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Teacher GuidePupil Book 3

Sample Unit

Treasure House_Year Y-6 teacher guide.indd 6 20/04/2015 18:01

Year 3Sample Sequence

Teacher’s Guide

Everything you need for English, under one roof

www.collins.co.uk/treasurehouse

Everything you need for English, under one roof

www.collins.co.uk/treasurehouse

This is a sample sequence from the Year 3 Treasure House Teacher’s Guide. The Treasure House teaching sequences are designed to support your planning across all four areas of the National Curriculum for English: Comprehension; Composition; Vocabulary, Grammar and Punctuation; and Spelling. Every sequence starts with a source text – one of the text types identified in the National Curriculum. Children immerse themselves in the text through focused comprehension activities. A series of group activities support children to explore the text type in more depth and to generate ideas for writing. Each sequence ends with an independent piece of writing in the same style as the source text. Each sequence follows the same four phases:

1. Enjoy and immerse – children are introduced to and engage with the source text through comprehension and discussion activities.

2. Capture and organise – through group activities and using discussion, drama and writing, children explore the text in more depth and record ideas for written work.

3. Collaborative composition – working as a class, the process of writing in the style of the source text is explored and modelled.

4. Independent writing – children construct and write their own texts independently.

All the requisite vocabulary, grammar, punctuation and spelling skills are dispersed throughout the 15 teaching sequences per year group, so the skills are taught in context and can be applied during independent writing.

Connect

To access the source text so that you can try this teaching sequence with your class, go to https://connect.collins.co.uk/ and select ‘Free samples’, then Treasure House and navigate to Comprehension Unit 5.

Year 3, Sequence 5: Fiction (traditional story)

Main source text Thunder and Lightning, traditional tale, available on the free digital Treasure House sample on connect.collins.co.uk

Extra source texts Greedy Anasi and his Three Cunning Plans, Beverley Birch, 978-0007465354.

Background knowledge A natural phenomenon is a unique natural event or process. Natural phenomena could include regular events, such as the sunrise and sunset, as well as extreme weather, including thunder, fog, rain or snow storms, and natural disasters, such as earthquakes, hurricanes and volcanic eruptions. In the past, before there were any scientific explanations available, cultures from all over the world told their own traditional stories about natural phenomena to help people try to understand where they came from and why they happened. The characters and situations in the traditional stories would also dilute people’s fear of a particular phenomenon, such as loud thunder, as well as helping them come to terms with a natural disaster such as an earthquake.

Spoken outcome Oral story to an audience of peers or parents.

Writing outcome A traditional tale to explain a natural phenomenon. Prior knowledge Ask children:

what they know about thunder and lightning

what they know about traditional tales

what they know about Nigeria.

Sequence 5: Fiction (traditional story) Thunder and Lightning Approximate duration: Three weeks

Big Picture

To enable the children to keep focused on the overall unit aims, keep referring back to the ‘Big Picture’ throughout the unit;for example, before and at the end of a unit phase. After going through the three questions at the beginning of the unit, you may want to write them down for easy future reference.

Start the unit by introducing the ‘Big Picture’ to the children at the beginning of the first lesson of ‘Look through the window: Enjoy and immerse’. With the children, go through the three Big Picture focus questions for this unit. 1. What will children be learning from the unit. ‘We will be exploring a traditional Nigerian tale that tries to explain a

natural phenomenon.’ Check that the children understand what a ‘natural phenomenon’ is and briefly discuss examples.

2. Why are the children going to explore the traditional tale? ’We are exploring the tale’s characters and story structure to help us write our own traditional tale about a natural phenomenon.’

3. Why should the children care about exploring the traditional tale? Encourage the children. To focus on gaining a familiarity with traditional tales and develop new skills to write and perform their own traditional tale about a natural phenomenon.


Main source text Thunder and Lightning, traditional tale, available on the free digital Treasure House sample on connect.collins.co.uk

Extra source texts Greedy Anasi and his Three Cunning Plans, Beverley Birch, 978-0007465354.

Background knowledge A natural phenomenon is a unique natural event or process. Natural phenomena could include regular events, such as the sunrise and sunset, as well as extreme weather, including thunder, fog, rain or snow storms, and natural disasters, such as earthquakes, hurricanes and volcanic eruptions. In the past, before there were any scientific explanations available, cultures from all over the world told their own traditional stories about natural phenomena to help people try to understand where they came from and why they happened. The characters and situations in the traditional stories would also dilute people’s fear of a particular phenomenon, such as loud thunder, as well as helping them come to terms with a natural disaster such as an earthquake.

Spoken outcome Oral story to an audience of peers or parents.

Writing outcome A traditional tale to explain a natural phenomenon. Prior knowledge Ask children:

what they know about thunder and lightning

what they know about traditional tales

what they know about Nigeria.

Sequence 5: Fiction (traditional story) Thunder and Lightning Approximate duration: Three weeks

Big Picture

To enable the children to keep focused on the overall unit aims, keep referring back to the ‘Big Picture’ throughout the unit;for example, before and at the end of a unit phase. After going through the three questions at the beginning of the unit, you may want to write them down for easy future reference.

Start the unit by introducing the ‘Big Picture’ to the children at the beginning of the first lesson of ‘Look through the window: Enjoy and immerse’. With the children, go through the three Big Picture focus questions for this unit. 1. What will children be learning from the unit. ‘We will be exploring a traditional Nigerian tale that tries to explain a

natural phenomenon.’ Check that the children understand what a ‘natural phenomenon’ is and briefly discuss examples.

2. Why are the children going to explore the traditional tale? ’We are exploring the tale’s characters and story structure to help us write our own traditional tale about a natural phenomenon.’

3. Why should the children care about exploring the traditional tale? Encourage the children. To focus on gaining a familiarity with traditional tales and develop new skills to write and perform their own traditional tale about a natural phenomenon.


Diagnostic assessment options Before starting the unit, you may want to conduct an initial diagnostic assessment of the children’s understanding of the features of a traditional tale.

Ideas for initial diagnostic assessment options include:

discussion about traditional tales and their purpose

brief, unsupported writing to create a short traditional tale

speaking and listening skills relating to a well-known short traditional tale

short reading comprehension / quiz on a traditional tale.

Cross-curricular links KS2: Geography: Location knowledge – ‘Locate the world’s countries’; Geographical skills and fieldwork – ‘Use maps, atlases, globes and digital/computer mapping to locate countries‘.

Treasure House links All digital and pupil book unit names and numbers are the same, but with different questions.

Treasure House Year 3 Comprehension Unit 5: Fiction (traditional story): ‘Thunder and Lightning’

Treasure House Year 3 Composition Unit 1: Planning a story

Treasure House Year 3 Punctuation Unit 2: Capital letters

Treasure House Year 3 Grammar Unit 3: Pronouns to avoid repetition (1)


Treasure House Year 3 Grammar Unit 5: The present perfect tense

Treasure House Year 3 Spelling Unit 10: Adding the suffix -ly to words ending with y

Resources

maps

globes

material about lightning and a range of other natural phenomena, for example tornadoes, volcanoes, earthquakes and snow storms

a story-structure planning frame

a proofreading checklist from the appendix

pictures of Nigeria (optional)


Diagnostic assessment options Before starting the unit, you may want to conduct an initial diagnostic assessment of the children’s understanding of the features of a traditional tale.

Ideas for initial diagnostic assessment options include:

discussion about traditional tales and their purpose

brief, unsupported writing to create a short traditional tale

speaking and listening skills relating to a well-known short traditional tale

short reading comprehension / quiz on a traditional tale.

Cross-curricular links KS2: Geography: Location knowledge – ‘Locate the world’s countries’; Geographical skills and fieldwork – ‘Use maps, atlases, globes and digital/computer mapping to locate countries‘.

Treasure House links All digital and pupil book unit names and numbers are the same, but with different questions.

Treasure House Year 3 Comprehension Unit 5: Fiction (traditional story): ‘Thunder and Lightning’

Treasure House Year 3 Composition Unit 1: Planning a story

Treasure House Year 3 Punctuation Unit 2: Capital letters



Treasure House Year 3 Grammar Unit 5: The present perfect tense

Treasure House Year 3 Spelling Unit 10: Adding the suffix -ly to words ending with y

Resources

maps

globes

material about lightning and a range of other natural phenomena, for example tornadoes, volcanoes, earthquakes and snow storms

a story-structure planning frame

a proofreading checklist from the appendix

pictures of Nigeria (optional)


Phase 1: Enjoy and immerse In section 1, the children are introduced to a traditional tale from Nigeria that tries to explain the natural phenomenon of thunder and lightning. Over several lessons they are offered the opportunity to immerse themselves fully in the story through comprehension and discussion activities as well as exploring its characters and structure through drama, storytelling, writing and analysis of the text.

Section 1 also looks at ways that the traditional tale can be used to investigate the use of past and present tense within a text. The children also use the vocabulary to explore the spelling rule for adding the suffix ‘-ly’ to the end of adjectives.

Programmes of study: Year 3 Comprehension: increasing their familiarity with a wide range of books, including fairy stories, myths and legends.

Comprehension: identifying themes and conventions in a wide range of books.

Comprehension: drawing inferences.

Composition: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.

Vocabulary, grammar and punctuation: use the present perfect form of verbs in contrast to the past tense.

Spelling: use further prefixes and suffixes and understand how to add them.

Sparking interest Introduce the unit by highlighting the overall ‘Big Picture’ to the children and the three main focus questions. Have a map or globe available, so that the children can locate Nigeria and understand that it is an African country. If needed, show images of Nigeria.

Read and discuss Introduce the text, read with the class and check understanding (appears in every unit). Discuss children’s understanding of what it’s about. Use digital screens from Comprehension Unit 5 to guide discussion.

Discuss with the children:

What are traditional tales?

Why do you think many tales try to explain natural phenomena?

How do we know the tale is from an African country?

Why do you think the tale chose goats to be thunder and lightning? (villages, countryside, main animals in the village)

Why do you think this traditional tale is quite short?

How do you think this traditional tale helped people who were scared of thunder?

Why have traditional tales stood the test of time? (They have been passed down orally from person to person; they have proved easy to remember; and they have been fun to listen to.)

Drama and storytelling reinforcement ideas Use drama and storytelling activities to reinforce the children’s understanding of the traditional tale. Select the activities that would suit your class or fit in with your lesson timing. Encourage mixed-ability grouping for the chosen activities.

Hot-seating the two sheep: This activity can be done in two pairs, small groups or as a class situation with different children representing the two sheep. Questions from the villagers could include: ‘Why are you making so much noise?‘; ‘Why are you keeping everyone awake?’; ‘Why are you so grumpy?’; ‘What makes you grumpy in the sky?’

Freeze-framing key moments: Put the children into different scenes in the right story order. Use thought- tracking by asking each child in the freeze frame what they’re thinking at a particular moment.


Phase 1: Enjoy and immerse In section 1, the children are introduced to a traditional tale from Nigeria that tries to explain the natural phenomenon of thunder and lightning. Over several lessons they are offered the opportunity to immerse themselves fully in the story through comprehension and discussion activities as well as exploring its characters and structure through drama, storytelling, writing and analysis of the text.

Section 1 also looks at ways that the traditional tale can be used to investigate the use of past and present tense within a text. The children also use the vocabulary to explore the spelling rule for adding the suffix ‘-ly’ to the end of adjectives.

Programmes of study: Year 3 Comprehension: increasing their familiarity with a wide range of books, including fairy stories, myths and legends.

Comprehension: identifying themes and conventions in a wide range of books.


Composition: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.

Vocabulary, grammar and punctuation: use the present perfect form of verbs in contrast to the past tense.

Spelling: use further prefixes and suffixes and understand how to add them.

Sparking interest Introduce the unit by highlighting the overall ‘Big Picture’ to the children and the three main focus questions. Have a map or globe available, so that the children can locate Nigeria and understand that it is an African country. If needed, show images of Nigeria.

Read and discuss Introduce the text, read with the class and check understanding (appears in every unit). Discuss children’s understanding of what it’s about. Use digital screens from Comprehension Unit 5 to guide discussion.

Discuss with the children:

What are traditional tales?

Why do you think many tales try to explain natural phenomena?

How do we know the tale is from an African country?

Why do you think the tale chose goats to be thunder and lightning? (villages, countryside, main animals in the village)

Why do you think this traditional tale is quite short?

How do you think this traditional tale helped people who were scared of thunder?

Why have traditional tales stood the test of time? (They have been passed down orally from person to person; they have proved easy to remember; and they have been fun to listen to.)

Drama and storytelling reinforcement ideas Use drama and storytelling activities to reinforce the children’s understanding of the traditional tale. Select the activities that would suit your class or fit in with your lesson timing. Encourage mixed-ability grouping for the chosen activities.

Hot-seating the two sheep: This activity can be done in two pairs, small groups or as a class situation with different children representing the two sheep. Questions from the villagers could include: ‘Why are you making so much noise?‘; ‘Why are you keeping everyone awake?’; ‘Why are you so grumpy?’; ‘What makes you grumpy in the sky?’

Freeze-framing key moments: Put the children into different scenes in the right story order. Use thought- tracking by asking each child in the freeze frame what they’re thinking at a particular moment.


Role-play discussion: Have a village council that allows the children to take on the roles of different villagers and the chief so that they can discuss what they should do with the sheep.

Storytelling: Become a storyteller. Explain that storytellers would retell different traditional stories to people who were often sitting around them. The children could accompany your performance, either by using props for sound effects or by taking the roles of the characters.

Performance: Encourage the children to rehearse and perform the tale in small groups, with one or two narrators.

Presentation ideas: Create a newsflash related to the story.

Incidental writing reinforcements A short writing activity would enhance the children’s understanding of the text and characters. Select activities that you think appropriate for the abilities and interests of your class.

A diary entry by the chief

A newspaper article about the noisy sheep

A letter of complaint to the chief.

Analyse Composition – story structure

Show the text to the children and explain that as a class they are going to work with you to look more closely at how the story text is organised. Encourage the children to help you list the main characters and their roles in the story. Use the text to highlight how the story starts with a problem. Ask the children what it is. Discuss the solution and its failure as a solution. Plot the sections briefly onto the story-structure planning frame from the appendix (in pictures / diagrams / note form), and keep for later use. Use digital / pupil book Year 3 Composition Unit 1: ‘Planning a story’ for extra reinforcement.

Grammar – tense changes Use the text to note that most of the text is written in the past tense. Highlight different past tense verb examples such as ‘were’ and ‘sent’. Note that, towards the end of the story, the verb tense changes into the present, for example ‘enjoys’. Ask the children why this happens. Focus on the phrase ‘To this day’ as a clue. Use digital / pupil book year 3

VGP Grammar Unit 5: ‘The present perfect tense’ for more work on tenses.

Phonics and spelling Display the text and read out the sentence ‘Thunder, his mother who had an extremely loud voice, would shout at him.’ Point to the word ‘extremely’ and ask the children what they think it means. Write the word ‘extreme’ on a board and explain that it is an adjective. Remind the children that an adjective is a word that describes a noun. Ask for examples of 'extreme' describing a noun, such as 'extreme weather' and 'extreme noise'.

Explain that we can turn ‘extreme’ into an adverb by adding the suffix ‘-ly’ onto the end of the word. Write the suffix ‘-ly’ after ‘extreme’. Note that ‘-ly’ is added straight onto the word. Ask the children to think of some more ‘-ly’ words that could replace ‘extremely’ in the sentence, for example 'incredibly', 'awfully' and 'terribly'. Point to patterns: for example, for 'ible' word endings drop the ‘e’ before ‘-ly’ is added. Use digital / pupil book Year 3 Spelling Unit 10 ‘Adding the suffix –ly to words ending in y’ for more work on ‘-ly’.

Review of the Big Picture Once you have completed all the lessons for this section, remind the children of the unit’s Big Picture. Discuss what they have learnt so far and connect it to the three main focus questions.


Role-play discussion: Have a village council that allows the children to take on the roles of different villagers and the chief so that they can discuss what they should do with the sheep.

Storytelling: Become a storyteller. Explain that storytellers would retell different traditional stories to people who were often sitting around them. The children could accompany your performance, either by using props for sound effects or by taking the roles of the characters.

Performance: Encourage the children to rehearse and perform the tale in small groups, with one or two narrators.

Presentation ideas: Create a newsflash related to the story.

Incidental writing reinforcements A short writing activity would enhance the children’s understanding of the text and characters. Select activities that you think appropriate for the abilities and interests of your class.

A diary entry by the chief

A newspaper article about the noisy sheep

A letter of complaint to the chief.

Analyse Composition – story structure

Show the text to the children and explain that as a class they are going to work with you to look more closely at how the story text is organised. Encourage the children to help you list the main characters and their roles in the story. Use the text to highlight how the story starts with a problem. Ask the children what it is. Discuss the solution and its failure as a solution. Plot the sections briefly onto the story-structure planning frame from the appendix (in pictures / diagrams / note form), and keep for later use. Use digital / pupil book Year 3 Composition Unit 1: ‘Planning a story’ for extra reinforcement.

Grammar – tense changes Use the text to note that most of the text is written in the past tense. Highlight different past tense verb examples such as ‘were’ and ‘sent’. Note that, towards the end of the story, the verb tense changes into the present, for example ‘enjoys’. Ask the children why this happens. Focus on the phrase ‘To this day’ as a clue. Use digital / pupil book year 3

VGP Grammar Unit 5: ‘The present perfect tense’ for more work on tenses.

Phonics and spelling Display the text and read out the sentence ‘Thunder, his mother who had an extremely loud voice, would shout at him.’ Point to the word ‘extremely’ and ask the children what they think it means. Write the word ‘extreme’ on a board and explain that it is an adjective. Remind the children that an adjective is a word that describes a noun. Ask for examples of 'extreme' describing a noun, such as 'extreme weather' and 'extreme noise'.

Explain that we can turn ‘extreme’ into an adverb by adding the suffix ‘-ly’ onto the end of the word. Write the suffix ‘-ly’ after ‘extreme’. Note that ‘-ly’ is added straight onto the word. Ask the children to think of some more ‘-ly’ words that could replace ‘extremely’ in the sentence, for example 'incredibly', 'awfully' and 'terribly'. Point to patterns: for example, for 'ible' word endings drop the ‘e’ before ‘-ly’ is added. Use digital / pupil book Year 3 Spelling Unit 10 ‘Adding the suffix –ly to words ending in y’ for more work on ‘-ly’.



Phase 2: Capture and organise During Section 2, the children are able to use their knowledge from the previous lessons in phase 1 to create their own class traditional tale about a new phenomenon. The group and class discussions, as well as drama or short writing oppo rtunities, offer chances for children of all abilities to contribute and use their skills towards designing a story structure and developing characters for their traditional tale. Their ideas can be recorded in picture, diagram or note form onto the story-structure writing frame from the appendix.

The section also offers the opportunity for the children to investigate homophones and their different meanings.

Programmes of study: Year 3 Comprehension: identifying main ideas drawn from more than one paragraph.


Comprehension: identifying how language, structure and presentation contribute to meaning.

Comprehension: plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.

Composition: discussing and recording ideas.

Spelling: should spell further homophones.

Introduction Remind the children about the unit’s Big Picture. Reread the traditional tale from Nigeria and discuss briefly why storytellers may have used it to explain thunder and lightning. With the children, recap how the story structure is planned out, for example the characters, the problem, the solution and the failure of the solution. Show the children the story-structure writing frame from the structural analysis covered in Phase 1: Enjoy and immerse.

Introduce the idea that the children are going to work together to create their own class traditional tale about a new phenomenon, for example a volcano, a snow storm or a tornado, and a new character that will turn into the phenomenon, for example a screaming toddler, a bull or a cheetah.

Discuss and brainstorm As a class, encourage the children to decide in which country their new traditional tale could be set and what natural phenomenon will it focus on. These two areas could be linked due to the natural weather or event in a region, for example flooding – seascape, or the Northern lights in Norway.

Once the main two decisions have been made, put the children into mixed-ability groups and encourage them to

discuss and come up with suggestions in answer to the following questions. Depending on your class, you may want to give them a selection of questions or just one question per group. Bring the groups together to listen and make decisions on the characters and story-structure.

Who is the character that causes the phenomenon?

How does the character’s behaviour cause a problem?

How is the problem solved?

How does the character become the natural phenomenon?

What other characters are in the tale and what are their roles?

What can we keep from the original tale?

Drama and storytelling reinforcement ideas Use drama and storytelling activities to allow the children to explore the suggestions for their new characters and story plot. Select the activities that would suit your class or fit in with your lesson timing. Encourage mixed-ability grouping for the chosen activities.


Phase 2: Capture and organise During Section 2, the children are able to use their knowledge from the previous lessons in phase 1 to create their own class traditional tale about a new phenomenon. The group and class discussions, as well as drama or short writing oppo rtunities, offer chances for children of all abilities to contribute and use their skills towards designing a story structure and developing characters for their traditional tale. Their ideas can be recorded in picture, diagram or note form onto the story-structure writing frame from the appendix.

The section also offers the opportunity for the children to investigate homophones and their different meanings.

Programmes of study: Year 3 Comprehension: identifying main ideas drawn from more than one paragraph.


Comprehension: identifying how language, structure and presentation contribute to meaning.

Comprehension: plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.

Composition: discussing and recording ideas.

Spelling: should spell further homophones.

Introduction Remind the children about the unit’s Big Picture. Reread the traditional tale from Nigeria and discuss briefly why storytellers may have used it to explain thunder and lightning. With the children, recap how the story structure is planned out, for example the characters, the problem, the solution and the failure of the solution. Show the children the story-structure writing frame from the structural analysis covered in Phase 1: Enjoy and immerse.

Introduce the idea that the children are going to work together to create their own class traditional tale about a new phenomenon, for example a volcano, a snow storm or a tornado, and a new character that will turn into the phenomenon, for example a screaming toddler, a bull or a cheetah.

Discuss and brainstorm As a class, encourage the children to decide in which country their new traditional tale could be set and what natural phenomenon will it focus on. These two areas could be linked due to the natural weather or event in a region, for example flooding – seascape, or the Northern lights in Norway.

Once the main two decisions have been made, put the children into mixed-ability groups and encourage them to

discuss and come up with suggestions in answer to the following questions. Depending on your class, you may want to give them a selection of questions or just one question per group. Bring the groups together to listen and make decisions on the characters and story-structure.

Who is the character that causes the phenomenon?

How does the character’s behaviour cause a problem?

How is the problem solved?

How does the character become the natural phenomenon?

What other characters are in the tale and what are their roles?

What can we keep from the original tale?

Drama and storytelling reinforcement ideas Use drama and storytelling activities to allow the children to explore the suggestions for their new characters and story plot. Select the activities that would suit your class or fit in with your lesson timing. Encourage mixed-ability grouping for the chosen activities.


Hot-seating the main character: This activity can be done in pairs, small groups or as a class situation. Encourage the children to think and, if necessary, write down their questions before the hot-seat session starts. Discuss the character’s responses.

Freeze-framing key moments: Once the structure of the story is created, try out the different scenes in the right story order. Use thought-tracking by asking each child in the freeze-frame what they’re thinking at a particular moment.

Storytelling: Encourage the children to work in groups to retell the tale and then retell it to the rest of the class. Discuss the differences between the different groups' stories and which parts worked better than others.

Incidental writing possibilities Before you select any incidental writing, make sure the children are able to orally articulate the main events of their class traditional tale story. Select activities that you think appropriate for the abilities and interests of your class.

A diary entry

A newspaper article

A letter of complaint

A character profile

Blog, email or text messages.

Organising the class traditional tale into a structure Once the children have thoroughly explored their ideas for their class traditional tale, bring them together and use their final suggestions to model how to plot the new story in picture, diagram or note form onto the story structure

writing frame from the appendix. Once recorded, go through the frame and ask the children if they are happy with the tale.

Review of the Big Picture Once you have completed all the lessons for this phase, remind the children of the unit’s Big Picture. Discuss what they have learnt so far and connect it to the three main focus questions.

Phonics and spelling Write the word ‘weather’ for the children to see, and ask them to say it and explain what it means. Write the word ‘whether’ next to it and say it out loud. Ask the children what they notice about the two words – they both sound the same but are spelt differently. Explain that words like these are called homophones. Write the word ‘rain’ and ask the children to think of two more words that sound like ‘rain’ but have different meanings (that is, 'reign' and 'rein') and say these out loud. Write them out and discuss their definitions. Look at ways of remembering how each word is spelt. For groups with learning support, have a set of homophone word cards and a set of matching definitions cards. Help the children match the cards and orally make sentences with them. Encourage independent learners to create word definition lists by giving them one word and then discovering its homophone. Let them write the definitions by each homophone. Use digital / pupil book Year 3 Spelling Units 21–25 for more work on homophones.


Hot-seating the main character: This activity can be done in pairs, small groups or as a class situation. Encourage the children to think and, if necessary, write down their questions before the hot-seat session starts. Discuss the character’s responses.

Freeze-framing key moments: Once the structure of the story is created, try out the different scenes in the right story order. Use thought-tracking by asking each child in the freeze-frame what they’re thinking at a particular moment.

Storytelling: Encourage the children to work in groups to retell the tale and then retell it to the rest of the class. Discuss the differences between the different groups' stories and which parts worked better than others.

Incidental writing possibilities Before you select any incidental writing, make sure the children are able to orally articulate the main events of their class traditional tale story. Select activities that you think appropriate for the abilities and interests of your class.

A diary entry

A newspaper article

A letter of complaint

A character profile

Blog, email or text messages.

Organising the class traditional tale into a structure Once the children have thoroughly explored their ideas for their class traditional tale, bring them together and use their final suggestions to model how to plot the new story in picture, diagram or note form onto the story structure

writing frame from the appendix. Once recorded, go through the frame and ask the children if they are happy with the tale.

Review of the Big Picture Once you have completed all the lessons for this phase, remind the children of the unit’s Big Picture. Discuss what they have learnt so far and connect it to the three main focus questions.

Phonics and spelling Write the word ‘weather’ for the children to see, and ask them to say it and explain what it means. Write the word ‘whether’ next to it and say it out loud. Ask the children what they notice about the two words – they both sound the same but are spelt differently. Explain that words like these are called homophones. Write the word ‘rain’ and ask the children to think of two more words that sound like ‘rain’ but have different meanings (that is, 'reign' and 'rein') and say these out loud. Write them out and discuss their definitions. Look at ways of remembering how each word is spelt. For groups with learning support, have a set of homophone word cards and a set of matching definitions cards. Help the children match the cards and orally make sentences with them. Encourage independent learners to create word definition lists by giving them one word and then discovering its homophone. Let them write the definitions by each homophone. Use digital / pupil book Year 3 Spelling Units 21–25 for more work on homophones.


Phase 3: Collaborative composition This Phase focuses on the teaching and learning of how to write a traditional tale, with one lesson per story part, so that the children are taken through the writing of the whole piece, learning new vocabulary, grammar and punctuation along the way, in its application. Children should have the planning framework from Phase 2: Capture and Organise in front of them throughout, and should be able to revisit the original traditional tale from Nigeria.

Within each lesson, the children will be able to also work interactively on vocabulary, spelling and punctuation focuses. The focus is initially looked at in detail as a whole-class activity at the beginning of the lesson and is then modelled and applied during the class shared writing element. The children will then be able to apply their learnt VGP focus during their independent writing.

Programmes of study: Year 3 Composition: draft and write by composing and rehearsing sentences orally, progressively building a varied and rich

vocabulary and an increasing range of sentence structures.

Composition: draft and write narratives, creating settings, characters and plot.

Vocabulary, grammar and punctuation: Grammar: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.

Vocabulary, grammar and punctuation: propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.

Composition: proofread for spelling and punctuation errors (capital letters).

Composition: read aloud their own writing, to a group or the whole class.

Introduction Remind the children about the unit’s Big Picture. Explain that over several lessons the children are going to start work on writing their class traditional tale using the story-structure planner from the previous lessons.

Lesson 1 Starter (VGP focus) – Grammar: Pronouns for clarity

Begin the lesson with an interactive whole-class grammar session on the use of pronouns in sentences. Write a list of pronouns for all the children to see, such as 'she', 'us', 'they' and 'it'. Explain that these little words are called pronouns and have a special role. Ask the children to guess what they do. Write out a sentence ‘Lightning liked to bash Lightning’s head against the trees.’ Ask the children to read out the sentence. Ask: ‘Is it totally clear how many Lightnings are in the sentence? Which pronoun would make it clearer? Where would it need to go?’ Replace the second ‘Lightning’ word with ‘his’ and ask the children if the sentence sounds better. Highlight how the pronoun helps the sentence make sense. Use digital / pupil book Grammar, Vocabulary and Punctuation: Grammar Unit 3 ‘Pronouns to avoid repetition (1)’ with the class.

Shared writing Select the first part of the tale and, with the class, model the writing using the class story planner. As you model the writing, apply the grammar focus on pronouns. This could be done by asking the children’s opinion on whether a sentence sounds right with two name nouns or with one and a pronoun. Another idea is to write the sentence incorrectly and ask the children to help you correct it. Once written, check through the work to check that the pronouns are used correctly and the sentences make sense.

Independent writing The children can now write their own first section, applying the Grammar focus on pronouns. Some children may benefit from guided group writing or peer-paired writing at this stage.

Daily plenary At the end of the daily writing session, ask the children questions to help them focus on their progress and what they have created during that lesson, for example 'How does your story so far compare with the original? Have you applied


Phase 3: Collaborative composition This Phase focuses on the teaching and learning of how to write a traditional tale, with one lesson per story part, so that the children are taken through the writing of the whole piece, learning new vocabulary, grammar and punctuation along the way, in its application. Children should have the planning framework from Phase 2: Capture and Organise in front of them throughout, and should be able to revisit the original traditional tale from Nigeria.

Within each lesson, the children will be able to also work interactively on vocabulary, spelling and punctuation focuses. The focus is initially looked at in detail as a whole-class activity at the beginning of the lesson and is then modelled and applied during the class shared writing element. The children will then be able to apply their learnt VGP focus during their independent writing.




Vocabulary, grammar and punctuation: Grammar: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.

Vocabulary, grammar and punctuation: propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.

Composition: proofread for spelling and punctuation errors (capital letters).

Composition: read aloud their own writing, to a group or the whole class.

Introduction Remind the children about the unit’s Big Picture. Explain that over several lessons the children are going to start work on writing their class traditional tale using the story-structure planner from the previous lessons.

Lesson 1 Starter (VGP focus) – Grammar: Pronouns for clarity

Begin the lesson with an interactive whole-class grammar session on the use of pronouns in sentences. Write a list of pronouns for all the children to see, such as 'she', 'us', 'they' and 'it'. Explain that these little words are called pronouns and have a special role. Ask the children to guess what they do. Write out a sentence ‘Lightning liked to bash Lightning’s head against the trees.’ Ask the children to read out the sentence. Ask: ‘Is it totally clear how many Lightnings are in the sentence? Which pronoun would make it clearer? Where would it need to go?’ Replace the second ‘Lightning’ word with ‘his’ and ask the children if the sentence sounds better. Highlight how the pronoun helps the sentence make sense. Use digital / pupil book Grammar, Vocabulary and Punctuation: Grammar Unit 3 ‘Pronouns to avoid repetition (1)’ with the class.

Shared writing Select the first part of the tale and, with the class, model the writing using the class story planner. As you model the writing, apply the grammar focus on pronouns. This could be done by asking the children’s opinion on whether a sentence sounds right with two name nouns or with one and a pronoun. Another idea is to write the sentence incorrectly and ask the children to help you correct it. Once written, check through the work to check that the pronouns are used correctly and the sentences make sense.

Independent writing The children can now write their own first section, applying the Grammar focus on pronouns. Some children may benefit from guided group writing or peer-paired writing at this stage.

Daily plenary At the end of the daily writing session, ask the children questions to help them focus on their progress and what they have created during that lesson, for example 'How does your story so far compare with the original? Have you applied


the VGP focus? Where have you applied it? How effectively has it been applied?’

Lesson 2 Starter (VGP focus) – Grammar: Pronouns to avoid repetition

Remind the children of their last lesson on pronouns and their use in making sentences clearer. Ask them to help you list as many pronouns as possible and arrange into groups for gender, plural groups and objects. Write a sentence that uses the noun repetitively, for example 'The sheep had to leave the sheep’s field because the chief told the sheep to go away.’ Ask the children to read out the sentence. Discuss how the word 'sheep' appears too frequently. Encourage the children to select the correct pronouns and let them change the sentence. Read out the completed sentence. Use digital / pupil book Grammar, Vocabulary and Punctuation: Grammar Unit 3: ‘Pronouns to avoid repetition (2)’ with the class.

Shared writing Select the second part of the tale and, with the class, model the writing using the class story planner. As you model the writing, apply the grammar focus on pronouns. This could be done by asking the children’s opinion on whether a sentence sounds right and that the noun is not too repetitive. Another idea is to write the sentence incorrectly and ask the children to help you correct it. Once written, check through the work to check that the pronouns are used correctly and the sentences make sense.

Independent writing The children can now write their own second section, applying the Grammar focus on pronouns. Some children may benefit from guided group writing or peer-paired writing at this stage.

Daily plenary At the end of the daily writing session, ask the children questions to help them focus on their progress and what they have created during that lesson, for example 'How does your story so far compare with the original? Have you applied the VGP focus? Where have you applied it? How effectively has it been applied?’

Lesson 3 Starter (VGP focus) – Punctuation – Capitals – Proper nouns

Begin the lesson with an interactive whole-class punctuation session on capital letters used for proper nouns. Recap with the children on the differences between common nouns and proper nouns. Show a mixed-up list of common and proper nouns on moveable cards (with images if needed). Read through the words. Ask the children to help you move the nouns into their right groups – common or proper. Ask the children if they noticed the difference between the proper nouns and common nouns (capital letter). Highlight how all proper nouns start with a capital letter. Use digital / pupil book Grammar, Vocabulary and Punctuation: Punctuation Unit 2: ‘Capital letters’ with the class.

Shared writing Select the third part of the tale and, with the class, model the writing using the class story planner. As you model the writing, apply the vocabulary focus on using capital letters for proper nouns. When a proper noun example is reached, ask: ‘Is this word a proper noun or common noun? How do you know? What do we need to do to show it is a proper noun?' (add a capital letter). Once written, check through the work to check that capital letters are used on any proper nouns properly.

Independent writing The children can now write their own third section, applying the Punctuation focus on capital letters for proper nouns. Some children may benefit from guided group writing or peer-paired writing at this stage.

Daily plenary At the end of the daily writing session, ask the children questions to help them focus on their progress and what they have created during that lesson; for example, ‘How does your story so far compare with the original? Have you applied the VGP focus? Where have you applied it? How effectively has it been applied?’


the VGP focus? Where have you applied it? How effectively has it been applied?’

Lesson 2 Starter (VGP focus) – Grammar: Pronouns to avoid repetition

Remind the children of their last lesson on pronouns and their use in making sentences clearer. Ask them to help you list as many pronouns as possible and arrange into groups for gender, plural groups and objects. Write a sentence that uses the noun repetitively, for example 'The sheep had to leave the sheep’s field because the chief told the sheep to go away.’ Ask the children to read out the sentence. Discuss how the word 'sheep' appears too frequently. Encourage the children to select the correct pronouns and let them change the sentence. Read out the completed sentence. Use digital / pupil book Grammar, Vocabulary and Punctuation: Grammar Unit 3: ‘Pronouns to avoid repetition (2)’ with the class.

Shared writing Select the second part of the tale and, with the class, model the writing using the class story planner. As you model the writing, apply the grammar focus on pronouns. This could be done by asking the children’s opinion on whether a sentence sounds right and that the noun is not too repetitive. Another idea is to write the sentence incorrectly and ask the children to help you correct it. Once written, check through the work to check that the pronouns are used correctly and the sentences make sense.

Independent writing The children can now write their own second section, applying the Grammar focus on pronouns. Some children may benefit from guided group writing or peer-paired writing at this stage.

Daily plenary At the end of the daily writing session, ask the children questions to help them focus on their progress and what they have created during that lesson, for example 'How does your story so far compare with the original? Have you applied the VGP focus? Where have you applied it? How effectively has it been applied?’

Lesson 3 Starter (VGP focus) – Punctuation – Capitals – Proper nouns

Begin the lesson with an interactive whole-class punctuation session on capital letters used for proper nouns. Recap with the children on the differences between common nouns and proper nouns. Show a mixed-up list of common and proper nouns on moveable cards (with images if needed). Read through the words. Ask the children to help you move the nouns into their right groups – common or proper. Ask the children if they noticed the difference between the proper nouns and common nouns (capital letter). Highlight how all proper nouns start with a capital letter. Use digital / pupil book Grammar, Vocabulary and Punctuation: Punctuation Unit 2: ‘Capital letters’ with the class.

Shared writing Select the third part of the tale and, with the class, model the writing using the class story planner. As you model the writing, apply the vocabulary focus on using capital letters for proper nouns. When a proper noun example is reached, ask: ‘Is this word a proper noun or common noun? How do you know? What do we need to do to show it is a proper noun?' (add a capital letter). Once written, check through the work to check that capital letters are used on any proper nouns properly.

Independent writing The children can now write their own third section, applying the Punctuation focus on capital letters for proper nouns. Some children may benefit from guided group writing or peer-paired writing at this stage.



Lesson 4 Starter (VGP focus) – Punctuation – The correct use of capital letters

With the children, recap the last lesson on using capital letters for proper nouns. Encourage the children to share examples from their independent writing. Remind the children that capital letters are also used elsewhere in sentences and that this session is a revision of where they are used, so that the children can be aware of them as they check their own written work. Write out the sentence, ‘Can i go and watch jamie and kelly compete in the Newton Street Dance Competition?’ Ask where the capital letters should be. Focus on the pronoun ’I’ and the names. Note that half of the sentence is correct because the name of the dance competition is in capital letters. Ask why the name is in capital letters (proper noun). Use digital / pupil book Grammar, Vocabulary and Punctuation: Punctuation Unit 2: ‘Capital letters’ with the class.

Shared writing Select the fourth part of the tale and, with the class, model the writing using the class story planner. As you model the writing, apply the vocabulary focus on using capital letters within the text. Once written, highlight the importance of checking through the work to make sure that capital letters are used properly. Emphasise that capital letters often get missed out during the proofreading stage, so it is important to double-check the work.

Independent writing The children can now write their own fourth section, applying the punctuation focus on capital letters. Some children may benefit from guided group writing or peer-paired writing at this stage.

Daily plenary At the end of the daily writing session, ask the children questions to help them focus on their progress and what they have created during that lesson; for example, 'How does your story so far compare with the original? Have you applied the VGP focus? Where have you applied it? How effectively has it been applied?'

Lesson 5 Starter (VGP focus) – Grammar – Pronouns; Punctuation – capital letters

Recap on the previous four lessons. Grammar and Punctuation focuses on pronouns and the correct use of capital letters. Look at pronouns again and encourage the children to work in mixed-ability partners to write out a sentence that is repetitive and doesn’t include any pronouns. Once the sentences are written, ask the pairs to swap their sentence with other pairs. Ask the pairs to make the sentence work better by adding in the pronouns. For capital letters, offer a short piece of writing that has its capital letters missing. Let the children work in their pairs to see who can find the missing capitals and amend the text.

Shared writing Select the fifth part of the tale and, with the class, model the writing using the class story planner. As you model the writing, apply both the pronoun and capital letter focuses to the work. Bring back the other parts of the shared writing from the previous lessons and model proofreading them with the emphasis on the use of pronouns for clarity, and getting rid of repetition and the correct use of capital letters.

Independent writing The children can now write their own fifth section, applying their knowledge on using both pronouns and capital letters correctly in their texts. Encourage the children to go back to their earlier writing and check through it for good use of pronouns and capital letters. Some children may benefit from guided group writing or peer-paired writing at this stage.


Rehearse and perform Once the children have written their traditional tale encourage them to retell it either as storytellers or by creating a performance. Discuss how different or similar the


Lesson 4 Starter (VGP focus) – Punctuation – The correct use of capital letters

With the children, recap the last lesson on using capital letters for proper nouns. Encourage the children to share examples from their independent writing. Remind the children that capital letters are also used elsewhere in sentences and that this session is a revision of where they are used, so that the children can be aware of them as they check their own written work. Write out the sentence, ‘Can i go and watch jamie and kelly compete in the Newton Street Dance Competition?’ Ask where the capital letters should be. Focus on the pronoun ’I’ and the names. Note that half of the sentence is correct because the name of the dance competition is in capital letters. Ask why the name is in capital letters (proper noun). Use digital / pupil book Grammar, Vocabulary and Punctuation: Punctuation Unit 2: ‘Capital letters’ with the class.

Shared writing Select the fourth part of the tale and, with the class, model the writing using the class story planner. As you model the writing, apply the vocabulary focus on using capital letters within the text. Once written, highlight the importance of checking through the work to make sure that capital letters are used properly. Emphasise that capital letters often get missed out during the proofreading stage, so it is important to double-check the work.

Independent writing The children can now write their own fourth section, applying the punctuation focus on capital letters. Some children may benefit from guided group writing or peer-paired writing at this stage.

Daily plenary At the end of the daily writing session, ask the children questions to help them focus on their progress and what they have created during that lesson; for example, 'How does your story so far compare with the original? Have you applied the VGP focus? Where have you applied it? How effectively has it been applied?'

Lesson 5 Starter (VGP focus) – Grammar – Pronouns; Punctuation – capital letters

Recap on the previous four lessons. Grammar and Punctuation focuses on pronouns and the correct use of capital letters. Look at pronouns again and encourage the children to work in mixed-ability partners to write out a sentence that is repetitive and doesn’t include any pronouns. Once the sentences are written, ask the pairs to swap their sentence with other pairs. Ask the pairs to make the sentence work better by adding in the pronouns. For capital letters, offer a short piece of writing that has its capital letters missing. Let the children work in their pairs to see who can find the missing capitals and amend the text.

Shared writing Select the fifth part of the tale and, with the class, model the writing using the class story planner. As you model the writing, apply both the pronoun and capital letter focuses to the work. Bring back the other parts of the shared writing from the previous lessons and model proofreading them with the emphasis on the use of pronouns for clarity, and getting rid of repetition and the correct use of capital letters.

Independent writing The children can now write their own fifth section, applying their knowledge on using both pronouns and capital letters correctly in their texts. Encourage the children to go back to their earlier writing and check through it for good use of pronouns and capital letters. Some children may benefit from guided group writing or peer-paired writing at this stage.


Rehearse and perform Once the children have written their traditional tale encourage them to retell it either as storytellers or by creating a performance. Discuss how different or similar the


tale is to the original Nigerian tale about thunder and lightning.



tale is to the original Nigerian tale about thunder and lightning.



Phase 4: Independent writing This final phase brings all the children’s learning and writing skills together so that they can write their own traditional tale about a natural phenomenon. Through their writing, they will be able to utilise the different VGP focuses that they have been investigating and applying to their shared writing in the previous phases.




Composition: evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements.

Composition: evaluate and edit by proposing changes to grammar and vocabulary to improve consistency.

Composition: evaluate and edit by proofreading for spelling and punctuation errors.

Composition: evaluate and edit by reading aloud their own writing, to a group or the whole class.

Introduction Introduce the unit by highlighting the overall ‘Big Picture’ to the children and the three main focus questions. Spend time discussing what they have learnt over the past weeks and link it to their ‘Big picture’. Emphasise that the time has come for the children to bring all their learning together and write their own traditional tale. Discuss and list different examples of natural phenomena and their causes. Ask: 'How would you imagine that a particular phenomenon had been created if you lived long ago and didn’t know the real reasons?’ Recap the story structure of their class traditional tale and the Nigerian tale. Highlight that the planning and writing of their own tale will take place over several lessons.

Write Give each child a story-structure planner from the appendix and encourage them to start planning and writing each section of their own story. All the children should be encouraged to try to write independently at whatever level they feel comfortable with. Offer learning support, if needed. Writing sessions can be as flexible as you want, whether it be as a whole-class activity or time aside for a group or individuals during another lesson. Display the class story-structure planner and the traditional tale from Nigeria for reference.

Proofread and redraft Encourage the children to read through their work at the end of each lesson. Proofreading and improvement without support means that the writing will happen over a few lessons. Offer the children the proofreading chart from the appendix or create your own checklist that includes the VGP and spelling focuses covered throughout the unit. Highlight the importance of re-drafting, linking their efforts to the overall ‘Big Picture’ three-question focuses.

Self- and peer- assessment Encourage the children to take time to self-assess their own writing as well as assess that of others in their group. Offer them a set of self-assessment questions, such as: Does my traditional tale effectively explain why the natural phenomenon happened? Is it clear why my character became the phenomenon? Has my tale got a clear structure with a start, a problem, a solution and an ending? Is it a good tale to retell to others? What would I change?’ Also encourage them to check their VGP focuses to see whether these have been successfully applied throughout their text.

Rehearse and perform Once the children have written their traditional tale encourage them to retell it either as storytellers or by creating a performance. Discuss how different or similar the tale is to the original Nigerian tale about thunder and


Phase 4: Independent writing This final phase brings all the children’s learning and writing skills together so that they can write their own traditional tale about a natural phenomenon. Through their writing, they will be able to utilise the different VGP focuses that they have been investigating and applying to their shared writing in the previous phases.




Composition: evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements.

Composition: evaluate and edit by proposing changes to grammar and vocabulary to improve consistency.

Composition: evaluate and edit by proofreading for spelling and punctuation errors.

Composition: evaluate and edit by reading aloud their own writing, to a group or the whole class.

Introduction Introduce the unit by highlighting the overall ‘Big Picture’ to the children and the three main focus questions. Spend time discussing what they have learnt over the past weeks and link it to their ‘Big picture’. Emphasise that the time has come for the children to bring all their learning together and write their own traditional tale. Discuss and list different examples of natural phenomena and their causes. Ask: 'How would you imagine that a particular phenomenon had been created if you lived long ago and didn’t know the real reasons?’ Recap the story structure of their class traditional tale and the Nigerian tale. Highlight that the planning and writing of their own tale will take place over several lessons.

Write Give each child a story-structure planner from the appendix and encourage them to start planning and writing each section of their own story. All the children should be encouraged to try to write independently at whatever level they feel comfortable with. Offer learning support, if needed. Writing sessions can be as flexible as you want, whether it be as a whole-class activity or time aside for a group or individuals during another lesson. Display the class story-structure planner and the traditional tale from Nigeria for reference.

Proofread and redraft Encourage the children to read through their work at the end of each lesson. Proofreading and improvement without support means that the writing will happen over a few lessons. Offer the children the proofreading chart from the appendix or create your own checklist that includes the VGP and spelling focuses covered throughout the unit. Highlight the importance of re-drafting, linking their efforts to the overall ‘Big Picture’ three-question focuses.

Self- and peer- assessment Encourage the children to take time to self-assess their own writing as well as assess that of others in their group. Offer them a set of self-assessment questions, such as: Does my traditional tale effectively explain why the natural phenomenon happened? Is it clear why my character became the phenomenon? Has my tale got a clear structure with a start, a problem, a solution and an ending? Is it a good tale to retell to others? What would I change?’ Also encourage them to check their VGP focuses to see whether these have been successfully applied throughout their text.

Rehearse and perform Once the children have written their traditional tale encourage them to retell it either as storytellers or by creating a performance. Discuss how different or similar the tale is to the original Nigerian tale about thunder and


lightning. Encourage the children to feed back on the different tales.

Final review of the Big Picture Once you have completed all the unit remind the children of the unit’s Big Picture. Discuss each of the three main focus questions in detail with the children and encourage them to go into groups to discuss their achievements and attainments connected to the ‘Big Picture’.


lightning. Encourage the children to feed back on the different tales.

Final review of the Big Picture Once you have completed all the unit remind the children of the unit’s Big Picture. Discuss each of the three main focus questions in detail with the children and encourage them to go into groups to discuss their achievements and attainments connected to the ‘Big Picture’.

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Teacher Guide

FREEDOM TO TEACH

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Also available in the series

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This Treasure House pupil book:• is matched directly to the 2014 National Curriculum• explains each concept clearly and simply, followed by a set

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Treasure House_Year Y-6 teacher guide.indd 5 20/04/2015 18:01

Year 3

Treasure House resourcesAll the English skills in the 2014 National Curriculum for Year 6 are gathered into one coherent sequence, which you can use as a complete plan for your whole year’s literacy lessons, or as a flexible starting point. This Teacher’s Guide provides progression for your pupils, and supports you in delivering a more demanding skills-based curriculum.

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