Year Three

  • This is a suggested sequence of lessons only. Once a lesson objective has been taught, the skill/concept needs to be revised regularly and embedded into curriculum content. Sentence-level writing is best taught in the context of student writing, and curriculum content drives the rigor of the writing activities.

    All lessons are in PowerPoint format so they can be edited and expanded upon. We find the best opportunity to embed the skill/concept into curriculum content is during the ‘You Do’ phase of a lesson.

    Depending on the skill & conceptual knowledge of your students, you may wish to use lessons from earlier grades.

    Remember: The Writing Revolution sentence strategies should be continually revised and embedded into content after teaching them explicitly.

Download the Year 3-6 Sentence Punctuation Posters here

Lessons:

Term 1

Categorise verbs as action, occurrence or state.

Correct the verb based on subject and tense (subject-verb agreement).

Use an apostrophe within a word contraction. E.g. should + not = shouldn’t (moved up from Term 2)

Identify the subject and verb within a sentence and convert fragments to sentences. TWR strategy

Identify 4 sentence types and write a sentence for each type for an image or topic. TWR strategy

Upgrade verbs- use action and speaking verbs within a sentence.

Identify and define mental verbs, and use within a sentence.

Use -ing verb sentence starters. E.g. Sighing, the boy walked to his bedroom.

Term 2

Expand sentences using adverbs of manner (how), place (where), and time (when).

Expand simple sentences - who/what? when? where? why? how? TWR strategy

Identify coordinating conjunctions. Complete sentence stems using a coordinating conjunction to form compound sentences (focus on but, so, or, and).

Combine 2-3 short, declarative sentences using a coordinating conjunctions. E.g. Lucy walked to the shop. Lucy's car broke down. Lucy’s car broke down, so she walked to the shops. TWR strategy

Identify and define complex sentences and subordinating conjunctions

Complete sentence stems starting with a subordinating conjunction to form a complex sentence. TWR strategy

Term 3

Combine sentences using subordinating conjunctions to form complex sentences. TWR strategy

Identify appositives in sentences and match appositives to nouns/noun phrases. TWR strategy

Combine two sentences using an appositive. TWR strategy

Identify and use reflexive pronouns within a sentence (e.g. ourselves, myself, yourself, herself).

Use quotation marks to punctuate direct speech / dialogue.

Term 4- will be completed by October 2023

Edit sentences in past, present and future tense

Identify and define mental verbs, and use within a sentence (NOW MOVED TO TERM ONE, YEAR 3)

Use the determiners an, a (articles) within sentences. E.g. the horse vs. a horse, an apple.

Identify and use determiners: articles (the, an, a), possessive adjective (his, her, their), and demonstratives (this, that, those, these).

Order adjectives by determiner, observation, size, shape, colour (use a maximum of 3 adjectives to describe any noun). E.g. the peculiar little blue lamp...