 143 -
Listening
and Speaking
LO 1, 2:
Ask questions about the story for information (e.g. why, who, what, when, which, where)
Identify new words in the text and explain the meaning
Chapter 2
Word and sentence level work
LO 3:
Recognise some compound words (e.g. wallflower, policemen, countryside, moonlight)
Do syllabification exercises with compound words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity related to the story about a hero
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 34 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read the same a text about the life of a hero past or present
Chapter 4
Listening
and Speaking
LO 1, 2:
Discuss cause and effect relations in the story (e.g. what caused something to happen)
Suggest how the story may have ended in a different way and give reasons
Chapter 2
Word and sentence level work
LO 3:
Consolidate diphthongs air, are, ear, ere, oar and ore Extend vocabulary with new words containing these
sounds Enter new words in personal dictionary
Chapter 3
- 144 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Revise conjunctions (e.g. and, but, because) Revise how to join two simple sentences with a
conjunction Provide a written activity, practising the use of
conjunctions (e.g. Join two simple sentences with conjunctions to form coordinate sentences)
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 35 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING FORMAL ASSESSMENT TASK 2
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper / magazine article Discuss key details in the article
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect and taking turns to speak
Identify similar experiences as in the newspaper article. Talk about similar personal experiences using descriptive
language
Chapter 2
Word and sentence level work
LO 3:
Revise concept of suffixes Introduce the suffix –tion (e.g. station, explanation,
information) Do syllabification
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background
Chapter 4
- 145 -
Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Write about a similar experience to that of the newspaper article using descriptive language
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 35 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fairy tale (story) Discuss the difference between fact and fantasy Identify words / phrases that depict fantasy
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen to fairy story Identify key details and characters in the story Give own opinion on the fairy story (e.g. I think…) Give constructive feedback to others, commenting on
what has been discussed Suggest an alternative ending to the fairy story
Chapter 2
Word and sentence level work
LO 3:
Consolidate -tion, adding new words to personal dictionary
Introduce suffix -cian (e.g. musician, magician) Do syllabification
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
- 146 -
Writing
LO 4, 5, 6:
Provide a written activity related to the fairy story (e.g. crossword puzzle, true / false questions, comprehension, sequencing)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 35 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read aloud a non fictional text e.g. on astronomy, environment, animals, dinosaurs, cultures of the world etc.
Identify and list new words in personal dictionary.
Chapter 4
Listening
and Speaking
LO 1, 2:
Participate in class discussions asking questions for clarification.
Chapter 2
Word and sentence level work
LO 3:
Consolidate -cian, adding new words to personal dictionary
Introduce suffix -sion (e.g. confusion, television, version, mission)
Do syllabification
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write three paragraphs on the non fictional text selected relaying the facts in the correct order.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 147 -
WEEK 35
DAY 4 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Read a text that contains a dialogue Revise elements of a good presentation
Chapter 4
Listening
and Speaking
LO 1, 2:
Provide short texts with dialogue Memorise the dialogue and do role-play in small groups Concentrate on correct use of volume and intonation
Chapter 2
Word and sentence level work
LO 3:
Consolidate –tion, -cian and – sion words Use these new words to create compound sentences
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity, requiring learners to source information
Use simple strategies for getting information (e.g. library books)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 35 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a favourite recipe Share recipes with the group
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen attentively in order to develop critical listening skills Describe / explain recipe Ask questions for clarification
Chapter 2
- 148 -
Give constructive feedback, showing sensitivity to rights
and feelings of others
Word and sentence level work
LO 3:
Revise diphthong i-e (e.g. kite, smile, prize, invite) Introduce diphthong –ire (e.g. wire, entire, require,
admire) Do syllabification
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Revise format of a recipe Write simple informational text (e.g. write down recipe,
using different grammatical structures for ingredients and method)
Publish writing (e.g. adds recipe to class “recipe book”)
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 36
DAY 1 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1: Read a newspaper / magazine article reporting on an
event (e.g. music concert, sport’s match, air show)
Chapter 4
Listening and
Speaking
LO 1, 2: Listen to newspaper / magazine article Identify key details and characters in the article Ask questions for information Comment on what has been read, giving own opinions
Chapter 2
Word and sentence level work
LO 3: Revise diphthong u-e (e.g. cute, brute, confuse,
parachute) Introduce diphthong –ure (e.g. sure, impure, cured) Do syllabification
Chapter 3
- 149 -
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity (e.g. using vocabulary from article)
Revise antonyms and synonyms List antonyms and synonyms for words taken from the
article
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 36 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a non-fictional book Identify key details
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen attentively to develop critical listening skills Listen without interrupting, showing respect for the
speaker Organise information from the text in simple forms (e.g.
class chart) Suggest and elaborate on ideas on the content of the text
Chapter 2
Word and sentence level work
LO 3:
Revise diphthong –ure (e.g. sure, impure, cured) Introduce –ture words (e.g. nature, feature, picture,
furniture) Do syllabification
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently)
Chapter 4
- 150 -
Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Write at least 3 paragraphs, recording the information that has been learnt from the non-fictional text
Write in logical sequence using words like “first”, “next” and “finally”.
Use punctuation marks correctly when writing
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 36 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Provide a series of pictures to initiate discussion Build up a vocabulary list naming things in the pictures Use the words to create sentences
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the ideas and opinions of others
Participate in class discussions – create sentences about the pictures
Record some of these sentences on the board Suggest and elaborate on ideas in preparation for creative
writing (e.g. use tenses correctly)
Chapter 2
Word and sentence level work
LO 3:
Play word games with -ire and -ure words (e.g. simple riddles: Draw me, paint me, hang me on the wall - picture)
Record some new words (e.g. a combination of -ire and -ure words)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading
Chapter 4
- 151 -
Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Write own creative story in paragraphs (at least 15 sentences)
Use correct grammatical structures, punctuation and tenses when writing
Use phonic knowledge to spell unfamiliar words
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 36 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a mystery story Identify the “problems” in the story
Chapter 4
Listening
and Speaking
LO 1, 2:
Discuss ways in which the problem was solved Suggest a different way of solving the problem Give reasons for suggested ideas
Chapter 2
Word and sentence level work
LO 3:
Introduce word ending -ous (e.g. dangerous, enormous, famous)
Suggest more words to extend vocabulary Use words in sentences to indicate meaning
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 3, 4, 5, 6:
Write unprepared dictation test, using both high frequency words (e.g. please, yesterday, afternoon, friends etc.) and words with learnt phonic sounds
Chapter 3
- 152 -
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 36 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source advertising brochures Read together Compare items, discussing similarities and differences
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen attentively to develop critical listening skills Classify things (e.g. sort items on advertising brochure
into categories) Justify classification Suggest alternative ways of classifying items
Chapter 2
Word and sentence level work
LO 3:
Introduce word ending -ious (e.g. unconscious, suspicious, delicious)
Suggest more words to extend vocabulary Use words in sentences to indicate meaning
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write more complex sentences to consolidate learnt phonic sounds and high frequency words (e.g. write 15 sentences with words containing learnt diphthongs)
Chapters
3 & 6
Handwriting
See work schedule for Handwriting
Chapter 8
- 153 -
WEEK 37
DAY 1 ASSESSMENT STANDARDS / CORE TEACHING
FORMAL ASSESSMENT TASK 3 TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Source newspaper / magazine articles with either happy or sad endings.
Ask questions for information and clarification
Chapter 4
Listening
and Speaking
LO 1, 2:
Express personal response to what has been read Describe emotions Suggest antonyms and synonyms for the “emotion” words
Chapter 2
Word and sentence level work
LO 3:
Consolidate words ending with -ous and -ious (e.g. dangerous / conscious)
Compare words and recognise differences
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
List things that make you happy and things that make you sad.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 37 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Provide sentence strips with more complex sentences Read sentences together
Chapter 4
Listening
and Speaking
LO 1, 2:
Suggest how to sequence the sentences to form a story
Chapter 2
- 154 -
Arrange sentences in paragraphs to form a beginning ,
middle and end to the story Explain / give reasons for development of your story Apply correct punctuation
Word and sentence level work
LO 3:
Revise word endings -ous and -ious (e.g. famous, vicious)
Introduce word ending -eous (e.g. courageous, courteous, hideous)
Create sentences with new words to indicate meaning Enter new words in personal dictionary
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a creative story concentrating on the logical development of the story
Write in paragraphs to indicate beginning, middle and ending of the story
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 37 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fantasy story Identify new words and explain meaning
Chapter 4
Listening and
Speaking
LO 1, 2: Listen attentively to develop critical listening skills Revise nouns / pronouns / verbs / adjectives / adverbs
and identify them in the story Attempt to retell the story using as many synonyms as
possible (e.g. The little elf walked along the path in the woods / The tiny gnome marched along the track in the forest)
Chapter 2
- 155 -
Word and sentence level work
LO 3:
Play word games (e.g. class quiz – which team can spell the most words correctly using word endings –ous, -ious and -eous)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Rewrite fantasy story in own words, using descriptive language
Write in paragraphs to indicate beginning, middle and ending of the story
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 37 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a story from a different culture Identify key details and characters in the story
Chapter 4
Listening
and Speaking
LO 1, 2:
Answer higher order questions on the story (e.g. what could have been done instead) and justify answers
Comment and elaborate on answers of others Recognise and show respect for different varieties of
languages
Chapter 2
Word and sentence level work
LO 3, 6:
Introduce g pronounced as j (e.g. gym, germs, huge, large)
Provide a written activity (e.g. work card, crossword, missing words)
Chapter 3
- 156 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Revise punctuation Provide written activity to consolidate correct use of
punctuation
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 37 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a story from a different culture (same story as yesterday)
Express personal response to the story
Chapter 4
Listening
and Speaking
LO 1, 2:
Suggest an alternative ending for the story Comment and elaborate on ideas of others
Chapter 2
Word and sentence level work
LO 3:
Introduce i before e except after c (e.g. receive, deceive, receipt)
Use words in sentences to show meaning
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
- 157 -
Writing
LO 4, 5, 6:
Write an alternative ending to the story Apply knowledge of grammar and spelling correctly in
sentences
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 38 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a newspaper or magazine article Discuss general news events
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker and taking turns to speak
Comment on what has been read, identifying key details and characters
Ask questions for information and clarification
Chapter 2
Word and sentence level work
LO 3, 6:
Recognise root word hand- (e.g. handkerchief, handsome, deckhand)
Use basic word syllabification rules to practise word analysis skills
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write an informative text (e.g. write a newspaper article) Apply knowledge of grammar and spelling correctly in
writing
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
- 158 -
WEEK 38
DAY 2 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Read a few poems, modelling correct volume and intonation
Chapter 4
Listening
and Speaking
LO 1, 2:
Revise elements of a good presentation Recite poems individually, using appropriate volume and
intonation Learners listen with respect and give constructive
feedback, showing sensitivity for the rights and feelings of others
Chapter 2
Word and sentence level work
LO 3, 6:
Recognise root word care (e.g. careful, careless) Use basic word syllabification rules to practise word
analysis skills
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Identify different sentence types in book of own choice (e.g. question, statement, exclamation)
Transcribe and label at least four of each sentence type from the text
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 38 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a fable Identify adjectives in the story List the adjectives.
Chapter 4
- 159 -
Listening
and Speaking
LO 1, 2:
Suggest some antonyms for the adjectives listed Use phonic knowledge to spell the words correctly Create sentences using both words (e.g. The skin of an
elephant is rough, but its tusks are smooth.)
Chapter 2
Word and sentence level work
LO 3, 6:
Revise suffixes -ly (e.g. lovely), -ment (e.g. movement) and –ness (e.g. happiness)
Introduce some other suffixes -less (e.g. careless), -able (e.g. reliable)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Rewrite approximately 15 antonyms for the adjectives in sentences identified from the story. E.g. If the sentence read: the boy was running fast rewrite: The boy was running slow
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 38 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a humorous story
Chapter 4
Listening
and Speaking
LO 1, 2:
Express personal response to story (e.g. what made you laugh, who / what in the story is funny, why is it funny)
Retell extracts from the story, using different facial expressions and gestures
Chapter 2
- 160 -
Word and sentence level work
LO 3, 6:
Introduce some prefixes: un- (e.g. unless, uncomfortable, untrue, until), re- (e.g. return, recover, respond, recognise)
Search for more words in class dictionaries Use words to extend knowledge of alphabetical order
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Revise the use of connecting words to express cause and effect (e.g. I can’t come to school because I have chicken-pox.)
Provide a written activity
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 38 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read / tell some jokes and riddles
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker and taking turns to speak
Revise elements of a good presentation Tell jokes and riddles using appropriate volume and
intonation
Chapter 2
Word and sentence level work
LO 3, 6:
Introduce some prefixes: be- (e.g. before, become, behind, because), pre- (e.g. prefer, pretend, present, prepare)
Search for more words in class dictionaries Use words to extend knowledge of alphabetical order
Chapter 6
- 161 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write creative story on chosen topic (at least 15 sentences arranged in paragraphs), applying punctuation correctly
Spell familiar words correctly and use dictionary to confirm spelling
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 39 DAY 1
ASSESSMENT STANDARDS / CORE TEACHING FORMAL ASSESSMENT TASK 4
TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source an advertisement Read the advertisement Compare advertisements, identifying similarities and
differences
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Express personal response to the advertisement Classify advertisements into “good” and “bad”
advertisements Give reasons (e.g. design features, image and
effectiveness) Suggest ways of improving the “bad” advertisements
Chapter 2
Word and sentence level work
LO 3, 6:
Introduce some prefixes: de- (e.g. determine, destroy, define, detest), per- (e.g. perfect, perhaps, perform, person)
Search for more words in class dictionaries Use words to extend knowledge of alphabetical order
Chapter 6
- 162 -
Group, guided and
independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a report on favourite advertisement, giving reasons and evidence for your choice
Make a graph of the most popular advertisement in your class
Chapters
5 & 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 39 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Source a variety of newspaper articles Read the articles together
Chapter 4
Listening
and Speaking
LO 1, 2:
Discuss the headline of each article to predict what the article is about
Identify key details in the articles Discuss similarities and differences in articles Suggest intended readers for each article
Chapter 2
Word and sentence level work
LO 3, 6:
Identify learnt suffixes and prefixes in words in the newspaper articles
Use context or dictionary to establish meaning of new words
Enter new words in personal dictionary
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading
Chapter 4
- 163 -
Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Writing
LO 4, 5, 6:
Write a newspaper article including a headline Publish in class newspaper
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 39 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a non-fictional text
Chapter 4
Listening
and Speaking
LO 1, 2:
Ask questions for information and clarification on the text Search for answers in other texts (e.g. in newspaper,
magazines, books) Give constructive feedback
Chapter 2
Word and sentence level work
LO 3, 6:
Revise prepositions (e.g. in, on, under, over, between) Identify prepositions in the non-fictional text Use prepositions in new sentences
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a summary of the non-fictional text Edit summary after discussion with others (e.g. adds or
deletes words)
Chapter 5
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Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 39 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Provide problem situations (e.g. from general news events)
Read the problem situations
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect and taking turns to speak
Investigate and suggest solutions to problems Share ideas with others and elaborate on ideas of others Comment on what has been discussed
Chapter 2
Word and sentence level work
LO 3:
Classify word families (e.g. sort and list words according to phonic families)
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4:
Revise concept of tenses Provide a written activity to practise converting present
tense to past tense and future tense
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
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WEEK 39
DAY 5 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Read a fictional story Identify key details and elements of plot and
characterisation Identify interesting descriptions in the story
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Provide a topic for the creation of a story Create story with a beginning, middle and ending, using
more interesting descriptions (e.g. The excited children jumped for joy when the cute little puppy poked its nose around the door.)
Suggest and elaborate on ideas
Chapter 2
Word and sentence level work
LO 3:
Identify homophones in some high frequency words (e.g. been – bean / see – sea / heel – heal / steel - steal)
Create sentences to show meaning of these homophones
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Write a creative story with a beginning, a middle and an ending, using more interesting descriptions
Use phonic knowledge and personal dictionary in order to spell unfamiliar words correctly
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
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WEEK 40
DAY 1 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S
GUIDE
Shared reading and
writing
LO 1:
Read a newspaper / magazine article Identify different sentence types in the article
Chapter 4
Listening
and Speaking
LO 1, 2:
Listen without interrupting, showing respect for the speaker
Use different sentence types when reporting general news events
Chapter 2
Word and sentence level work
LO 3:
Use phonic knowledge to decode more complex words (e.g. jawbone, lawnmower, playground, overgrown)
Do syllabification exercises to analyse more complex words
Chapter 3
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Provide a written activity
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 40 DAY 2
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Read a non-fiction text Select information from the text and process/analyse the
information e.g. asking questions such as what, why, who, where, when.
Source further information in other provided texts to extend and support facts
Chapter 4
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Listening and
Speaking
LO 1, 2:
Recall information from the text Ask questions for clarification Discuss knowledge with others
Chapter 2
Word and sentence level work
LO 3, 6:
Use phonic knowledge when converting known words from singular to plural (e.g. shelf – shelves / story – stories / scissors - scissors)
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Select information from non-fictional text and process it (e.g. record key details in a table, graph, mind map, flow chart)
Answer questions to indicate ability to interpret the information
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 40 DAY 3
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared reading and
writing
LO 1: Read a text of own choice. Identify key details and characters
Chapter 4
Listening and
Speaking
LO 1, 2: Share the different texts in groups. Asking questions for clarification.
Chapter 2
Word and sentence level work
LO 3: Uses phonic knowledge when converting known words
from present to past tense (e.g. see – saw / find – found / catch – caught / bring – brought)
Does word building to practise these examples
Chapters 3 & 6
- 168 -
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Identify 10 sentences in own text selected above and change the tense of the selected sentences from past to present or vice versa.
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 40 DAY 4
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Discuss the meaning and use of a drama/play Write the outline of a short (x1 page) play in a group.
Chapter 4
Listening
and Speaking
LO 1, 2:
Listens to ideas for writing the playnshowing respect for one another’s contributions and suggestions.
Chapter 2
Word and sentence level work
LO 3, 6:
Revise conjunctions (e.g. and, while, because, but, after, before)
Create sentences using conjunctions
Chapter 6
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
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Writing
LO 4, 5, 6:
Continue the writing of the play.
Chapter 6
Handwriting
See work schedule for Handwriting
Chapter 8
WEEK 40 DAY 5
ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE
Shared
reading and writing
LO 1:
Allocate roles to the characters of the play that was written in Day 4
Groups read the play in character
Chapter 4
Listening
and Speaking
LO 1, 2:
Class listens with interest to the different plays showing appreciation for the creative work of the groups.
Chapter 2
Word and sentence level work
LO 3, 4, 5, 6:
Groups continue to present (reading from the script) the play.
Listens with interest to the different plays showing appreciation for the creative work of the groups.
Chapter 5
Group,
guided and independent reading and
writing
LO 3: (Follow the stages of reading below according to own context, ability and pace)
Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension
Chapter 4
Writing
LO 4, 5, 6:
Groups write reports providing critical feedback on each other’s play/drama.
Chapter 5
Handwriting
See work schedule for Handwriting
Chapter 8
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