English
Spoken Language
| Text types Myths and legends Folk tales Reference books Textbooks Dictionaries Non-fiction texts with contents and index pages Plays Letters Diary Instructions Poetry (free verse, narrative poetry) |
Vocabulary, Grammar and Punctuation ✔ form nouns using a range of prefixes, e.g. super–, anti–, auto– ✔ use ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel, e.g. a rock, an open box ✔ understand word families based on common words, showing how words are related in form and meaning, e.g. solve, solution ✔ express time, place and cause using conjunctions, e.g. when, before, after, while, so, because, adverbs, e.g. then, next, soon, therefore, or prepositions, e.g. before, after, during, in, because of ✔ understand paragraphs as a way to group related material ✔ understand how headings and sub-headings aid presentation ✔ use present perfect form of verbs instead of the simple past, e.g. ‘He has gone out to play’ contrasted with ‘He went out to play’ ✔ begin to use inverted commas to punctuate direct speech See appendix 2 Terminology: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas
| Spelling ✔ add prefixes dis-,mis-, re-, prefix ‘b’ and ‘re’ ✔ add suffix ‘-ly’ with no change root, root words ending in ‘le’ and ‘ic’ & ‘al’ & exceptions ✔ Words with sounds spelt, ei, eigh, ey ✔ sounds spelt ‘ou’, word with ‘k’ spelt ‘ch’, words with ‘ch’ ✔ words ending ‘sure’ and ‘ture’ ✔ words ending ‘g’ spelt ‘gue’ and ‘k’ spelt ‘que’ ✔ words ending ‘y’ not at end of word ✔ add suffixed beginning with vowels to words of more than one syllable ✔ spell homophones & near-homophones See annotated appendix 1 for year 3 spelling focus
Handwriting ✔ use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined ✔ increase the legibility, consistency and quality of their handwriting (for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch) |
Word Reading ✔ apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology), both to read aloud and to understand the meaning of new words they meet ✔ read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
Reading Comprehension Develop positive attitudes to reading, and an understanding of what they read.
In books read independently:
| Writing: Composition, Cohesion and Effect Write in a range of genres/forms, taking account of different audiences and purposes. Planning
Drafting and writing Narrative
Poetry
Non-narrative
Proof-reading, editing and evaluating
Presenting read aloud own writing, to a group or the whole class, using appropriate intonation and controlling the volume so that the meaning is clear |