Read Write Count P3 Learning Opportunities Maps (accessible version)

I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 1-20a / LIT 2-20a

By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-26a

I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a / LIT 1-29a

• Collect some interesting natural objects from you local environment and decide how you would like to display them. Perhaps you could provide some information about the objects and create a map to show where they were found.
• Write an article for the Woodland News newspaper that you see in the book. What will you write about? What would the animals want to read about?
• The story ends with Red planting more trees for the animals to live in. What do you think will happen next? Write about the events that follow the end of the book and what happens to the animals.
• Little Red discovers there is lots of rubbish in the forest and not enough trees for the animals to thrive – what could you do to help? How you could share some information about these issues with others? For an additional activity: Perhaps you could find out more from writing a letter to a local recycling centre.

Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose. LIT 1-14a

• Think about what Red brings in her lunch box. Are there any clues in the book as to what the animals might like to eat for lunch? Use the worksheets to draw a different lunch for one of the animals, using the book and doing your own research.

I can describe, follow and record routes and journeys using signs, words and angles associated with direction and turning. MTH 1-17a

I can estimate the area of a shape by counting squares or other methods. MNU1-11b

Having explored fractions by taking part in practical activities, I can show my understanding of:: how a single item can be shared equally, the notation and vocabulary associated with fractions, where simple fractions lie on the number line. MNU 1-07a

• Red walks to the forest in the story. Can you take a walk or a bus to a local forest or park as a class? Write or describe the route you take including language such as left, right, straight ahead etc.
• In the story the animals live in one small patch of trees in a big city. Look at a map of your area, can you see any patches of trees? You could try putting tracing paper over the map and colour over the tree parts) then estimate how much of the area is woodland.
• Red splits her lunch with the animals. How how did she share it equally between them? Use a sandwich to explore whole, half and quarter and add them to a number line.

I can help to design experiments to find out what plants need in order to grow and develop. I can observe and record my findings and from what I have learned I can grow healthy plants in school. SCN 1-03a

• The animals live in a large tree. What type of trees are there in your local area? Can you collect some leaves and research what type they are, what seed do they start as and how long does it take them to grow?

I have used a range of ways to collect information and can sort it in a logical, organised and imaginative way using my own and others’ criteria. MNU1-20b

Using technology and other methods, I can display data simply, clearly and accurately by creating tables, charts and diagrams, using simple labelling and scale. MTH1-21a

• The forest is a local food source for the animals. Bring in food wrappers from home and sort them between those made locally and those from other countries. How many other ways can you sort the wrappers?
• Talk about how far your food travels to get to you. What foods travel the furthest? You could plot them on a world or local map and create food journeys to show global footprints.

I can create and present work using the visual elements of line, shape, form, colour, tone, pattern and texture. EXA 1-03a

I can create a range of visual information through observing and recording from my experiences across the curriculum. EXA 1-04a

• Make a tree rubbing then draw and cut out tree trunks from this to make your own forest picture.
• Red creates flyers about the lack of trees to hand out to members of her community. Design your own flyer about a topic that you would like to tell your local community about.

By investigating the range of foods available I can discuss how they contribute to a healthy diet. HWB 1-30a

• What foods could you find in a forest? Investigate what grows there and design a healthy dish containing one of the ingredients that you would like to eat.

I can describe and recreate the characteristics of my local environment by exploring the features of the landscape. SOC1-07a

• Draw and label a small map of your local area. Include any green areas and discuss the similarities between where you are and where Red lives.

I can work on my own or with others to demonstrate my understanding of words and phrases containing familiar language. MLAN 1-08b

• Many fairy tales originated in other languages and different countries. Pick a fairy tale of your choice or use Red Riding Hood for inspiration and compare some of the words from the original story.

I have investigated how whole numbers are constructed, can understand the importance of zero within the system and can use my knowledge to explain the link between a digit, its place and its value. MNU 1-02a

• Make a beastie battle style card for the octopus in the book using your knowledge of place value. How would it compare to the other creatures?

Using digital technologies responsibly I can access, retrieve and use information to support, enrich or extend learning in different contexts. TCH 1-02a

• Watch a live stream of animals in different settings e.g. penguins at Edinburgh Zoo. Can you write a diary entry for 'day in the life of a penguin'?

Using technology and other methods, I can display data simply, clearly and accurately by creating tables, charts and diagrams, using simple labelling and scale. MTH 1-21a

• The octopus does lots of different activities with the children in the town. What are your favourite activities to do? Can you create a class survey then show the results with a chart or graph?

While learning outdoors in differing weathers, I have described and recorded the weather, its effects and how it makes me feel and can relate my recordings to the seasons. SOC 0-12a

• Look at the page spread that shows all the seasons. Talk about when in the year we have each seasons in Scotland. Discuss what the weather is like during each season, do you eat different foods or wear different clothes?

By safely observing and recording the sun and moon at various times I can describe their patterns of movement and changes over time. I can relate these to the length of a day, a month and a year. SCN 1-06a

• The two pictures at the end are very similar except one is during daytime and one at night. What changes during the day?

When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more. LIT 1-09a

• The octopus plays lots of sports with his many arms. What sports do you think he would be best at? What are some others he could try? Think about the equipment that you need for different sports.

Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings. ENG 1-31a

• Look at all the ways the villagers play on the octopus's legs. Make a large 'classroom octopus' display and ask the children to draw a picture of themselves and add it to one of the legs. They could be swinging off it, sliding down it, skateboarding, fishing from it or anything they can imagine. Use your ideas to create a story.

I enjoy creating, choosing and accepting roles, using movement, expression and voice. EXA 1-12a

• Choose an animal from the book and imagine how you would act out the animal entering your classroom. How would they move, what would they sound like? Take turns to act as your animal – can your classmates guess which animal you are?

I enjoy creating, choosing and accepting roles, using movement, expression and voice. EXA 1-12a

• Everyone in the book has a role. If you look closely you’ll see that lots of the characters have jobs. Can you work in groups to role play some of the characters, using their jobs as inspiration?

I can describe some of the kinds of work that people do and I am finding out about the wider world of work. HWB 1-20a

I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. HWB1-10a

Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. HWB 1-13a

• Investigate some of the jobs that the people in the book have, like chef, fisherman, firefighter and teacher. Create a poster about one of the jobs that you think sounds the most fun.
• Octopus makes new friends when he arrives in town. How would you welcome them to your area? Could you create a welcome pack and show them the best things to do in your local area?
• Look closely at the Octopus' facial expressions in the book. Can you talk about how they might be feeling throughout the story? Would you feel the same or different?

I am developing an awareness of the ways in which followers of world religions celebrate different times of year and can relate these to my own life and community. RME 1-06b

• The Octopus dresses up for Christmas. What other festivals and celebrations are important to you throughout the year? Discuss the different traditions, such as decorations and food.

I can estimate how long or heavy an object is or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units. MNU 1-11a

• Choose a random object from your classroom or house, e.g. a pencil. Design a beastie that is the same length and weight as this object (use your tape measure to check the length and weigh the object or estimate its weight). Create a new Beastie Battle card for your creature. You can name the creature, choose how long it lives, design how it looks and decide what its special skill is.

I have investigated how whole numbers are constructed, can understand the importance of zero within the system and use my knowledge to explain the link between a digit, its place and its value. MNU -02a

I can compare, describe and how number relationships, using appropriate vocabulary and the symbols for equals, not equal to, less than and greater than. MTH 1-15a

Through exploring number patterns, I can recognise and continue simple number sequences and can explain the rule I have applied. MTH 1-13b

• Play the Beastie Battle game in pairs or in a small group (see instruction card in the pack).
• Make your own Beastie Battle card selecting values with varying numbers of digits and comparing these.
• Make up rules for a new game to play using the Beastie Battle cards.
• Play Guess Who with a partner, using two sets of cards. Each of you can choose an animal and the other person should ask questions like “do they weigh more than 5kg?” and “is their special skill lower than 10?” to help narrow down which animal it is. Whoever guesses correctly first is the winner!

I can estimate how long or heavy an object is, or what amount it holds , using everyday things as a guide, then measure or weigh it using appropriate instruments and units. MNU 1-11a

Through exploring number patterns, I can recognise and continue simple number sequences and can explain the rule I have applied. MTH 1-13b

• Use white chalk to mark in the playground your estimated length of 3 of the Beastie Battle creatures. Use coloured chalk and your tape measure to mark alongside your estimates the actual length of these creatures - and label them (e.g. midge/sheep/fox)
• In small groups, have everyone choose a Beastie Battle card and line up in order of length from longest to shortest. Ask your classmates questions to identify the correct order of the sequence. Try doing the same with a different category and without speaking for an extra challenge!

I enjoy creating, choosing and accepting roles, using movement, expression and voice. EXA 1-12a

Working in small groups, ask the children to each choose an animal from the Beastie Battle cards. Each child should be given time to think about the sounds and movements their chosen character might make. Each child, in turn, should act out sounds and movements to suggest their animal’s special skill. The rest of the group have to guess which animal it is.

I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a

• Choose a random object from your classroom or house, e.g., a pencil. Design a coastal creature that is the same length and weight as this object (use your tape measure to check the length and weigh the object or estimate its weight). Create a new Coastal Commotion card for your creature. You can name the creature, choose how long it lives, design how it looks and decide what its special skill is.

When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more. LIT 1-09a

• Pick an animal who you think should have a higher special skill score. Have a debate and try to persuade your classmates around to your way of thinking. You could give your opinions, answer questions and share your ideas to win your classmates over.
• As a class talk about all of the creatures that you have actually seen in real life, and put those cards to one side. What animals are left and where would you find them? Talk about an imaginary trip that would enable you to find all the animals on the leftover cards.

By exploring a natural environment different from my own, I can discover how the physical features influence the variety of living things. SOC 1-13b

• Some of the animals are local to Scotland. As part of a project on the Year of Coasts and Waters, research Scottish sea life and create a class display.
• Compare the different habitats of the animals on the cards. Do you know why each animal needs to live in their own environment? Discuss in groups what kind of environment each animal needs to thrive.
• Research the different habitats of the animals. Can you tell from their features why they live in the environment they do?

When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a

• Select 3 story cards then work in groups to create a story around the object, setting and character chosen. Share all of the stories around the class and notice how different they are.

I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors. LIT 1-11a

• What is your favourite genre of story to read? Make a poster about it, featuring your favourite stories in that genre and what you like about it.

I am exploring how pace, gesture, expression, emphasis and choice of words are used to engage others, and I can use what I learn. ENG 1-03a

As I listen or watch, I can identify and discuss the purpose, key words and main ideas of the text, and use this information for a specific purpose. LIT 1-04a

• Choose one setting and one character card then work in a pair to make up a short story. Think about how you can use pace, gesture, expression, emphasis and word choice to make it sound exciting or adventurous, then tell it to another pair.
• Tell a story to the class without mentioning the item it’s focused on and ask them to work out which item you’ve selected it is as they listen. What clues did they pick up on?
• Work in pairs or a group and take it in turns to tell a story using the cards. Then become a storyteller by including some interesting words, using an expressive voice and looking at your audience.

I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 1-20a

I am learning to use my notes and other types of writing to help me understand information and ideas, explore problems, generate and develop ideas or create new text. LIT 1-25a

By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-26a

Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings. ENG 1-31a

• Think of a friend or family member and the type of story they might enjoy, picking a setting, character and object that they might like to read about from the cards. Combine them to create a short story.
• Choose an item and a few characters for a story then make notes to plan what will happen at the beginning, middle and end, then get writing.
• In a group use the cards to create a 6-picture storyboard. Draw the images in the squares and then write short captions underneath to explain what is happening.
• Choose a setting to focus on as a class. Read stories based in those types of settings and talk about the characters, ideas and any plot points that often come up, e.g., a ghost in a haunted house story. Then create your own stories which could be shared with your families.

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 1-05a

• Choose one of the settings and talk about it as a class - how does this setting make you feel? What colours would you associate with it? Create a piece of art inspired by that setting.

I enjoy creating, choosing and accepting roles, using movement, expression and voice. EXA 1-12a

• Choose a character card. How would they speak, move and act if they were in an adventure story? How would this change if you chose another genre, like a funny story? Explore your ideas by acting out the characters.
• Choose a character from the story cards and think about how they might move and speak and what they might say. Take turns to act out the character to the rest of the group, speaking one or two lines that might be included in a story.

I can use my voice, musical instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics. EXA 1-17a

• What would the soundtrack be like for a science fiction style story? Experiment with music technology, e.g., different electronic tones from a keyboard.

I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships. HWB 1-44a

• Choose two character cards to write a story about how they became friends. Think about what qualities help them be good friends.

I can compare aspects of people’s daily lives in the past with my own by using historical evidence or the experience of recreating a historical setting. SOC 1-04a

As a group, pick a period of history that could be an interesting setting for a story. Learn about it as a class using historical evidence, than practice describing or writing about it so you’re ready to use it in stories.

I have developed an awareness of where grid reference systems are used in everyday contexts and can use them to locate and describe position. MTH 1-18a

• Choose one of the settings from the story cards and design a map of this on the grid template. Ask your classmates to describe or find different parts of your map using the coordinates.

I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts. TCH 1-01a

• Use Book Creator, Storyboard or a similar app to make a digital version of a story you have written, including adding pictures.

I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day. MNU 1-10a

I have begun to develop a sense of how long tasks take by measuring the time taken to complete a range of activities using a variety of timers. MNU 1-10c

• Estimate how many times you can write your name in one minute and then test this. For an additional activity, jump or hop until you think a minute is over.
• Use the routine cards to create a timeline for a day. Write down the times beside each card. How long do you spend on each activity? Talk with a partner about the things you enjoy spending time on.
• One of the activities on the cards is reading a book - how much time do you think you spend reading each week? Make an estimate. Keep a reading diary for the week, using a timer to record when you start and finish reading or listening to stories, then add up the amount of time and compare it to your estimate.

By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-26a

• Choose one of the activities, such as doing your homework. Imagine that one day something strange happened while you were doing this - what could it be? Write a story about it and share it with the class.
• Imagine a monster. What would their daily routine look like? Use the time cards to help you map out their day and their activities. Once you are finished, you could write a diary entry describing their day.

When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a

• Talk about your daily routine in pairs. Are there any similarities or differences?

Inspired by a range of stimuli, I can express my ideas, thoughts and feelings through drama. EXA 1-13a

• Place the cards in order to show the routine of your day. Act this out so that others can guess what you are doing. Add in one extra thing you enjoy doing in a day. Can your group guess what it is?

I am aware of the role physical activity plays in keeping me healthy and know that I also need to sleep and rest, to look after my body. HWB 1-27a

I understand that my body needs energy to function and that this comes from the food that I eat. I am exploring how physical activity contributes to my health and wellbeing. HWB 1-28a

• Talk as a class about what time you go to bed and what time you get up. What can help you relax and get a good night’s sleep? Make posters in small groups about the importance of getting a good night’s sleep and how to relax.
• Look at the lunch card. Can you discuss in groups what makes a healthy lunch? Use the worksheet to create a healthy lunchbox and to create your perfect lunchbox.

I can share ideas with others to develop ways of estimating the answer to a calculation or problem, work out the actual answer, then check my solution by comparing it with the estimate. MNU 1-01a

I can estimate how long or heavy an object is or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units. MNU 1-11a

I have explored a variety of ways in which data is presented and can ask and answer questions about the information it contains. MNU 1-20a

• In pairs, measure an item with your hand then measure the same item by different person with their hand – is there a different number? Now measure the same item with the tape measure. Make a comparison chart together that shows the difference in estimates and actual measurements.
• Work with a partner or in a small group. Measure one item, e.g. a shoe. Now estimate how many of the shoe would make one metre. Record findings and change over to do the same with a your partner.
• Find something shorter or longer than one metre, or something exactly one metre long.
• Measure and compare different body parts. What do you think is the shortest part of your body? What is the widest? Try your head span, is it more or equal to your waist? Create a chart and compare with a partner

I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 1-20a / LIT 2-20a

I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-06a

• Collect some interesting natural objects from you local environment and decide how you would like to display them. Perhaps you could provide some information about the objects and create a map to show where they were found.
• Can you write up a scavenger hunt inspired by the items on the back of your measuring tape? You can come up with new items to find! Describe what they are and where they can be found.

Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose. LIT 1-14a

• Swap your scavenger hunt with a partner. Can you identify all of the things on their list? Collect and measure them with your own measuring tape, then compare!

I can create and present work using the visual elements of line, shape, form, colour, tone, pattern and texture. EXA 1-03a

• Use your measuring tape and pencil to create a pattern using only straight lines. What shapes are you able to make?

I am developing skills and techniques and improving my level of performance. HWB 1-22a

• Use your measuring tape to find out how far you can hop, skip and leap. Which is the longest and which is the shortest? What other ways of moving can you measure? See how far you can get with each movement.

I can describe and recreate the characteristics of my local environment by exploring the features of the landscape. SOC1-07a

• Use your measuring tape to estimate the age of a tree!

I can work on my own or with others to demonstrate my understanding of words and phrases containing familiar language. MLAN 1-08b

• Can you use the numbers on your measuring tape to count in a different language? Get the whole class involved and see how many you can get to together.