St Andrew’s CE Primary School
Developing Writing Year 3Year Group: Reception-Year 6
Genres
Teaching Points and Terminology
Language Banks and Grammar
Sentence Structure
Punctuation
Spelling
Speaking and Listening
This document is to be used in conjunction with the Writing Overview Document on the school’s Website.
YEAR 3Year 3 KPIsComposition To write with purpose *write for a wide range of purposes using the main features
identified in reading*use techniques used by authors to create characters and settings*plan, write, edit and improve
To use imaginative description *create characters, settings and plots*use alliteration effectively*use similes effectively
To organise writing appropriately
*use organisational devices such as headings and subheadings
To use paragraphs *organise paragraphs around a themeTo use sentences appropriately *use a mixture of simple, compound and complex sentences
Transcription To present neatly *make handwriting legible by ensuring down strokes of letters are parallel and letters are spaces appropriately
To spell correctly *use prefixes and suffixes and understand how to add them*spell further homophones*place the possessive apostrophe accurately in words with regular plurals (girls’ boys’)
*use the first 2 or 3 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.
To punctuate accurately *develop understanding of writing concepts by:-extending the range of sentences with more than one clause by using a wider range of conjunctions including when, if, because, although-choosing nouns and pronouns appropriately for clarity and cohesion and to avoid repetition-use conjunctions, adverbs and prepositions to express time and cause*indicate grammatical and other features by:-indicate possession by using the apostrophe with plural nouns-using and punctuating direct speech
Analyse writing To analyse writing *use and understand grammatical terminology when discussing writing and reading-word family, conjuction, adverb, preposition, direct speech, inverted commas (or speech marks) prefix, consonant, vowel, clause, subordinate clause
To present writing *read aloud writing to a group or whole class using appropriate intonation
Year 3 Fiction See Writing Overview Document on the school’s website for the overview for writing in Year 3 and LOs for handwriting
Chose 6 from the following 8 fiction genres: Wishing, Warning, Beating the monster, Journey Stories-quest/adventure, Losing, Suspense, Fantasy, Change eg Cinderella. See story types, generic grids from Pie Corbett. Play scripts
Poetry: Shape poems, observation poems, poems on the senses, performance poems, poems that play with language see Writing Models Year 3 by Pie Corbett
Key Teaching Points for Fiction.1. Identify the genre-the type of story/poem2. Familiarise the pupils with the text. (Learn it off by heart)3. Deconstruct the text onto the story mountain-identify the beginning, middle and end of
the story and what happens in each section4. Identify the features of the text5. Pull out specific words, phrases and sentences pupils ought to use6. Identify the strands of the story that will be changed, otherwise ‘hug’ the text7. Model thinking of a new version of the story and mapping it8. Use the map to model writing your own version with the class9. Pupils write their own story maps10. Pupils tell their stories from the maps11. Pupils write their stories12. Select a specific element(s) to edit and model editing before children to the same
Terminology to teach the children.Genre-particular kind of writing. See Pie Corbett’s ‘Story Types-Genetic Grid.’(found in the school’s Literacy Framework File)
Features of the text-See the following documents in the school’s Literacy Framework File Story mountain planning framework St Andrew’s Writing Criteria Basic skills checklist (in Lit Framework fileAlso see Pie Corbett’s book ‘Writing Models’ for the year group you are teaching
Introduction-the opening paragraph of a story (5Ws)Journey-the paragraph(s) leading to the climax which usually involve the main character taking a physical or emotional journeyThe build up-the paragraph(s) before the Climax. Usually short sentences used for dramatic tensionThe Climax/problem-paragraph(s) where the hero confronts the villainThe Resolution-the paragraph(s) where the problem is resolvedThe Ending-the last neat line
Stories are either A-B-A or A-B-C. A being a safe place at the start of the story. B is the unsafe setting at the climax and the story ends in a safe setting again either back at A or in a new setting CConsolidate: finger spaces, letter, words, sentence, full stops, capital letters, question marks, exclamation marks, speech bubbles, inverted commas/speech marks. Bullet points, apostrophe (contractions) commas in a sentence, singular, plural, suffix, adjective, noun, adverb, imperative verb, tense (past future present) connectives, generalisers, alliteration, simile-‘as’/’like’ Introduce: Connective/conjunction, adverb, comparatives, superlatives, preposition, direct speech, inverted commas/speech marks, prefix, consonant, vowel, main clause, subordinate clause, determiner/article, synonyms, word families and root words, sentence of 3 description
Openers to connect whole text
Connectives to link
Language Sentence Construction Punctuation SpellingSee Writing Overview
parts of sentences
document on the school website appendix 1
Consolidate:When – time connectivesOnce upon a timeEarly one morning First Then Next But SoFinally,…..happily ever afterAfter After that As At that moment By next morning In the end One day Next morning NowSoon / As soon as Until When While After a while A few days later Before Immediately EventuallyBecause To his amazement / surprise If However Althoughlots of plenty of
How –adverbsSuddenly / Fortunately / Luckily / Unfortunately ‘ly’
Consolidate:andwhountilbutbecause thenthat while whenwhereorso thatIftoor
Introduce:afteralsoas well
Consolidate: PrepositionsInside outsidetowards across under behind above along before between afterIntroduce:Next to by the side of In front of during through throughout
AlliterationSimiles using…like….Similes using…as….as…Adjectives /adverbsPowerful verbs
Introduce:More specific technical nouns and verbs etc eg corrugated iron, rain pounded etc
GRAMMAR-See Non-Fiction
Speaking and Listening-See Appendix 29 Also See Speaking and listening
Pupils should plan their writing and discuss structure, vocab, grammar
Draft and edit, proof read, propose changes
Paragraph and use simple organisational devices
Develop rich vocab
Self-evaluateRead own work aloud
Consolidate: -‘ly’ openers –adverbs e.g. Luckily / Unfortunately Silently, Slowly, …. More –‘ly’ openers e.g. Bravely, (emotional description)
Simple and compound sentences
Consolidate:Full stops
Capital letters
Question marks
Commas in lists
Commas for pauses
Commas after openers (marking phrases or clauses)
Inverted commas (also called Speech marks). Double for direct speech eg “Hi”
Exclamation marks
Term 1Consolidate:knowledge of adding suffixes see appendix A and BIntroduce:Further develop prefixes and suffixes. See Appendix C
Spell further homophones. See appendix C
Spell words correctly that are often misspelt. See appendix C. Term 2Consolidate:Know what happens to the spelling of nouns when –s is added eg army-armies, ash-ashes See Appendix 9.
openers (see Sentence Construction)Where - eg Across the road….Over the hill….. Inside the castle…Introduce: Because When – Later When While Whenever Without warning Meanwhile
Consolidate: 5 parts to a storyIntroduction- (5 WS)Build up-suspenseProblem/Dilemma-detail, dialogueResolution-linked to the problemEnding-links back to the start, changes compared to the start
althoughhowever
Overview document on sch website Complex sentences-embedded clauses eg the girl, who I remember, had long black hair.Sentence of 3 description eg ‘The cottage was almost invisible, hiding under a thick layer of snow and glistening in the sunlight.’connectivesQuestionsExclamationsLong and short sentenceMore complex sentences using a range of connectivesIntroduce:-‘ing’ clauses as starters e.g. Grinning, he slipped the treasure into his bag.
Consolidate:Repetition for effectTwo adjectives to describe the noun e.g. the scary, old woman Descriptive lists -Sentence of 3 for description e.g. he wore old shoes, a dark cloak and a red hat...
Apostrophe for contractions/ omissions
Determiners/ articles and their use according to whether a noun begins with a vowel or not.
Introduce: EllipsisbracketsColon (to introduce a list eg ‘You need the following:’Prefixes egAuto-Super-Anti-Word families and route words eg teach, teacherBeauty-beautiful
Also see phase 6 letters and sounds.Understand how words change when suffixes (-er and –est for comparatives and -ly, -ful, -less, -er, -able)are added eg homeless, reliable. See Appendix 10. Also phase 6 letters and soundsIntroduce: Words with French origins
plural possessive apostrophe
Term 3Consolidate:Embed the correct use and spelling of pronouns-my, your, his etc. See Appendix 11knowledge of prefixes (un-, dis-re-, pre-, de-, mis-) to generate new words from root
Simple expanded noun phrases e.g. lots of money, plenty of dragonsAdverbial phrases, e.g. At the end of the lane... (used as a where starter)Introduce:Dialogue – powerful speech verb e.g. “Hello,” she whispered.
words eg turn-return, cook-precook. See Appendix 12words to be learnt Appendix Cplace possession pronouns for singular and plural correctly
use the first 3 letters of a word to check its spelling in a dictionary
Year 3 Non-FictionGenres: Non-chronological reports, recounts, instructions, simple persuasion
Key Teaching Points for Non-Fiction.1. Identify your genre2. Chose your form3. Chose the style4. Identify the audience and purpose
Terminology to teach the children.
Genre-particular kind of writing
Form-the format of the writing eg postcard, letter, poster, Leaflets,
5. Select the content and organisation-chose the appropriate planning framework
6. Know the language features to use
biography, autobiography, dialogue.
Style-the tone of the writing, it is either formal or informalOpeners to connect whole text
Connectives to link parts of sentences
Language Sentence Construction
Punctuation SpellingSee Writing Overview document appendix 2 on the school website and/or NC 2014 English appendix 2
5Ws-who, what, where, why, when
See Sue Palmer’s non-fiction genre summary (Connections)
Introduce: paragraphs (tip top)
Words to show time order-first, then, next, after that, afterwards, finally, some weeks later in 1950 etc
See Sue Palmer’s genre summary (Connections)
Non-chronological reports-use present tense, factual descriptive words eg powerful beams not beautiful, bright beams, technical words and phrases
Recounts-events in chronological order, past tense, first or third person, words to show time orderWriting may be personal (first person) or impersonal (third person)
Instructions-factual descriptive words, numbers or words or devices to show the sequence of steps
GRAMMARUse a range of conjunctions-when, if, because, althoughUse past and present tenseUse nouns and pronouns to avoid repletionUse conjunctions, adverbs, prepositions to express time and cause
Simple and compound sentencesComplex sentences using connectivesQuestionsExclamationsLong and short sentenceMore complex sentences using a range of connectives
Introduce: Pattern of 3 for persuasion
Consolidate:Full stops
Capital letters
Question marks
Commas in lists
Commas for pauses
Commas after openers (marking phrases or clauses)
Inverted commas (also
Throughout the year consolidate:Most pupils will learn to-spell high and medium frequency words (see appendix 25)-recognise prefixes and suffixes (see appendices 4, 5, 10, 12) understand how they modify meaning, and assist in decoding complex words-spell unfamiliar words, using known conventions including grapheme/phoneme correspondence (root words, compound words, suffixes, prefixes) and morphological rules (root words, compound words, suffixes and prefixes) and etymological knowledge (ie word derivations)Extend the knowledge of spelling strategies and apply to high frequency (see appendix 25)and cross-curricular words. Teacher to make own list of topic specific
Use fronted adverbials followed by a commaUse apostrophe for possession (plural)
Understand the formation of nouns through a range of prefixes eg super-, anti-
Use the present perfect form of the verb eg he has gone out to play contrasted with the past he went out to play
Ensure pupils understand the terminology-preposition, conjunction, prefix, word family, clause, subordinate clause; direct speech, consonant, vowel, letter, inverted commas (and speech marks)
Know singular and plural forms of nouns.Identify first, second and third person.Refer to Excellence and enjoyment Year 3 unit 4 adjectives, unit 5 prepositions, unit 6 determiners (also known as articles), unit 7 subject-verb agreement.
Ensure consistent use of present tense or past tense throughout a text when writing
2x week (minimum) deliver an activity to consolidate pupils’ ability to identify nouns, verbs (Make sure pupils understand that verbs can be made up of up to 4 separate words eg ‘In 2013 I
eg Visit, swim, Enjoy! (linked to persuasive texts)
called Speech marks). Double for direct speech eg “Hi”
Exclamation marks
Apostrophe for contractions/ omissions. Plural possession a
Use of commas to mark phrases or clauses (embedded clauses etc)
Introduce: brackets
vocabulary.Spell further homophones-see appendix 1 of NC 2014 and/or Writing overiview of school website
will have been attending St Andrew’s for 5 years), connectives, prepositions, articles, adjectives and adverbs, statements/simple sentences, compound sentences and questions and commands (linked to instructions) and know the role of these word classes. Link to time connectives, adverbs etc listed on this document. Introduce correct tense agreement.
Consolidate: Yr 2 grammas.Introduce: Short sentences for impact and emphasis. Eg ‘Sam was really unhappy’.Adverbial phrases (used as a where, when or how started) eg ‘A few days ago, we discovered a hidden box.’‘At the back of the eye, is the retina.’‘In a strange way, he looked at me.’Complex sentences‘-ing’ clauses eg ‘signing, the boy finished his homework.’‘embedded clauses’ eg The girl, whom I remember, had black hair’ or ‘Clifton suspension bridge, which was finished in 1864, is a popular tourist attraction.’Sentence of 3 description-‘The cottage was almost invisible, hiding under a thick layer of snow and glistening in the sun’
Standard EnglishI was, we were, I ate, I did, it bled, difference between the verb to leaned and to teach
Ensure pupils understand the difference between spoken and written language (writer’s voice)
Use pronouns to avoid repetition
Use cause and effective connectives
Use frontal adverbials
Use direct speech punctuated correctly
Bibliography (useful texts to use for Fiction and Non-Fiction)FICTIONStoryteller aged 4-7 by Pie CorbettStoryteller 7-9 by Pie CorbettStoryteller 9-11 by Pie CorbettWriting Models Years 3-6 Pie CorbettSt Andrew’s Story and Rhyme spine (listing all the stories and rhymes which pupils must learn by heart in each Year group)St Andrew’s Class Novel list-suggested class novels for KS1 and KS2 year groups.
NON-FICTIONOxford Connections by Sue PalmerWriting models Years 3-6 by Pie Corbett
STARTERS AND ACTIVITIES TO DEVELOP LANGUAGE AND VOCABULARY.Jumpstart Story making. Games and Activities for ages 7-12. Pie CorbettJumpstart Literacy, Games and activities for ages 7-14. Pie Corbett
CHECK OUT ESPRESSO!Appendix C Year 3 and Yr 4
Year 3 (consolidate in Yr4)
Adding suffixes beginning with
vowels to words of more than one
syllable
f the last syllable of a word is stressed and ends with one consonant
which has just one vowel letter before it, the final consonant is doubled
before any ending beginning with a vowel is added.
The consonant is not doubled if the syllable is unstressed.
forgetting, forgotten, beginning, beginner, prefer, preferred
gardening, gardener, limiting, limited, limitation
Year 3 (consolidate in Yr 4)
The /i/ sound spelt y elsewhere than
at the end of words
These words should be learnt as needed. myth, gym, Egypt, pyramid, mystery
Year 3 (consolidate in Yr 4) These words should be learnt as needed. young, cousin, double, trouble, couple, country
The /u/ sound spelt ou
Year 3 (consolidate in Yr 4)
Prefixes
sub– means ‘under’.
super– means ‘above’.
auto– means ‘self’ or ‘own’.
anti– means ‘against’.
sub–: subdivide, subheading, submarine, submerge
super–: supermarket, superman, superstar
auto-automobile, automatic
anti–: antiseptic, anti-clockwise,
Yr 4 More prefixes Prefixes are added to the beginning of root words without any changes in spelling.
Like un–, the prefixes dis– and mis– have negative meanings.
The prefix in– can mean both ‘not’ and ‘in’/’into’. In the words given
here it means ‘not’.
Before a root word starting with l, in– becomes il
Before a root word starting with m or p, in– becomes im–.
Before a root word starting with r, in– becomes ir–.
re– means ‘again’ or ‘back’.
inter– means ‘between’ or ‘among’.
dis–, mis–, in–
disappear, disappoint, disobey
misbehave, mislead, misspell (mis + spell)
inactive, incorrect
illegal, illegible
immature, immortal, impossible, impatient, imperfect
irregular, irrelevant, irresponsible
re–: redo, refresh, return, reappear, redecorate
inter–: interact, intercity, international, interrelated (inter +
related)
Year 4 sub– means ‘under’. sub–: subdivide, subheading, submarine,
More prefixes
super– means ‘above’.
auto– means ‘self’ or ‘own’.
anti– means ‘against’.
submerge
super–: supermarket, superman, superstar
auto-automobile, automatic
anti–: antiseptic, anti-clockwise,
Year 3 (consolidate in Yr 4)
The suffix –ation
The suffix –ation is added to verbs to form nouns. The rules already
learnt still apply.
information, adoration, sensation, preparation, admiration
Year 3 (consolidate in Yr4)
The suffix –ly
The suffix –ly is added to an adjective to form an adverb. The rules
already learnt still apply:
The –ly suffix starts with a consonant, so it is added straight on to most
root words unless they end with y.
If the root word ends with y, the y is changed to i.
Exceptions:
1.If the root word ends with –le, the –le is changed to –ly.
2. If the root word ends with –ic, –ally is added rather than just –ly,
except in the word publicly.
sadly, completely, usually (usual + ly), comically (comical +
ly)
happily, angrily,
gently, simply, humbly, nobly
basically, frantically, dramatically
3. The words truly, duly, wholly,
Year 3 (consolidate in Yr4)
Words with endings sounding like
/zhuh/ or /chuh/
The ending sounding like /zhuh/ is always spelt –sure.
The ending sounding like /chuh/ is often spelt –ture, but check that the
word is not a root word ending in (t)ch with an er ending – e.g. teacher,
catcher, richer, stretcher.
measure, treasure, pleasure, enclosure picture, adventure,
creature, furniture, departure, mixture
Year 3 (consolidate in Yr4)
Endings which sound like /zhun/
If the ending sounds like /zhun/, it is spelt as –sion
division, invasion, confusion, decision, collision, television
Year 3 (consolidate in Yr4)
The suffix –ous
Sometimes the root word is obvious and the usual rules apply for
adding suffixes beginning with vowels.
Sometimes there is no obvious root word.
–our is changed to –or before –ous is added.
A final ‘e’ must be kept if the /j/ sound of ‘g’ is to be kept.
If there is an /i/ sound before the –ous ending, it is usually spelt as i,
but a few words have e (e.g. spontaneous, hideous, piteous)
poisonous, dangerous, mountainous, nervous, famous,
various,
tremendous, enormous, obvious, pompous, previous,
ravenous
humorous, glamorous, vigorous
courageous, outrageous
serious, previous, obvious, furious, envious
Year 3 (consolidate in Yr4) Strictly speaking, the endings are –ion and –ian. Clues about whether
invention, inflation, injection, action, completion, exception
Endings which sound like /shun/,
s Year 3 (consolidate in Yr4)
pelt –tion, –sion, –ssion, –cian
to put t, s, ss or c before these endings often come from the last letter
or letters of the root word.
–tion is the most common spelling. It is used if the root word ends in t
(invent) or te (inflate).
–ssion is used if the root word ends in ss (express) or –mit (permit).
–sion is used if the root word ends in d or se (Exceptions: attend –
attention; intend – intention)
–cian is used if the root word ends in c or cs (e.g. music – musician,
politics – politician).
expression, discussion, confession, permission,
transmission, admission
expansion, extension, comprehension, tension
musician, electrician, politician, magician, mathematician
Year 4
Words with the /k/ sound spelt ch
(Greek in origin)
school, chorus, chemist, Christmas, character, anchor
Year 3
Words with the /sh/ sound spelt ch
(mostly French in origin)
chef, chalet, machine, brochure, champagne, chauffeur
Year 3
Words ending with the /g/ sound
spelt –gue and the /k/ sound spelt –
que (French in origin)
league, tongue, synagogue, antique, unique, mosque
Year 4
Words with the /s/ sound spelt sc
(Latin in origin)
The Romans probably pronounced the sc in the Latin words from which
these words come as /sk/, so mentally pronouncing these words that way may help with spelling – e.g. the pronunciation /skene/ can be
used when learning to spell scene.
science, scene, scissors, muscle, disciple, fascinate
Year 3 (consolidate in Yr4)
Words with the /ai/ sound spelt ei,
eigh, or ey
vein, weigh, eight, neighbour, they, obey
Year 3 (consolidate in Yr4)
Possessive apostrophe with plural
words
The apostrophe is placed after the plural form of the word; – s is not
added if the plural already ends in s, but is added if the plural does not
end in s (i.e. is an irregular plural – e.g. children’s).
girls’, boys’, babies’, children’s, men’s, mice’s
(Note: singular proper nouns ending in an ‘s’ use the ‘s
notation e.g. Cyprus’s population)
Year 3 (consolidate in Yr4)
Homophones or near-homophones
accept/except, affect/effect, ball/bawl, berry/bury,
brake/break, fair/fare, grate/great, groan/grown, here/hear,
heel/heal/he’ll, knot/not, mail/male, main/mane, meat/meet,
medal/meddle, missed/mist, peace/piece, plain/plane,
rain/rein, scene/seen
Year 3-Words to be learnt Many root words need to be learnt, but once they are learnt, and the
rules and guidelines for adding prefixes and suffixes are known, many
long words can be spelt correctly.
Understanding relationships between words can help with spelling
medicine is related to medical
opposite is related to oppose, so the schwa sound in opposite is spelt
as o.
regular sounds as if it might end in the letters –er, but the clear /a/ in
the related word regularity shows that regular must end with the letters
ar.
material, medicine, mention, multiply,
murmur, nephew, occasion, often,
opposite, paragraph, particular,
peculiar, position, possess, produce,
professor, promise, property, prove,
punctuate, quality, quantity, quarrel,
quarter, recite, recover, register,
regular, reign, remember, sentence,
separate, sew, situate, strength,
sufficient, sure, surprise, surround, thought, through, though, weary
Year 4-words to be learnt . Many root words need to be learnt, but once they are learnt, and the
rules and guidelines for adding prefixes and suffixes are known, many
long words can be spelt correctly.
Understanding relationships between words can help with spelling
A few examples:
conscience is related to science – both come from the Latin word
meaning ‘to know’.
bicycle is cycle (from the Greek for wheel) with bi– (meaning two)
before it.
accident, advertise, approve, benefit,
behave, bicycle, breath, breathe,
building, calendar, certain, concentrate,
chocolate, congratulate, conscience,
continue, decorate, describe, dictionary,
difficult, discover, disturb, early, earn,
earth, educate, excite, experience,
experiment, explore, extreme, February,
grammar, guide, guard, half, heart,
immediate, improve, increase,
independent, injure, inquire, interest,
island, junior, knowledge, library,
Words which are often misspelt
when prefixes or suffixes are added
If these words are thought of in terms of root words and the rules for
adding prefixes and suffixes are then applied, the words are less likely
to be misspelt.
disappear (just add dis to appear)
disappoint (just add dis to appoint)
beginning (double the n at the end of begin to keep the
short /i/ sound before it)
business (busy + ness, with the y of busy changed to i according to the rule)
necessary, unnecessary (just add un to necessary);
necessarily (add ly, changing the y of necessary to i
according to the rule)
Word lists for Yr 3 and 4-words which all pupils must be able to spell by the end of Yr 4 and therefore need regular practice throughout Years 3 and 4.
Accident (ally
Actual (ly)
Address
Answer
Appear
Arrive
Believe
Bicycle
Breath
Breathe
Build
Busy/business
Calendar
Circle
Complete
Consider
Continue
Describe
Decide
Different
Difficult
Disappear
Early
Earth
Eight/eighth
Enough
Famous
Favourite
February
Forward(s)
Fruit
Grammar
Group
Guard
Guide
Heard
Heart
Height
History
Island
Knowledge
Learn
Length
Library
Material
Medicine
Mention
Minute
Natural
Naughty
Notice
Occasion(ally)
Peculiar
Perhaps
Popular
Position
Possess(ion)
Possible
Potatoes
Pressure
Probably
Promise
Purpose
Quarter
Question
Sentence
Separate
Special
Straight
Strange
Strength
Suppose
Surprise
Therefore
Though/although
Thought
Through
Various
Caught
Centre
Century
certain
Exercise
Experience
Experiment
extreme
Imagine
Increase
Important
interest
Often
Opposite
Ordinary
particular
Recent
Regular
Reign
remember
Weight
Woman/women
Appendix 7. Year 3 Term 1
Two different consonants before -le A double consonant before -le One consonant before the -le
simple muddle people
grumble battle needle
handle middle sparkle
bundle apple startle
example giggle fable
crumple cattle bible
tinkle nettle steeple
single puddle noodle
tumble little table
candle bottle beetle
Appendix 8 Year 3 Term 1
Regular verb endings
Typical of most verbs Verb ends in single consonant letter Verb ends in constant -y
cooks cooked cooking drops dropped dropping carries carried carrying
plays played playing grabs grabbed grabbing cries cried crying
jumps jumped jumping stops stopped stopping tries tried trying
works worked working hugs hugged hugging spies spied spying
looks looked looking marries married marrying
Verb ends in -e Verb ends in hissing or buzzing sounds
loves loved loving hisses hissed hissing
notes noted noting washes washed washing
bathes bathed bathing touches touched touching
Appendix 8 Year 3 Term 1 continued...
Irregular tenses
blow blew think thought eat ate
grow grew fight fought go went
throw threw buy bought is was
know knew take took are were
sing sang shake shook hear heard
ring rang wear wore make made
drink drank tear tore sit sat
begin began tell told catch caught
feed fed sell sold bite bit
meet met write wrote send sent
creep crept drive drove bend bent
sleep slept speak spoke hide hid
Appendix 9 Year 3 Term 2
bush bushes box boxes brush brushes
glass glasses church churches dish dishes
watch watches fox foxes witch witches
game games rope ropes tune tunes
table tables time times school schools
pen pens pocket pockets baby babies
book books window windows fly flies
boy boys day days berry berries
cup cups key keys jelly jellies
pond ponds display displays puppy puppies
Appendix 10 Year 3 Term 2
Comparatives
Typical Words -e words Short vowels -y words
quick quicker quickest nice nicer nicest big bigger biggest happy happier happiest
cold colder coldest late later latest hot hotter hottest chilly chillier chilliest
long longer longest close closer closest thin thinner thinnest funny funnier funniest
tall taller tallest ripe riper ripest fat fatter fattest lucky luckier luckiest
Appendix 10 Year 3 Term 2 continued...
-ly -ful -less -er
Kindly Wishful Hopeless Farmer
Friendly Hopeful Painless Villager
Weekly Painful Useless Teenager
Homely Forgetful Tuneless builder
Lonely Pitiful Fearless Baker
Nearly Hateful Breathless Reader
freely joyful thankless teacher
Appendix 11 Year 3 Term 3
I my mine myself this
you your yours yourself That
He his his himself These
she her hers herself Those
it Its (not it’s=it is) Its (not it’s=it is) Itself
we our ours Ourselves
they their theirs themselves
Appendix 12. Year 3 Term 3
De- Re- Pre- Mis-
Demist Rebuild Predict Misbehave
Decode Recycle Prepare Misplace
Decamp Refill Precaution Miscount
Defuse Reform Prepay Mistake
Defrost Return Prefix Misfire
Deform Revisit Preview mishear
Deflate Rewrite precook
decrease Replace
reuse
Appendix 13 Year 4 Term 1
Their There’re there
to too two
heel heal He’ll
see sea
new Knew
right write
through threw
here Hear
hole Whole
flour flower
pear pair
be bee
Revise all Yr 1 and 2 high frequency words
Appendix 25 continued...
Year 1 and 2 High Frequency Wordshas had an bed butfrom got school him Hisif jump notof want one little theredo off could put thanthat them then us whenlow new about another becauseby Can’t down half homejust live after back beencalled first have house lastmade again ball brother cameDon’t good her how laughmake many much next oldout seen so their timetree who were may mustnight once over should somethese too water would whatmore name now our people
sister take took very waywhere your Monday Tuesday WednesdayThursday Friday Saturday Sunday dayweek January February March AprilMay June July August SeptemberOctober November December month yearone two three four fivesix seven eight nine Ten eleventwelve thirteen fourteen fifteen sixteenseventeen eighteen nineteen twenty redorange green blue black whitebrown pink purple grey
Speaking and Listening
Pupils should be given opportunities to learn the following words, phrases and sentences by heart. It is not an exhaustive list, these are suggestions.
These structures can be taught throughout the curriculum in lessons such as English, Read Write Inc, guided and shared reading, science, maths, Geography, History etc.
The following can be found in a separate document on the KLP called ‘Progression in Language development.’ See the ‘speaking and listening’ file on the KLP. Here the information in organised by language not year group.
The ‘Speaking and Listening file’ on the KLP also contains documents outlining activities and strategies which can be used to teach speaking and listening.
See Speaking and Listening section of the Literacy PolicyAppendix 29 Year 3 LanguageLanguage of Argument/Discussion
Language of Comparison/Classificatio
Language of DeductionI conclude that...because...
Language of DescriptionIt looks/feels/smells etc...
An argument for/against...is...because...I understand however/that due to/...but...therefore...I accept/cannot accept the decision to......however I feel/believe....Because/as/due to...
n...and...are both......and...are alike in that......and...are similar because......is...but...is.......is...while...is...
I found that... because...As a result of...I conclude that...After looking at the evidence/data/arguments/results I conclude that...On observing I found that...
It appears/seems to be...because...I think it looks/feels etc like...due to...It reminds me of...because/therefore......meanwhile...
Language of EvaluationI found this work...because...Next time I would/could...I enjoyed this because......was successful/unsuccessful/ambitious because...You could improve this work by......could be improved by...
Language of ExplanationHow...Why...Where...When...What...After...Then/as a result of/later/because...
Language of Explanation in a Mathematical ContextIf you...then......is in between/before/after...Because..comes after...So then...The answer is...because...
Language of Hypothesis (a suggestion which tries to explain something based on evidence)Because I know...I know ...Due to...I know that...
Language of OpinionI agree/disagree because...I appreciate/understand that...I appreciate/understand...’s opinion...however I feel...Because/due to..I believe/feel...
Language of PredictionI prediact that...because...however/ meanwhile/therefore/also...I predict that...after/as a result of...This is probable because......and...are different in that...After...I predict that...The outcome will be...because...How did you come to that prediction?
Language of Retelling-events and storyOnce upon a timeFirst...next...then...finally...At last...Suddenly/unfortunately/luckily...During...Lastly...In the end...Other Words and phrases from stories learnt by heart
Language of sequencingFirst...because...Next...however...Then...therefore...Finally/eventually/lastly...because...