English Curriculum Year 3 - stleonardsprimary.org.uk · Year 3 Objectives: Spoken Language ... Practise and develop fluency of joined script Use the diagonal and horizontal strokes

Year 1

English Curriculum

Year 3

Year 3 Objectives: Spoken Language

Talk and listen confidently in different situations.

Show they have listened carefully by asking relevant questions.

Develop and explain their ideas giving reasons.

Sequence and communicate ideas in an organised and logical way in complete sentences as required.

Vary the amount of detail dependent on the purpose and audience.

Participate fully in paired and group discussions.

Show understanding of the main points in a discussion.

Vary the use and choice of vocabulary dependent on the audience and purpose.

Start to show awareness of how and when standard English is used.

Retell a story using narrative language and added relevant detail.

Perform poems from memory adapting expression and tone as appropriate.

Show they have listened carefully through making relevant comments.

Formally present ideas or information to an audience.

Recognise that meaning can be expressed in different ways dependent on the context.

Begin to adapt use of language to meet the needs of the audience/listener.

Year 3 Objectives: Reading

WORD READING

Apply phonic knowledge and skills to read unfamiliar words.

Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.

Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words

Year 3 Objectives: Reading

COMPREHENSION

Develop pleasure in reading, motivation to read, vocabulary and understanding.

Experience and discuss a range of fiction, poetry, plays, non-fiction and reference books or textbooks.

Begin to understand that narrative books are structured in different ways. For example, quest stories and stories with dilemmas.

Know that non-fiction books are structured in different ways and be able to use them effectively.

Choose books for specific purposes.

Use dictionaries to check the meaning of unfamiliar words .

Discuss and record words and phrases that writers use to engage and impact on the reader.

Know a wider range of stories, including fairy stories and legends .

Orally re-tell some of the above stories.

Know and recognise some of the literary conventions in text types covered.

Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action.

Begin to recognise some different forms of poetry – list poems, shape poems, free verse etc

Understand what they read in books they can read independently

Check the text is meaningful.

Discuss responses to text.

Explain the meaning of words in context.

Ask questions to improve understanding of a text.

Draw inferences such as inferring characters' feelings,

thoughts and motives from their actions.

Predict what might happen from details stated.

Identify main idea of a text.

Identify how structure, and presentation contribute to the meaning of texts.

Retrieve and record information from non-fiction.

Discuss books, poems and other works that are read aloud and independently, taking turns and listening to others’ opinions.

Explain and discuss understanding of books,

poems and other material, both those read aloud and those read independently.

Year 3 Objectives: Writing

Apply spelling rules and strategies

Identify the root in longer words.

Use syllables to divide words.

Make analogies from a word already known to apply to an unfamiliar word.

Write from memory simple sentences dictated by the teacher that include words and punctuation taught so far.

TRANSCRIPTION

Know how to spell

Words with additional prefixes and suffixes and understand how to add them to root words. For example – form nouns using super, anti, auto.

Recognise and spell additional homophones. For example – he’ll, heel, heal.

Use the first two or three letters of a word to check its spelling in a dictionary.

Word families based on common words. For example –

solve, solution, solver.

Spell identified commonly misspelt words from Year 3 and 4 word list.

Handwriting

Practise and develop fluency of joined script

Use the diagonal and horizontal strokes that are needed to join letters.

Understand which letters, when adjacent to one another, are best left unjoined.

Increase the legibility, consistency and quality of their handwriting: - downstrokes of letters are parallel and equidistant - lines of writing are spaced sufficiently so that the

ascenders and descenders of letters do not touch


COMPOSITION

Plan writing.

Look at and discuss models of writing of the text type, purpose

and audience to be written, noting - Structure - Grammatical features - Use of vocabulary

Discuss and record ideas for writing.

Use an appropriate planning format for the text type.

Annotate plan with key language and vocabulary.

Draft and write

Compose sentences using a wider range of structures linked to the grammar objectives.

Make careful choices about vocabulary used.

Orally rehearse structured sentences or sequences of sentences.

Group related material together to form simple paragraphs.

Write a narrative with a clear structure, setting, characters and

plot.

Write a non-narrative using simple organisational devices such as headings and sub-headings.

Evaluate and edit

Self-assess the effectiveness of writing.

Assess writing with peers.

Suggest improvements to writing.

Make improvements by proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate use of pronouns in sentences.

Proof-read to check for errors in spelling

and punctuation errors.

Read writing to a group or the whole class, using appropriate intonation and controlling the tone and volume so that

the meaning is clear.


VOCABULARY, PUNCTUATION AND GRAMMAR

Develop understanding of grammatical features

Use a range of sentences with more than one clause by

using a wider range of conjunctions, e.g. when, if, because, although

Use the perfect form of verbs to mark relationships of time and cause.

Use conjunctions, adverbs and prepositions to express time and cause.

Indicate grammatical features with punctuation

Begin to use inverted commas to punctuate direct speech.

Use the terminology:

Word family, conjunction, adverb, preposition, direct speech, inverted commas (or speech marks), consonant letter, vowel letter, clause, subordinate clause.

Understand the terminology.

Use the terminology to talk about own writing.

Year 3

Word Structure Sentence Structure Text Structure Punctuation Terminology

Formation of nouns using

a range of prefixes, such

as super–, anti–, auto–

Use of the forms a or an

according to whether

the next word begins

with a consonant or a

vowel (e.g. a rock, an

open box)

Word families based on

common words,

showing how words are

related in form and

meaning (for example,

solve, solution, solver,

dissolve, insoluble)

Expressing time and

cause using

conjunctions (e.g.

when, before, after,

while, because, so),

adverbs (e.g. then, next,

soon, therefore), or

prepositions (e.g.

before, after, during, in,

because of)

Introduction to

paragraphs as

a way to group related

material

Headings and sub-

headings to aid

presentation

Use of the present

perfect form of verbs

instead of the simple

past ( For example, He

has gone out to play

contrasted with He went

out to play)

Introduction to inverted

commas to punctuate

direct speech

word family,

conjunction,

adverb, preposition,

direct speech, inverted

commas (or ‘speech

marks), consonant,

consonant letter vowel

vowel letter, clause,

subordinate clause

Year 3 Objectives Grammar

Year 3 Consolidate Year 2 and…

Words/Vocabulary Sentence Structure Text Structure Punctuation

Strengthen verbs for use in

dialogue:

whispered, grunted, yelled

Strengthen verbs to give

information about characters:

Sophie spied an unusual object

at the water’s edge.

Jack stomped along the road

and into the park.

Technical vocabulary related to

topic:

Volcano, erupt, lava, flow,

magma

Vary sentence starters:

Adverb

Slowly, Rose stepped into the

dark tunnel.

Adverbial phrases

How – With a heavy heart, Blue

Kangaroo hopped down the

stairs.

Where – On the other side of the

forest, wolf was waiting.

When – After a short time, she

found herself in front of a tiny

cottage.

Ing starter

Smiling, Jack turned to Rose.

Continue to develop use of

embedded relative clause:

Fibonacci rabbits, who live in

fields, like to eat grass.

Power of three to add detail:

The wolf slunk between the

trees, into the dense

undergrowth , through the

tangled vines and past the

gnarled trees.

Topic sentence to open

paragraphs:

Many different animals live in

the rain forest.

Use five part structure for

narrative:

opening, build-up, problem,

resolution, ending which form

paragraphs.

Non-narrative :

Introductory hook to introduce

topic and interest reader.

Paragraphs organise material

with the same theme.

Developed end with a personal

response or an interesting fact.

Colon to introduce a list.

Comma with adverbial phrases.

Year 3 Objectives Grammar – Additional Challenge

St Leonard ’s Sentence Progression

Year 3 Speech sentences, on a new line.

Examples: “Hello,” said Goldilocks. Goldilocks said, “Hello”.

Expressing time, place and cause using conjunctions, when, before, after, while, so, because. Examples: I sing when I am happy. I brush my teeth before I go to bed. He goes to football after tea. She eats her tea while she watches TV.

Subordinate clauses. Use if and when to begin a sentence, which or who embedded in the sentence. Examples: When I was 7, I started Year 3. If I am good, I will get some sweets. Goldilocks, who was a naughty girl, ate the 3 Bears porridge. The porridge, which was hot, was on the table.

Adverbs of manner to begin a sentence (how). Adverbial opening or fronted adverbial. Examples: Suddenly, the door opened. Quickly, he ran across the room.

Develop to moving adverbs for emphasis

Examples:

He ran across the room quickly,

Quickly, he ran across the room.

Prepositions, before, after, during, in,

because, used in the middle of a

sentence.

Examples:

I stayed in bed because of the bad weather.

He ate his popcorn during the film.

Speech sentences, on a new line. Examples: “Hello,” said Goldilocks, “how are you today.” Goldilocks said, “Hello”.

Alan Peat Sentences Double ly ending. Examples: He laughed loudly and heartily.

Year 3 Objectives Spelling

Revision of work from Years 1 and 2.

Pay special attention to the rules for adding suffixes.

Statutory Requirements Example Words

Revise rules for adding suffixes from Year 2

Prefixes: dis-, mis-, re- dis–: disappoint, disagree, disobey

mis–: misbehave, mislead, misspell (mis + spell)

re–: redo, refresh, return, reappear, redecorate

Words with the /eɪ/ sound spelt ei, eigh, or ey they, obey, vein, weigh, neighbour, eight, straight,

The /ɪ/ sound spelt y elsewhere than at the end of

words

myth, gym, Egypt

Words ending with the /g/ sound spelt – gue

league, tongue

Words ending with the /k/ sound spelt –que (French in

origin)

antique, unique

Homophones brake/break, grate/great, eight/ate, weight/wait,

son/sun, here/hear, knot/not, meat/meet,

missed/mist, heel/heal/he’ll, plain/plane, berry/bury,

groan/grown, rain/rein/reign, heard/herd,

through/threw,,

Revise use of apostrophe from Year 2

Suffix –ly with a consonant before it sadly, completely, usually (usual + ly), finally (final + ly),

comically (comical + ly)

Words with the /ʃ/ sound spelt ch (mostly French in

origin)

chef, chalet, machine, brochure

Statutory Requirements Example Words

Words with the /k/ sound spelt ch (Greek in origin)

scheme, chorus, chemist, echo, character

The /ʌ/ sound spelt ou

young, touch, double, trouble, country

Prefixes: sub-, auto-, super- sub–: subdivide, subheading, submarine, submerge

auto–: autobiography, autograph

super–: supermarket, superman, superstar

Year 3/4 Word List-Words across the Curriculum

English Maths Science Geography History Learning

Related

address

although

answer

describe

library

possession

question

sentence

therefore

though

calendar

circle

centre

eight/h

group

height

increase

length

minute

opposite

quarter

regular

weight

breath/e

experiment

heart

material

medicine

natural

pressure

separate

earth

island

century

famous

history

reign

recent

woman/women

complete

consider

continue

decide

describe

difficult

imagine

knowledge

learn

purpose

remember

thought

Hypothetical

Language

Time Related Unstressed

Vowels

Rare GPCs

perhaps

possible

probably

suppose

early

occasionally

often

business

February

interest

ordinary

guard

guide

Year 3/4 Word List-No Curriculum Links

accident(ally)

actual(ly)

appear

arrive

believe

bicycle

build

busy/business

caught

certain

different

disappear

notice

particular

peculiar

popular

position

potatoes

promise

special

straight

strange

strength

surprise

enough

exercise

experience

extreme

Favourite

February

forward(s)

fruit

heard

important

mention

naughty

through

various

Planning with Quality

Texts

Year 3 Menus

Focus on English

Assessment

Year 3

Assessment: Meeting Year 3 Expectations

© Focus Education UK Ltd. 2014 19

Year 3 Expectations: Transcription

• Spell words with additional prefixes and suffixes and

understand how to add them to root words, for example – form nouns using super, anti, auto

• Recognise and spell additional homophones, for example – he’ll, heel, heal

• Use the first two or three letters of a word to check its spelling in a dictionary

• Spell correctly word families based on common

words, for example – solve, solution, solver

• Spell identified commonly misspelt words from Year 3 and 4 word list

• Make analogies from a word already known to apply to an unfamiliar word

• Identify the root in longer words

• Use the diagonal and horizontal strokes that are needed to join letters

• Understand which letters, when adjacent to one another, are best left unjoined

• Increase the legibility, consistency and quality of handwriting


Assessing Spoken Language: Meeting Year 3 Expectations

Year 3 Expectations: Spoken Language

• Sequence and communicate ideas in an organised and logical way in

complete sentences as required

• Vary the amount of detail and choice of vocabulary dependent on the

purpose and audience

• Participate fully in paired and group discussions

• Show understanding of the main points in a discussion

• Start to show awareness of how and when standard English is used

• Retell a story using narrative language and added relevant detail

• Show they have listened carefully through making relevant comments

• Formally present ideas or information to an audience

• Recognise that meaning can be expressed in different ways dependent on

the context

• Perform poems from memory adapting expression and tone as

appropriate


Assessing Reading: Meeting Year 3 Expectations

Year 3 Expectations: Word Reading

• Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words

• Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

• Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words

Comprehension

• Draw inferences such as inferring characters' feelings, thoughts and motives from their actions

• Use dictionaries to check the meaning of unfamiliar words

• Identify main idea of a text

• Identify how structure, and presentation contribute to the meaning of texts

• Retrieve and record information from non-fiction

• Discuss books, poems and other works that are read aloud

and independently, taking turns and listening to others’ opinions

• Explain and discuss understanding of books, poems and other material, both those read aloud and those read independently

• Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action

Year 3 Expectations: Comprehension

• Experience and discuss a range of fiction, poetry, plays, non-fiction and reference books or textbooks

• Know that non-fiction books are structured in different ways and be able to use them effectively

• Begin to understand that narrative books are structured in different ways, for example, quest stories

and stories with dilemmas

• Ask questions to improve understanding of a text

• Predict what might happen from details stated


Assessing Writing: Meeting Year 3 Expectations

Year 3 Expectations: Transcription

• Spell words with additional prefixes and suffixes and understand how to add them to root words, for example – form nouns using super, anti, auto

• Recognise and spell additional homophones, for example – he’ll, heel, heal

• Use the first two or three letters of a word to check its spelling in a dictionary

• Spell correctly word families based on common words, for example – solve, solution, solver

• Spell identified commonly misspelt words from Year 3 and 4 word list

• Make analogies from a word already known to apply to an unfamiliar word

• Identify the root in longer words

• Use the diagonal and horizontal strokes that are needed to join letters

• Understand which letters, when adjacent to one another, are best left unjoined

• Increase the legibility, consistency and quality of handwriting

Year 3 Expectations: Composition

• Look at and discuss models of writing of the text type, purpose and audience to be written, noting: structure; grammatical features and use of vocabulary

• Compose sentences using a wider range of structures linked to the grammar objectives

• Write a narrative with a clear structure, setting, characters and plot

• Write a non-narrative using simple organisational devices such as headings and sub-headings

• Suggest improvement to writing through assessing writing with peers and self assess

• Make improvements by proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate

use of pronouns in sentences

• Use a range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although

• Use the perfect form of verbs to mark relationships of time and cause

• Use conjunctions, adverbs and prepositions to express time

and cause

• Proof-read to check for errors in spelling and punctuation errors


Assessing Spoken Language: Exceeding Year 3 Expectations

Year 3 Exceeding Expectations: Spoken Language

• Speak with good diction so that those at the rear of audience can hear clearly what is said

• Talk about personal feelings in relation to the way a story starts and ends

• Ensure that persuasive talk provokes a strong response

• Listen to others responsively in discussion and link ideas clearly to what others have said, even when views are different

• Make use of what is learnt from a discussion, presentation or broadcast

• Ensure the language and structure used when giving instructions are appropriate for the task

• Give instruction with clear diction so that everything can be heard and understood

• Adapt instructions to suit different audiences. For example - adults or younger children

• Happy to attempt different roles/ responsibilities according to what is needed

• Happy to take different viewpoint to influence feelings about a character or situation


Assessing Reading: Exceeding Year 3 Expectations

Year 3 Exceeding Expectations: Reading

• Use the features of non-fiction texts to locate information

• Use text marking to identify key information

• Read longer texts, using independent strategies to ensure full understanding

• Pause appropriately in response to punctuation and/or meaning

• Make plausible predictions and justify them by referring to the text

• Use clues from action, dialogue and description to establish meaning

• Infer reasons for actions and events based on evidence from the text

• Investigate what is known about an historical setting and events and how they affect a text

• Deduce from the evidence in the text what characters are like

• Relate events and characters’ feelings to their own reading and personal experiences

• Show awareness of writers’ use of figurative language and how it is used to create effects. For example – simile and metaphor

• Evaluate how effectively specific text types have been written

• Understand how paragraphs are used to organise and build up ideas


Assessing Writing: Exceeding Year 3 Expectations

Year 3 Exceeding Expectations: Writing

• Vary the use of adjectives and adverbs to create particular effects

• Give careful thought to the planning of writing

• Make changes to writing when editing to create better effects/impact on the reader

• Use paragraphs to show the difference between different information and events

• Attempt to make links between paragraphs

• Use detail and vocabulary to interest and engage the reader

• Use words that haven’t been used before when describing events, characters and feelings

• Use strong verbs to give information about a character

• Use adverbials of time and place to open sentences. For example – One misty morning…, On the far side of the forest…

• Write a narrative with a clearly defined ending

• Use embedded relative clauses to add detail and mark with commas

• Choose the most appropriate style of writing to suit the purpose and audience. For example - poems, lists, letters, reports

• Check punctuation and use speech marks and apostrophes accurately

Documents

English Curriculum Year 3 - stleonardsprimary.org.uk · Year 3 Objectives: Spoken Language ... Practise and develop fluency of joined script Use the diagonal and horizontal strokes