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
Year 3 Objectives: Writing
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.
Year 3 Objectives: Writing
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
© Focus Education UK Ltd. 2014 20
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
© Focus Education UK Ltd. 2014 21
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
© Focus Education UK Ltd. 2014 22
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
© Focus Education UK Ltd. 2014 23
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
© Focus Education UK Ltd. 2014 24
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
© Focus Education UK Ltd. 2014 25
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
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