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3 English

Week 1 - Writing to instruct

In our DT lesson this week we will have a go at making our own porridge

The honey we invented last week would be really useful to put on the top of it!


Lesson 1 - Instructions (Making Scottish Shortbread)

What are we learning to do?

  • Identify the features of non-fiction texts. 

Watch the lesson on the website below. 

Activity 1 - Read the instructions together and highlight the features. 

Activity 2 - Find and label the following. You could colour code them. 

  • Title (Shortbread Biscuits)
  • Subheadings (Ingredients, Method, Equipment)
  • Imperative verbs (Bossy words) (heat, beat, stir, turn, roll, cut, sprinkle, bake, set aside, chill)
  • Numbers to order the steps. (1, 2, 3, 4, 5, 6)



Lesson 2 - Imperative verbs (bossy words)


What are we learning to do?

  • Understand what imperative verbs are (bossy verbs)
  • Write sentences starting with a capital letter and ending a full stop. 
  • Use finger spaces. 
  • Read our work back to check it makes sense. 

Imperative Verbs Lesson

Sing the 'Imperative Verbs Song'

Activity 1 - Write sentences about porridge using a selection of imperative verbs. 




Lesson 3 - Using the prefix un


What are we learning to do?

  • Add the pre-fix un to words
  • Understand that a pre-fix goes at the front of a word and changes the meaning of that word. 
  • Understand that 'un' means 'not' or 'the opposite'. e.g. unkind = not kind, e.g. untie = the opposite of tie. 


Watch the clip about using the prefix un

Activity 1 - Write a sentence using the word -un

Activity 2 - Colour the pre-fix un in each of the words

(There will be a printed copy of this activity in your pack)

Lesson 4 - Say your instructions ready for making porridge this afternoon. 


What are we learning to do?

  • participate in a presentation
  • present a well structured set of instructions
  • speak audibly and fluently with an increasing command of Standard English
  • gain, maintain and monitor the interest of the listener(s) and add expression to keep the reader interested. 

Watch a clip of a child presenting their porridge instructions and presenting their steps aloud

Choose a basic recipe you will use this afternoon from our DT page or pick one of your own if you have a special diet. 

Activity 1 - Say aloud what you will write for each step. 

  • Your child might find it helpful to act out making porridge with the items you will be using. 
  • Your child might need you to model saying the step out loud and then hand over to them to repeat it back or act it out in the same way. "1. Get a large bowl and put it on the worktop"
  • Encourage them to say their instruction aloud before they move onto the next step. 

Pictures of each step you can use to say your instructions if you do not have the ingredients or means to make porridge today. 

Lesson 5 - Write your instructions ready for your DT lesson


What am I learning to do?

  • Say out loud what I am going to write about. 
  • Compose a sentence orally before writing it.
  • Sequence sentences to write a short set of instructions.
  • Re-read what I have been written to check it makes sense. 


What do I need to include in my instructions?

  • a title (How to make porridge or something similar)
  • subheadings (method, equipment, ingredients)
  • a number next to each step.  - etc
  • finger spaces.  
  • an imperative verb to start each step - Cut, Put, Stir, Mix, Heat etc. 
  • a capital letter to start each sentence.
  • a full stop to end each sentence.


Activity 1 - Use your Phonics to sound out a list of ingredients. 


Activity 2 - Use your Phonics to sound out a list of equipment you will use. 


Activity 3 - Write a bossy sentence for each step to explain what to do. 


Challenge - Can you include any Scottish traditions in your instructions. 

e.g. Stir your porridge with a spurtle. e.g. Make sure you eat it stood up. 


Click the link below to look back at the facts you learnt in DT. 

Worksheets for today

Week 2 - Learning about Postcards

Lesson 1 - Look at the features of a postcard. What a postcard must have?



What are we learning to do?

  • Identify the features of postcards

  • Read contracted words (e.g. can't, I'm, I'll, didn't - words shortened with the apostrophe)

Watch someone writing a holiday postcard on holiday

How to write a Postcard

What needs to go on a postcard?

You will notice that some postcards have contracted words in them.

As readers we need to learn how to say them out loud. Read the postcard together and explain to your child how to say the words in green. Then explain what they mean in full e.g. we're means we are.


Contractions for children - Year 1


Worksheet for today

Lesson 2 -Writing questions and punctuate them with a question mark. 


What are we learning to do?

  • beginning to punctuate sentences using a capital letter and a full stop, question mark
  • spell words with the 'wh' digraph. 
  • start questions with a capital letter. 


Learn about question marks with Mr Thorne

Question Mark Song - A fun kids song all about question marks.

Writing task - Write 2-3 questions you could ask the person you are writing your postcard for.


Steps to success

1. Say your question 3 times aloud until you are confident you know what you will write. 

2. Say the first word and write it down with a capital letter to begin. 

3. Sound out the remaining words leaving a finger space between each one. 

4. End with a question mark. 

What kinds of things could I write about in my questions?

  • weather 
  • what they have done
  • ask about how they are
  • ask about where they are
  • ask about their interests e.g. if you have told them about the best animal you saw, ask them what their favourite is. 
  • ask them if they have been to any of the places you have visited. 



Lesson 3 - Days of the week and joining with and. 

What are we learning to do?

  • spell the days of the week.
  • use capital letters for days of the week.
  • form capital letters. 
  • use the joining word 'and'


Days of the week spelling practice - You will need a sheet of paper and a pen

Spell the days of the week - Clap the syllables to break up the words.

Not Wednesday has 2 syllables but when spelling this word it might be more helpful to use the method in the previous video - Wed-nes-day

 Can you find the days of the week in the postcard?

Writing Task - Write a postcard using days of the week. 

Steps to success

1. Highlight/Find the days of the week in the postcard. 

2. Invent a sentence for each day of the week on your postcard. Can you think of 5 different things you did on your travels? It could be places you went or things you saw. 

3. Write in the past tense because we are writing about things we have already done. 

4. Write one sentence about the weekend. Choose 2 things you did. Join your ideas with 'and'



End with a sentence about what you plan to do tomorrow. Use "I will ...", "I'll", "I am going to" or "I'm going to ..." 




Lesson 4 - Use of the suffix er and est. 


What are we learning to do?

  • using –er and –est where no change is needed in the spelling of root words. 


Learning about the -er suffix

What happens when you add the suffix "er" to the end of adverbs and adjectives? See if you can figure it out.

Let's learn more ready for out task.

Writing Task 


Change the root words by adding er or est in the table. 


Challenge - Can you complete the postcard using your new skills?


Lesson 5 - Write a postcard to the giant about your visit to Ireland

What am I learning to do?

  • Use the features of a postcard. 
  • Write in sentences 
  • Start with a capital letter and end with a full stop. 
  • Use finger spaces between words. 


What to do

1. Start your postcard with a greeting. e.g. Dear Giant,

2. On the next line down tell him/her that you are on holiday and tell him which country you are in. 

3. Look at the different places you can visit in Ireland and the things you might see or do.  

4. Write a few sentences about the things you have done this week. Try to spell the days of the week yourself. 

5. Can you include an er or est words in your work

6. Can you join 2 of your ideas with 'and'?

7. Close your postcard with 'See you soon', 'Love from' or 'Bye for now'. 

8. Write your name or signature. 


Storytime - Finish the session by listening to the story if Finn MacCool

How does the storyteller grab your attention?
How does the he keep you interested?
What kind of voice/voices does he use?
Does he read with expression?
What kinds of movements and gestures does he use as he tells the story?
Are there short pauses so you can think about the words he has said?