Fronted Adverbials Focus

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Learning Objectives (WALT)

• WALT identify and use prefixes, specifically anti-. (Spelling focus)
• WALT understand and compose sentences using fronted adverbials to describe when, where, or how.
• WALT use fronted adverbials effectively in writing to add detail and interest.

National Curriculum links:

• English Programme of Study: Year 3
  • Spelling: use prefixes anti- (NC Appendix 1)
  • Grammar: Express time, place and cause using conjunctions, adverbs and prepositions (3G2)
  • Sentence structure: Use fronted adverbials followed by a comma (3G5)

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Success Criteria

• I can explain what a prefix anti- means and spell words using this prefix.
• I can identify fronted adverbials (time, place, manner) in sentences.
• I can use fronted adverbials with commas correctly.
• I can write sentences using fronted adverbials to add description.

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Resources

• Visual word grids with prefix anti- (e.g., anti-clockwise, anti-freeze, anti-bacterial) shown with images for SEND/preverbal children.
• Sentence-building grids to compose sentences with fronted adverbials for all learners.
• Dyslexia-friendly worksheets with coloured overlays and clear fonts.
• Mini whiteboards and pens for formative assessment.
• Timer for “pose-pause-pounce-bounce” activity.

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Lesson Structure (50 mins) Using Rosenshine’s Principles

1. Review prior knowledge (5 minutes)

• Brief recap of prefixes and adverbs from previous lessons.
• Cold call: Teacher names a few words; students say if they have a prefix and what it means.
• Pose hinge question: “Does ‘anti’ mean for or against something?” (Confirm understanding before moving on.)

2. Present new material in small steps (10 minutes)

• Explain anti- prefix meaning “against or opposite” with visual cards.
• Display images and words with anti- prefix; students repeat and spell aloud.
• Introduce fronted adverbials: explain definition with examples (e.g., Before lunch, In the garden, Carefully,).
• Use sentence strips on board with highlighted fronted adverbials and commas.

3. Guided practice (15 minutes)

• Spelling activity: Using a visual grid for anti- words, students write or say sentences.
• Cold call and pose-pause-pounce-bounce to check spelling and pronunciation of anti- words.
• Fronted adverbial composition: Students use sentence-building grids (visual widget) to arrange fronted adverbials + main clause.
• SEND adaptation: Preverbal children given single-word visual cards (e.g., Before + image of lunch) with adult support to say 1-2 word phrases.
• Higher attaining children: Compose 3-4 complex sentences using different types of fronted adverbials.

4. Independent or paired activity (10 minutes)

• Write 3 sentences using fronted adverbials and the prefix anti- in a word of their choice.
• Use dyslexia-friendly worksheets for those with reading difficulties.
• Paired reading and peer assessment using success criteria.

5. Formative Assessment and Review (10 minutes)

• Use hinge questions: “Which sentence uses the fronted adverbial correctly?” (Show 2-3 examples with/without commas).
• Pose-pause-pounce-bounce: Teacher asks cold-call students to read or identify the fronted adverbial in their own or others’ sentences.
• Mini whiteboard quiz on spelling of anti- words.
• Teacher walks around, supports SEND and diverse learners with scaffolds.
• End with choral repetition of a complex sentence containing a fronted adverbial and anti- word.

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Differentiation

Group	Strategy	Resource Adaptation
SEND Preverbal	Use image cards with prefixes and adverbials, verbal prompts	Visual grids with single words/pictures
EAL and Lower Attain	Sentence starters with clear fronted adverbials + word banks	Colour-coded word cards, dyslexia-friendly
Mainstream	Scaffolded writing support + guided sentence-building grids	Standard sentence grid and spelling list
Higher Attaining	Compose extended sentences with multiple fronted adverbials + commas	Challenge: Write short paragraph using prefix + fronted adverbials

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Extension Activities

• Challenge students to write a short story paragraph using at least three anti- prefix words and three different fronted adverbials.
• Research the meaning of other prefixes and create a mini-poster comparing anti- with others like dis-, un-, and re-.
• Oral presentation: Recite their sentences with expressive intonation, emphasising the fronted adverbials to show their importance in the sentence.

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Dyslexia-Friendly Supports

• Provide printed materials in large, sans-serif fonts (e.g., Arial).
• Use pastel coloured paper overlays or background colour slides if shown on screen.
• Minimise visual clutter; use bullet points and highlight key vocabulary.
• Break down tasks into small, manageable chunks with plenty of verbal explanation.
• Use multi-sensory approaches: say, write, see, and hear the words.

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This lesson plan applies Rosenshine’s Principles by starting with review, presenting content in small chunks, providing extensive practice, and continuous formative assessment through cold calling and hinge questions. It is fully differentiated to meet the needs of a diverse Year 3 classroom and is well aligned with the National Curriculum expectations on spelling and grammar.