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## Teaching literacy and mathematics in Y3

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**Teaching literacy and mathematics in Y3**Session 1: Introduction**External evaluations of the NLNS:**• significant impact on standards and quality of teaching; • clear structure to lessons; • clear role for teaching assistants; • positive impact on pupils’ confidence, enjoyment and involvement; • more direct teaching across all subjects; • higher expectations. 1.1**Objectives**• To identify key aspects of English and mathematics for teaching and learning in Y3. • To consider the entry levels of children in Y3 and expectations for the end of the year and beyond. • To set the context for the course overall. 1.2**Key areas of learning in Y3:**Mathematics • ordering numbers; • counting on and back; • partitioning and recombining; • addition and subtraction facts for all numbers up to 20; • understanding the four operations; • problem solving. continues … 1.3**Key areas of learning in Y3:**Literacy Word level: • applying phonic knowledge in reading and spelling; • using a range of strategies to tackle the spelling of unfamiliar words. Sentence level: • reading aloud with intonation and expression; • writing and punctuating simple and compound sentences; • using varied vocabulary for effect; • using tense consistently. continues … 1.3a**Key areas of learning in Y3:**Literacy Text level: • sustaining silent reading; • identifying main themes and ideas and making reference to the text; • writing a range of narrative and non-fiction with appropriate use of language and structure; • making adaptations and corrections to improve own writing. 1.3b**Progress data KS1 – KS2**2002 KS2 English 2002 KS2 Mathematics 3 4 5 3 4 5 1 49% 48% 2C 30% 32% 2B 12% 70% 18% 16% 65% 18% 2A 2% 53% 44% 5% 54% 41% 3 1998 KS1 Av Level 1.4a**Progress data KS1 – KS2**2002 KS2 English 2002 KS2 Mathematics 3 4 5 3 4 5 1 49% 48% 2C 30% 32% 2B 12% 70% 18% 16% 65% 18% 2A 2% 53% 44% 5% 54% 41% 3 2% 37% 3% 35% 1998 KS1 Av Level 57% 61% 9% 7% 1% 0% 24% 28% 76% 69% 1.4b**Discussion points:**• What do children need to know and do to tackle these objectives well? • What key areas of knowledge, skills and understanding need to be in place in Y3 in order to secure progression towards these end of KS2 expectations? 1.5**13. The writer uses words like prancing, plunging and**galloping to describe the waves. What does this tell you about them? 1.6**grams**Here is a scale which shows the weight of a letter. How much does the letter weigh? 1.7**The principles of learning and teaching**• Ensure every child succeeds: provide an inclusive education within a culture of high expectations. • Build on what learners already know: structure and pace teaching so that children know what is to be learned and how. • Make learning vivid and real: develop understanding through enquiry, e-learning and group problem solving. continues … 1.8**The principles of learning and teaching**• Make learning an enjoyable and challenging experience: stimulate learning through matching teaching techniques and strategies to a range of learning styles. • Enrich the learning experience: infuse learning skills across the curriculum. • Promote assessment for learning: make children partners in their learning. 1.8a**Key messages**• Identify key areas of learning in English and mathematics. • Recognise and build on prior attainment in Y3. • Set clear expectations for progress in Y3. 1.9**Teaching literacy and mathematics in Y3**Session 2: Literacy – Planning for children’s learning through a unit of work in Year 3**Objectives**• To examine the selection of objectives and the teaching sequence within a planned Y3 unit of work. • To consider how children’s understanding of narrative structures is developed and extended through the unit. • To consider how children’s understanding is extended through the use of questions and alternatives to questions. 2.1**Effective medium-term planning:**• assembles text, sentence and word level objectives into a coherent unit; • includes all objectives from the NLS Framework, recognising that some word and sentence level objectives will be taught discretely and some will be integrated into the theme of the unit; • indicates texts to be studied and pupil outcomes; • indicates related speaking and listening emphases; • provides links into the rest of the curriculum; • assumes the teacher will be reading to the class on a regular basis. 2.2**Effective short-term planning:**• is led by objectives; • represents teaching and learning on the basis of the two overarching concepts: analysis and application; • contains a teaching sequence that leads clearly from objectives to outcome; • includes all elements of the literacy hour, adjusted in order to teach the objectives most effectively; • indicates the role of additional adults; • includes differentiated tasks; • assumes that children will be reading and writing at other times of the day and at home. 2.3**Key aspects of whole-class teaching**• engages children in active learning; • is organised to meet objectives; • builds on children’s existing skills; • uses a variety of teaching strategies; • makes appropriate use of ICT to enhance teaching and learning; • includes aspects of day to day assessment; • provides for different learning styles; • leads to independent learning. 2.4**Reading workshops**The following activities are included in the workshops: • independent re-reading of familiar texts; • independent reading of texts of children’s own choice; • preparation for guided reading sessions; • independent reading, following on from a guided reading session; • individual, paired or group reading; • text, sentence or word level activities as follow-up tasks to guided reading; • a plenary session which focuses on independent work. These sessions are planned and a clear role for the teaching assistant is identified. 2.5**Key messages**• Ensure that medium- and short-term plans meet the criteria for effective planning. • Provide a ‘broad and balanced’ reading curriculum. • Use a range of interactive strategies during shared reading. • Make teaching vivid and real. 2.6**Teaching literacy and mathematics in Y3**Session 3: Mathematics – Strengthening teaching and learning in key areas of mathematics in Year 3**Strengthening the teaching andlearning of key ideas in**mathematics Objectives • To familiarise teachers with the key areas of mathematics that we have identified and where these are located in the Framework. • To highlight the importance of models and images in helping children to understand mathematics. 3.1**The key areas identified are:**• ordering numbers; • counting on and back; • partitioning and recombining; • addition and subtraction facts within 20; • understanding the four operations; • problem solving. Materials include: • Models and images charts; • Interactive Teaching Programs (ITPs); • Selected Unit Plans; • Support sessions. 3.2**understand**models with images remember do 3.3**Interactive teaching programs (ITPs)**• These are designed to help teachers develop children’s understanding of key concepts in a way that would be difficult/inefficient to do without ICT. place valuefacts within 20 ordering numberscounting on and back groupingdifference 3.4**Models and images**Discuss and then make a list of which models and images: • might be suitable for use with the whole class; • are suitable for children in your class who are struggling to understand the mathematics. 3.5**Potential difficulties**Discuss: • which are most common in your experience and therefore important to prevent when first teaching this aspect of mathematics; • which images and models could help children to avoid or resolve these difficulties. 3.6**Key messages**• Children need to have a sound understanding of the number system, the four operations and know addition and subtraction facts of numbers to 20. • Using models and images when teaching mathematics provides children with the understanding they need to do mathematics and remember it. • Giving children an understanding of models and images that relate to number lines means they can use this securely in their later learning. 3.7**Teaching literacy and mathematics in Y3**Session 4: Mathematics – Developing children’s reasoning and problem-solving skills**Developing children’s reasoning and problem solving skills**Objectives • To look at how questions can be incorporated into ‘everyday’ teaching to develop children’s mathematical thinking and reasoning skills. • To consider a classification of problem solving skills to be taught. 4.1**Additional questions when adding any four single-digit**numbers • What could be the biggest possible answer when adding any four single-digit numbers together? And the smallest? • If the four numbers include a pair of numbers with a total of 10, what would be the biggest possible answer? And the smallest? 4.2**Sorts of problems include:**• word problems (single and multi-step); • finding all possibilities; • logic puzzles; • finding rules and describing patterns; • diagram problems and visual puzzles. Sources: • Mathematical challenges for able pupils in Key Stages in 1 and 2; • The Framework for teaching mathematics, particularly section 5 pages 62 – 71. 4.3**Finding all possibilities**• Have a system for finding the possibilities, e.g. start with the smallest number. • Check for repeats. • Know when all possibilities have been found. • Organise the recording of possibilities, e.g. in an ordered list or table. 4.4**Logic problems**• Identify the given facts and prioritise them. • Look for any relationships and patterns in the information given. • Use one piece of information in the problem and see what effect it has. • Choose and use a recording system to organise the given information. • Check that the answer meets all the criteria. 4.5**Diagram problems and visual problems**• Identify the given information and represent it in another way. • Use a systematic approach to solve the problem and a way of recording if necessary. • Use drawings or annotations to help. • Visualise the problem using familiar shapes or patterns • Try other possibilities to check the solution. 4.6**Describing rules and finding patterns**• Decide on the information you need to describe and continue the pattern. • Give examples that match a given statement and ones which don’t. • Describe a rule of a pattern or relationship in words or pictures. • Predict the next few terms in a sequence to test the rule. • Use a rule to decide whether a given number will be in the sequence or not. 4.7**Key messages**• Planned questions can be incorporated into ‘everyday’ teaching to develop children’s mathematical thinking and reasoning skills. • A classification of types of problems can help teachers to identify the strategies which need to be taught. 4.8**Teaching literacy and mathematics in Y3**Session 6: Literacy – Teaching phonics and spelling in Year 3**Objectives**• To establish the expectations for phonics and spelling in Y3. • To identify the key aspects of the spelling curriculum in Y3. • To consider strategies for the effective teaching and learning of phonics and spelling in Y3. 6.1**He gratedsome cheese**over his omelette. 6.2**Children should hear six phonemes in the word.**• They should know the word is past tense therefore the stem word is grate and it should have ‘ed’ on the end, even though the phonemes are /i/d/. • They should know the regular correspondences for /g/ and /r/. • They should know that the common possibilities for the /ae/ phoneme are ‘ai’ and ‘a-e’ but that the most common preceding /t/ is ‘ate’. • However, they may know the spelling for ‘great’ which could interfere with the correct spelling of ‘grated’. 6.3**They always enjoyed theirtrips to the seaside.**A strange and beautiful bird hopped up to my door step. 6.4**their**• know which form of the word is being used here (belonging to them); • know that ‘their’ is semantically related to ‘them’ and ‘they’ and shares the first three letters t-h-e. seaside • know that there are two syllables – the first syllable has two phonemes and the second has three; • know the possible digraphs for /ee/ phoneme and that this word is spelt differently from ‘see’; • know the different common spellings of /ie/ and that as it is not the last phoneme it is unlikely to be ‘y’ or ‘ie’. continues … 6.5**beautiful**• know that the word ‘beau’ means beautiful in French and that ‘eau’ has been imported into English; • know that, when adding the suffix ’ful’ to a base word ending in consonant + ‘y’ , the ‘y’ will change to ‘i’. hopped • know that, when building on a single syllable word with a short vowel before the last consonant, you need to double the final consonant. 6.5a**The spelling curriculum in Year 3 –four key aspects:**• learning spelling conventions; • learning spelling strategies; • practice; • application (including proofreading). 6.6**Conventions in Y3**• phonemic: • syllables (including compound words) • long vowel phonemes • unusual representations of consonant phonemes, e.g. silent letters; • morphemic: • the effect of adding prefixes and suffixes • inflections • compound words; • etymology: • the origin/history of words; • apostrophe for omission. 6.7**Key messages**• Have high expectations for progress. • Ensure planned time for focused teaching, independent practice/application and assessment for learning. • Promote children’s independence. 6.8**Teaching literacy and mathematics in Y3**Session 7: Literacy – Writing in the literacy hour**Objectives**• To track how the sequence of development from reading into writing is structured in the planning of the unit. • To identify how skills for writing are developed and applied within a unit of work. • To consider the place and purpose of guided writing. 7.1