Summer Term Year 3 Guidance by tyndale


Class                                                    Year Group(s) 3                              Year                            Term       3               2        Half   Teacher

Word Level Work                                         Sentence Level Work                           Text Level Work                        Speaking & Listening                      Text
Phonics, Spelling and Vocabulary                        Grammar and Punctuation                       Comprehension and Composition

Continuous work:                                        Continuous work:                              Continuous work:                       Continuous work:                          Range:
1 the spelling of words containing                      1 to use awareness of grammar to                                                     Through group work or cross-
each of the long vowel phonemes from                    decipher new or unfamiliar words eg to                                               curricular activities:
KS1 (Appendix List 3);                                  predict from the text, read on, leave a gap                                          Listening and responding to others in a
2 to:                                                   and re-read; to use these strategies in                                              whole class discussion eg about an
 identify phonemes in speech and                       conjunction with knowledge of phonemes,                                              environmental issue
    writing;                                            word recognition, graphic knowledge and                                              2 follow up others’ points;
 blend phonemes for reading;                           context when reading;                                                                3 show whether they agree or disagree
 segment words into phonemes for                                                                                                            with others;
3 to read and spell correctly the high
frequency words from KS1 (Appendix
List 1);
4 to discriminate syllables in reading
and spelling (from Year 2)
5 to identify mis-spelt words in own
writing; to keep individual list (eg
spelling logs) and learn to spell them;
6 to use independent spelling
strategies, including
 sounding out and spelling using
 using visual skills, eg recognising
    common letter strings and checking
    critical features (ie does it look right,
    shape, length, etc?);
 building from other words with
    similar patterns and meanings, eg
    medical, medicine;
 spelling by analogy with other
    known words, eg light, fright;
 using word banks, dictionaries;
7 to practise new spellings regularly
by ‘look, say, cover, write, check’
12 to continue the collection of new
words from reading and work in other
subjects, and making use of them in
reading and writing;
18 to ensure consistency in size and
proportions of letters and the spacing
between letters and words
19 to build up handwriting speed,
fluency and legibility through practice.

Blocked work:                                          Blocked work:                                  Blocked work:                                        Blocked work:                            Titles:
14 to explore homonyms which have                                                                     6 to compare forms or types of humour eg by          Speaking for different audiences         Poetry
the same spelling but multiple                                                                        exploring, collecting and categorising form or       reading own writing aloud                                1
meanings and explain how the                                                                          type of humour, eg word play, joke poems,            1 consider effect of reading aloud, eg
meanings can be distinguished in                                                                      word games, absurdities, cautionary tales,           how expression adds or changes
context, eg form (shape or document),                                                                 nonsense verse, calligrams;                          meaning;
wave (gesture, shape or motion);                                                                      7 to select, prepare, read aloud and recite by
                                                                                                      heart poetry that plays with language or
                                                                                                      entertains; to recognise rhyme, alliteration and
                                                                                                      other patterns of sound that create effects;
                                                                                                      15 to write poetry that uses sound to create
                                                                                                      effects, eg onomatopoeia, alliteration,
                                                                                                      distinctive rhythms;
16 to collect, investigate, classify                   2 to identify pronouns and understand          16 to read examples of letters written for a
common expressions from reading and                    their functions in sentences through:          range of purposes, eg to recount, explain,                                                                    2
own experience eg ways of expressing                    noticing in speech and reading how           enquire, complain, congratulate, comment;
surprise, apology, greeting, warning,                      they stand in place of nouns;              understand form and layout including use of                                                   Letters
thanking, refusing;                                     substituting pronouns for common and         paragraphs, ways of starting, ending, etc and
17 to practise correct formation of basic                  proper nouns in own writing;               ways of addressing different audiences –
joins from the use of the four basic                    distinguishing personal pronouns eg I,       formal/ informal;
handwriting joins from Y2, and use                         you, him, it and possessive pronouns       20 to write letters, notes and messages linked
these for independent writing;                             eg my, yours, hers;                        to work in other subjects, to communicate
 diagonal joins to letters with                        distinguishing the 1st, 2nd, 3rd person      within school; letters to authors about books,
      ascenders eg ab, ul, it;                             forms of pronouns eg I, me, we; you;       selecting style and vocabulary appropriate to
                                                           she, her, them investigating the           the intended reader;                                                                                          3
                                                           contexts and purposes for using            22 experiment with recounting the same event
                                                           pronouns in different persons, linked to   in a variety of ways, eg in the form of a story, a
                                                           previous term’s work on 1st and 3rd        letter, a news report;
                                                           person;                                    23 to organise letters into simple paragraphs;
                                                        investigating how pronouns are used
                                                           to mark gender: he, she, they, etc.
                                                        to ensure grammatical agreement in
                                                           speech and writing of pronouns and
                                                           verbs, e.g. I am, we are, in standard
15 to understand that some dictionaries                5 how sentences can be joined in more          18 to locate books by classification in class or
provide further information about words,               complex ways through using a widening          school libraries;                                                                                             4
eg their origins, multiple meanings and                range of conjunctions in addition to ‘and’     17 to ‘scan’ indexes, directories and IT
that this can provide a guide to spelling;             and ‘then’, eg if, so, while, though, since,   sources, etc to locate information quickly and
9 to recognise and spell the prefixes                  when;                                          accurately;
mis-, non-, ex-, co-, anti-;                           7 to become aware of the use of                25 to revise and extend work on note-making
10 to use their knowledge of these                     commas in marking grammatical                  from previous term;                                                                           Encyclopaedia
prefixes to generate new words from                    boundaries within sentences.                   24 to make alphabetically ordered texts – use                                                                 5
root words eg lead/mislead, sense/                                                                    information from other subjects, own
nonsense, and to understand how they                                                                  experience, or derived from other information
give clues to meaning eg extend,                                                                      books, eg a book about building materials,
export, explode; mislead, mistake,                                                                    sports;
misplace;                                                                                             21 use IT to bring to a published form –
17 to practise correct formation of basic                                                             discuss relevance of layout, font, etc to                                                                     6
joins from the use of the four basic                                                                  audience;
handwriting joins from Y2, and use
these for independent writing;
 horizontal joins to letters with
ascenders eg ol, wh, ot;


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