Lovers’ Lane Primary and Nursery School

English Long Term Plan

Year group: 3
Written by: Lou Williams
Date of last review: September 2021
TERM & Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
TOPIC
We are going to the Stone We are going to the Stone We are going from the UK We are going from the UK We are going to Roman We are going to Roman
(Use Pie Corbett Reading Spine for age related

Age-Iron Age Age-Iron Age to the Rainforest to the Rainforest Britian Britain
Narrative Narrative Narrative Narrative Narrative Narrative
Focus book / text for the half term or unit

Text: Stone Age Boy Video: Coming Home Text: The Canal Text: Flotsam Text: Quest Text: The Iron Man
Plot: Portal story (Michael Morpurgo) Plot: Warning story Plot: Finding story Plot: Quest Plot: Defeating the
Toolkit: Description Plot: Journey story Toolkit: Openings and Toolkit: Settings Toolkit: Dilemma (action monster
Toolkit: Suspense Endings and suspense) Toolkit: Characterisation
Instructions – How to wash Non Chron Report –
a Woolly Mammoth Persuasion- Letter to Santa Recount - Trip to the canal Rainforest animal Diary – Pompeii Biography – Hadrian
Poetry – Performance
Poetry - Acrostic Poem – Poetry - The Night Before Poetry – Limericks Poetry - Riddles Poetry - Paint Me a Poem Poems School Kids Rap
Stone Age Christmas (Pie Corbett) linked to Extended Writing:
Extended Writing: Extended Writing: Letter – Pompeii Biography of Inspirational
Extended Writing: Extended Writing: Persuasion – Visit Newark Stop Rainforest person (RE)
Instructions – How to make Explanation – Rocks (Geography) deforestation Extended Writing: Diary of
a Stone Age necklace Investigation (Science) a Roman Soldier
texts)

(History)
 Lovers’ Lane Primary and Nursery School
Writing narratives about Evaluating their writing Increase the legibility, Increase the legibility, Discussing writing similar Discussing writing similar
personal experiences with the teacher consistency and quality of consistency and quality of to that which they are to that which they are
Writing for different Use the diagonal and their handwriting. their handwriting. planning to write in order planning to write in order
purposes horizontal strokes that are Discussing writing similar Discussing writing similar to understand and learn to understand and learn
Evaluating their writing needed to join letters and to that which they are to that which they are from its structure, from its structure,
with the teacher understand which letters, planning to write in order planning to write in order vocabulary and grammar. vocabulary and grammar.
Write from memory simple when adjacent to one to understand and learn to understand and learn Discussing and recording Discussing and recording
sentences, dictated by the another, are best left from its structure, from its structure, ideas. ideas.
teacher, that include words unjoined. vocabulary and grammar. vocabulary and grammar. Composing and rehearsing Composing and rehearsing
and punctuation taught so Increase the legibility, Discussing and recording Discussing and recording sentences orally. sentences orally.
far. consistency and quality of ideas. ideas. Creating setting, characters Assessing the effectiveness
Increase the legibility, their handwriting. Composing and rehearsing Composing and rehearsing and plot. of their own and others’
consistency and quality of Discussing writing similar sentences orally. sentences orally. Assessing the effectiveness writing and suggesting
their handwriting. to that which they are Organising paragraphs Organising paragraphs of their own writing and improvements.
Discussing writing similar planning to write in order around a theme. around a theme. others’ writing and Proofread for spelling and
to that which they are to understand and learn Using headings and sub- Assessing the effectiveness suggesting improvements. punctuation errors.
planning to write in order from its structure, headings. of their own and others’ Proofread for spelling and
to understand and learn vocabulary and grammar. Assessing the effectiveness writing and suggesting punctuation errors.
from its structure, Discussing and recording of their own and others’ improvements.
vocabulary and grammar. ideas. writing and suggesting Proofread for spelling and
Discussing and recording Composing and rehearsing improvements. punctuation errors.
Objectives and text types: Skills and knowledge

ideas. sentences orally. Proofread for spelling and Read their own writing
Composing and rehearsing Assessing the effectiveness punctuation errors. aloud, to a group or the
sentences orally. of their own writing and whole class, using
Assessing the effectiveness suggesting improvements. appropriate intonation and
of their own writing and Proposing changes to controlling the tone and
suggesting improvements. grammar and vocabulary to volume so the meaning is
English teaching and Learning

Extending the range of improve consistency, clear.

sentences with more than including the accurate use
one clause by using a wider of pronouns in sentences.
range of conjunctions, Proofread for spelling and
including when, if, punctuation errors.
although, because. Choosing nouns or
Using conjunctions, pronouns appropriately for
adverbs and prepositions clarity and cohesion and to
to express time and cause avoid repetition.
(and place).
 Lovers’ Lane Primary and Nursery School
Expanded noun phrases Writing in the past tense Use the correct form of a Using and punctuating Form nouns using prefixes Word families based on
Adjectives and adverbs Writing in first person or an. direct speech. (super-, anti-). common words.
Grammar/ punctuation

Imperative verbs Using the present perfect Subordinate clauses

Subordination and co- form of verbs in contrast to
ordination the past tense.
Compound sentences Use the correct form of a
Commas in lists or an.

Unit 1 – Adding the Unit 4 – Adding the suffix - Unit 7 – Words with the c Unit 10 – Adding the suffix Unit 13 – adding the prefix Revision and recapping
prefixes ‘dis’ and ‘in’ ly sound spelt ch -ian super- depending upon identified
gaps
Unit 2 – Adding ‘im’ to root Unit 5 – Words ending - Unit 8 – Words with the sh Unit 11 – Adding the prefix Unit 14 – adding the prefix
words beginning with m or ture sound spelt ch re- sub- Special Focus – Orange
p words (Year 3 & 4 Spelling
Unit 6 – Adding Unit 9 – Adding the suffix – Unit 12 – Adding the prefix Special Focus – Orange List)
Unit 3 - Adding the suffix – -ation to verbs to form ion anti- words (Year 3 & 4 Spelling
ous nouns List)
Special Focus 1: Orange Special focus 3 – The short i Special focus 4 –
Spelling/ phonics

words Special Focus 2 – sound spelt y Homophones

Homophones
Special Focus – Orange Special Focus – Orange
Special Focus – Orange words (Year 3 & 4 Spelling words (Year 3 & 4 Spelling
words (Year 3 & 4 Spelling List) List)
List)
Stone Age Non-Fiction The steadfast Tin Solder Lighter Than Air Featherlight Escape from Pompeii Captain Cat
Meet Matilda Rocket Blue John Moon Juice The Secrets of the Dish and Extra Yarn Cinderella of the Nile
Builder Maddie Yip’s Guide to Life the Spoon
focus book/text

How to Skin a Bear

Guided reading

Secrets of Stonehenge The Great Kapok Tree

 Lovers’ Lane Primary and Nursery School
Decoding Decoding Decoding Poetry Decoding POETRY
*apply their growing *apply their growing *apply their growing *preparing poems and play *apply their growing *preparing poems and play
knowledge of root words, knowledge of root words, knowledge of root words, knowledge of root words, scripts to read aloud and to
scripts to read aloud and to
prefixes and suffixes, both
prefixes and suffixes, both prefixes and suffixes, both perform, showing prefixes and suffixes, both perform, showing
to read aloud and to
understand the meaning of to read aloud and to to read aloud and to understanding through to read aloud and to understanding through
new words they meet *read understand the meaning of understand the meaning of intonation, tone, volume understand the meaning of intonation, tone, volume
further exception words, new words they meet new words they meet and action new words they meet and action
noting the unusual *read further exception *read further exception *recognising some *read further exception *recognising some
correspondences between words, noting the unusual words, noting the unusual different forms of poetry words, noting the unusual different forms of poetry
spelling and sound, and correspondences between correspondences between correspondences between
where these occur in the
spelling and sound, and spelling and sound, and Decoding spelling and sound, and Decoding
word
Discussing Reading where these occur in the where these occur in the *apply their growing where these occur in the *apply their growing
*participate in discussion word word knowledge of root words, word knowledge of root words,
about both books that are Discussing Reading Discussing Reading prefixes and suffixes, both Discussing Reading prefixes and suffixes, both
read to them and those *participate in discussion *participate in discussion to read aloud and to *participate in discussion to read aloud and to
Guided Reading key skills and knowledge (Link to VIPERS)

they can read for about both books that are about both books that are understand the meaning of about both books that are understand the meaning of
themselves, taking turns read to them and those read to them and those read to them and those new words they meet
new words they meet
and listening to what others
they can read for they can read for *read further exception they can read for *read further exception
say
Word Meanings themselves, taking turns themselves, taking turns words, noting the unusual themselves, taking turns words, noting the unusual
V - *using dictionaries to and listening to what and listening to what correspondences between and listening to what correspondences between
check the meaning of words others say others say spelling and sound, and others say spelling and sound, and
that they have read Word Meanings Word Meanings where these occur in the Word Meanings where these occur in the
Inference I - V - *using dictionaries to V - *using dictionaries to V - *using dictionaries to word
word
*drawing inferences such
check the meaning of check the meaning of Discussing Reading check the meaning of Discussing Reading
as inferring characters’
feelings, thoughts and words that they have read words that they have read *participate in discussion words that they have read *participate in discussion
motives from their actions, Inference Inference about both books that are Inference about both books that are
and justifying inferences I - *drawing inferences I - *drawing inferences read to them and those I - *drawing inferences read to them and those
with evidence such as inferring such as inferring they can read for such as inferring they can read for
Prediction P - *predicting characters’ feelings, characters’ feelings, themselves, taking turns characters’ feelings, themselves, taking turns
what might happen from thoughts and motives from thoughts and motives from thoughts and motives from and listening to what
and listening to what
details stated and implied
their actions, and justifying their actions, and justifying others say their actions, and justifying others say
Authorial Intent E -
*discussing words and inferences with evidence inferences with evidence Word Meanings inferences with evidence Word Meanings
phrases that capture the Prediction Prediction Prediction
 Lovers’ Lane Primary and Nursery School
reader’s interest and P - *predicting what might P - *predicting what might V - *using dictionaries to P - *predicting what might V - *using dictionaries to
imagination*identifying happen from details stated happen from details stated check the meaning of happen from details stated check the meaning of
how language, structure, and implied and implied words that they have read and implied words that they have read
and presentation
Authorial Intent Authorial Intent Inference Authorial Intent Inference
contribute to meaning Non-
Fiction R - *retrieve and E - *discussing words and E - *discussing words and I - *drawing inferences E - *discussing words and I - *drawing inferences
record information from phrases that capture the phrases that capture the such as inferring phrases that capture the such as inferring
non-fiction reader’s interest and reader’s interest and characters’ feelings, reader’s interest and characters’ feelings,
Understanding S imagination*identifying imagination*identifying thoughts and motives from imagination*identifying thoughts and motives from
checking that the text how language, structure, how language, structure, their actions, and justifying how language, structure, their actions, and justifying
makes sense to them, and presentation and presentation inferences with evidence and presentation inferences with evidence
discussing their
contribute to meaning contribute to meaning Prediction contribute to meaning Prediction
understanding and
explaining the meaning of Non-Fiction Non-Fiction P - *predicting what might Non-Fiction P - *predicting what might
words in context*asking R - *retrieve and record R - *retrieve and record happen from details stated R - *retrieve and record happen from details stated
questions to improve their information from non- information from non- and implied information from non- and implied
understanding of a fiction fiction Authorial Intent fiction Authorial Intent
text*identifying main ideas Understanding Understanding E - *discussing words and Understanding E - *discussing words and
drawn from more than one S - *checking that the text S - *checking that the text phrases that capture the S - *checking that the text phrases that capture the
paragraph and summarising
makes sense to them, makes sense to them, reader’s interest and makes sense to them, reader’s interest and
these
Range of Reading discussing their discussing their imagination*identifying discussing their imagination*identifying
listening to and discussing a understanding and understanding and how language, structure, understanding and how language, structure,
wide range of fiction, explaining the meaning of explaining the meaning of and presentation explaining the meaning of and presentation
poetry, plays, non-fiction words in context*asking words in context*asking contribute to meaning words in context*asking contribute to meaning
and reference books or questions to improve their questions to improve their Non-Fiction questions to improve their Non-Fiction
textbooks *reading books
understanding of a understanding of a R - *retrieve and record understanding of a R - *retrieve and record
that are structured in
different ways and reading text*identifying main ideas text*identifying main ideas information from non- text*identifying main ideas information from non-
for a range of purposes drawn from more than one drawn from more than one fiction drawn from more than one fiction
Familiarity With Texts paragraph and paragraph and Understanding paragraph and Understanding
*increasing their familiarity summarising these summarising these S - *checking that the text summarising these S - *checking that the text
with a wide range of books, Range of Reading Range of Reading makes sense to them, Range of Reading makes sense to them,
including fairy stories, *listening to and *listening to and discussing their *listening to and discussing their
myths and legends, and
discussing a wide discussing a wide understanding and discussing a wide understanding and
retelling some of these
orally range of fiction, poetry, range of fiction, poetry, explaining the meaning of range of fiction, poetry, explaining the meaning of
plays, non-fiction plays, non-fiction words in context plays, non-fiction words in context*asking
 Lovers’ Lane Primary and Nursery School
*identifying themes and and reference books and reference books *asking questions to and reference books questions to improve their
conventions in a wide range or textbooks or textbooks improve their or textbooks understanding of a
of books. *reading books *reading books understanding of a *reading books text*identifying main ideas
that are structured in that are structured in text*identifying main ideas that are structured in drawn from more than one
different ways and different ways and drawn from more than one different ways and paragraph and
reading for a range of reading for a range of paragraph and reading for a range of summarising these
purposes purposes summarising these Purposes Range of Reading
Familiarity With Texts Familiarity With Texts Familiarity With Texts *listening to and
*increasing their increasing their *increasing their discussing a wide
familiarity with a familiarity with a familiarity with a range of fiction, poetry,
wide range of books, wide range of books, wide range of books, plays, non-fiction
including fairy stories, including fairy stories, including fairy stories, and reference books
myths and legends, myths and legends, myths and legends, or textbooks
and retelling some of and retelling some of and retelling some of *reading books
these orally these orally*identifying these orally that are structured in
*identifying themes and themes and conventions *identifying themes and different ways and
conventions in a in a conventions in a reading for a range of
wide range of books. wide range of books. wide range of books. purposes
Familiarity With Texts
*increasing their
familiarity with a
wide range of books,
including fairy stories,
myths and legends,
and retelling some of
these orally
*identifying themes and
conventions in a
wide range of books.