Welcome to Year 3

 

Jamie Burchell (Class Teacher)

Wendy Ambrose (Teaching Assistant)

Laura Mitchell (Teaching Assistant – 1 to 1)

Joy Parker (Teaching Assistant – 1 to 1)

Tracy Donnelly (Higher Level Teaching Assistant)

Below is information on the English and maths expectations and assessment criteria.

For more information on the curriculm please use the link below:

Year 3 expectations - English Writing

 

Spellings

  • I can use the prefixes  dis-, -in, -im, -sub, -super and –anti
  • I can use the suffixes –ation, -ous
  • I can spell words which sound the same but have different meanings such as brake/break, fair/fare, grate/great,  here/hear,  mail/male, knot/not , meat/meet, medal/meddle, plain/plane, scene/seen, whether/weather.
  • I can spell words with the k sound spelt ‘ch’
  • I can spell words that are often misspelt.
  • I can spell words with the ‘sh’ sound spelt ‘ch’ e.g. chef, machine.
  • I can spell half the year 3/4 words.
  • I can use the first two or three letters of a word to check its spelling in a dictionary.
  • I can write from memory simple sentences, dictated by the teacher, that include words and punctuation I already know.

Handwriting

  • I can use more of the diagonal and horizontal strokes I need to join letters and know which letters, when they are next to one another, are best left unjoined.
  • I can write so that most of my letters are easy to read, all the same way up and the same size. My writing is spaced properly so that my letters don’t overlap.

Composition

  • I can plan my writing by discussing it, and talking about how to improve it, using examples from other writers that I like.
  • I can plan my writing by talking about the important parts to have in a story, poem, an explanation or non-fiction piece and I can re-edit it.
  • I can rewrite my work, making improvements by saying the work out loud, using the best words I know and making sure I: use conjunctions such as when, before, after, while; use adverbs such as then, next and soon; use prepositions such as before, after, during, in and because.
  • I can use paragraphs to organise my writing so that blocks of text group related material.
  • I can draft and write descriptive work that creates settings, characters and plots.
  • I can draft and write material, such as instructions, using headings and sub-headings to organise my work.
  • I can re-read my work to improve it for my audience I can re-read my work to improve it by thinking about changes to vocabulary and grammar to make it more interesting.
  • I can proof-read my work by reading aloud and putting in full stops. I can also add apostrophes, commas, question marks, exclamation marks and speech marks where needed.

I can read my work out to a group with confidence and make sure it sounds interesting using the right volume and tone of voice.

Vocabulary, Grammar and Punctuation

  • I can create new words using a range of prefixes including super-, sub and anti-.
  • I can understand when to use ‘a’ or ‘an’ in front of a word.
  • I can identify word families based on root words e.g. solve, solution, solver, dissolve, insoluble.
  • I can talk about time, place and cause using these words: when, while, so, because, then, next, soon, therefore, before, after, during, in, because of.
  • I can use paragraphs.
  • I can use headings and sub-headings.
  • I can use the present perfect form of verbs e.g. He has gone out to play contrasted with He went out to play.
  • I can use speech marks correctly.

I can understand what the following words mean: preposition, conjunction, word family, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas.

Year 3 Maths Assessment Criteria

Spelling assessment – year 3 spelling objectives

 

These spellings need to be assessed at the end of each term, or throughout the term if they are seen correctly spelt in the children’s writing. The spellings can be assessed in small tests, dictations or in the children’s writing.

When you are happy that the child can spell the word independently, then highlight the word on the assessment grid. Highlight in blue in the autumn term, green in the spring term and pink in the summer term.

Emerging- 30% highlighted Developing – 50% highlighted Secure – 70% highlighted Mastery – 90%+ highlighted

Year 3 spelling objectives

Name:

Year group:

Statutory requirements

Date when achieved

disappoint, disagree  (prefix dis)

 

 

inactive, incorrect  (prefix in)

 

 

immature, impossible (prefix im)

 

 

subheading, submerge (prefix sub)

 

 

supermarket, superstar (prefix super)

 

 

antiseptic, antifreeze (prefix anti)

 

 

information, preparation (suffix -ation)

 

 

famous, serious (suffix -ous)

 

 

echo, chemist (k sound spelt ch)

 

 

machine, chef (sh sound spelt ch)

 

 

brake/break, fair/fare, grate/great, here/hear, knot/not, mail/male, meat/meet, medal/meddle, plain/plane, scene/seen, whether/weather (homophones and near homophones)

 

address, appear, arrive, believe, breath, build, caught, centre, heart, imagine, interest, often, promise, weight, century, circle, complete, consider, different, difficult, early, earth, height, increase, learn, perhaps, strange, women, famous, forward, fruit, grammar, group, guard, guide, heard, history, important, notice, possible, surprise, woman