CNR

1. CHORLEY NEW ROAD PRIMARY SCHOOL
YEAR 3 WRITING PURPOSES LONG TERM PLAN 2018/2019
Most writing types can be categorised as ‘persuasion’, ‘information/explanation’ or ‘entertainment’. With this in mind, every half term a text type from each
genre must be taught. The text types taught will be decided upon based on the selected text/ media being used. Teachers need to keep abreast of the
breadth of text types they are covering to ensure a board and balanced curriculum.
There are some texts chosen for your year group as hooks for your literacy, there is a separate sheet listing the genres that are compulsory for your year groups, however
you can do more than on your list, the boxes in yellow need updating through the year to add what you covered in each term, there are already some in to help you, linked to
the texts for your year.
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
AUTHOR/NOVEL
FOCUS
Jeff Brown Anne Fine
Flat Stanley/ Bill’s New Frock
Graham Baker-Smith
Leon and the Place between Aladdin
How to Train A Dragon
Cressida Cowell
E B White /Dick King Smith
Charlotte’s Web Sheep Pig
POSSIBLE
OTHER TEXTS
TO BE USED
Arthur and the golden rope
(Viking story)
Fairy tales (see list) The Dog in the
Dungeon
 R1 Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books.
 R2 Reading books that are structured in different ways and reading for a range of purposes
TEXT TYPES
Adventure
Story dialogue
Shape Poetry- Autumnal
Retell events
Interview Stanley
Book Blurbs
Letters
Narrative
Shape Poetry
Diary
Letters / emails
Alternative viewpoint
Debate- argument
Non-chronological
Reports
Poetry – Please Mrs
Butler
Play scripts & dialogue
Poetry-language play
& Performance
Debate
Diary extracts
Leaflet – carpets
Dialogue
Persuasion
Poetry- The RailwayCat
by Phyllis Arkle
Non-fictionreport
Interviews
Witness statement
GUIDED
WRITING
(DURING
 Use of 1st
/3rd
person
 Use of speech marks in
dialogue
 Use of adjectives, verbs,
 Time connectives
 Question marks
 Commas in lists
 Imperative
 Extended use of
adjectives for
description to add
detail
 Use of colon
 Consistent use of
tense
 Accurate use of
 Begin to use
subordination
 CONSOLODATE
ALL
 CONSOLODATE ALL

2. ENGLISH
LESSONS)
nouns and adverbs to create
mood and atmosphere and
for description
 Use time connectives
 Use different sentence
openers
adverbs
 Noun phrases
 Exclamation marks
 Elipses
 Apostrophe for
possession
 Different
sentence starters
 Consistent use of
tense
sentence punctuation
including speech
 CONSOLODATE ALL
ALAN PEAT
SENTENCES
Year 3
Revise-2A
Revise-BOYS
Revise-List
Revise-Simile
Revise-Complex
Revise …ing, …ed
Sentences
Teach-ly sentence
Teach-double ly
sentence
Revise-All the w’s
Teach-verb, person
sentence
Teach-emotion wordcoma
Teach-Connective opener
Teach-ing opener
Teach-Choice Question sentence
Teach-short sentence
SPELLINGS
Statutory
Requirement spell
all accurately by
the end of the
year
Year 3
accident
accidentally
busy
business
describe
extreme
heart
library
ordinary
promise
strange
actual
actually
calendar
different
famous
height
material
particular
purpose
strength
address
caught
difficult
favourite
history
medicine
peculiar
quarter
suppose
answer
centre
disappear
February
imagine
mention
perhaps
question
therefore
appear
century
early
forward
forwards
important
minute
popular
regular
though
although
arrive
certain
earth
SPELLING
 Use further prefixesandsuffixes andunderstandhow to add them
 Spell further homophones
 Spell words that are often misspelt
 Place the possessive apostrophe accurately in wordswithregular plurals(e.g. girls’, boys’) andwords withirregular plurals (e.g. children’s)
Stage 3 Suffix ‘ing’ Word List 3:1
A For most verbs: just add the suffix ‘ing’ for the present tense (play/playing).
B The letter ‘x’ is never doubled. Words ending with ‘x’: just add ‘ing’ (mix/mixing).
C For verbs that end in ‘e’: drop the ‘e’ to add ‘ing’ (hope/hoping).
playing walking talking enjoying jumping
taxing flexing mixing fixing boxing
hating hoping smiling closing loving
Stage 3 Suffix ‘ing’ Word List 3:2
A One syllable wordswith a short vowel followedby two or more consonants: just add ‘ing’.
B One syllable wordswith a short vowel followedby a final consonant: double the final letter.
C One syllable wordswith long vowel soundsor two vowelsfollowedby a final consonant: just add ‘ing’.
banking bending blinking ducking dusting
batting stepping fibbing running putting

3. claiming feeling boiling blowing croaking
Stage 3 Suffix ‘ed’ Word List 3:3
A One syllable wordswith a short vowel followedby two or more consonants: just add ‘ed’.
B One syllable wordswith a short vowel followedby a final consonant: double the final letter (tip/tipped).
C One syllable wordswith long vowel soundsor two vowelsfollowedby a final consonant: just add ‘ed’.
washed winked blinked jumped thumped
planned stepped skipped hopped shunned
claimed feared boiled flowed croaked
Stage 3 Suffix ‘er’ Word List 3:4
A One syllable wordswith a short vowel followedby two or more consonants: just add ‘er’ (send/sender).
B One syllable wordswith a short vowel followedby a final consonant: double the final letter (run/runner).
C One syllable wordswith long vowel soundsor two vowelsfollowedby a final consonant: just add ‘er’.
washer sender thinker blinker jumper
planner stepper slipper shopper rubber
waiter dreamer boiler bowler cooker
Stage 3 Suffix ‘ion’ Word List 3:5
A If the root verb ends in ‘t’ the suffix ‘ion’ formsa ‘tion’ ending (invent – invention).
B A long ‘a’ sound is alwaysfollowedby ‘tion’. For wordsending ‘te’, drop the ‘e’ to add ‘ion’.
C ‘otion’: the base word usually containsthe vowel andis clearly pronounced(long ‘o’).
action edition direction option eruption
vacation creation vibration location education
lotion motion emotion promotion devotion
Stage 3 Suffix ‘ion’ Word List 3:6
A ‘ition’: has a short ‘i’ sound followedby ‘tion’.
B ‘ction’: a consonant before ‘tion’ often followsa short vowel sound.
C ‘ntion’: a consonant before ‘tion’ often followsa short vowel sound.
addition position condition petition repetition
subtraction fraction direction construction satisfaction
mention invention intention attention pretention
Stage 3 Suffix ‘ly’ Word List 3:7
A The suffix ‘ly’ can be simply added to most root words. It turnsan adjective into an adverb.
B ‘ly’ can be simply added to root words that end with‘e’ (but not to those ending ‘le’).
C The suffix ‘ly’ can be simply added to adjectives ending ‘l’, making adverbswitha double ‘l’ (ll).
sadly neatly blindly loudly glumly
bravely completely nicely politely rudely
carefully helpfully finally normally usually
Stage 3 Suffix ‘ly’ Word List 3:8
A If the root word ends with‘le’, the ‘le’ is droppedbefore ‘ly’ is added (simple – simply).
B In multi syllabic root wordswhichend in ‘y’ after a consonant, the ‘y’ changesto ‘i’ before ‘ly’.
C If the root word ends with‘ic’, then ‘ally’ is added rather than just ‘ly’ (basic – basically).
ably gently simply nobly humbly

4. happily merrily mistily noisily luckily
magically ethically critically logically musically
Stage 3 Prefix ‘un’, ‘dis’, ‘mis’ Word List 3:9
A ‘un’ means‘not’. When added (as a prefix) it will give the wordthe opposite meaning.
B ‘dis’ means‘not’ or ‘the opposite of’. It will give the word the opposite meaning.
C ‘mis’ means‘wrong’ or ‘the opposite of’. It will give the word the opposite meaning.
unable unwell unpick unfold unlucky
disagree displease dislike discover distrust
misplace mislead misfire miscount misuse
Stage 3 Prefix ‘in’, ‘il’, ‘ir’ Word List 3:10
A The prefix ‘in’ usually means‘not’. It will give the root wordthe opposite meaning.
B When added to a root word starting with ‘l’, ‘in’ becomes‘il’ giving a double ‘l’ (ll).
C When added to a root word starting with ‘r’, ‘in’ becomes‘ir’ giving a double ‘r’ (rr).
insane inexact indirect informal injustice
illegal illegible illiterate illicit illogical
irrational irrelevant irreversible irresponsive irregular
Stage 3 ‘y’ sounding ‘i’ Word List 3:11
A The letter ‘y’ can make a short ‘i’ sound within words. They tend to be less common words.
B The letter ‘y’ can make a short ‘i’ sound. There are no rules andthe wordsmust just be learnt.
C The letter ‘y’ can make a long ‘i’ sound. There are no rulesand the words must just be learnt.
gym hymn myth crypt lyric
system symbol mystery pyramid typical
style type pylon tyrant rhyme
Stage 3 ‘ou’ sounding ‘u’, ‘ow’, ‘oo’ Word List 3:12
A ‘ou’ can make a soundlike short ‘u’ (could/cud). There are several of these words.
B ‘ou’ can make a soundlike ‘ow’ (e.g. flour-flower). There are many of these words.
C ‘ou’ can sometimesmake a soundlike ‘oo’. There are not many of these words.
could should touch young double
shout hour noun cloud found
you soup group tour youth
Stage 3 ‘ei’, ‘eigh’, ‘ey’ sounding long ‘a’ Word List 3:13
A In some words ‘ei’ together make a long ‘a’ sound(ay). There are not many of these words.
B In some words ‘eigh’ together make a long ‘a’ sound(ay).
C In some words ‘ey’ together make a long ‘a’ sound (ay). There are not many of these words.
vein veil feign reign foreign
weigh weight sleigh freight neighbour
grey prey they obey survey
Stage 3 Letter string ‘ure’ Word List 3:14
A The ‘sure’ sound at the end of a word is alwaysspelt ‘sure’.
B If a ‘t’ sound can be heard at the endof a word it is often spelt ‘ture’.

5. C Words ending ‘ch’ or ‘tch’ can make the same sound when ‘er’ is added. So be careful.
measure treasure pleasure exposure enclosure
nature creature picture torture furniture
catcher stretcher teacher richer butcher
Stage 3 Irregular tense changes ‘ow’ to ‘ew’ Word List 3:15
A ‘ow’ together can make a long ‘o’ sound(owe).
B Changing the medial vowel from ‘o’ to ‘e’ changespresent tense to past tense in these words.
C For most verbs just add the suffix ‘ing’ to form the present tense.
blow grow throw flow know
blew grew threw flew knew
blowing growing throwing flowing knowing
Stage 3 Irregular tense changes ‘ing’ to ‘ang’ Word List 3:16
A Root verbs.
B Changing the medial vowel from ‘i’ to ‘a’ changespresent tense to past tense in these words.
C For most verbs just add the suffix ‘ing’ to form the present tense. Note the ‘mm’ in swimming.
ring sing drink stink swim
rang sang drank stank swam
ringing singing drinking stinking swimming
Stage 3 Common Homophones Word List 3:17
A Common homophones
B Common homophones
C Common homophones
by to there where here
bye too their were hear
buy two they’re wear
Stage 3 Homophones ‘ai’, ‘a-e’ Word List 3:18
A When two vowelsgo out walking the first one does the talking, so ‘ai’ makesa long ‘a’ sound.
B Magic (or silent) ‘e’ makesthe vowel ‘a’ say its name (long vowel sound).
C ‘ai’ and magic (or silent) ‘e’ make the vowel ‘a’ say its name (long vowel sound).
bail pail wail main vain
bale pale whale mane vane
lain lane waist waste
Stage 3 Homophones ‘ee’, ‘ea’ Word List 3:19
A Double ‘ee’ gives a long ‘e’ sound.
B When two vowelsgo out walking the first one does the talking, so ‘ea’ makesa long ‘e’ sound.
C ‘ee’ and‘ea’ bothmake a long ‘e’ soundand are in many homophones.
beet peel reed cheep steel
beat peal read cheap steal
teem team beech beach
Stage 3 Homophones ‘st’, ‘ssed’ Word List 3:20
A The sound ‘st’ is the final blendin many words.

6. B Adding the suffix ‘ed’ to words ending ‘ss’ to form the past tense, makesa soundlike ‘st’.
C Words ending ‘st’ or ‘ssed’ can soundthe same but have different meanings.
past guest mist disgust trust
passed guessed missed discussed trussed
mast massed bust bussed
GUIDED
READING
WORD READING (Statutory requirement)
 Apply growing knowledge of root words, prefixes and suffixes, both to read aloud and understand the meanings of new words the meet
 Read further exception words, nothing the unusual correspondences between spelling and sound, and where these occur in the words
COMPREHENSON (Statutory requirement)
 Listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference or textbooks
 Read books that are structured in different ways reading for a range of purposes
 Using dictionaries to check the meaning of words they have read
 Increase familiarity with a range of books, including fairy stories, myths and legends, and retelling some orally
 Identifying themes and conventions in a range of books
 Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, ton volume and action
 Discussing words and phrases that capture the readers interest and imagination
 Recognising some different forms of poetry
 Understand what they read independently checking that the text makes sense to them, discussing their understanding and explaining the words in context
 Ask questions to improve understanding of the text
 Drawing inferences such as inferring characters feelings thoughts and motives from their actions, and justifying references with evidence
 Predicting what might happen in the text form details implied
 Identifying main ideas drawn from more than one paragraph and summarising these
 To identify main ideas drawn from more that one paragraph and summarising them
 Retrieve and record information form non-fiction
 Participate in discussions about books that are read to them and books that they can read for themselves
WRITING
TRANSCRIPTION
Statutory
 Use further prefixes and suffixes and understand how to add them
 Spell further homophones
 Spell words that are often misspelt
 Place the possessive apostrophe accurately in words with regular plurals (e.g. girls’, boys’) and words with irregular plural s (e.g. children’s)
 Use the first two or three letters of a word to check its spelling in a dictionary
 Write from memory sentences, dictated by a teacher, that include words and punctuation taught so far
PUNCTUATION
AND GRAMMAR
Text Structure Sentence Construction Word / Language Punctuation Terminology
Fiction
Secure use of planning tools:
Story map /story mountain / story
grids/ ‘Boxing-up’ grid
(Refer to Story-Type grids)
Introduce:
Vary long and short sentences:
Long sentences to add description
or information.
Short sentences for emphasis and
Introduce:
Prepositions
Next to by the side of
In front of during through
throughout because of
Introduce:
Colon before a list e.g.
What you need:
Ellipses to keep the
Consolidate:
Punctuation
 Finger spaces
 Letter
 Word

7. Plan opening around character(s),
setting, time of day andtype of
weather
Paragraphs to organise ideasinto
eachstory part
Extended vocabulary to
introduce 5 story parts:
Introduction –shouldinclude
detailed description of setting or
characters
Build-up –buildin some suspense
towards the problem or dilemma
Problem / Dilemma –include detail
of actions/ dialogue
Resolution - should link withthe
problem
Ending – clear ending shouldlink
back to the start, show how the
character is feeling, how the
character or situation has changed
from the beginning.
Non-Fiction
(Refer to Connectives and
Sentence Signposts document for
Introduction and Endings)
Introduce:
Secure use of planning tools:
e.g. Text map, washing line, ‘Boxing
–up’ grid, story grids
Paragraphs to organise ideas
arounda theme
Introduction
Develop hook to introduce and
tempt reader in e.g.
Who….? What….? Where….?
Why….? When….? How….?
Middle Section(s)
Group related ideas/factsinto
paragraphs
Subheadingsto introduce sections
/ paragraphs
Topic sentencesto introduce
paragraphs
making key points e.g.
Sam wasreally unhappy.
Visit the farm now.
Embellished simple sentences:
Adverb starters to add detail
e.g.
Carefully, she crawledalong the
floor of the cave….
Amazingly, small insectscan….
Adverbial phrases used as a
‘where’, ‘when’ or ‘how’ starter
(fronted adverbials)
A few days ago, we discovered a
hidden box.
At the back of the eye, is the
retina.
In a strange way, he lookedat
me.
Prepositional phrases to place
the action: on the mat; behind
the tree, in the air
Compound sentences
(Coordination)
using connectives:
and/ or / but / so / for /nor / yet
(coordinating conjunctions)
Develop complex sentences
(Subordination) withrange of
subordinating conjunctions
(See Connectives and Sentence
Signposts doc.)
-‘ing’ clauses as starters e.g.
Sighing, the boy finishedhis
homework.
Grunting, the pig lay down to sleep.
Drop in a relative clause using:
who/whom/which/whose/
that e.g.
The girl, whom I remember,
had long black hair.
The boy, whose name isGeorge,
thinks he is very brave.
The Clifton Suspension bridge,
Powerful verbs
e.g. stare, tremble, slither
Boastful Language
e.g. magnificent, unbelievable,
exciting!
More specific / technical
vocabulary to add detail
e.g.
A few dragonsof this variety
can breathe on any creature
and turn it to stone
immediately.
Drops of rain poundedon the
corrugated, tin roof.
Nouns formed from prefixes
e.g. auto… super…anti…
Word Families based on
common words
e.g. teacher –teach,
beauty – beautiful
Use of determiners a or an
according to whether next
word begins with a vowel
e.g. a rock, an open box
reader hanging on
Secure use of
inverted commas for
direct speech
Use of commas after
fronted adverbials
(e.g. Later that day, I
heard the bad news.)
 Sentence
 Statement
question
exclamation
Command
 Full stops
 Capital letter
 Question mark
 Exclamation mark
 Speech bubble
 ‘Speech marks’
 Bullet points
 Apostrophe (contractions only)
 Commas for sentence of 3
- description
Singular/ plural
Suffix
Adjective / noun / Noun phrases Verb / adverb
Bossy verbs
Tense (past, present, future)
Connective
Generalisers
Alliteration
Simile – ‘as’/ ‘like’
Introduce:
 Word family
 Conjunction
 Adverb
 Preposition
 Direct speech
 Inverted commas
 Prefix
 Consonant/Vowel
 Clause
 Subordinate clause
 Determiner
 Synonyms
 Relative clause
 Relative pronoun
 Imperative
 Colon for instructions

8. Lists of steps to be taken
Bullet pointsfor facts
Flow diagram
Develop Ending
Personal response
Extra information / reminderse.g.
Information boxes/ Five Amazing
Facts Wow
comment
Use of the perfect form of
verbs to mark relationships of
time and cause e.g. I have
written it down so I can check
what it said. Use of present
perfect instead of simple past.
He has left his hat behind, as
opposedto He left his hat behind.
which wasfinished in 1864,isa
popular tourist attraction.
Sentence of 3 for description
e.g.
The cottage wasalmost invisible,
hiding under a thick layer of snow
and glistening in the sunlight.
Rainbow dragonsare covered
with many different coloured
scales, have enormous, redeyes
and swim on the surface of the
water.
Pattern of 3 for persuasion e.g.
Visit, Swim, Enjoy!
Topic sentences to introduce
non-fiction paragraphs e.g.
Dragonsare foundacrossthe
world.
Dialogue –powerful speech verb
e.g. “Hello,” she whispered.
SPEAKING AND
LISTENING
SL3 – EXPLANATION
listen andrespond appropriately
to adults and their peers
use relevantstrategies to build
their vocabulary
give well-structured descriptions,
explanationsandnarrativesfor
differentpurposes, including for
expressing feelings
gain, maintainandmonitor the
interest of the listener(s)
SL4 – REASONING
ask relevantquestions
to extend their
understanding and
knowledge
use spoken language to
develop understanding
through speculating,
hypothesising,
imaginingandexploring
ideas
SL6 –
PERSUASION
articulate and justify
answers, arguments
and opinions
select anduse
appropriate registers
for effective
communication.
SL2 – DISCUSSION
participate in discussions,
presentations,
performances, role play,
improvisations and
debates
maintain attention and
participate actively in
collaborative
conversations, staying on
topic and initiating and
responding to comments
SL1 –
INSTRUCTIONS
speak audibly and
fluently with an
increasing commandof
Standard English
SL5 – NEGOTIATION
consider andevaluate different
viewpoints, attending to and
building on the contributions of
others
HANDWRITING
Write legibly, fluently andwith increasing speedby:
 Use diagonal andhorizontal strokesthat are neededto join letters and understand whichletters, when adjacent to one another, are best left unjoined
 Increase the legibility, consistence andquality of their handwriting (e.g. ensuring thatthe down strokes are parallel andequidistant: that the linesof writing are spaced
sufficiently so that the ascendersand descenders of letters do not touch)
 Pupilsshouldbe using joinedhandwriting throughouttheir independentwriting. Handwritingshouldcontinue to be taught, with the aimof increasing the fluency withwhich

9. pupilsare able to write down what they wantto say. This, in turn, will support their composition andspelling.
ASSESSMENTS
See separate
assessment
schedule
Reading Comprehension Running
Records
Statutory spelling test
Assertive mentoring spelling test
Levelled Writing
See separate assessment
schedule for additional detail
Reading Comprehension
Running Records
Statutory spelling test
Assertive mentoring
spelling test
Levelled Writing
See separate
assessment schedule
for additional detail
Reading Comprehension
Running Records
Statutory spelling test
Assertive mentoring
spelling test
Levelled Writing
See separate
assessment schedule
for additional detail
Reading Comprehension
Running Records
Statutory spelling test
Assertive mentoring
spelling test
Levelled Writing
See separate assessment
schedule for additional
detail
Reading Comprehension
Running Records
Statutory spelling test
Assertive mentoring
spelling test
Levelled Writing
See separate
assessment schedule for
additional detail
Reading Comprehension Running
Records
Statutory spelling test
Assertive mentoring spelling
test
Levelled Writing
See separate assessment
schedule for additional detail

10. Writing Purposes
PERSUADE Formal letters Advertisements
Leaflets/ flyer/
pamphlet
Speeches
Balanced
arguments
Radio advert Book blurb Discussion Debate
INFORM/
EXPLAIN
Explanations Instructions News Reports Non-Chronological Reports
Encyclopaedia entry List of rules Interview Leaflet
Technical manual Recipe Review / sports review Information (eg history link)
Science investigation Directions / route planner Recount (report)
Technical instructions Article/ Magazine article
Eyewitness report
ENTERTAIN
Narrative Recount Poetry Descriptive Writing Play Script
Traditional Tale
Letter Free Verse (inc. Conversation,
Monologue, List Poems)
Fantasy Adventure
Postcard Visual Poems (Calligrams, Shape,
Concrete)
Story with patterned language
Personal diary entry Structured Poems(cinquain, quatrain,
couplets, rap, limerick, kennings,
haiku, tanka, renga, ballads, question
and answer poems)
Stories with familiar settings
Retell event
Myths
Biography
Legends Autobiography
Fables
Stories from other cultures
Adventure
Mystery
Issue / dilemma
 Wantedposter
 Diary entry of character
 Eyewitnessaccountas
character
Imaginary world / Sci-fi
Flashback/
Flashforwards

11. Literacy Genresto be coveredin eachyear group (2015-2016)
This year note the term you have covered each genre and if its linked to a topic note which one it related to. Remember you w ill cover these genres more
than once in some instances, put the dates for both (e.g. if you covered report writing in autumn 1 in literacy and then again in Spring 2 in science note both
dates). I will collect the sheets each half term and use them to update the literacy long term plans throughout the year, thi s gives you flexibility to cover all
your years genres at a time best suited to the needs of your class and next year they will all be included and typed up on a plan that suits you. Please also
remember to annotate your long-term plans as well. I will collect a copy at the end of each term.
Red = Fiction Texts Blue = Non-fiction Texts Green = Poetry
Year Group Fiction Term covered Non-Fiction Term covered Poetry Term covered
3 Storiesfrom familiar settings
Myths andLegends
Adventure and mystery
Dialogue andPlays
Character descriptions
Setting descriptions
Instruction leaflet
Information Texts
Authors Letters/Informal & formal
Information Texts
Reports
Chronological reports
Recounts
Biography
Directions/route planner
Poems to perform
Shape poetry andcalligrams
Language play
Limmericks
Remember the coverage isnotexclusive to literacy lessons andare to be incorporated into your topic areas/creative curriculum.