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CS 511 742
Year 3 Term 1. Report Unit. National Literacy Strategy.
Department for Education and Skills, London (England).DfES-0533/20022002-11-0047p.
Department for Education and Skills (DfES), PROLOG, P.O. Box5050, Sherwood Park, Annesley, Notts NG15 ODJ, UnitedKingdom, England. Tel: 0845 6022260; Fax: 0845 6033360; e-mail: [email protected]; Web site: http://www.dfes.gov.uk/.For full text: http://www.standards.dfee.gov.uk/midbins/literacy/y3t1report.PDF.Guides Classroom Teacher (052)EDRS Price MF01/PCO2 Plus Postage.British National Curriculum; Elementary Education;Nonfiction; Proofreading; *Spelling Instruction; Units ofStudy; *Writing Instruction; Writing SkillsEngland; *National Literacy Strategy (England)
In this unit of work, Year 3 children will learn to use thecontents and index pages and to extract information about "Teeth and eating"from different types of non-fiction texts, including ICT (Information andCommunications Technology) texts. After analyzing a non-chronological report,they will write a report on the subject of "Teeth and eating" (payingparticular attention to the use of commas in lists and the correct spellingof content words and those with prefixes and long vowels). This unit of workhas been linked specifically to the QCA (Qualifications and CurriculumAuthority) Science scheme of work, Unit 3A, "Teeth and eating." The plan ofthe unit is based on a teaching sequence which starts by exploring thereading objectives and moves into writing. An additional teaching sequencefor spelling plots a route from learning and practicing the conventions ofspelling through learning how to use strategies for spelling in the contextof the topic words for "Teeth and eating" and concludes with learning toproofread. A total of 24 resource sheets include some materials on thesubject of teeth and eating and reports for analysis and demonstration. (RS)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
t, The National`Fg) Literacy Strategy
Year 3 Term 1Report unit
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating it.Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
BEST COPY AVAILABLF,
department for
education and skiiiscreating opportunity, releasing potential, achieving excellence
2
Year 3 Teachers
Status: Recommended
Date of Issue: 11/02
Ref: DIES 0533/2002
Year 3 Term 1
Report unit
Contents
IntroductionIntroduction 3
Teaching sequence 4
Term ly plan: Year 3 Term 1 5
Framework objectives 6
Summary of unit (10 days) 7
Unit plan: Year 3 Term 1 reports 8
Notes for each lesson 9
Resource sheets
Sheet la Be a tooth sleuth! 23
Sheet 1 b What is a tooth made of? 24
Sheet lc Do animals have different kinds of teeth? 25
Sheet 1 d How do I have a healthy smile? 26
Sheet 2a Plaque attack 27
Sheet 2b Plaque attack 28
Sheet 3 Spidergram 29
Sheet 4a Bear facts 30
Sheet 4b Bear facts 31
Sheet 5a Bear facts (annotation) 32
Sheet 5b Bear facts (annotation) 33
Sheet 6a Hang out with BATS! 34
Sheet 6b Hang out with BATS! 35
Sheet 7a Hang out with BATS! (annotation) 36
Sheet 7b Hang out with BATS! (annotation) 37
Sheet 8a Sentence strips on teeth 38
Sheet 8b Sentence strips on teeth 39
Sheet 8c Sentence strips on teeth 40
Sheet 8d Sentence strips on teeth 41
Sheet 8e Blank strips for sentences 42
Sheet 9a Teeth and eating - words for spelling 43
Sheet 9b Teeth and eating - words for spelling 44
Sheet 10 Babies and toddlers - spidergram 45
Sheet 11 Babies and toddlers - report 46
3The National Literacy Strategy
2
Year 3 Term
Report unit
Introduction
In this unit of work, the children will learn to use contents and index pages and to extractinformation about 'Teeth and eating' from different types of non-fiction texts, including ICTtexts. After analysing a non-chronological report, they will write a report on the subject of 'Teethand eating' (paying particular attention to the use of commas in lists and the correct spelling ofcontent words and those with prefixes and long vowels).
This unit has been linked specifically to the QCA Science scheme of work, Unit 3A, 'Teeth andeating'. It is anticipated that in the unit of work for science, children will have investigated thecomponents of a varied diet and learned that all animals, including humans, require differentdiets, before moving on to learn about teeth. This literacy unit 'Reports' is designed to run inparallel with the later part of the science unit on teeth. In their science lessons, children willbe making observations and comparisons of different teeth and recognising the importanceof dental care. In the literacy hour, children will be learning about the presentation of variousnon-fiction texts and how to read and write non-chronological reports. Some of the texts willpresent information on teeth. In the first week, in both science and literacy, children will begathering information about teeth, as a class and independently. All this information will beneeded to write a non-chronological report about teeth in week 2.
For those schools which do not cover this science subject matter during Year 3 Term 1,any other content material which uses information texts and requires the writing of a non-chronological report would be suitable, e.g. History Unit 8 or 6B and Geography Unit 16.
Unit plan
The plan of the unit (page 8) is based on a teaching sequence which starts by exploringthe reading objectives and moves into writing (see page 4 for an explanation of the teachingsequence). An additional teaching sequence for spelling plots a route from learning andpractising the conventions of spelling through learning how to use strategies for spelling inthe context of the topic words for 'Teeth and eating' and concludes with learning to proofread.How the two teaching sequences map onto the objectives is shown on pages 6 and 7.Some sentence and word level objectives are integrated into the shared text work; others aretaught discretely. Speaking and listening are essential components of all teaching and learningbut are given a particular focus in some elements of the plan.
Resource sheetsThese include some materials on the subject of teeth and eating and reports for analysisand demonstration. For each text to be enlarged, there is an annotated version showingthe points in the text to highlight for teaching the objectives - whether these be for analysisor demonstration writing.
4The National Literacy Strategy
3
Teaching sequencefor shared reading and writing through a unit
Introduction to text establishing purpose for reading;e.g. activating prior learning, experience or reading;e.g. predicting content of book from cover and title;
Reading strategiesapplying the searchlights model;techniques to navigate texts;comprehension strategies;
the 'searchlights': phonic skill and knowledge, graphic knowledge,context, word recognition; fluency;e.g. skimming, scanning, paragraphs and topic sentences, page layout;e.g. predicting, deducing, inferring, speculating, making connections;
Children use all of these strategies when they read. However, inKey Stage 1, the teaching focus is mostly on the basic skills toolkit,moving into a focus on navigating techniques in Years 3 and 4 andcomprehension strategies in Years 5 and 6.
It is important that the teacher demonstrates the use of a new strategy.Fix- instance, you could demonstrate how to scan a paragraph lookingfor a specific fact, thinking aloud as you do so. Then tell the children afact and ask them to scan for it. Ask the children to tell the class theprocess they went through.
Response to text e.g. likes and dislikes, what puzzles you and questions you wouldlike to ask the author;
Development of specificreading objective(s)
e.g. Year 4 Term 3 T1 to identify social, moral or cultural issues instories, and to discuss how the characters deal with them; to locateevidence in text;
Analysing text(reading for writing)
analysing texts for structural and language features;deriving principles of effective writing from these text models;
This is an investigative activity which you would do in shared readingand then ask the children to repeat in pairs using another text duringindependent time. Their conclusions would be brought back tothe plenary.
Introduction to writing(on the basis of specificwriting objective)
gathering content for writing or transferring it from another curriculumarea, for either fiction or non-fiction writing or stimulating writingthrough experience or discussion;
deciding purpose and audience for writing and choosing the formof writing to fulfil purpose and match audience;
Writing processplanning, drafting, revising, editing
Here the children are applying the principles they gleaned from theiranalysis of texts. They plan using the knowledge they have of textstructure. When they compose (draft and revise) they use the sentencestructures and language features to convey their meaning effectively.They are also applying their word level learning (drafting and editing).
The use of demonstration, scribing and supported composition asdescribed in Grammar for Writing is well established as a series ofteaching strategies for teaching drafting. These strategies are equallyimportant for teaching planning and could be used in teaching revisingand editing.
BEST COPY AVM
5
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d in
sen
tenc
es.
6S
pelli
ngvo
cabu
lary
-
stra
tegi
es
W6
Loca
te th
e 'tr
icky
' bit
ofa
wor
d an
d id
entif
y an
appr
opria
te m
etho
d fo
r
lear
ning
the
wor
d, e
.g.
mor
phem
ic, c
onve
ntio
nvi
sual
, aud
itory
, mne
mon
ic.
4-5
Ana
lysi
s of
text
T21
+T
22A
naly
se r
epor
t tex
t.7
Pra
ctic
e in
spel
ling
wor
dsW
6, W
7,
(W1,
W4,
W10
)
Writ
e w
ords
alo
ne a
ndin
sen
tenc
es. C
ompo
se
para
grap
h us
ing
thes
e w
ords
.
S13
W4
W14
Inve
stig
ate
noun
s in
list
s (d
iscr
ete)
.
Pra
ctis
e re
adin
g 'lo
ng w
ords
' and
infe
renc
ein
sha
red
and
guid
ed r
eadi
ng.
6-10
Writ
ing
T23
S13
Pla
n an
d w
rite
a re
port
.
Foc
us o
n co
mm
as in
sep
arat
ing
noun
s in
list
s.
10P
roof
read
ing
W5
Rev
ise
rout
ine
of
proo
frea
ding
and
proo
frea
d ow
n w
ritin
g.
Spe
akin
g an
d Li
sten
ing
focu
sD
iscu
ss a
nd ju
stify
sel
ectio
n of
poi
nts
as m
ost i
mpo
rtan
t
Tex
tsN
on-c
hron
olog
ical
rep
orts
Rea
ding
, S&
L fo
cus
and
sent
ence
leve
t
Out
com
esC
ross
-cur
ricul
ar li
nkN
otes
; rep
ort l
inke
d to
ano
ther
cur
ricul
um a
rea
QC
A U
nit 3
A T
eeth
and
Eat
ing.
Day
sW
hole
-cla
ss w
ork
Who
le-c
lass
wor
kIn
depe
nden
t wor
kG
uide
d w
ork
Ple
nary
wor
k
cn c '5 co IXcn
1S
pelli
ngR
evis
ion
of lo
ng v
owel
pho
nem
es W
1an
d sy
llabl
es W
4. P
refix
es, S
pelli
ng b
ank
p.6
W10
.
Sha
red
text
wor
k -
read
ing
Rea
d in
form
atio
n te
xt. L
ocat
e in
form
atio
n us
ing
cont
ents
, ind
ex, g
loss
ary,
etc
.119
.
Spe
lling
, rea
ding
and
S&
LC
ontin
ue w
ork
on S
pelli
ng b
ank
p.6
W10
.In
pai
rs -
form
ulat
e qu
estio
ns a
bout
info
rmat
ion
book
s T
19.
Dis
cuss
wor
ds p
refix
ed b
y 'u
n'an
d 'd
is' W
4. R
evie
w s
trat
egie
sus
ed to
loca
te in
form
atio
n T
19.
2S
hare
d te
xt w
ork
- re
adin
g, S
&L
focu
s an
d se
nten
ce le
vel
Rea
d in
form
atio
n te
xt o
n 'T
eeth
and
eat
ing'
. Dis
cuss
pre
sent
atio
nal a
nd o
rgan
isat
iona
lde
vice
s us
ed. D
emon
stra
te h
ow to
iden
tify
mai
n po
ints
and
rec
ord
on s
pide
rgra
m. H
ighl
ight
topi
c w
ords
and
rec
ord
in s
pelli
ng lo
gs T
21+
T22
, S9,
W4,
W13
+W
15, W
14.
.
Rea
ding
, S&
L fo
cus
and
sent
ence
leve
lR
ead
info
rmat
ion
text
s on
'Tee
th a
nd e
atin
g'.
Mak
e no
tes.
Rec
ord
topi
c w
ords
in s
pelli
ng lo
gsT
21, T
22, W
13, W
15, W
14.
In p
airs
com
pare
info
rmat
ion
colle
cted
and
then
feed
bac
kto
cla
ss. S
tart
org
anis
ing
info
rmat
ion
T21
, T22
, S9,
T20
.
3S
hare
d te
xt w
ork
- re
adin
g, S
&L
focu
s an
d se
nten
ce le
vel
Rea
d an
d na
viga
te IC
T te
xt o
n 'T
eeth
and
eat
ing'
. Ide
ntify
mai
n po
ints
and
cre
ate
a sp
ider
gram
T21
+T
22, S
9, W
4, W
13+
W15
, W14
.
Rea
ding
, S&
L fo
cus
and
sent
ence
leve
lIn
pai
rs -
mak
e no
tes
from
ICT
text
. Rec
ord
topi
c w
ords
in s
pelli
ng lo
gs T
21+
T22
, S9,
W13
+W
15, W
4.
Dis
cuss
info
rmat
ion
colle
cted
.R
evie
w s
ourc
es u
sed
and
cons
ider
diff
eren
ces
betw
een
pape
r-ba
sed
and
ICT
text
s T
20.
11) >,
cri cco <
4S
hare
d te
xt w
ork
- re
adin
gS
tart
to a
naly
se r
epor
t tex
t. Id
entif
y m
ain
poin
ts a
nd p
lot o
n sp
ider
gram
. Dis
cuss
feat
ures
of r
epor
t tex
t. C
reat
e ch
eckl
ist
T21
+72
2, W
4, W
14.
Sen
tenc
e le
vel w
ork
Gra
mm
ar fo
r W
ritin
g U
nit 7
(pp
. 46-
47)
S13
.S
ente
nce
leve
l wor
kG
ram
mar
for
Writ
ing
Uni
t 7 S
13.
Gra
mm
ar fo
r W
ritin
g U
nit 7
S13
.F
eedb
ack
from
the
inve
stig
atio
nan
d di
scus
s S
13.
5S
pelli
ngP
ract
ise
wor
ds w
ith p
refix
es a
nd lo
ngvo
wel
s W
1, W
4, W
7, W
10.
Sha
red
text
wor
k -
read
ing
Con
tinue
to a
naly
se r
epor
t tex
t. Id
entif
y m
ain
poin
ts a
nd p
lot o
n sp
ider
gram
. Dis
cuss
feat
ures
of r
epor
t tex
t. C
reat
e ch
eckl
ist T
21+
1-22
, S13
,W
4, W
14.
Rea
ding
In p
airs
- r
ead
anot
her
repo
rt te
xt a
nd c
reat
esp
ider
gram
of i
nfor
mat
ion
T21
+T
22, S
13.
Rev
ise
feat
ures
of a
rep
ort t
ext
T21
+T
22, S
9.
QT
5 'C
6S
hare
d te
xt w
ork
- pl
anni
ng fo
r w
ritin
gS
ort s
ente
nce
strip
s on
'Tee
th a
nd e
atin
g'on
to s
pide
rgra
m T
23.
Spe
lling
Loca
te 't
ricky
' bit
of c
onte
nt w
ords
ass
ocia
ted
with
topi
c of
teet
h W
6.
Spe
lling
Loca
te 't
ricky
' bit
of c
onte
nt w
ords
ass
ocia
ted
with
topi
c of
'Tee
th a
nd e
atin
g' W
6, W
7.
Pre
sent
the
tric
ky b
its o
f wor
dsan
d co
mpa
re m
etho
ds fo
rcl
assi
fyin
g an
d re
calli
ng th
etr
icky
bits
W6,
W7.
7S
pelli
ngP
ract
ise
wor
ds a
nd s
ente
nces
on
topi
c of
'Tee
th a
nd e
atin
g' W
7.
Sha
red
text
wor
k -
writ
ing
Ref
errin
g to
che
cklis
t and
usi
ng s
pide
rgra
mof
ano
ther
topi
c, d
emo-
writ
e th
e op
enin
gpa
ragr
aph.
Dis
cuss
wha
t sho
uld
go in
the
intr
oduc
tion
to 'T
eeth
and
eat
ing'
T23
, W4.
Writ
ing
Ref
errin
g to
che
cklis
t and
usi
ng s
pide
rgra
mof
'Tee
th a
nd e
atin
g', i
n pa
irs, W
rite
the
open
ing
para
grap
h of
rep
ort1
23, W
4.
Look
at t
wo
child
ren'
s op
enin
gpa
ragr
aphs
and
dis
cuss
.D
iscu
ss o
rder
ing
of p
arag
raph
sin
the
repo
rt o
n 'T
eeth
and
eatin
g' T
23.
8S
hare
d te
xt a
nd s
ente
nce
wor
k de
mon
stra
tion
and
supp
orte
d co
mpo
sitio
nD
emo-
writ
e th
e ne
xt p
arag
raph
of t
he r
epor
t, e.
g. o
n 'B
abie
s an
d to
ddle
rs'.
In p
airs
, chi
ldre
nw
rite
anot
her
para
grap
h of
'Tee
th a
nd e
atin
g' -
sup
port
ed c
ompo
sitio
n T
23.
Writ
ing
Writ
e tw
o m
ore
para
grap
hs o
f rep
ort o
n'T
eeth
and
eat
ing'
123
, W4.
Dis
cuss
and
eva
luat
e se
lect
edex
ampl
es a
nd r
evis
e T
21, T
23.
9S
pelli
ngP
ract
ise
sent
ence
s on
topi
c of
'Tee
than
d ea
ting'
. Writ
e ne
xt p
arag
raph
W7.
Sha
red
text
wor
k -
writ
ing
Dem
o-w
rite
conc
lusi
on o
f rep
ort o
n 'B
abie
san
d to
ddle
rs' T
23.
Writ
ing
Writ
e co
nclu
sion
of r
epor
t on
'Tee
th a
nd e
atin
g' T
23.
Rev
ise
one
child
's fi
nish
edre
port
usi
ng c
heck
list T
23.
10S
hare
d te
xt w
ork
- re
visi
ngS
uppo
rted
com
posi
tion.
In p
airs
anno
tate
rep
orts
with
any
rev
isio
ns12
3.
Sha
red
text
wor
k -
proo
frea
ding
Usi
ng o
ne c
hild
's r
epor
t. de
mon
stra
tepr
oofr
eadi
ng fo
r sp
ellin
g. C
hild
ren
proo
frea
dow
n re
port
s an
d m
ake
corr
ectio
ns W
5.
Writ
ing
- pu
blic
atio
nS
tart
the
final
han
dwrit
e of
rep
orts
to b
ring
to p
ublic
atio
n st
anda
rd W
21.
Ref
lect
on
cont
ent o
f uni
t. A
skch
ildre
n to
iden
tify
wha
t the
yha
ve le
arnt
and
set
targ
et fo
rfu
ture
impr
ovem
ent T
23.
BE
ST C
OPY
AV
M R
E
Year 3 Term 1
Notes for each lesson
Day 1 Investigating spelling; reading and speaking and listening
Main outcomes of lesson
To have investigated polysyllabic words with long vowels and prefixes
To have located information in texts using contents, index, headings, subheadings, page nos.and bibliographies.
Spelling
Use Spelling bank p.6 to revise long vowel phonemes and to segment words into syllables through wordswith prefixes.
Clap some words from the list of words with prefixes and count the syllables.
Ask the children how many syllables in the word prefix and ask for suggestions for spelling the word. Discussthe meaning of the prefix 'pre'. Write and discuss the meaning of some other words with the prefix 'pre'.
Ask the children how many syllables in the word refill and ask for suggestions for spelling the word. Discussthe possible meaning of the prefix 're'. Ask the children for the number of syllables in replace, ask them to spellthe first syllable on their white boards and take responses; ask them to write the first two letters of the secondsyllable place and then to suggest how the syllable might finish. Discuss the split digraph as the most commonspelling for 'ace'.
Repeat this process with the following words: rebound, recall, reform, return, replay, rewrite.
Write two more words with the prefixes 'un' and 'dis', e.g. unkind, disappear. Discuss the meaning of the wordswith and without the prefix and deduce the function of the prefix. Show the children a list of words which can bepreceded by either 'un' or 'dis'. (Use the list in Spelling bank p.6 with the 'un' and 'dis' removed, e.g. able, well,happy, like, own, please.) Tell the children that during independent time they will be deciding which of the twoprefixes make new negative forms of the words. W1, W4, W10
Shared text work - reading
Select enlarged version of an information book which contains a contents page, an index, headingsand subheadings and a glossary, e.g. Sharing Our World - Science Alive (Kingscourt Publishers,www.kingscourt.co.uk). Other books include Ancient Egypt, (James Mason, Pelican Big Books)and The Life of a Duck (Josephine Croser, Magic Bean In-Fact series) although they do not contain a glossary.
Activating prior knowledge of information textsBefore presenting the book to the children, remind them that they have read many information books before,and that they have a very different layout from stories. For instance, they have an index. Ask the children whatother features they might find in an information book. Take about three suggestions and then show the childrenthe book. Involve the children in locating some of the features mentioned.
Navigational techniques using the bookTurn to the contents page. Demonstrate how to scan down the contents looking for the required information,thinking aloud as you do so, e.g. / want to find out if this book contains any information about the types of foodsanimals eat, so I'm going to scan down the contents page. When you scan you need to look for key words andphrases. So, I'm looking for food, eating, meals... Here it says 'Food for life'. That looks useful. Page 16.This tells me that I can find information about food on page 16. Let'sjust check that - turn to page 16.
The National Literacy Strategy
9
10
Year 3 Term 1
Notes for each (continued)
Turn to the Index. Demonstrate how to scan the index for the required information, thinking aloud as youdo so, e.g. If I wanted to find out where else in the text I would find information about the types of foods animalseat, I could scan the index and look for the word 'food' or other related words. Remember the index is inalphabetical order so I can scan quickly down the first letters of the word... f o . There, I have located the word'food' and I can see that this word appears on pages 2, 16-17, 18 -19 and 20-21. So there isn't any more thanin the chapter I have already found.
Revise the use of a glossary. Turn to page 4 of the text and read the first two paragraphs. Note the term habitatin italics. Explain that, in some information books, some words are written in italics and sometimes certainwords are emboldened: Generally, this means that they will be explained in a glossary. Turn to the glossaryand scan down the page to see if the term habitat is there. Revise the notion of a glossary and the alphabeticalarrangement of words. Explain the importance of using a glossary to develop an understanding of the text.
Pick up another enlarged version of an information book and tell the children that you will show them howto play a game which they can continue in pairs in independent time. Without explaining what you are doing,open the book and look at the contents page. Close the book. Write a question on the board relating to thebook, e.g. On what page does the chapter on castles start? Ask the children where they should look to findthe answer. Ask a child to demonstrate how to find the answer and tell the class the page number. Repeatwith another question, e.g. What does the word carnivorous mean? Or In what do Bedouins live? Choose achild to find the answer from the book and explain what they are doing as they do it. T19.
Independent work - spelling, reading and speaking and listening
Give pairs of children the list of words which can be preceded by either 'un' or 'dis'. Ask them to say each ofthe prefixes and then a word and decide which of the two prefixes make new words when added. They may findsome words could have either of the prefixes (e.g. like). They should write the prefix in front of the word. W10
Give out information books to pairs of children. Ask the pairs of children to look at the contents pages, indexes,glossaries, etc. of the information book. Ask them to formulate different questions about the books and writethem on sticky notes. Swap questions with 'Partner Pair' and navigate the text to answer as demonstrated inshared work. T19
Plenary
Ask the children which words they found which could be prefixed by both 'un' and 'dis'. W10
Scanning - ask the children to read aloud both their question and answer and explain how they located theinformation. Discuss strategies used to locate information and navigate texts. T19
BEST COPY AVAILABLE
11
The National Literacy Strategy
10
`;rear 3 Term 1
Notes for each le,$on (continueci)
Day 2 Reading, speaking and listening focus and sentence work
Main outcomes of lesson
To have read information texts on 'Teeth and eating' and to have made a simple record of that informationon a spidergram
Shared text work - reading, speaking and listening focus and sentence level
Remind the children about the enquiries they have been making in science about food and the function of teeth.Explain that they are going to research some facts about teeth from posters, leaflets and the web. They will thenwrite a report about teeth using the information they have been finding out.
Display a poster or an enlarged version of an information leaflet. Information leaflets can be found in placessuch as dental surgeries, on Internet websites and from the Dental Health Foundation, Smile House, 2 EastUnion Street, Rugby, Warwickshire, CV22 6AJ, www.dentalhealth.org.uk.
Involve the class in reading different sections of the poster/leaflet (e.g. Resource sheet 1 - enlarge the foursheets to A3 and stick onto Al size poster) paying particular attention to the presentational and organisationaldevices used, e.g. headings, bold and italicised print, captions and layout, etc. and engaging the children insuggesting reasons for the different devices. Why do you think the author/designer has chosen to use boldprint, subheadings, different sizes and styles of font? How do these devices help the reader? Do these differentways of presenting and organising information help the author/designer to put across a message?
Application of word level 1: focus on some two-syllable words which the children may need to break downin order to read. Remind the children of the strategy of 'reading round the vowel' (i.e. find all the letters makingthe first vowel in the word, e.g. ea, ar, ear, igh, owand read the consonants before and after the vowel; do the .
same with the next vowel until all the syllables are read).
Application of word level 2: focus on inferring meaning of unknown words from their context.
Underline or circle the information you want to record for inclusion in the report. Explain that a way is needed tocollect and store the information so that it can be used to write the report. Suggest a simple spidergram with theword Teeth in the middle. Begin to show that some information is related by drawing connecting lines, but it isprobably better to leave a full categorisation until more information is gathered, for example:
Animals have different sorts of teeth
Sugar is bad for teeth
Brush teeth at least twice a day
Incisors cut food, molarsgrind food, canines tear food
Teeth
There is calcium in milk and eggs
Calcium makes teeth strong
Dirt on teeth is called 'plaque'
Humans have 2 sets of teeth -16 milk and 32 adult teeth
Teeth have enamel Milk teeth fall out as the jawon the outside grows and adult teeth grow
Ask the children to pick out words from the spidergram that they will need to learn to spell and record thesealphabetically in their spelling logs. T21+T22, S9, W13+W15, W4+W14
The National Literacy Strategy
11
12
R po
Independent work - reading, speaking and listening focus and sentence level
Provide a selection of leaflets or pages in books on 'Teeth and eating' (e.g. Resource sheet 2 - copy partsa and b on front and back of A4 page - fold in three to make a leaflet). In pairs, ask the children to read thetext and find additional information which they can record on a spider diagram, as demonstrated duringshared work.
Log any topic vocabulary in spelling logs. T21+T22, W13+W15, W14
Plenary
Ask the pairs of children to join into a four. Give them five minutes to compare their new information in thesesmall groups and ask them to see if they can see how the pieces of information can be grouped into themes.Give them one example, e.g. 'Keeping teeth healthy'.
Take suggestions for themes and show how the ends of the legs of the simple spidergram can be circles withlots of pieces of connecting information in each (use enlarged Resource sheet 1). Write a title for each themein the circles, e.g. Keeping teeth healthy, Tooth decay, Types and functions of teeth, Inside a tooth. T21
13
The National Literacy Strategy
12
Year 3 Term 1
Notes for each le..:oit (continued)
Day 3 Reading, speaking and listening focus and sentence work
Main outcomes of lesson
To have read ICT texts on 'Teeth and eating' and to have made a simple record of that informationon a spidergram.
Context
On this occasion, an ICT text is being used as an alternative to a paper-based text for shared reading. An ICTtext is an interactive, non-linear, dynamic, multimedia text. ICT texts provide features and require skills andapproaches significantly different from paper-based texts, e.g. an ICT text often requires the orchestrationof information from multimedia sources and often requires the navigation of a non-linear structure. Examplesof ICT texts include Internet websites, CD-ROMs, email and TV text services. An example ICT text has beensuggested for use in this lesson but other options are equally possible.
An ICT text can be accessed by the whole class using a variety of approaches, e.g. through the use of a dataprojector, an interactive whiteboard, a large screen TV monitor or a suite of computers.
Prior to introducing an ICT text to the class, ask yourself, What generic knowledge, understanding and skills dothe children need in order to read this text?and similarly, What special or distinctive knowledge, understandingand skills do children need in order to read this ICT text?
Demonstrate how to navigate this type of text type and explain as you go, e.g. ICT texts are often read in a non-linear way; they often contain 'live links' insofar as you are able to click on certain words, pictures or icons andmove to another part of the text; multimedia texts use sound, animation and video; and, crucially, they areinteractive. Consider differences between ICT texts and paper texts. Maintain dialogue with the class as you go.
Shared text work - reading, speaking and listening focus and sentence level
Use an ICT text on 'Teeth and eating', e.g. as contained within http://www.learn.co.uk (from The Guardian).
Activate prior knowledge. What do we mean by an ICT text ?(website, CD-ROM, email, etc.) What are thedifferences between an ICT text and a paper-based text? Explain that there are key differences and thatyou are going to show them how to 'read' this type of text and locate the required information.
Begin by explaining that, just like an information book, an ICT text requires you first to locate the relevantpages of information that you want (compare to using a contents page/index, etc). Think aloud as you goand navigate the children from the Home page to the Let's Learn page. Explain the strategies you are using,e.g. I'm scanning the page to find the Science category (click on that) and then I need to locate pages onTeeth and eating'. This is part of the category Nutrition (click on that).
Explain that by pressing the F11 key it is possible to remove the top and bottom toolbars; this allows the readerto view more of the text.
Read the first two sentences of the Let's Learn page. Rest the mouse on the word Nutrition. Why is this wordwritten in a different colour and underlined? (Hypertext - it links the reader to other texts or parts of the sametext the equivalent of a glossary in a book.)
Scan down the list on the left of the other units included. Where would we find information about teeth?Again, why are these words in a different colour and underlined? (Hypertext - to link you to another part ofthe website). Hbw does this compare to a paper-based information book? What does this facility add for thereader?Click on the sub-unit 'Functions and care of teeth'.
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14
Highlight the sub-units across the top of the page. Make explicit that you are not reading this text in any order.Explain that with an ICT text, the information is presented in a non-linear way, i.e. it can be accessed in anyorder. Click on the unit 'Functions and care of teeth'. Read through some of the facts, highlighting that to find allof the information, you have to scroll down the page. Roll the mouse over the diagrams. How does this help thereader? How does this facility compare to a paper-based text?(It's interactive, provides commentaries, etc.)
Reiterate that, when reading an ICT text, information can be gleaned in any order. Click on the sub-unit'Tooth decay'. Read some of the facts, using the glossary as you go. Again, roll the mouse over the diagrams.Notice that the diagram 'Tooth decay in progress' allows the reader to see the process of somethinghappening; the reader is actively engaged and in control of the explanation as well as being provided witha sequence of images.
Application of word level 1: focus on some two-syllable words which the children may need to break downin order to read. Practise the strategy of 'reading round the vowel'.
Application of word level 2: focus on inferring meaning of unknown words from their context.
Display a spidergram (Resource sheet 3) with the titles of the different themes in the circles, e.g. 'Tooth decay','Inside a tooth'.
Read through the first fact. Which are the key words?(Bacteria and acids). Highlight on the screen and jot downthe key information gathered in the circle entitled 'Tooth decay'. Read through several other facts and jot themdown in the circle. If time, repeat with another sub-unit. Remind the children that, as they go along, they canadd any technical vocabulary to their spelling logs. T21+T22, W13+W15, S9, W4+W14
Independent work - reading for writing
Depending upon the resources available, there are a variety of possibilities.
In pairs, children access ICT texts (the Internet, CD-ROMs, email) on 'Teeth and eating' and record informationin note form on a spidergram.
Print off pages from an Internet website and, in pairs, children read through, highlighting key words andphrases, and record information in note form (note that the printed version no longer 'works' as an ICT text).
In pairs, using information books on 'Teeth and eating', children record information in note formon a spidergram.
Continue to note down any technical vocabulary in spelling logs. T21+T22, W13+W15
Plenary
Discuss the work they have completed using ICT, comparing ICT with other research methods used. What arethe key differences between an ICT text and a paper-based text? What strategies can we use to help us read anICT text?
Collect in the spidergrams from the children so that the information can be collated onto a master copy. T20
Useful related websites
http://www.dentalhealth.org.ukhttp://www.oralb.comhttp://www.aquafresh.co.ukhttp://www.macleans.co.uk
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Year 3 Term 1
Notes for each 10:.r.,11 (continue(t),
Day 4 Reading and sentence level investigation
Main outcomes of lesson
To have begun to analyse a non-chronological report for its structure and language features
To have begun to create a checklist for report writing
To have investigated the function of a noun and the use of commas to separate items in a list.
Shared text work - reading
Explain to the children that they are going to look at a particular non-fiction text type - a non-chronologicalreport so that they will know how to write the report on 'Teeth and eating' next week. Ask children to tell theirpartners what they know about the topic of the report. Ask one or two children to tell the class what they alreadyknew and what they had learned from their partner. Ask the children whether they can tell you how they wouldexpect a report to be written/organised. Accept a couple of suggestions (e.g. title, paragraphs, generalopening, each paragraph on a different topic, present tense) and then suggest they have a look at the reportto see whether it conforms to their expectations.
Display both pages of an enlarged version of a report e.g. 'Bear facts' (Resource sheet 4a and b). Also displaya blank spidergram (see Resource sheet 3) and write 'Polar bears' in the central circle and opening paragraphwritten above it.
Decide together what are the immediate features they can see before they start to read (title and paragraphs).Display page 1. Read the opening paragraph and discuss its purpose (Resource sheet 5). Begin to createa checklist of the features of report writing.
Read the next two paragraphs straight through with the children. Application of word level: focus on some two-syllable words which the children may need to break down in order to read. Practise the strategy of 'readinground the vowel'. Application of word level: focus on inferring meaning of unknown words from their context.
Agree with the children that both paragraphs continue to tell the reader about polar bears but ask them whythere are two paragraphs and whether there is a difference between them. When they agree that eachparagraph is about a different aspect of polar bears, suggest writing the subject of each paragraph into twocircles on the spidergram. Continue the checklist. Read paragraph 2 again. Stop at the end of the first sentenceand ask the children to think up an 'or' question about the sentence (so that you can establish that they haveunderstood the text) e.g. Do polar bears live in the north or the south?After reading paragraph 3 ask thechildren to sketch very quickly the polar bear's paws to show what they must be like to do all the things it saysin the last sentence.
Investigate collectively the language features used in the first three paragraphs, continuing the checklist,e.g. a report describes the way things are, it is written in the present tense, each paragraph could have asub-title, and use technical vocabulary, e.g. ice floes. This kind of report tells general facts about polar bearsnot facts about one particular polar bear, even though it says A polar bear, and is written in the third person(it and they, not he or she). (A summary of the main features of a report text can be found in Section 2 in Part 3
of Grammar for Writing, pages154-155.) Pick out any presentational devices used, e.g. on this occasion keywords have been emboldened for emphasis. Note that items in a list may be single words or phrases, e.g.snowshoes to help it walk on the ice.
Explain to the children that you will analyse the rest of the report tomorrow to continue the checklist and thatthey will have the opportunity to analyse another report themselves in pairs. T21+T22, W4+W14
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1 6 15
fear 3 Term 1
Notes for each le5son (continued)
Sentence level work
Work collectively on activities in Grammar for Writing unit 7 (pages 46-47). Introduce or revise nouns. S13
Independent work - sentence level work
Ask children to work on a writing activity from Grammar for Writing unit 7 (pages 46-47). S13
Plenary - sentence level work
Share some of the children's writing, identifying noun phrases and verb phrases. Discuss the use of commasto separate items in a list and review learning. S13
17The National Literacy Strategy
16
`;tear 3 Term 1
Notes for eac h (continued)
Day 5 Spelling and reading
Main outcomes of lesson
To have practised spelling polysyllabic words with long vowels and prefixes
To have completed the analysis of a non-chronological report for its structure and language features
Spelling
Dictate a selection of polysyllabic words with prefixes containing long vowel phonemes, e.g. replace, recall,reform, replay, rewrite, rewind, unkind, unable, unlike, disown, displease, dislike, disabled.
Dictate sentences containing this category of words, e.g. The goal keeper reached for the ball. It disappearedbehind him. He returned to the goal. He jumped for the ball on the rebound. He was unable to stop it.W1, W4, W10, W7
Shared text work - reading
Display the spidergram of polar bears. Ask the children to recall one fact from each of the paragraphs readyesterday. Display page 2 of the report and demonstrate how to gather the main points of paragraph 4 quickly.Read the first sentence and underline largest land predators and put a 1 above it and then underline and put a2 above hunt at night. Similarly underline and number the main points from the next two sentences. On the nextparagraph ask the children to tell you which words to underline in the first two sentences and to discuss withone another the main points in the rest of the paragraph. Ask the children what are the prominent themes inthese two paragraphs and insert them in the remaining circles on the spidergram. During reading, practisethe strategy of 'reading round the vowel' in order to read two-syllable words and focus on inferring meaningof unknown words from their context.
After reading the final paragraph ask the children what they would suggest might be the particular purposeof a closing paragraph and write it on the checklist.
Investigate collectively the language features used in the final three paragraphs and add any further featuresto the checklist for report writing. T21+T22, W4+W14, S13
Independent work - reading
In pairs, ask the children to read 'Hang out with BATS!' (Resource sheet 6) or similar and underline key wordsand/or phrases in the same way as you have done with 'Bear facts'. From this, ask the children to put the themesof each paragraph on a blank spidergram. T21+T22, S13
Plenary
Refer back to the checklist you have created on report writing. Read through paragraph 1 of 'Hang out withBATS!'. Discuss any language features, e.g. the use of technical vocabulary and it tells us general informationabout bats. Use Resource sheet 7 as a prompt. Repeat with another paragraph. Have the children spotted anyother features during their reading of the report? How does a report compare to other non-fiction text types?T21+T22, S9
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The National Literacy Strategy
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Year3 Term 1
Notes for each (continued)
Day 6 Spelling and planning for writing
Main outcomes of lesson
To have created a class spidergram on 'Teeth and eating' using information gathered from Days 2 and 3
To have used independent spelling strategies to practise topic words.
Shared text work - reading and planning for writing
Refer to Grammar for Writing Unit 9 (pages 50-51).
Display an enlarged spidergram with the subjects of each paragraph of 'Teeth and eating' written in the circles,e.g..Keeping teeth healthy, Tooth decay, Types and functions of teeth, Inside a tooth. Explain that in order tosort out the information into each paragraph, you will need a lot of space so you have got even bigger circlesand pinned them in the four corners of the room.
Give pairs of children strips with pieces of information collected from all the research carried out from leaflets,posters, books and the web, e.g. Resource sheet 8. Ask the children to read the information and decidebetween the two of them which paragraph it belongs in. Send four to eight children at a time to attach theirinformation strip to the circles. Discuss their decisions altogether.
Continue until all the information is distributed among the circles. T23
Spelling
Make a list of some of the words the children have found in their research into 'Teeth and eating' (see Resourcesheet 9).
Without displaying it, ask the children to write one of the words. Ask them which bit of the word they were notsure of. Show them the correct word and agree which bit(s) of the word is the 'tricky' bit. (Even a phonemicallyregular word such as clean has a 'tricky' bit - the /ee/ phoneme could be spelled 'ee' or 'ea'.) Decide anappropriate method for remembering the 'tricky' bit, e.g. breaking into syllables, artificially pronouncing it,relating it to another word. Practise the word by writing the 'tricky bit' and then the whole word to 'get it underthe hand'.
Display another word and ask the children if they can see where the tricky bit(s) is likely to be. Discuss a wayof remembering and practise. In this way encourage a routine for learning to spell words. W6, W7
Independent work - spelling
Give the children a set of cards with more topic words. Ask the children to continue to find the tricky bit and topractise writing them. Ask them to be prepared to explain their decisions in the plenary. Play the spelling practicegame. Two children sit opposite one another with the pile of cards face down between them. Player 1 picks up acard and reads it without showing player 2 and places it face down on the table. Both players write the word intheir rough books/on paper. They turn over the card and check the word. If player 1 (the reader) has spelled itcorrectly s/he earns I point. If player 2 has spelled it correctly s/he earns 2 points. Repeat by player 2 turning overand reading the word. W6, W7
Plenary
Take feedback from the children and share the methods they devised for remembering how to spell words. W6, W7
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Year 3 Term 1
Notes for each (continm(i)
Day 7 Spelling and writing
Main outcomes of lesson
To have practised topic words and sentences
To have written the introduction to their reports on 'Teeth and eating'.
Spelling
Dictate a selection of words relating to 'Teeth and eating' previously learnt.
Dictate sentences containing these words, e.g. Clean between your teeth with a toothbrush and toothpaste.Canines, incisors and molars are types of teeth. W7
Shared text work writing
Display an enlarged spidergram for a subject the children know quite a lot about e.g. 'Babies and toddlers'(see Developing early writing page 116 and Resource sheet 10).
Point out the paragraphs and explain that you are going to show them hoiv to write an introductory paragraphto a report and that in independent time, they will be writing their own introductions to 'Teeth and eating'.
Explain that in the introduction, you have to introduce your subject and then make some general points whichwill be elaborated in the paragraphs. In this subject there are two parts: 'Babies and toddlers'. Everyone knowswhat babies are but why are toddlers called 'toddlers' and what is the connection between 'Babies andtoddlers'? I can do that in one sentence: 'Babies become 'toddlers' when they start to 'toddle'. I put invertedcommas round 'toddle' because it is the word I'm trying to explain. But that still doesn't explain what 'toddling'is so I'll insert, 'start to walk a lot' or 'toddle". Talk through the rest of the introduction asking for the children'shelp in forming the ideas and sentences.
Display the spidergram for 'Teeth and eating' and the checklist for writing a report.
Discuss what should go into the introduction:
1 Define and connect the words in the title, e.g Most animals need teeth to eat.
2 Make the main points which are the themes of each paragraph, e.g There are different shapes and sizesof teeth for different purposes; some of the food humans like to eat damages teeth; teeth need to belooked after well in order to be good at theirjob.
Ask the children to write the introduction in independent time. T23, W4
Independent work writing
Write the introduction to the report 'Teeth and eating'. T23, W4
Plenary
Ask two different children to read out their introductions. Discuss them and give the children a few momentsto make reminder notes on their work of any changes they may wish to make.
Discuss an appropriate order for the paragraphs in the report. T23
The National Literacy Strategy
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20
Year 3 Term 1
,Notes for Each (continued)
Day 8 Writing
Main outcomes of lesson
To have written three further paragraphs of their reports on 'Teeth and eating'.
Shared text and sentence work demonstration and supported composition
Display the spidergram for 'Babies and toddlers' and the checklist for writing a report.
Demonstrate the writing of the paragraph on 'Eating and drinking' (Resource sheet 11), talking throughthe process of composing and revising sentences in the head.
Display the spidergram for 'Teeth and eating'. Ask the children to read through their introductory paragraphs.
Remind the children that they had decided which order to write the paragraphs in and point to the nextparagraph to be written.
Discuss the order of the points they want to make and list. Discuss the wording for the first sentence.Using supported composition, guide the children through the writing of this paragraph. T23
Independent work writing
Ask the children to write the next two paragraphs of their report on 'Teeth and eating'. If you have an overheadprojector, ask a few children to write on transparencies so their work can be shared with the rest of the classin the plenary. T23, W4
Plenary
Display two of the children's paragraphs and discuss possible revisions to the content, sentence structureand punctuation. Tell the children that they will be checking spelling when the report is finished. T23, T21
The National Literacy Strategy
20
Year 3 Term 1
Notes for Each (continut,(1)
Day 9 Spelling and writing
Main outcomes of lesson
To have written the conclusions to their reports on 'Teeth and eating'.
Spelling
Dictate the words with 'tricky' parts which are needed for the remaining paragraph in the report on 'Teethand eating', e.g. if the paragraph is on 'healthy teeth', words will include clean, dentist, calcium, fruit,vegetables, toothpaste, hygienist.
Discuss the content and order of this paragraph. Explain to the children that they are going to composethe sentences and write them correctly because they have practised the words. Agree on the words whichwill be needed for the first sentence and then ask the children to compose the sentence and write it down,e.g. if the subject is 'healthy teeth', and you have decided to make the points about eating healthy food first, thewords calcium, milk, fresh, fruit and vegetables will be needed. Repeat this process for the rest of theparagraph. T23, W7
Shared text work - writing
Display the spidergram for 'Babies and toddlers' and the checklist for writing a report.
Demonstrate the writing of the conclusion (Resource sheet 11), talking through the process of composing andrevising sentences in the head. The function of a conclusion is to repeat the most important points and perhapsemphasise a point of particular interest. In this report, the point of interest is the comparison between humanbabies and other animals.
Display the spidergram for 'Teeth and eating'. Look back at the introduction and discuss what is the main point,i.e. about teeth being needed in order to eat. Also discuss that while teeth are needed for eating, much of thefood humans eat damages their teeth, so dental hygiene is very important. T23
Independent work - writing
Ask the children to write the conclusions to their reports. T23
Plenary
Choose one child's completed report (representative of the class with points you want to draw out for revision)and display.
Discuss and make points for revision in readiness for the children to work on their own reports at the beginningof the next lesson. T23
The National Literacy Strategy
21
2
Year 3 Term 1
Notes for each (continues))
Day 10 Revising and publication
Main outcomes of lesson
To have proofread and published their reports on 'Teeth and eating'.
Shared text work - revising
Ask children to read their reports to their partners and consider revisions to clarify meaning. Check that thepunctuation, particularly the use of commas in lists, is accurate. T23
Shared text work - proofreading
Display a report which has some spelling errors in it.
Demonstrate the process of proofreading by asking the author of the report to look for a word they think maynot be spelled totally accurately and underline the letters they think may be wrong (or right but in the wrongorder). Ask the child to say why they have doubts over the word. If the word is spelled incorrectly ask the childto write down what the sensible alternatives might be and Why. Other children may contribute at this point. Ifnone of the alternatives looks any better and the child is still unsure whether the original is correct, ask themhow they can find out (ask someone, look at displays on the wall, look in alphabetically ordered word booksand dictionaries - whatever is the quickest and least disruptive to others). Ask the child to write the word inher (or his) spelling log.
Ask the children, in pairs, to look through one of their reports, find a word of which they are both unsureand go through the same process of proofreading that was demonstrated. Ask them to be prepared to showtheir process to the rest of the class.
Ask a pair to explain the process they went through with their word.
Ask the children to proofread their own reports. Remind them to write the correct words in their spellinglogs. W5
Independent work - publishing
Ask the children to finish proofreading their reports and then to start writing them out neatly. Remind themto write the correct spellings in their spelling logs. W5, W21
Plenary
Reflect upon what the children have learned during the unit about gathering information from non-fiction textsand about how reports are constructed by asking them to discuss in small groups and prepare a one-minutepresentation to the class. Some of the areas for discussion could be: how to find information from a non-fictionbook; how to find information from a website; how a report is organised; features of reports.
Ask the children what they think they need to know or do to write an even better report next time. T23
BEST COPY AVAILABLE
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The National Literacy Strategy
22
Resource sheet la
The National Literacy Strategy
230 A4-'1
Resource sheet 1 b
Human beings hove two sets of teeth. The first Jest of teeth arecollect 'mirk teeth' and the second set 'adult teeth'. Usuolly,humans have 16 milk teeth and 32 adult teeth. Milk teeth arereplaced by adult teeth as the jow grows.
A hioth is made tip of two parts; the crown and -the root. Thecrown hes above the gum line and the root lies below. The crownis coated svith enamel, the hordest substance in the human body.Under the enamel is dentine and under the dentine is the pull),which contains the nerves and blood vessels.
INCISORS are sharpfor cutting food.
PREMOLARSand MOLARSare for chewingand grindingfood.
CANINES arepointed fortearing food.
BEST COPY MAILABLE
The National Literacy Strategy
24
Resource sheet 1 c
DO ANIIFFERENT
ALS HAVENEM OF E
Clifferent animals havedifferent kinds of teeth.The types of teeth dependupon the types of foodsthe animal eats.
Investigating g differenttypes of animal teeth cantell you The type of foodthe animal ate and evenhow it ate its food.
bINO5AUR TEETH provide us with informationabout the types of food the dinosaurs ate. TheHAOR05,41,1RS had the most teeth of alldinosaurs - approximately 9601
BATS eat insects or plants. They havea minimum of 20 teeth and a maximum of38 teeth and have small, delicate skulls.
RABBr1"5 eatvegetation.They havetwo sets ofprominentupper incisorsto cut food.
CARNIVORES- flesh-eatinganimals - havelarge caniheteeth topierce food.I
EST COPY A1*ILABLE
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The National Literacy Strategy
25
Resource sheet 1 d
HOW 0 I HAVEA HEAL S ILE?
Brush your teeth twice a daywith a fluoride toothpaste.
Visit your dentistREGULARLY.
Cut down on sugarysnacks and drinks.
Healthy teeth needhealthy gums.
MilltSEST COPY MAILABLE
2 7The National Literacy Strategy
26
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ay.
Did
you
kno
w th
at to
oth
deco
y ha
sde
crea
sed
sinc
e th
e in
trod
uctio
n of
fluor
ide
toot
hpas
tes?
Whe
n flu
orid
e is
add
ed to
the
wat
er s
uppl
y it
is c
alle
d 'W
AT
ER
FLU
OR
IDA
TIO
N'.
Year 3 Term 1
Resource
Spidergram
Resource sheet 3
30The National Literacy Strategy
29
Bear facts
Polar bears are the largest species of bear.They are also known in different countries as'sea bear', 'ice bear' or 'white bear'. Like pigs,female polar bears are called sows; males arecalled boars.
Polar bears live in the polar regions of theArctic: the northernmost regions of Russia,Greenland, Alaska, Canada and Norway. In thewinter, polar bears dig out temporary dens forthemselves or find natural shelters to sleep in.In the summer, they lie outside on the ice, andtravel on ice floes. They are very strongswimmers and have a great sense of smell.
A polar bear can easily be recognised by itswhite coat made from two types of fur. Underthe fur, the skin is black, and under the skin isa layer of blubber, which keeps the bear warm.Its large, fur-covered paws act as snowshoesto help it walk on the ice, paddles to help itswim through the water and weapons to catchits prey.
Year 3 Term 1
ReoutCEt Sht4?t Resource sheet 4b
Polar bears are the world's largest landpredators and hunt at night. Their main foodis seals, but they also eat walruses, birds,stranded whales and reindeer. They do notneed to drink water, as they get all the liquidthey need from the food they eat.
Female polar bears usually give birth to twocubs, in the middle of winter. A newborn cub isabout the same size as a rat. The cubs dependon their mother for survival for up to 20 months.Some young bears die of starvation if themother is not able to find enough food to feedthem, but bears who reach adulthood live foraround 20 years.
An adult polar bear has few natural enemies,although they are sometimes fatally injuredwhen fighting with walruses for food. Thebiggest threat to polar bears is pollution whichcan poison their food supply.
32The National Literacy Strategy
31
Sen
tenc
e st
ruct
ure
and
punc
tuat
ion
Ted
wac
al v
ac-a
-I'm
-lobo
/
Pre
.son
tton4
e.
Bea
r fa
cts
Pol
ar b
ears
are
the
larg
est s
peci
esbe
ar. T
hey
are
also
kno
wn
inffe
ren
Ivie
s as
'sea
bea
r','ic
e.
or 'w
hite
-ik
e pi
gs,
fem
ale
pola
trs
are
cal
led
sow
s;m
ales
are
cal
led
boar
s.
P. a
r be
ars.
live
in th
e po
lar
regi
ons
o t
-rc
tic: t
he n
orth
ernm
ost
Whe
re/th
e,re
.i:se
cles
cri,p
ti,ve
.vo
ccan
davy
, suc
lv o
us-
adje
ctiv
e's;
it 14
-to-
aci
c1/1
4/tfo
rmat
to-n
, vto
tli.
te,r
ary
effe
ct
Thi
,rdi
pers
o-vv
regi
ons
f Rus
sia,
Gre
enla
nd,
A a
s;-
,e
. d N
orw
ay.
In th
e w
inte
r,ol
ar b
ears
dig
out
tem
pora
ry d
ens
r th
emse
lves
or
find
natu
ral s
helte
r to
sle
ep in
.In
the
sum
mer
, the
you
tsid
eo
e ic
e, a
nd tr
avel
on
ice
floes
.T
hey
are
very
str
ong
swim
mer
san
ve a
gre
at s
ense
of s
mel
l.
A p
olar
bea
rea
sily
be
reco
gnis
ed b
y its
whi
te c
oat m
ade
from
two
type
s of
fur.
Und
er th
e fu
r,th
e sk
in is
bla
ck, a
nd u
nder
the
skin
is a
laye
r of
blu
bber
, whi
ch k
eeps
the
bear
war
m. I
ts la
rge,
fur-
red
paw
s ac
t as
snow
shoe
sto
hel
p it
wal
k on
the
ice,
pad
dles
to h
elp
it sw
im th
roug
h th
e w
ater
and
wea
pons
to c
atch
its
prey
.
Tex
t str
uctu
re a
nd o
rgan
isat
ion
Rep
o-rt
str
ucat
rex
Titt
e.14
-cup
lay
o-vv
vvo-
rd4(
(lyec
tv-/
b-cu
re.)
I vttr
ocla
cto-
ry p
arag
raph
/w
ith/g
ener
al. c
lam
ifiC
atC
oyv
Ea-
chis
alrs
eque
,vitp
a,ra
cd-r
aph,
deal
ikw
itIvo
usep
arat
e,cu
spec
tof
ixtr
ov-v
vtat
'uyv
v:
habi
tat
Opp
eG
WV
1.41
.0e/
Sta
tem
aent
y ab
out-
pola
r ly
ea.o
e to
/go
rtex
ca.,
notp
cuer
(-c
utou
t- p
olar
bear
s:
Pol
ar b
ears
are
the
wor
ld's
larg
est
land
pre
dato
rs a
nd h
unt a
t nig
ht.
The
ir m
ain
food
is s
eals
, but
they
als
oea
t wal
ruse
s, b
irds,
str
ande
d w
hale
san
..
0ee
r. T
hey
do n
ot n
eed
tor,
as
they
get
all
the
liqui
dey
nee
d fr
om th
e fo
od th
ey e
at.
Fem
ale
pola
r be
ars
usua
lly g
ive
birt
hto
two
cubs
, in
the
mid
dle
of w
inte
r.A
new
born
cub
is a
bout
the
sam
e si
zeas
a r
at. T
he c
ubs
f a -
on th
eir
mot
h-ur
viva
l for
up
to 2
0m
onth
s. S
ome
youn
g be
ars
die
ofst
arva
tion
if th
e m
othe
r is
not
abl
eto
find
eno
ugh
food
to fe
ed th
em,
but b
ears
who
rea
ch a
dulth
ood
live
for
arou
nd 2
0 ye
ars.
An
adul
t pol
ar b
ear
has
few
nat
ural
enem
ies,
alth
ough
they
are
som
etim
es fa
tally
inju
red
whe
nfig
htin
g w
ith w
alru
ses
for
food
.T
he b
igge
st th
reat
to p
olar
bea
rsis
pol
lutio
n w
hich
can
poi
son
thei
rfo
od s
uppl
y.
Thi
,rd.
pors
o-yv
Fac
tkpr
e4en
tEZ
(fn
. ot.
w a
y w
hich
,cl
an fi
e4eu
rder
stot
, nd,
egg
co-y
npar
14oy
v w
1,so
-wt
mor
e. fa
mlil
iar
rech
nicc
a. v
occu
b-ut
ary
-di
zt o
with
ltuxt
t--6
44.g
,pro
y
Life
/cyc
le/
-th
reat
s-to
-,su
rviN
ca.
Prin
t fea
ture
:: bo
lthto
xtfo
i tat
& a
nd/ s
ovt.e
. afth
e,te
chni
cal.
voca
bula
ry.
N o
vv-
chra
nolo
gica
lz a
fter
lAtr
oduc
,ti,o
-vv,
par
ag-r
aph,
s,c,
crul
thly
e.iv
vany
o-r
der
Com
posi
tion
and
effe
ctA
dapt
atio
nC
larit
y of
info
rmat
ion
achi
eved
by
pres
entin
g fa
cts
in a
cces
sibl
e m
anne
r.T
echn
ical
term
s lim
ited.
Vie
wpo
int
Add
ress
ed to
gen
eral
rea
der.
Gen
eric
,no
t par
ticul
ar, p
artic
ipan
ts.
Sty
leS
impl
e la
yout
allo
ws
for
incl
usio
nof
acc
ompa
nyin
g ph
otog
raph
san
d di
agra
ms.
Resource sheet 6a
with BATS!06 Although bats have wings and can fly like birds,1.1 they are mammals. This means that, unlikeH birds, they feed their young with milk produced
by the mother. The scientific name for bats isChiroptera, which means 'winged hand'. Thereare over 950 different types of bat in the world.
Bats can be found in all parts of the world, onall continents except Antarctica, although mosttypes of bat live in warm countries. They roostin caves, hollow trees and buildings anywherewhere it is dark and warm. Sometimes they evenlive underneath bridges. Bats are nocturnalanimals; they sleep during the day and foragefor food during the night. When they sleep, theyhang upside down, using their feet to grasp ontoa twig or ledge.
The different types of bat in the world eat a widevariety of foods. Sometimes it is easy to tell whata bat eats just by its name, e.g. Fruit Bat andFishing Bat. However, the most common bat foodis insects. A single bat can catch 600 mosquitoesin just one hour.
The National Literacy Strategy
34
35
Resource sheet 6b
Bats which hunt for live food do so at night.They cannot see their prey in the darkness, sothey use a technique called echolocation. Bymaking high-pitched clicking and squeakingsounds, they can judge how close things areby how quickly the sound bounces back to them.If there is no echo, then they know that there isnothing to eat nearby.
Many bats hibernate during the winter. Whenthey wake in the spring, the females give birthto babies called pups. Normally a bat motherwill have only one baby at a time, like a humanmother, but sometimes they have twins. Whenthey are born, the pups are hairless and tiny, butthey have strong claws so that they can hang onto the ledge while their mothers are hunting. Theygrow quickly, and some types of bat can fly andhunt for themselves when they are just onemonth old.
Although they are very useful animals, due tothe way they control insects and help to reseedplants, many bats are in danger of extinction.Of the fourteen species of bats which live inBritain today, two are endangered and nineothers are threatened.
36
The National Literacy Strategy
35
Sen
tenc
e st
ruct
ure
and
punc
tuat
ion
Tec
hnic
al, v
oca.
b-al
a.ry
C C
r1,1
1A14
.4a4
( (A
A/ 0
,1,1
4t
1 w
ith B
AT
S!
n °Alth
ough
bat
s ha
ve w
ings
and
can
fly
like
6 bi
rds,
they
are
mam
mal
s. T
his
mea
ns th
at,
u un
like
biro
_ey
feed
thei
r yo
ung
with
milk
He
ced
by th
e m
othe
r. T
he s
cien
tific
nam
efo
r ba
ts is
Chi
ropt
era,
whi
ch m
eans
'win
ged
an o
.T
here
are
ove
r 95
0 di
ffere
nt ty
pes
ofba
t in
the
wor
ld.
Bat
s ca
n be
foun
d in
all
part
s of
the
wor
ld,
on a
ll co
ntin
ents
exc
ept A
ntar
ctic
a, a
lthou
ghos
t typ
es o
f bat
live
in w
arm
cou
ntrie
s.ay
es, h
ollo
w tr
ees
and
The
0
CA
)in
gan
ywhe
re w
here
it is
dar
k an
dw
arm
. Som
et '
es th
ey e
ven
live
unde
rnea
thbr
idge
s. B
ats
are
noct
urna
l ani
mal
s; th
eyP
re,s
enitt
osue
.sl
eep
lurin
g th
e da
y an
d fo
rage
for
food
durin
g th
e ni
ght.
Whe
n th
ey's
leep
, the
y ha
ngup
side
dow
n, u
sing
thei
r fe
et to
gra
sp o
nto-
a tw
ig o
r le
dge.
The
diff
eren
t to
es o
f bat
in th
e w
orld
eat
wid
efid
e va
riety
of fo
ods.
Som
etim
es it
isea
sy to
tell
wha
t a b
at e
ats
just
by
its n
ame,
e.g.
Fru
it B
at a
nd F
ishi
ng B
at. H
owev
er,
the
mos
t com
mon
bat
food
is in
sect
s.
Thi
rd/p
erso
lv
ZJvi
(1)
aA
sin
gle
bat c
an c
atch
600
mos
quito
esm
takc
lea ,
rlyin
just
one
hou
r.
Fad-
P r
eise
ntte
diw
ay th
atan
ab-L
eis-
thR
. rea
ctor
to-x
/144
,44(
14e/
v)
Ital
iase
cbte
xtto
-clis
tlxig
uah,
Tex
t str
uctu
re a
nd o
rgan
isat
ion
11ep
o-rt
stru
ctt r
e:T
itleW
A,tt
raet
, b-a
tho
uvtig
iAV
- tA
pscl
e, (
law
yv
I vitr
atia
ctar
ypa
-rag
-rap
h,w
i h.c
ne r
a L
cl a
4afi
cat
i.o-n
.
Ead
v fr
uhse
ciae
mtp
arag
ra p
h.se
pa4r
ate.
a4pe
ctof
trtf
o-ri
nati-
o-vi
z
habi
tat
clix
t
rech
4Aic
ot,b
vaca
lyui
cury
oner
va. s
tato
rnei
nt a
bout
lyca
y, v
tota
/pou
rtic
ata.
4, ly
at
P r
ezen
tte-v
vse.
rhi,r
dipe
rsoy
v
Bat
s w
hich
hun
t for
live
food
do
so a
t nig
ht.
The
y ca
nnot
see
thei
r pr
ey in
the
dark
ness
,so
they
use
a te
chni
que
calle
dec
holo
catio
n. B
y m
akin
g hi
gh-p
itche
dcl
icki
ng a
nd s
quea
king
sou
nds,
they
can
judg
e ho
w c
lose
thin
gs a
re b
y ho
w q
uick
lyth
e so
und
boun
ces
back
to th
em. I
f the
re is
noho
, the
n th
ey k
now
that
ther
e is
not
hing
to e
at n
by.
Man
y ba
ts h
ibe
to d
urin
g th
e w
inte
r.W
hen
they
wak
e in
th-
s rin
g, th
e fe
mal
esgi
ve b
irth
to b
abie
s ca
lled
pups
. Nor
mal
lya
bat m
othe
r w
ill o
nly
have
one
bab
y at
atim
e, li
ke a
hum
an m
othe
r, b
ut s
omet
imes
have
twin
s. W
hen
the
are
born
, the
rech
nic4
9a. v
o-co
ayut
ary
pups
are
hai
rless
and
tiny
, but
they
hav
est
rong
cla
ws
so th
at th
ey c
an h
ang
on to
the
ledg
e w
hils
t the
ir m
othe
rs a
re h
untin
g.T
hey
grow
qui
ckly
, and
som
e ty
pes
of b
atca
n fly
and
hun
t for
them
selv
es w
hen
they
are
just
one
mon
th o
ld.
Alth
ough
they
are
ver
y us
eful
ani
mal
s,du
e to
the
way
they
con
trol
inse
cts
and
help
to r
e-se
ed p
lant
s, m
any
bats
are
in d
ange
rct
ion.
Of t
he fo
urte
en s
peci
es o
f bat
sw
hich
live
in B
ri a
wo
are
enda
nger
ed, a
nd n
ine
othe
rs a
re th
reat
ened
.
him
/Lan
g,
Life
. cyc
le.
thre
atyt
o w
ryc
a.P
r&vi
tfeat
urw
iyal
thte
4a-f
orth
.Pite
cYw
ivo
-cal
yalc
ury;
itot
tici4
ecbt
eixt
for
spea
fic.
nam
te.s
: Sty
llise
cliti
ttex
Com
posi
tion
and
effe
ctA
dapt
atio
nC
larit
y of
info
rmat
ion
achi
eved
by
pres
entin
g fa
cts
in a
cces
sibl
e m
anne
r.D
escr
iptiv
e vo
cabu
lary
res
erve
d fo
rpr
esen
ting
info
rmat
ion,
not
em
belli
shin
gfo
r lit
erac
y ef
fect
.
Vie
wpo
int
Add
ress
ed to
gen
eral
rea
der.
Gen
eric
,no
t par
ticul
ar, p
artic
ipan
ts. S
tylis
ed ti
tlede
sign
ed to
app
eal t
o ch
ildre
n. P
rese
ntkn
own
fact
s, n
ot fo
lklo
re o
r op
inio
nsab
out b
ats.
Sty
leS
impl
e la
yout
allo
ws
for
incl
usio
nof
acc
ompa
nyin
g ph
otog
raph
san
d di
agra
ms.
Mos
t mam
mal
sgr
owtw
o se
ts o
f tee
th.
The
firs
t set
are
cal
led
milk
teet
h an
d th
ese
cond
set
are
cal
led
perm
anen
ttee
th.
Ena
mel
prot
ects
our
teet
h. It
is th
e ha
rdes
tsu
bsta
nce
in th
ebo
dy.
Flu
orid
ehe
lps
prev
entt
ooth
deca
y.
Vis
it th
e de
ntis
t at l
east
twic
e a
year
.
Hea
lthy
teet
h ne
edhe
alth
y gu
ms.
Cut
dow
n on
suga
rysn
acks
and
aci
dic
drin
ks b
etw
een
mea
ls.
Inci
sors
are
use
d fo
r cut
ting
food
.
Mos
t adu
lts h
ave
32pe
rman
entt
eeth
.
For
med
by a
mix
ture
of b
acte
ria a
nd fo
od,
plaq
ueis
aci
dic.
It is
a c
olou
rless
,st
icky
film
that
can
form
on
the
teet
h an
d ca
use
toot
hde
cay.
Pla
que
can
caus
e gu
m d
isea
se,
bad
brea
than
d to
oth
deca
y.
Too
muc
hsu
gar
caus
es d
enta
l car
ies.
Mol
ars
are
for
chew
ing
and
grin
ding
.
Milk
con
tain
s ca
lciu
m w
hich
help
s ke
epbo
nes
stro
ng.
Eat
a w
ell-b
alan
ced
and
varie
d di
et;
this
keep
s te
eth
and
gum
s he
alth
y.It
isim
port
ant t
o ea
t ple
nty
of fr
uit a
nd
vege
tabl
esan
da
regu
lar
supp
ly o
f dai
rypr
oduc
ts, m
eata
nd fi
sh.
Suc
rose
, fru
ctos
e an
dgl
ucos
e ar
eal
l typ
esof
suga
r.
A to
oth
has
a cr
own
and
a ro
ot.
Bet
wee
n th
eag
esof
6 to
13,
milk
teet
h
are
repl
aced
by
perm
anen
ttee
th.
The
cro
wn
show
s ab
ove
the
gum
and
is c
oate
d w
ith e
nam
el.
Insi
de th
e ro
ot is
pulp
whi
ch c
onta
ins
nerv
e en
ding
san
d bl
ood
vess
els.
Car
nivo
res
have
larg
eca
nine
teet
h to
tear
food
.
Her
bivo
res
ofte
n ha
vesh
arp
inci
sors
for
cutti
ngfo
od s
uch
asgr
ass
and
leav
es.
Year 3 Tenn 1
Resource sheet Resource sheet 8e
The National Literacy Strategy
42
43
Year 3 Tenn 1
Resource sheet it
Teeth and eating words for spelling
Resource sheet 9a
acids hygiene
bacteria hygienist
between important
blood vessels incisors
canines molars
carnivores mouth
chew nerve
clean oral
44The National Literacy Strategy
43
Resource sheet 9b
decay omnivores
dental permanent
dentine plaque
dentist sugar
enamel swallow
floss sweet
fluoride toothache
fruit toothpaste
herbivores vegetables
45The National Literacy Strategy
44
'1 9,
Babies and toddlers spidergram
Eating and drinking
Babies drink milk - mothers/bottleNo hard food - no teethPorridge, mashed bananaFeed themselves messy
Toddlers - same food as adults/cut up
Introduction
Babies = 0-15 months;helpless at birth.
Toddlers = 15-30 months;eat, run, talk.
Babies and toddlers
Conclusion
Babies and toddlers need a lot ofattention - for different reasons.
Playing
Resource sheet 10
Sleeping and toileting Moving around
Babies can't walk carried/pushedin a pram or buggy.Babies shuffle on their bottomsor crawl.
Toddlers walk and run but someoften trip.
tsitST COPY MAILABLE
46
The National Literacy Strategy
45
Sen
tenc
e st
ruct
ure
and
punc
tuat
ion
Sta
tem
ents
- ab
out b
varie
kanc
lito
ddle
rki,n
/g,e
ne,r
al.,
not
part
icul
ar b
varie
.s-o
-r ta
ddie
rs-
Pre
.sen
ttow
se.
Thi
.rd/
pers
ovv
Intr
oduc
tion
Bab
ies
beco
me
todd
lers
whe
n th
ey s
tart
to w
alk
a lo
t or
'todd
le'.
Bab
ies
are
fed;
todd
lers
feed
them
sele
s ar
e ca
rrie
d; to
ddle
rs w
alk.
Bab
ies
wea
r na
ppie
s; to
ddle
rs u
se a
pot
ty. B
abie
ssl
eep
a lo
t; to
ddle
rs p
lay
muc
h of
the
time.
Par
agra
ph 1
- E
atin
g an
d dr
inki
ngB
abie
s dr
ink
milk
from
thei
r m
othe
rs o
r fr
om a
bot
tle.
ey c
an't
eat h
ard
food
bec
ause
the
don'
t hav
ew
ee s
, the
y ar
e fe
d fr
om a
spoo
n w
ith s
oft f
ood
such
as
pure
e, m
ashe
d ba
nana
d e.
Eve
ntua
lly b
abie
s ar
e gi
ven
a sp
oon
and
enco
urag
eo
:se
lves
. Thi
s ca
n be
a ve
ry m
essy
affa
ir. T
oddl
ers
can
eat t
he s
ame
food
as a
dults
but
it u
sual
ly n
eeds
to b
e cu
t up.
How
ever
,th
ey a
re s
omet
imes
ver
y fu
ssy
over
thei
r fo
od.
Con
clus
ion
Alth
ough
bab
ies
are
help
less
at b
irth
they
qui
ckly
s a
.. T
hey
can
usua
lly m
ove
arou
nd in
som
e w
ay b
efor
e th
ey s
tart
to w
alk.
The
y ca
n ge
tw
hat t
hey
wan
t bef
ore
they
kno
w h
ow to
talk
by
cr in
, sho
utin
g or
poi
ntin
g. T
oddl
ers
lear
n to
wal
k,, u
se a
pot
ty, d
ress
them
selv
es a
nd fe
edth
emse
lves
. Mos
t ani
mal
s ar
e ru
nnin
g an
d ea
ting
with
in a
few
day
s or
wee
ks o
f birt
h. H
uman
bab
ies
take
long
er b
ut le
arn
to d
o fa
r m
ore.
Ccr
inyn
a4-I
ivi,
a/1.
44t
Tex
t str
uctu
re a
nd o
rgan
isat
ion
opo-
rt s
truc
ture
,:T
ate/
sets
-up
con
te4l
tI n
troc
lact
to-r
y de
ft;vt
&kt
he. w
ard'
s-iw
ythe
.tale
., th
ervg
,Ove
zthe
.pa
i,vitk
ofea
ch,p
arct
erot
pl'v
to-
fatio
w, c
o-nt
rous
-ang
-lyab
ie4-
cunc
/todd
lerk
.
Can
duoU
ng/p
owcp
-aph
.sa
mot
ariz
eiki
wtfo
rrna
ri-o-
n,cu
nthl
,nkk
havv
icum
ito-t
he/
wau
ni,n
tal
Com
posi
tion
and
effe
ctA
dapt
atio
nC
larit
y of
info
rmat
ion
achi
eved
by
pres
entin
g fa
cts
in a
cces
sibl
e m
anne
r.
Vie
wpo
int
Add
ress
ed to
gen
eral
rea
der.
Gen
eric
,no
t par
ticul
ar, p
artic
ipan
ts. F
acts
, not
opin
ions
, are
pre
sent
ed.
Sty
leS
impl
e la
yout
allo
ws
for
incl
usio
nof
acc
ompa
nyin
g ph
otog
raph
san
d di
agra
ms.
(a) 7 (T)
cf) O CD
U)
(-13 0 rt-
U.S. Department of EducationOffice of Educational Research and Improvement (OERI)
National Library of Education (NLE)Educational Resources Information Center (ERIC)
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