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Please find, on this page, the core areas of Literacy which are covered each week in P3. Each section below will contain an activity to be completed weekly. The activities can either be accessed here or will be found in booklets which have been sent home.  


These resources follow the schemes of work covered in P3. If you wish to extend your child's learning please do so based on the content covered on this site. 


You will find support materials to guide your instruction in the Helpful Resources section of the P3 site. 


Many Thanks, 

S. Black and L. Neill 

Daily Grammar

Daily Grammar Booklets are a helpful resource to revise and refresh grammar skills.

Children should complete 1 column per day (Monday - Thursday) in their Daily Grammar Booklet.


This week:

G1 – aw/au

G2 – fl/pl

G3 - ip


*See Spelling Guidance Sheet for more information* 


Monday – Discuss sound and highlight representations. Say the words out loud as you go


Tuesday – Choose 6 spelling words and write them in bubble writing, for reinforcement 


Wednesday – Choose 6 different spelling words and write them in pyramid form, for reinforcement


Thursday – Choose 6 of the words that you have found tricky from this week’s spellings and write them in rainbow colours, for reinforcement 


Friday – Test spelling words for this booklet

High Frequency Words

G1 - These booklets cover subject words; colours, numbers, days of the week and months of the year. 

Children should complete 1 page per day (Mon - Thurs) in HFW Booklets.


G2 and G3  – This booklet covers commonly used high frequency words.

Children should complete the 3 related pages over the course of the week. 


This week you should cover:

Group 1:






Group 2:

Session 5

(again, another, back, boy, because, been, brother, by, call) 


This Week: 

Complete page 19 – Tall Letters 2


Ensure writing is neat and on the line. 

Does your handwriting look the same as the example?

Try your best!  


Handwriting Tips:

1. Use a sharp pencil 

2. Practise letter formation with your 'Magic Finger' before you form your letters on paper 

3. Trace over the letter or word before you try your own formation 

4. Take your time and be as neat as possible 


This Week: 

How bicycles have changed 


We will complete 1 comprehension activity per week. 

Children should read over the short text and endeavour to answer questions as fully and independently as possible. If your child finds reading the given text difficult, we would encourage you to read it aloud for them. Answers should be written, where possible, in full sentences. 

Please remember:

  • Capital letters at the beginning of each sentence
  • Full stops at the end of each sentence 
  • Finger spaces between words
  • To check your work – have you left anything out? Does your sentence make sense? 



Plurals (adding es) 

This week we are moving on to plural rule 2: adding es. We add ‘es’ to nouns which end in sh, ch, ss, s, x and z.

Reiterate to your child that this applies to word ending only as they may try to add ‘es’ to words which contain these sounds rather than end on them. Have a think with your child and see if you can think of a word/words which end in each of these sounds. 


The ‘Plurals – es’ PowerPoint is very informative so please spend 10/15 minutes talking through each step with your child. There are plenty of examples and games within it which help to reinforce this plural rule. 

Within the PowerPoint there are sorting an matching games which are great for reinforcement. 


(can be printed and completed or can be written into purple Literacy Classwork Books)

Part 1

The first part of the activity asks the children to draw 1 more of each object into the box and then to write the plural noun. Encourage your child to use the while box for their drawing and to include the details as shown on the example picture. 

They can then write out the singular word, look at the word ending and decide if they need to add ‘s’ or ‘es’ to form the plural.


Part 2 

The second part asks them to write the plural noun for the objects given. Again, they should write out the singular, look at the word ending and then decide which plural ending to use. Encourage your child to use their phonics to sound out the spelling of each word. 

Independent/Creative Writing

Plural Poem 


Read again through the plurals powerpoint, reinforcing the 2 plural rules (adding ‘s’ or ‘es’) as you go. 

Then, take a look at slide 9; the poem about the old lady. 


This week children will create their own version of this poem by inserting words of their own choice, which are to be different than the words used in the version in the PowerPoint. 


The animals should go in either increasing or decreasing size order.   

When the chosen animal words have been inserted, children should write their whole poem out in the space provided paying particular attention to handwriting (letter size) and spelling of familiar and unfamiliar words. 


Children, once finished, take a photo or a video of you and your poem and send it to your teacher. :) 


Throughout this time away from school, your child should be reading a variety of fiction and non-fiction books.  You may have access to a good selection of books at home or perhaps you might need to visit the library, for as long as it remains open.



Should you require more books, you can download the Libby library app with which to avail of many online and audio books which may be of interest to your child.  This service is free of charge, all you need is the number from your library card. 


Oxford Owl 

Oxford Owl is a website which offers a range of free ebooks which are levelled accordingly. 

Your child can access a range of fiction and non fiction books.    



A website which specialises in reading and phonics. Choose from a range of fiction and non fiction ebooks to keep your child engaged in reading. 



From the creators of Accelerated Reading, this website is a fantastic resource. Thousands of books available for all age ranges, fiction and non fiction. Click on ‘search’ and choose the age level appropriate to your child. Get reading!