Menu
Home Page

English

English in Year 3

 

In Year 3, we continue to develop the children's understanding of spelling, punctuation and grammar, building on the work from Year 2. This year, we will encourage children to embed their knowledge to create longer pieces of writing and will begin to encourage children to structure their sentences and writing in a more exciting way.

 

Writing: By the end of Year 3 I should:

 

Composition

Plan my writing using the structure and vocabulary used in other books to help me

Plan my writing by discussing and writing down ideas within a given structure

Draft my writing by saying sentences out loud, adding interesting vocabulary and simple sentence structures

Begin to use paragraphs as a way to group related ideas

Write stories with settings, characters and a plot

Use layout features in non-fiction texts, eg. headings and sub-headings

Evaluate the effectiveness of my own writing

Suggest changes to grammar and vocabulary including use of a/an, conjunctions, prepositions, adverbs

Check a piece of writing for spelling and punctuation errors, including full-stops, commas, question, exclamation and speech marks

Read what I have written out loud to a group, using the tone and volume of my voice to make the meaning clear

 

Vocabulary, Grammar and Punctuation

Identify word families based on common root words, eg. solve, dissolve, solution

Use the correct form of ‘a’ or ‘an’

Use present perfect form of verbs, eg. ‘he has gone out’ instead of ‘he went out’

Choose appropriate nouns or pronouns for clarity and cohesion and to avoid repetition 

Extend sentences by using a wider range of conjunctions, including when, if, because, although 

Express time, place and cause using conjunctions, adverbs and prepositions eg. when, while, then, before, during

Begin to use inverted commas (speech marks) for direct speech

Begin to use commas after fronted adverbials

 

Spelling and Handwriting

Spell further homophones  - mail/male etc.

Spell words that are often misspelt (English Appendix 1: 3/4 Word List – see below)

Place the possessive apostrophe accurately in words with regular plurals: e.g. girls’, boys’ and in words with irregular plurals: e.g. children’s 

Spell words with prefixes un-, dis-, mis-, re-, pre-

Spell words with prefixes super-, anti-

Add suffixes –ing and –ed to words of more than one syllable eg. beginning

Use the suffix –ly, eg. sadly, usually

Use the suffix  -ation  e.g information

Check the spelling of a word in a dictionary using the first 2 or 3 letters

Write simple sentences correctly from dictation including  words and punctuation taught so far

Use diagonal and horizontal strokes to join letters in my writing and understand which letters should not be joined

Make my handwriting more consistent and easy to read with down-strokes parallel and lines spaced to allow for ascenders and descenders

 

Words I should be able to spell (Y3/4 Word List):

 

accident(ally)

actual(ly)

address

answer

appear

arrive

believe

bicycle

breath

breathe

build

busy/business

calendar

caught

centre

century

certain

circle

complete

consider

continue

decide

describe

different

difficult

disappear

early

earth

eight/eighth

enough

exercise

experience

experiment

extreme

famous

favourite

February

forward(s)

fruit

grammar

group

guard

guide

heard

heart

height

history

imagine

increase

important

interest

island

knowledge

learn

length

library

material

medicine

mention

minute

natural

naughty

notice

occasion(ally)

often

opposite

ordinary

particular

peculiar

perhaps

popular

position

possess(ion)

possible

potatoes

pressure

probably

promise

purpose

quarter

question

recent

regular

reign

remember

sentence

separate

special

straight

strange

strength

suppose

surprise

therefore

though/although

thought

through

various

weight

woman/women

 

 

Reading: By the end of Year 3 I should:

 

Word Reading

Use my knowledge of root words, prefixes and suffixes to read out loud and to understand the meaning of new words, including dis-, mis-, il-, in-, im-, ir-, -ly

Recognise exceptions to spelling rules and understand that some words are not spelt the way they sound

 

Comprehension

Listen to and discuss fiction, poetry, plays and non-fiction books

Read books that are structured in different ways and reading for a range of purposes

Read a wide range of books, including fairy stories, myths and legends and tell other people about them

Identify and discuss themes in a wide range of writing

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

Recognise some different forms of poetry, (e.g. free verse, narrative poetry)

Use a dictionary to check the meaning of words that I have read

Discuss my understanding of books and explain the meaning of words in context

Ask questions to improve my understanding of a text

Identify and summarise the main ideas from one paragraph of a text

Interpret characters’ feelings, thoughts and motives from their actions and back this up with evidence

Predict what might happen in a story based on what the writer says

Discuss words and phrases used in books that capture the reader’s interest and imagination

Identify how language, structure and presentation affect meaning, including paragraphs, headings, sub-headings, speech-marks

Pick out and write down information from non-fiction texts

Discuss books that have been read to me and books that I have read, and listen to other people’s opinions about them

click ceop opens in new window
Top