Unit 1 Simple, compound and adverbial complex sentences Unit 2 Into the Forest by Anthony Browne Unit 3 Speech first punctuation and apostrophes Unit 4 Writing -ed and -ing suffixes Unit 5 The Man on the Moon - Narrative Writing Unit 6 Prefixes, homonyms and homophones Unit 7 The Firework Maker's Daughter by Phillip Pullman Unit 8 Monster Pizza - Instructions Unit 9 Healthy Food - Persuasive writing Unit 10 King of the Sky by Nicola Davies Unit 11 The Day the Crayons Quit - Persuasive writing Unit 12 Aladdin - Narrative Writing Unit 13 Developing reading preferences in year 3 Unit 14 'Mulan': reading Unit 15 How Bees make Honey - Explanation writing Unit 16 The Portia Spider: non-chronological report Unit 17 Poet focus: Joseph Coelho Unit 18 'The Man on the Moon': narrative writing Unit 19 'Swallow's Kiss': book club Unit 20 'The Pebble in my Pocket': reading Unit 21 'The Moon Dragons': reading Unit 22 'The Iron Man': reading Unit 23 'The Iron Man': narrative writing Unit 24 How Bees Make Honey: explanation text Unit 25 'Anansi and the Antelope Baby': reading Unit 26 'The Journey': diary writing Unit 27 'The Sheep Pig': reading Unit 28 'Marcy and the Riddle of the Sphinx': book club Unit 29 Healthy Lifestyle: non-chronological report Unit 30 'Rushing Rivers': reading Unit 31 Mummification: explanation text Unit 32 'The Firework Maker's Daughter': reading and diary writing Unit 33 'The Firework Maker's Daughter': reading and narrative writing Unit 35 Poetry inspired by big and small objects: understanding form Unit 36 'Varjak Paw': book club Unit 37 The Stone Age: non-chronological report Unit 38 'The Day the Crayons Quit': reading and writing persuasive letters
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Komentar
10 Komentar
I can read aloud a persuasive letter using expression.
I can edit my own and my peer's persuasive letters.
I can write the second paragraph of a persuasive letter.
I can write the first paragraph of a persuasive letter.
I can plan the main paragraphs of a persuasive letter.
I can identify the layout and linguistic features of a persuasive letter.
I can understand the reasons that the different characters write a letter in ‘The Day the Crayons Quit’ by exploring their emotions.
I can engage with the plot of 'The Day the Crayons Quit'.
I can publish a non-chronological report about the Stone Age.
I can write the conclusion of a non-chronological report about the Stone Age.
