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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


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,


The suffix –ation

The suffix –ation is added to verbs to form nouns. The rules already

learnt still apply.

information, adoration, sensation, preparation, admiration


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,


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


Endings which sound like /zhun/

If the ending sounds like /zhun/, 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 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


Words with the /ai/ sound spelt ei,

eigh, or ey

vein, weigh, eight, neighbour, they, obey


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)


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


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


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


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


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...

Documents

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