Primary National Strategy: Frameworks review

Learning objectives | Planning | Assessment

Foundation | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6

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

Non-fiction: 1. Reports
Children will learn how to: Speaking and listening: 1. Speaking Explain process or present information, ensuring items are clearly sequenced, relevant details are included and accounts ended effectively 2. Listening and responding Identify presentational features used to communicate the main points in a broadcast Identify key sections of an informative broadcast, noting how the language used signals changes or transitions in focus Reading 5. Word reading skills and strategies Read independently using phonics, including the full range of digraphs and trigraphs, to decode unknown words, and syntax, context and word structure when reading for accuracy and meaning Recognise a range of prefixes and suffixes to construct the meanings of words in context 6. Understanding and interpreting texts Identify and make notes of the main points of section(s) of text Identify how different texts are organised, including reference texts, magazines, leaflets, on paper and on screen 7. Engaging with and responding to texts Identify features that writers use to provoke readers' reactions Writing 8. Creating and shaping texts Make decisions about form and purpose, and identify success criteria for their writing Select and use a range of technical and descriptive vocabulary Use layout, format, graphics, illustrations for different purposes 9. Text structure and organisation Signal sequence, place and time to give coherence Group related material into paragraphs 10. Sentence structure and punctuation Show relationships of time, reasoning and cause, through subordination and connectives Compose sentences using adjectives, verbs and nouns for precision and clarity Clarify meaning through the use of exclamation marks and speech marks 11. Word structure and spelling Spell unfamiliar words using known conventions and rules and a range of strategies including phonemic, morphemic and etymological Spell words containing short vowels, prefixes and suffices and inflections, doubling the final consonant where necessary 12. Presentation Write neatly and legibly with handwriting generally joined, consistent in size and spacing Use keyboard skills to type, edit and redraft Resources Teaching speaking and listening in Year 3 Teaching reading in Year 3 Teaching writing in Year 3 Teaching sentence structure and punctuation in Year 3 Teaching word structure and spelling in Year 3 Teaching presentation skills in Year 3 Planning across the unit template Y3 Reports - planning exemplification Y3 non-fiction quality text /Egypt Grammar for writing: year 3 From word to sentence From sentence to text From grammar to writing Resources ¹ Any references to the NLS 'searchlights model' in these documents need to be interpreted in the light of the recommendations of the Rose review.	Children's targets I can find the information I need in a non-fiction book by using the index, finding the right part of the page and making a note of the main points. I can present information in an interesting way when I am speaking to the class. I can write a non-chronological report on a subject that I have read about. I can write sentences and arrange them into paragraphs to describe different facts about my subject. Introducing the unit This unit is the first in a block of three non-fiction units in Year 3. Skills are developed in the context of work from another area of the curriculum. The unit has 4 parts, with oral or written outcomes and assessment opportunities at regular intervals. Phase 1: Teacher demonstrates research and note taking techniques using information and ICT texts. Children learn how to locate and note the main points in a text. Phase 2: Children watch and analyse broadcast information to identify presentation techniques and language. Children make notes and contribute to an oral presentation of information. Phases 3 & 4: Children read and analyse report text. Teacher demonstrates how to write a non-chronological report. Children write own reports based on notes from several sources. Building in previous learning by checking that children can write three facts about something that interests them - in three sentences, using capital letters and full stops (and commas for lists, if appropriate) - consistently using the present tense - using precise vocabulary explain organisational features of texts, including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points If this is the first unit in 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 Enquiry: Children will be asking questions arising from work in another area of the curriculum, e.g. on teeth and eating, researching and then planning how to present the information effectively. Information Processing: They will be identifying relevant information from a range of sources on paper and on screen and using this to write their own non-chronological reports. Evaluation: Children will present information orally and in writing. They will discuss success criteria, give feedback to others and judge the effectiveness of their own work. Communication: They will develop their ability to evaluate broadcast information and to make an oral presentation. They will learn how to locate information in different types of text and how to present written information in a particular form. Building assessment into teaching Phase 1: Find a key word using an index, and then locate the relevant information on a page (Teacher observation, self-assessment). Phase 2: Speak in a clear and interesting way as part of an oral presentation including relevant details on, e.g. keeping your teeth healthy (Feedback from other children, teacher observation). Phases 3&4: Write a non-chronological report using notes made from texts read. Use precise language, commas for lists and presentational features such as headings (Marking and feedback against agreed success criteria)

Developing the teaching sequence

Focus:	Teaching content:	Learning outcomes
Part 1 (6 days): Reading, retrieving information, making notes	Compare a selection of fiction and non-fiction books on the same subject, e.g. animals and their food. Revise the differences between fiction and non-fiction by identifying common features and sorting into groups. Identify connectives of time, person or cause. Assemble several different sources of information on a particular subject including reference books and ICT sources. Use language of classification and secure the use of appropriate determiners. Demonstrate how to locate specific information using contents, index, headings, sub-headings, page numbers. Demonstrate how to identify the main points in passages of text by underlining and then make a list. Contrast note making with writing sentences. Demonstrate how to read and navigate an ICT text. Compare the way that information is presented and identify different presentational devices. Compare the use of punctuation in ICT texts with paper-based texts. Retrieve information on a particular question, e.g. the diet of different animals and make notes. Note any precise nouns or verbs and the spare use of adjectives. Assign research questions to pairs of children who then work independently to read and make notes. Bring research findings together on one class chart. Make a list of new vocabulary. Provide three spelling sessions over this period (See year 2 and year 3 planning exemplification and spelling programme).	Children can find a key word using an index, and then locate the relevant information on a page. Children demonstrate that they have understood information read from a book or screen by noting the main points.
Part 2 (4 days): Listening, analysis and oral presentation	Show an information programme on the subject being researched, e.g. animals teeth / human teeth. Demonstrate how to note the main points during the programme. Watch another information programme together, e.g. on cleaning teeth and tooth decay. Identify the presentational features used to communicate the main points, the key sections and the transition between each section. Watch again and ask children to make notes on a specific question, e.g. How can you prevent tooth decay? Discuss the features of an oral presentation Children work in groups of 3 to make an oral presentation on the subject using their notes. Include presentational or language features from the broadcast. Provide two spelling sessions over this period (See year 2 and year 3 planning exemplification and spelling programme).	Children can use clear language and presentational features observed on a broadcast to make their own oral presentation interesting.
Part 3 (3 days): Reading and analysing non-chronological reports	Read an example of a non-chronological report and identify its structure and features (title setting up content; introduction with general statements; paragraphs with more detailed descriptions of specific aspects; factual information.) Assemble further examples of report texts, e.g. in encyclopaedias, and check for common features. Discuss use of pictures, diagrams etc. to enhance the presentation of information. Identify the main points in a report on, e.g. teeth and eating, and note how the information is arranged into paragraphs. Identify and explore language features (present tense; third person). Provide two spelling sessions over this period (See year 2 and year 3 planning exemplification and spelling programme).	Children can recognise the structure and language features of a non-chronological report.
Part 4 (7 days): Writing non-chronological reports	Demonstrate how to write a non-chronological report (see Grammar for Writing unit 9). Use opportunity to demonstrate sentence structure and punctuation, introducing connectives of reason and cause. Children write own non-chronological report following the same structure. Children use the notes taken during their reading to write a further non-chronological report using a common structure, e.g. animals and their food: describe the animal; what it eats; what type of teeth it has. Discuss the audience and purpose for the writing e.g. as an alphabetically arranged reference text for the class library, and make decisions about the addition of pictures, diagrams etc. Prepare the reports for final presentation, improving sentence structure, punctuation and vocabulary choice as necessary. Provide three spelling sessions over this period (See year 2 and year 3 planning exemplification and spelling programme).	Children note information collected from reading more than one source and present it in the form of a non-chronological report.


Primary National Strategy	© Crown copyright 2006	DPRF