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Year 3 Curriculum

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Year 3 Curriculum and Learning

 

Reading

Year 3 Reading Expectations

Word Reading Reading Comprehension
  • 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
  • Experience and discuss a range of fiction, poetry, plays, non-fiction, 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
  • 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 Reading Mastery

Reading-Exceeding Statements
  • Skim materials and note down different views and arguments
  • Pause appropriately in response to punctuation and/or meaning
  • Justify predictions by referring to the story
  • Begin to find meaning beyond the literal, e.g. the way impressions of people are conveyed through choice of detail and language
  • Read ahead to determine direction and meaning in a story
  • Investigate what is known about the historical setting and events and their importance to the story
  • Deduce from the evidence in the text what characters are like
  • Explore figurative language and the way it conveys meaning succinctly
  • Identify the way a writer sets out to persuade
  • Explore the relationship between a poet and the subject of a poem

Writing

Year 3 Writing Expectations

Transcription Composition
  • 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
  • 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-assessment
  • 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

Year 3 Writing Mastery

Writing-Exceeding Statements
  • Use adjectives and adverbs with confidence, and attempt to think of different ones to use in different situations
  • Give careful thought to the planning of writing and re-read it as a matter of course
  • Ensure that descriptions have just enough detail to help the reader gain a better understanding about the way the story is unfolding
  • Use words that have not been used before when describing events, characters and feelings
  • Use powerful verbs to show character or add impact
  • Vary sentences, adding phrases to make the meaning more precise
  • Include descriptions of events and characters in a variety of styles and can sometimes contain humour
  • Describe characters and include feelings and emotions when needed
  • Choose the most appropriate style of writing to suit the needs of the situations, e.g: poems, lists, letters, reports
  • Check punctuation and use speech marks and apostrophes accurately