|Narrative||Unit 1: Stories with familar settings||Unit 2: Dialogue and plays||Unit 3: Myths, legends, fables, traditional tales||Unit 4: Adventure and mystery||Unit 5: Authors and letters|
|(3 weeks)||(4 weeks)||(4 weeks)||(4 weeks)||(3 weeks)|
|Non-fiction||Unit 1: Reports (4 weeks)||Unit 2: Instructions (3-4 weeks)||Unit 3: Information texts (4 weeks)|
|Poetry||Poetry (4 weeks)||Number of weeks identified for each unit are suggestions only|
Narrative 1: Stories with familiar settings
Children will learn how to:
Introducing this unit
This is the first of five narrative units. It builds on children's knowledge and skills from Year 2 and introduces new areas of learning that will be developed during the year. The unit has three phases, with oral or written outcomes and assessment opportunities at regular intervals.
Phase 1: Read and compare several stories with familiar settings. Discuss common features and themes. Devise questions to explore reasons for actions and events. Express views about aspects of stories.
Phase 2: Compare settings in different stories and analyse words and phrases used for description, particularly in story openings. Write a short description of a familiar setting using complete sentences.
Phase 3: Recount a story orally based on 1st hand experience and then children plan and tell own stories based on experience. Demonstrate how to organise stories into paragraphs and write opening paragraph to set scene. Children write own stories arranged into paragraphs to indicate the beginning, middle and end.
Building in previous learning by checking that children can
- using complete simple or compound sentences with capital letters and full stops;
- using past tense consistently
If this is the first unit of the year, check that children can read and spell all List 2 words, all digraphs and trigraphs, numbers to twenty, days, months, colours and words ending in the suffixes ful and ly.
Key Aspects of learning
Reasoning: Children will be asking questions about the reasons for events in stories, returning to the text for evidence and applying their wider knowledge and experience.
Evaluation: Children will discuss success criteria for their written work, give feedback to others and judge the effectiveness of their own stories and descriptions.
Empathy: Writing and listening to stories based on 1st hand experience will help children to understand what others might be thinking or feeling in a particular situation, e.g. how their mum was feeling when they got lost in the supermarket.
Building assessment into teaching
Phase 1: Express a clear, personal view about a story as part of whole class discussion. (Teacher observation, self-assessment)
Phase 2: Write in complete sentences using correct punctuation and including interesting descriptive vocabulary. (Feedback from other children – paired response, self-assessment)
Phase 3: Write a clearly sequenced, complete story arranged into paragraphs and using 1st person consistently. (Marking and feedback against agreed success criteria)
|Focus:||Teaching content:||Learning outcomes|
|Phase 1 : Reading; investigating questions; discussion
Children can compose and write questions about a text.
Children can express a view clearly as part of a class or group discussion.
|Phase 2 : Re-reading and analysis; investigating and writing sentences
Children can compose and punctuate a series of sentences to describe a familiar setting.
|Phase 3 : Oral story-telling; writing a story with a familiar setting based on first hand experience.
Children can tell a story orally, based on their own experience with events organised into a clear sequence.
Children can write a complete story:
|Primary National Strategy||© Crown copyright 2006||DPRF|