Download Year 3 Literacy

English
National Curriculum 2014
Planning Document
Y3
Literacy
This document contains the Y3 Spelling Appendix and should be used to support the
planning, teaching and learning of Spelling in Year 3; the objectives for the teaching
of grammar and punctuation and the overview for the coverage of writing for this
Year Group.
English
Spelling – work for years 3 and 4
Revision of work from years 1 and 2
Pay special attention to the rules for adding suffixes.
New work for Year 3
Statutory
requirements
Rules and guidance (non-statutory)
Example words
(non-statutory)
Adding suffixes beginning
with vowel letters to
words of more than one
syllable
If the last syllable of a word is stressed and
ends with one consonant letter which has
just one vowel letter before it, the final
consonant letter is doubled before any
ending beginning with a vowel letter is
added. The consonant letter is not doubled
if the syllable is unstressed.
forgetting, forgotten,
beginning, beginner,
prefer, preferred
The /ʌ/ sound spelt ou
These words should be learnt as needed.
young, touch, double,
trouble, country
Statutory
requirements
Rules and guidance (non-statutory)
Example words
(non-statutory)
re– means ‘again’ or ‘back’.
re–: redo, refresh, return,
reappear, redecorate
super– means ‘above’.
super–: supermarket,
superman, superstar
anti– means ‘against’.
anti–: antiseptic, anticlockwise, antisocial
Statutory
requirements
Rules and guidance (non-statutory)
Example words
(non-statutory)
Words with endings
The ending sounding like /ʒə/ is always
measure, treasure,
gardening, gardener,
limiting, limited, limitation
English
Statutory
requirements
Rules and guidance (non-statutory)
sounding like /ʒə/ or
/tʃə/
spelt –sure.
The ending sounding like /tʃə/ 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.
creature, furniture,
picture, nature, adventure
Endings which sound like
/ʒən/
If the ending sounds like /ʒən/, it is spelt as
–sion.
division, invasion,
confusion, decision,
collision, television
The suffix –ous
Sometimes the root word is obvious and the
usual rules apply for adding suffixes
beginning with vowel letters.
poisonous, dangerous,
mountainous, famous,
various
Sometimes there is no obvious root word.
tremendous, enormous,
jealous
–our is changed to –or before –ous is
added.
A final ‘e’ of the root word must be kept if
the /dʒ/ 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.
Example words
(non-statutory)
pleasure, enclosure
humorous, glamorous,
vigorous
courageous, outrageous
serious, obvious, curious
hideous, spontaneous,
courteous
English
Statutory
requirements
Rules and guidance (non-statutory)
Endings which sound like
/ʃən/, spelt –tion, –sion,
–ssion, –cian
Strictly speaking, the suffixes are –ion and –
ian. Clues about whether to put t, s, ss or c
before these suffixes 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 or te.
–ssion is used if the root word ends in ss or
–mit.
–sion is used if the root word ends in d or
se.
Exceptions: attend – attention, intend –
intention.
Example words
(non-statutory)
invention, injection,
action, hesitation,
completion
expression, discussion,
confession, permission,
admission
expansion, extension,
comprehension, tension
–cian is used if the root word ends in c or cs.
musician, electrician,
magician, politician,
mathematician
Words with the /ʃ/ sound
spelt ch (mostly French in
origin)
chef, chalet, machine,
brochure
Words ending with the
/g/ sound spelt –gue and
the /k/ sound spelt –que
(French in origin)
league, tongue, antique,
unique
Words with the /eɪ/
sound spelt ei, eigh, or ey
vein, weigh, eight,
neighbour, they, obey
Statutory
requirements
Homophones and nearhomophones
Rules and guidance (non-statutory)
Example words
(non-statutory)
ball/bawl, berry/bury,
brake/break, fair/fare,
grate/great, groan/grown,
here/hear, knot/not,
mail/male, main/mane,
meat/meet, missed/mist,
peace/piece, plain/plane,
scene/seen,
weather/whether,
English
Word list – Year 3
address
notice
answer
often
arrive
perhaps
bicycle
position
breath
possess(ion)
build
pressure
calendar
promise
caught
purpose
certain
quarter
circle
special
decide
strength
describe
surprise
early
weight
earth
eight/eighth
famous
February
forward(s)
fruit
grammar
group
guard
guide
heard
heart
height
history
increase
island
learn
length
library
material
mention
minute
natural
naughty
English
Notes and guidance (non-statutory)
Teachers should continue to emphasise to pupils the relationships between sounds and letters, even
when the relationships are unusual. Once root words are learnt in this way, longer words can be spelt
correctly, if the rules and guidance for adding prefixes and suffixes are also known.
Examples:
business: once busy is learnt, with due attention to the unusual spelling of the /i/ sound as ‘u’, business
can then be spelt as busy + ness, with the y of busy changed to i according to the rule.
disappear: the root word appear contains sounds which can be spelt in more than one way so it needs to
be learnt, but the prefix dis– is then simply added to appear.
Understanding the relationships between words can also help with spelling. Examples:

bicycle is cycle (from the Greek for wheel) with bi– (meaning ‘two’) before it.

medicine is related to medical so the /s/ sound is spelt as c.

opposite is related to oppose, so the schwa sound in opposite is spelt as o.
English
Grammar & Punctuation Objectives- Year 3
Recognise simple sentences
and begin to recognise
compound and complex
sentences
Encourage children to extend their
sentences using joining words
(conjunctions). They can join simple
sentences (clauses)
The boat arrived late and the man
walked down the gangway.
They can add a subordinate clause to a
sentence
When the rain stopped, the girls went
back to the playground.
Sentence
Conjunction
High
Use and recognise nouns,
adjectives and adjectival
phrases
Explain what a noun is, and how an
adjective or adjectival phrase can
modify the noun: Mrs Coles’ house was
noisy, loud and messy. Peter and
Poppy, who were my age, looked after
me very nicely.
Noun
Adjective
High
Use powerful verbs
Introduce the idea of a verb
Explain the concept of a verb and
encourage children to use powerful
verbs in their writing
Not: I went out of the room but
I stormed out of the room ... or
I plodded out of the room
I crept out of the room...
Verb
High
Introduce the idea of tense in
verbs
Explain the concept of a verb and help
children to recognise these. They also
relate the tense of verbs used to the
type of writing. E.g. narrative is usually
past tense, description can be present
tense.
She ran along the road and saw the
robber vanishing down a trapdoor.
My friend has red hair, blue eyes and is
always telling jokes.
Verb
Past tense
Present tense
Medium at
this stage
Use dialogue in narrative or
in drama
Start by relating speech bubbles to
speech marks. Make sure what is inside
the speech bubble (marks) is what we
or the characters SAY.
“I’m hungry!” yelled the big, bad wolf.
“Give me some FOOD!”
Inverted
commas or
speech marks
Direct speech
High
Extend the range of
sentences with more than
Extend children’s use of longer
sentences in their writing, so they
Conjunction
Clause
High
(in terms of
3
English
one clause.
Co-ordination: using ‘and’,
‘or’ and ‘but’ (compound)
Subordination: using a wider
range of conjunctions to add
subordinate clauses
(complex).
frequently use sentences with at least
one subordinate clause.
Use joining words (conjunctions) such
as: and, or, but, if, when, where,
because, so, although, etc.
chn using
complex
sentences in
writing)
Catch Up Programme 2014-15
Use and recognise nouns,
adjectives and adjectival
phrases
Explain what a noun is, and how an
adjective or adjectival phrase can
modify the noun: Mrs Coles’ house was
noisy, loud and messy. Peter and
Poppy, who were my age, looked after
me very nicely.
Noun
Adjective
Use conjunctions to join
ideas in longer sentences
Co-ordination: using ‘and’,
‘or’ and ‘but’ (Compound)
Subordination: using ‘when’,
‘where’, ‘if’, ‘that’ and
‘because’ (Complex)
Children need to start using compound
and complex sentences in their writing:
When the tiger came to tea, he ate up
all the food and drank up all the water.
If another tiger comes to tea, we have
some tins of tiger-food.
None
Use and distinguish past and
present text
In a story it is often past tense: The
tiger went to the cupboard and took out
all the tins. He drank up all the water in
the tap.
In a description of something which is
true now, it is present tense. My
favourite colour is red. I like playing
princesses and magic games best.
Verb
Tense
Past
Present
Use apostrophes for
Encourage children to write speech in a
contracted forms – relate this realistic way, e.g. I don’t want to come
to differences between
home!
spoken & written English
Apostrophe
English