Download English Literacy - Willow Tree Primary School

Year 3 Yearly Overview
Literacy throughout the year is taught through the key texts that are shown below. It would be a great
benefit to your child if you could either purchase the book or borrow it from the library and read it at
home.
Text
Genre
Outcom
e
Tool kit
Techniques
Key reading
objectives
Text Level
(composition)
Gregory
Cool by
Caroline
Binch
Informal
letterrecount.
Advert
persuasio
n
Big
book
Using a short
sentence or a pair
of short
sentences.
It’s hopeless!
We’re doomed.
Understand and
use exclamation
marks to denote
strong emotion
Identifying themes
and conventions in a
wide range of books
Organising
information around a
theme- introduction
to paragraphs
In non-narrative
materials, using
simple organisational
devices {for example,
headings and subheadings}
Planning writing
Composing and
rehearsing sentences
orally (including
dialogue),
progressively building
a varied and rich
vocabulary and an
increasing range of
sentence structures
(4 weeks)
Starting a
sentence with a
verb in the ing
form
A nest full
of stars by
Poetry
Perform
ance
Use a simile to
improve the
Discussing words
and phrases that
capture the reader’s
interest and
imagination
Understanding and
explaining the
meaning of words in
context
Asking questions to
improve their
understanding of a
text
preparing poems
and play scripts to
Planning writing
Sentence level
Sentence
type/phrase and
clauses, standard
English
Expressing time,
place and cause
using conjunctionswhen, before, while,
because, so, after
Choose nouns and
possessive
pronouns
appropriately for
clarity cohesion to
avoid repetition
Understand and
use noun
Phrases and simple
clauses..
Write a question
Write and
exclamation/statem
ent
Understand and
use noun
Word level /parts of
speech/punctuation
Use of varied and rich
vocabulary- use of
adverb,adjective,deter
mined,noun,verb
Understand and use
full stops correctly
Understand and use
capital letters correctly
Understand and use
the question mark
correctly
Indicating possession
through using the
possessive apostrophe
through possessive
nouns
Us
Use of varied and rich
James
Berry
and
dispaly
(3 weeks)
quality of the
description
Using one or
more adjectives at
the start of a
sentence
read aloud and to
perform,
showing
understanding
through intonation,
tone, volume and
action
using dictionaries to
check the meaning
of words that they
have read
Fly Eagle
Fly by
Christopher
Gregorows
ki
(4 weeks)
Playscript
s
Diary
recount
Perform
ance of
playscri
pts
Starting a
sentence with the
word ‘As’
To show two
things
are happening
simultaneously.
Using words
instead of said
Understand and
use a
subordinate
clause.
Discussing words
and phrases that
capture the reader’s
interest and
imagination
preparing poems
and play scripts to
read aloud and to
perform,
showing
understanding
through intonation,
tone, volume and
action
Identifying themes
and conventions in a
wide range of books
Discussing words
and phrases that
capture the reader’s
interest and
imagination
Understanding and
explaining the
meaning of words in
organising
paragraphs around a
theme
Phrases and simple
clauses
vocabulary
Understand and use
apostrophes for
contracted forms
Indicating possession
through using the
possessive apostrophe
through possessive
nouns
Expressing time,
place and cause
using adverbs such
as –
(then,next,soon,ther
efore)
Present perfect
from of verbs
Expressing time,
place and cause
using
prepositions(before,
after,
during,in because
of)
Choose nouns and
pronouns
appropriately for
Use of varied and rich
vocabulary- use of
adverb
Composing and
rehearsing sentences
orally (including
dialogue),
progressively building
a varied and rich
vocabulary and an
increasing range of
sentence structures
Organising
information around a
theme
In non-narrative
materials, using
simple organisational
devices {for example,
headings and subheadings}
Planning writing
Understand and use
apostrophes for
contracted forms.
Indicating possession
through using the
possessive apostrophe
through possessive
nouns
context
Asking questions to
improve their
understanding of a
text
The Snow
Queen –
Hans
Christian
Anderson,
Naomi
Lewis &
Christian
Birmingha
m
(4 weeks)
Narrativeretelling
Display
of
learning
(big
book)
Adding more
detail by dropping
in a clause
separated by 2
commas
Use a simile to
improve the
quality of the
description
Understand and
use exclamation
marks to denote
strong emotion
Understand and
use a
subordinate
clause.
using dictionaries to
check the meaning
of words that they
have read
Identifying themes
and conventions in a
wide range of books
Discussing words
and phrases that
capture the reader’s
interest and
imagination
Drawing inferences
such as inferring
characters' feelings,
thoughts
and motives from
their actions, and
justifying inferences
with evidence
Predicting what
might happen from
details stated and
implied
Identifying main
ideas drawn from
more than one
paragraph and
summarising these
clarity cohesion to
avoid repetition.
Understand and
use noun
Phrases and simple
clauses
Write a statement
Organising
information around a
theme
In narrative create
settings characters
and plots
evaluate and edit by:
assessing the
effectiveness of their
own and others’
writing and
suggesting
improvements
proposing changes to
grammar and
vocabulary to
improve consistency,
including the
accurate use of
pronouns in
sentences
proof-read for
spelling and
punctuation errors
Conjunctionswhen, before, while,
because, so, after
Expressing time,
place and cause
using adverbs such
as –
(then,next,soon,ther
efore)
Present perfect
from of verbs
Expressing time,
place and cause
using
prepositions(before,
after,
during,in because
of)
Write a question
Write and
exclamation
Understand and
use noun
Phrases and simple
clauses
Choose nouns and
Use of varied and rich
vocabulary- use of
adverb
Use of inverted
commas to punctuate
direct speech
possessive
pronouns
appropriately for
clarity cohesion to
avoid repetition
Tales of
wisdom
and wonder
(4 weeks)
Narrativequest
Reading
with
Year 6,2
or
parents.
Adding more
detail by dropping
in a clause
separated by 2
commas
Showing the
reader not telling
the reader
preparing poems
and play scripts to
read aloud and to
perform,
showing
understanding
through intonation,
tone, volume and
action
Understand and
use a
subordinate
clause.
using dictionaries to
check the meaning
of words that they
have read
Drawing inferences
such as inferring
characters' feelings,
thoughts
and motives from
their actions, and
justifying inferences
with evidence
Predicting what
might happen from
details stated and
implied
Identifying main
ideas drawn from
more than one
paragraph and
In narrative create
settings characters
and plots
Planning writing
Evaluate and edit by:
assessing the
effectiveness of their
own and others’
writing and
suggesting
improvements
proposing changes
to grammar and
vocabulary to
improve consistency,
including the
accurate use of
pronouns in
sentences , proofread for spelling and
punctuation errors
Expressing time,
place and cause
using adverbs such
as –
(then,next,soon,ther
efore)
Expressing time,
place and cause
using
prepositions(before,
after,
during,in because
of)
Use of fronted
adverbials – the
day after
tomorrow......(see
glossary)
Understand and use
apostrophes for
contracted forms
Use of varied and rich
vocabulary- use of
adverb
Using commas after
fronted adverbials
Use of inverted
commas to punctuate
direct speech
Ug Boy
Genius by
Raymon
Briggs
(3weeks)
Instruction
s
LeafletInformatio
n text
Cartoon
style
version
of the
story
Understand and
use exclamation
marks to denote
strong emotion
Using one or
more adjectives at
the start of a
sentence
The Iron
man by Ted
Hughes
Recountnewspape
r
Descriptio
n
TV
news
round
Using one or
more adjectives at
the start of a
sentence
Using rhetorical
questions to
create suspense
Understand and
use a
subordinate
clause.
(4 weeks)
The Village
that
vanished
by Ann
Grifalconi
Interview
Persuasiv
e formal
letter
Debate
Adding more
detail by dropping
in a clause
separated by 2
commas
summarising these
Identifying themes
and conventions in a
wide range of books
Discussing words
and phrases that
capture the reader’s
interest and
imagination
preparing poems
and play scripts to
read aloud and to
perform,
showing
understanding
through intonation,
tone, volume and
action
Identifying themes
and conventions in a
wide range of books
Discussing words
and phrases that
capture the reader’s
interest and
imagination
Identifying themes
and conventions in a
wide range of books
Understanding and
explaining the
Organising
information around a
theme
In non-narrative
materials, using
simple organisational
devices {for example,
headings and subheadings}
Planning writing
Headings and sub
headings
Organising
information around a
theme
In non-narrative
materials, using
simple organisational
devices {for example,
headings and subheadings
Planning writing
Conjunctionswhen, before, while,
because, so, after
Choose nouns and
possessive
pronouns
appropriately for
clarity cohesion to
avoid repetition
Use of varied and rich
vocabulary-use of
adverb
Expressing time,
place and cause
using adverbs such
as – (then ,next,
soon, therefore)
Present perfect
from of verbs
Use of fronted
adverbials – the
day after
tomorrow......(see
glossary)
Use of varied and rich
vocabulary
Use of inverted
commas to punctuate
direct speech
Using commas after
fronted adverbials
Organising
information around a
theme
In non-narrative
materials, using
Expressing time,
place and cause
using
prepositions(before,
after,
Use of varied and rich
vocabulary
Use of inverted
commas to punctuate
direct speech
Showing the
reader not telling
the reader
Imperative verbs
Narrativestory
Recountnewspape
r article
Perform
ance of
part of
the story
Adding more
detail by dropping
in a clause
separated by 2
commas
Showing the
reader not telling
the reader
(4 weeks)
simple organisational
devices {for example,
headings and subheadings}
Preparing poems
and play scripts to
read aloud and to
perform,
showing
understanding
through intonation,
tone, volume and
action
Identifying themes
and conventions in a
wide range of books
Drawing inferences
such as inferring
characters' feelings,
thoughts
and motives from
their actions, and
justifying inferences
with evidence
Predicting what
might happen from
details stated and
Organising
information
around a theme.
In narrative create
settings characters
and plots
Planning writing
Understand and
use a
subordinate
clause.
(4 weeks)
Myths and
legends
Illustrated
by Linda
Edwards
meaning of words in
context
Asking questions to
improve their
understanding of a
text
during,in because
of)
Write a
question,statement
Write and
exclamation
Turn statements
into
questions ,
learning a range of
‘wh’ words,
typically used to
open questions:
what, where,
when, who
Expressing time,
place and cause
using
prepositions(before,
after,
during,in because
of)
Use of fronted
adverbials – the
day after
tomorrow......(see
glossary)
Understand and
use noun
Phrases and simple
clauses
Using commas after
fronted adverbials
Use of inverted
commas to punctuate
direct speech
Using commas after
fronted adverbials
The wreck
of Zanzibar
by Michael
Morpurgo
Report
writing
Narrative
writing
Story
telling
on video
Understand and
use a
subordinate
clause.
Adding more
detail by dropping
in a clause
separated by 2
commas
Use a simile to
improve the
quality of the
description
implied
Identifying main
ideas drawn from
more than one
paragraph and
summarising these
preparing poems
and play scripts to
read aloud and to
perform,
showing
understanding
through intonation,
tone, volume and
action
using dictionaries to
check the meaning
of words that they
have read
Drawing inferences
such as inferring
characters' feelings,
thoughts
and motives from
their actions, and
justifying inferences
with evidence
Predicting what
might happen from
details stated and
implied
Identifying main
ideas drawn from
more than one
paragraph and
summarising these.
Organising
information around a
theme.
In narrative create
settings characters
and plots
Planning writing
Evaluate and edit by:
assessing the
effectiveness of their
own and others’
writing and
suggesting
improvements
proposing changes
to grammar and
vocabulary to
improve consistency,
including the
accurate use of
pronouns in
sentences , proofread for spelling and
punctuation errors
read aloud their own
writing, to a group or
the whole class,
using appropriate
intonation and
controlling the tone
and volume so that
Expressing time,
place and cause
using
prepositions(before,
after,
during,in because
of)
Use of fronted
adverbials – the
day after
tomorrow......(see
glossary)
Use of varied and rich
vocabulary
Using commas after
fronted adverbials
the meaning is clear
Use the following Terminology:
letter, full stop, comma, question marks, exclamation, apostrophe, possessive apostrophe, speech
marks, statement, question, exclamation, noun phrase, adjective, verb, simple clause, coordination,
subordinate clause, connective, adverb, adverbial, possessive pronoun, conjunction, connective, preposition,
determiner, prefix
Throughout the Year:
 Listen to and discussing a wide range of fiction, poetry, plays, nonfiction and reference books or
textbooks
 Develop personal responses to poetry and recite familiar poems by heart. (1 a term)