Year 3 Objectives for English and Maths Speaking and Listening, Schemes and Mind Maps of English

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Year 3 Objectives for English and Maths Speaking and Listening  Listen and respond appropriately to adults & peers  Ask relevant questions to extend their understanding and knowledge  Use relevant strategies to build their vocabulary  Articulate and justify answers, arguments and opinions  Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings  Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments  Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas  Speak audibly and fluently with an increasing command of Standard English  Participate in discussions, presentations, performances, role play, improvisations and debates  Gain, maintain and monitor the interest of the listener(s)  Consider and evaluate different viewpoints, attending to and building on the contributions of others  Select and use appropriate registers for effective communication Reading  apply his/her growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words he/she meets, to include: dis-, mis-, in-, il-, im-, ir-, -ly; Ref: English Appendix 1  read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word (linked to spelling Ref: English Appendix 1)  Maintain positive attitudes to reading and understanding of what he/she reads by: o listening to and discussing a wide range of fiction, poetry, plays and non-fiction o reading books that are structured in different ways o increasing his/her familiarity with a wide range of books, including fairy stories, myths and legends, and retell some of these orally o identifying themes in books o reading aloud poems and perform play scripts o discussing words that capture the reader's interest and imagination  Understand what he/she reads by: o checking that the text makes sense to him/her, discussing his/her understanding of words o asking questions to improve his/her understanding of a text o drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence o predicting what might happen from details stated o identifying main ideas drawn from within one paragraph and summarise these o identifying how language, structure, and presentation contribute to meaning to include paragraphs, headings, sub-headings, inverted commas to punctuate speech  Retrieve and record information from non-fiction  Participate in reasoned discussion about books, poems and other material that are read to him/her and those he/she can read for himself/herself, taking turns and listening to what others say Writing  Plan his/her writing by: o discussing writing similar to that which he/she is planning to write in order to understand and learn from its structure and vocabulary o discussing and recording ideas within a given structure  Draft and write by: o composing and rehearse sentences orally, building a varied and rich vocabulary and using sentences structures from Ref: English Appendix 2 o organising writing into paragraphs as a way of grouping related material o narratives, creating settings, characters and plot o non-narrative material, using headings and sub-headings to organise texts  Evaluate and edit by: o assessing the effectiveness of his/her own writing o proposing changes to grammar and vocabulary linked to the use of a/an, conjunctions, adverbs and prepositions  Proof-read for spelling errors and for punctuation- including full stop, apostrophe, comma, question mark, exclamation and inverted commas for speech  Read his/her own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear  increasingly use the diagonal and horizontal strokes that are needed to join letters and begin to understand which letters, when adjacent to one another, are best left unjoined  increase the legibility, consistency and quality of his/her handwriting e.g. by beginning to ensure 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 Spelling  use the prefixes un-, dis-, mis-, re-, pre-  add suffixes beginning with vowel letters to words of more than one syllable e.g. forgetting, preferred, gardening, limited  use the suffix –ly  spell words with endings sounding like 'zh' and 'ch' e.g. treasure, measure, picture, nature  spell words with endings which sound like 'zhun' e.g. division, decision  spell homophones brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he'll, mail/male, main/mane, meet/meet, peace/piece, plain/pane  spell words that are often misspelt Ref: English Appendix 1  spell words containing the 'i' sound spelt 'y' elsewhere than at the end of words e.g. myth, gym  spell words containing the 'u' sound spelt 'ou' e.g. young, touch, double  spell words with the 'k' sound spelt 'ch' e.g. scheme, school, echo  spell words with the 'sh' sound spelt 'ch' e.g. chef, machine  spell words with the 'ay' sound spelt 'ei', 'eigh' or 'ey' e.g. eight, they  use the first two or three letters of a word to check its spelling in a dictionary  write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far