Presentation on theme: "SPELLING, PUNCTUATION AND GRAMMAR IN YEAR 3 A BRIEF SUMMARY OF THE YEAR 3 EXPECTATIONS IN ENGLISH."— Presentation transcript:
SPELLING, PUNCTUATION AND GRAMMAR IN YEAR 3 A BRIEF SUMMARY OF THE YEAR 3 EXPECTATIONS IN ENGLISH
ENGLISH Spoken Language Reading (Word-reading, comprehension) Writing (Transcription, Composition and ‘Spelling, Punctuation and Grammar’)
NATIONAL CURRICULUM “Pupils should be able to write down their ideas with a reasonable degree of accuracy and with good sentence punctuation. Teachers should therefore be consolidating pupils’ writing skills, their vocabulary, their grasp of sentence structure and their knowledge of linguistic terminology”.
TIMETABLE 8:40 8:50 9:00 9:15 9:45 10:45 11.00 11.10-12.1012:10-12.30 12:30 13:30 13:45 15:25 Monday REGISTRATION – Handwriting Class assembly SPAG Phonics (KS1) Literacy B R E A K Numeracy Guided reading L U N C H R4P Topic Tuesday Assembly SPAG Phonics (KS1) Numeracy Literacy Guided reading ICT with DP French With LM Wednesday Assembly SPAG Phonics (KS1) Numeracy Literacy Guided reading RE With L Coca PE with SPORTS COACH 2.20-3.25 Thursday R4P SPAG Phonics (KS1) Numeracy Literacy Guided reading Music Assembly Music Science Friday Assembly SPAG Phonics (KS1) Numeracy Literacy Guided reading R4P Topic
SPELLING Pupils’ spelling of common words should be correct, including common exception words and other words that they have learnt. Pupils should spell words as accurately as possible using their phonic knowledge and other knowledge of spelling, such as morphology and etymology.
STATUTORY SPELLING LIST Words that are taught through spelling lessons, writing lessons and other lessons across the curriculum Used as a measure of proficiency in spelling, in line with age-related expectations
SPELLING Pupils Should Be Taught To: Use further prefixes and suffixes and understand how to add them Spell further homophones (e.g. to, two, too) Spell words that are often misspelt (English Appendix 1) place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s] 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.
PUNCTUATION using commas after fronted adverbials indicating possession by using the possessive apostrophe with plural nouns using and punctuating direct speech (using inverted commas, not ‘speech marks’)
GRAMMAR Pupils should be taught to develop their understanding of the following concepts: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition using conjunctions, adverbs and prepositions to express time and cause using fronted adverbials
FRONTED ADVERBIALS Here is an example of a fronted adverbial:
TERMINOLOGY use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.